Emerging Technologies, AI and the Business of Counselling (CO3007Z)

Content

Counselling is always responsive to society. For example, some societies have no word for “suicide” as it is not seen, others invoke spirits as part of healing, while “swooning” was a 19th c. European gendered phenomena. Conversely, our society is technophilic and capitalist. Given this reality, the intention of the present unit is two-fold. First, we will discuss the quick expansion of technology within the counselling industry. To be able to use a variety of technologies well is instrumental when seeking to attract and hold clients. As an adjunct to this we will also explore some of the utopian/dystopian possibilities that AI presents to counsellors. The second focus of this unit recognises that a proportion of students wish to set-up a private practice after graduation. They must therefore have basic business skills to be successful. Even if not wanting to go into private practice, many counsellors soon take on team leader roles and so must become comfortable with budgeting, HR management and marketing. Taken together, this unit augments your placements for it focuses on “the work of work”. We trust that it will help you as you set out on your journey as a counsellor.

Learning outcomes

Unit sequence

Offering: This unit is to be taught in year 3, semester 2 (term 3).

Prerequisites: CO2007Z Counselling Ethics, The Law, And Best Practice

Prohibited combinations: NA

Pedagogy

Problem-based learning In practice: To understand how to structure a question and use a logical process to derive an outcome which meets appropriate intellectual/professional standards is an important skill for counsellors. Through the provision of various intellectual lenses and associated problems students have the opportunity to engage problem-solving at a deeper level. While this is done effectively with online modules, at a face-to-face intensive, or during online seminars, students also get exposed to: (1) ambiguous problems; (2) problems with multiple answers; (3) problems with probabilistic outcomes; (4) problems with no good answers or no answers at all. In this way they begin to develop a rich understanding of what it is like to work with clients. Assessments are designed to enhance students’ problem-solving skills and to assess their readiness for clinical practice.

Indicative Bibliography

1. Ashkenas, R., & Manville, B. (2019). Harvard Business Review leader’s handbook. Harvard Business Review Press.
2. Bargreen, O. (2014). Starting a successful practice in Clinical Psychology and Counseling: A guide for students in Psychology and new career psychologists. Routledge.
3. English, J. (2024). How to organise and operate a small business in Australia: Turning ideas into success. Routledge.
   
4. Kose, U., & Demirezen, M. (2025). Artificial Intelligence: Technical and societal advancements. Routledge.
5. Prescot, T. (2025). The psychology of Artificial Intelligence. Routledge.
6. Reger, G. (2021). Technology and mental health: A clinician's guide to improving outcomes. Routledge.
7. Stone, J. (2023). Technology in mental health: Foundations of clinical use. Routledge.

Assessment