Emotional Factors in Learning and Teaching: Counselling Aspects in Education (ref. D1)
Are you struggling with a troubled and troubling child in your class?
Are you wondering how to work jointly with parents around issues concerning their children’s education?
Do you grapple with conflicts to do with inclusion, attainment and inspection?
Is your school discussing ‘Every Child Matters’ and ‘S.E.A.L’?
If so, this course is suitable for you.
Who is this course for?
Those working in the field of education in nursery, primary, secondary, special, further and adult education.
The course is for education staff working in the public or private sector.
Applicants for this course include teachers, heads of year, headteachers, SENCOs, college tutors, learning support assistants, learning mentors, educational psychologists, school counsellors, lecturers tutors, adult trainers and coaches.
Aims
• To develop skills and knowledge to support your work with children and adolescents in and outside the classroom, including skills in naturalistic observation
• To encourage the development of reflective teaching practice in a supportive atmosphere
• To develop a deeper personal understanding of yourself in your working role
• To engage with new perspectives on key education issues, including government policy
• To enable course members to think about present and future professional development, needs, and career pathway choices
Content/Teaching components
A weekly lecture or workshop and weekly work discussion seminars which focus on the emotional experience of learning and teaching.
Lecture topics include observational skills, bullying, racism, inclusion and exclusion, special needs, audit and inspection, working with parents and does every child matter?
In work discussion groups you will present your own work with children and adolescents and discuss other course members' work. The seminar groups, and their facilitator, work towards a better understanding of interactions, their impact and the meaning of behaviour. This reflective space will assist you in being able to think in troubling, unsettled and puzzling situations.
In the second year, you will focus more on group and institutional dynamics and participate in an experiential group, which you may find helpful in gaining deeper understanding of classroom behaviour, your classroom management and your wider educational context.
Assessment
You will submit written assignments to gain an academic award of Postgraduate Certificate after one year, or Postgraduate Diploma after two, or you may wish to proceed to MA through submission of a supervised dissertation in year three.
You will have three assignments in year one and three assignments in year two. You will submit a theoretical essay in March of year one and year two. The other two assignments that you will submit in June in years one and two of the course are more directly related to your own work experiences, and will demonstrate how you have been able to integrate your learning on the course into your working practice in your educational setting.
Student feedback
"It’s opened my eyes to childrens' emotional needs and made me reflect on my role in school"
"The lectures have been an excellent way to view my job from a new perspective"
Closing date
26th June (late applications may be considered).
Time commitment
Thursday evenings during term-time, 5.30pm to 9.30pm.
You will need additional time for reading and preparing observational presentations and assignments.
D1 Open Evening: Thursday, 23rd February from 5.30pm to 7pm in Room 132.
Freud Goes to School: Psychoanalytic Thinking in Education
Thursday 9 June, 7.15pm - 8.30pm
Venue: Tavistock Centre
This is an introductory lecture about the relevance of psychoanalytic ideas in schools and education settings. There will be an opportunity after the lecture to find out more about the D1 course PGCert/PGDip/MA in Emotional Factors in Learning and Teaching: Counselling Aspects in Education.
