Integrative Counselling FD - BACP Accredited

Course length: 3 years part-time

Overview

This degree received 100% student satisfaction for ‘the teaching on my course’ (Unistats 2016)

Counselling is increasingly being recognised as an area of professional specialisation and practice.

In the near future it is likely that counsellors will need to be professionally registered and possibly of graduate level.

A professional counselling training course, Newman’s Foundation Degree in Integrative Counselling has been developed to place our graduates in a strong position to meet these challenges. The Foundation Degree is aimed at those who wish to combine study with work and make useful connections between the two.

Who is it for?
  • Those wishing to develop a career as a professional counsellor - the course offers academic and professional counselling training
  • Those wanting to enhance their current practice
  • Those wishing to develop academic and research skills and work towards professional accreditation.
Special Features

The course is built around a coherent integrative model that is informed by current research and by developments in the professional requirements for counsellors in the UK. The course provides both professional and academic training, producing reflective practitioners who are equipped to meet the future challenges in counselling. This course is accredited by the BACP and is structured to support applications for individual accreditation with the British Association for Counselling and Psychotherapy (BACP) and subscribes to the BACP Ethical Framework (2010).

As part of your commitment to professional development, you will be required to join the BACP as a student member by the end of year 1. In years 2 and 3, you will undertake a counselling placement requiring clinical supervision. Over the course of the Foundation degree, you will engage in 40 hours of personal therapy to enhance self-awareness and professional practice. The cost of all these elements is in addition to the course fees.

"The course provides a quality, coherent, well managed learning experience, incorporating an effective balance of challenge and support. There is a commendably high level of support for students, in terms responsiveness to individual learning needs, study support, accessible resources and facilities – an ethos of putting individual welfare first, at an institutional, departmental and programme level". - BACP Assessors

Attendance

This three-year programme is usually delivered one day per week year one on a Thursday and years 2 and 3  on a Wednesday and includes some Saturday workshops. There is also considerable private study required including a counselling placement in years two and three.

Assessment

Learning outcomes will be assessed using a variety of methods including traditional essays, personal reflections and journals, taped counselling sessions, practice log books and supervisors’ reports.

Opportunities

Successful completion of the Foundation Degree can lead to further study for a year at level 6 and to a BA (Hons) degree. Newman currently offers a Counselling BA (Hons) top-up award.

 

Entry requirements

You must have completed a level 3 qualification in counselling skills, have substantial experience of using these skills in a workplace or voluntary setting, and have demonstrated at interview your suitability to undertake counselling training. Those without a level 3 qualification may apply for the Introductory Certificate in Counselling and then apply to transfer onto the Foundation Degree. Direct entry into the second stage of the programme may be possible for applicants who have completed a relevant and recognised level 4 counselling training, subject to successful interview.

Newman’s Approved Prior Learning (APEL) policy can be applied to any applicants who consider they have qualifications or experience that may warrant them being granted exemption from elements of a particular course. Such exemption may be up to a maximum of 50% of course content.

Fees

Below are the Undegraduate fees for 2017/18

UK/EU Students - £4,500

From 2018/19 tuition fees may rise in line with inflation

 

Year 1 modules


PROFESSIONAL COUNSELLING SKILLS


MODULE TITLE : PROFESSIONAL COUNSELLING SKILLS

MODULE CODE : CO440F


MODULE SUMMARY :

This is the initial module on the Foundation Degree programme, and as such is intended to develop the subject of counselling and consolidate counselling skills.  The main emphasis will be on therapeutic frame and the development of specific skills associated with for theoretical modalities.

CONTACT HOURS :

Scheduled : 45.00
Independent : 155.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop and enhance counselling and counselling skills
  • Enable students to develop and reflect on counselling skills associated with different theoretical modalities
  • Introduce the therapeutic frame and its implications for counselling
  • Introduce skills to facilitate client change

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Describe the counselling and change process
  • Outline the importance of the therapeutic frame in counselling
  • Identify core skills associated with core counselling modalities  
  • Conduct a short interview with another student that promotes therapeutic change
  • Be able to critically reflect upon their performance identifying core skills
  • Reflect on their development as a counsellor and identify areas for development.

METHOD OF ASSESSMENT :

Component 1 - % 80% ATTENDANCE REQUIREMENT

Component 2 - 50% 20 MINUTE RECORDING OF PRACTICE COUNSELLING

Component 3 - 50% 10 MINUTE TRANSCRIPT FROM COMPONENT 2 (RECORDING) AND CRITICAL COMMENTARY (2000 WORDS)

THEORETICAL PERSPECTIVES FOR COUNSELLING


MODULE TITLE : THEORETICAL PERSPECTIVES FOR COUNSELLING

MODULE CODE : CO441F


MODULE SUMMARY :

This module aims to give students an overview of the development of counselling theory and an understanding of the theory, philosophy and practice of counselling. Theoretical frameworks will be examined with reference to counselling practice (specifically module CO456F) and evidence based practice. Elements from Humanistic, Cognitive-Behavioural and Psychodynamic approaches will be considered. An exploration of models of change will enable students to begin to understand the dynamic nature of the process of counselling. The course takes a strong theoretical perspective, as well as acknowledging current developments.

CONTACT HOURS :

Scheduled : 32.00
Independent : 168.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Introduce students to the background and philosophical basis of counselling
  • Enable the student to gain a critical awareness of the use & function of theory in the development of their counselling practice
  • Explore the relevance of a range of research-based and theoretical models to inform their understanding of the therapeutic process and the role of self
  • Consider the nature and impact of the counselling relationship from the perspective of different counselling models
  • Begin to develop an understanding of the potential of research to inform the understanding and practice of counselling.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Have an awareness of the manner in which competing perspectives construct different views of the self and client and their presenting issues
  • Recognise key differences between different models of counselling and psychotherapy
  • Use concepts and techniques from different counselling approaches in the assessment of client material and the presenting situation
  • Critically evaluate multiple sources of information in terms of validity and contribution to personal theoretical knowledge base
  • Demonstrate the conceptual capacity to apply a range of theoretically based interventions to client presenting issues
  • Develop a theoretically grounded sense of themselves and their interactions with others.

METHOD OF ASSESSMENT :

Component 1 - % Gatekeeper Element: 80% Attendance Requirement

Component 2 - 40% Portfolio (1000 word equivalent)

Component 3 - 60% 2 Hour Written Examination

THE COUNSELLING PROCESS


MODULE TITLE : THE COUNSELLING PROCESS

MODULE CODE : CO442F


MODULE SUMMARY :

In this module students bring together learning from the previous two modules to integrate skills and theory. The module provides crucial preparation for students to start on their counselling placement.

In relation to the Newman Relational Integrative Framework, this module focuses on the steps that represent the stages of the counselling process, with reference to the central pillar of relationship.

Students will gain understanding of   the counselling process from the point of referral, to the first session, middle stages and ending of the counselling relationship, of the use of the therapeutic relationship in relation to the counselling process and of  the role and importance of supervision. They will apply this understanding in experiential exercises designed to represent different stages of the counselling process and different client presentations;  they will justify their choice of approach in relation to stages of counselling process and basic relationship theory to the tutor and their peers before and after experiential exercises; they will evaluate the effectiveness of  their and others’ approaches through giving and receiving peer feedback,  and through tutor feedback on experiential exercises; and they will reflect on their learning more broadly as a group through guided group discussion following experiential exercises and individually through entries in their learning journals. 

CONTACT HOURS :

Scheduled : 45.00
Independent : 155.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Consolidate counselling and basic relational skills
  • Enable students to build upon their skills and to learn to reflect upon the counselling process 
  • Provide a firm foundation for students' understanding of how to structure a counselling session and a series of counselling sessions 
  • Provide a solid foundation for students to prepare for a counselling placement, through introducing them to the main aspects of the process of work with a client (before the session, assessment, first sessions, middle stages and endings). 
  • Develop a beginning understanding of the use of the therapeutic relationship at different stages in  the counselling process.
  • Develop a sound knowledge and awareness of the basic ethical issues and concepts relevant when using counselling skills. 
  • Introduce students to the role of supervision and of the different methods for supervision, and prepare them for the effective use of supervision.
  • Begin to explore issues of difference and their potential impact on the counselling relationship

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate understanding of the importance of reflecting on the process of counselling.
  • Describe the main stages of counselling and the main tasks of the counsellor and of the counselling work, at each of these stages.
  • Recognise the importance of the therapeutic alliance in relation to the counselling process. Develop a beginning understanding of the use of the therapeutic relationship at different stages in  the counselling process.
  • Understand and apply relevant parts of the British Association for Counselling and Psychotherapy (BACP) Ethical Framework.
  • Recognise how issues of difference between the counsellor and client may affect the counselling process
  • Describe the ways in which personal issues may impact on the counselling and the range of personal and professional resources available to counsellors.
  • Identify ways in which the therapeutic frame can be disrupted and the impact of this on the counselling.
  • Demonstrate the use of counselling skills to facilitate a helpful interaction with a peer client.
  • Demonstrate the ability to form a professional therapeutic alliance.
  • Critically reflect on a short counselling session with reference to counselling theory
  • Demonstrate the capacity to constructively and reflectively give and receive appropriate feedback from tutors and peers and to act upon such feedback.

METHOD OF ASSESSMENT :

Component 1 - % Gatekeeper Element: 80% Attendance Requirement

Component 2 - % Learning Statement (1000 words)

Component 3 - 50% 20 Minute Recording of Practice Counselling Session

Component 4 - 50% 10 Minute Extract of Transcript & 2000 Word Reflective Commentary

ETHICAL, PROFESSIONAL AND CONTEXTUAL ISSUES


MODULE TITLE : ETHICAL, PROFESSIONAL AND CONTEXTUAL ISSUES

MODULE CODE : CO443F


MODULE SUMMARY :

This module will enable students, who at this stage will have a foundation in the core skills of counselling, to acquire an increased awareness of the ethical and professional issues involved in counselling practice. Attention will be given to the practical aspects of the profession, such as contracting, referrals, managing boundaries, as well as an appreciation of wider issues such as culture, belief systems, sexual orientation, risk assessment, collaborative working and the on-going role of supervision.

The module will have a practical bias and will have a formative as well as a summative role in terms of assessment.

CONTACT HOURS :

Scheduled : 32.00
Independent : 168.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Develop a sound basic understanding of the need and capacity to address professional and ethical issues in counselling
  • Develop a sound basic understanding and  appreciation for the importance of contracting and boundaries
  • Develop a sound basic understanding of how to evaluate the on-going professional development of the practitioner in the counselling setting.
  • Give a sound basic understanding of what is required professionally in a wide variety of counselling settings
  • Develop the ability to engage in ethical discourse, including the process of resolving ethical dilemmas
  • Develop a sound basic understanding of the potential importance of diversity when working with clients and of the ways this may be managed in the counselling process.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Describe the nature of counselling, the range of settings within which counselling takes place in the UK and the ways in which the context influences practice
  • Demonstrate a basic understanding of the BACP Ethical Framework for Good Practice in Counselling & Psychotherapy[1] or its successor
  • Demonstrate a basic understanding of  ethical issues as related to counselling practice
  • Identify and discuss aspects of self which may influence their ability to counsel effectively, addressing these through appropriate personal & professional development
  • Engage in discourse around ethical decision making
  • Recognise the limits of their own competence & be able to describe appropriate use supervision.

[1] BACP Ethical Framework for Good Practice in Counselling & Psychotherapy (2013) Rugby: BACP

METHOD OF ASSESSMENT :

Component 1 - % Gatekeeper Element: 80% Attendance Requirement

Component 2 - 70% Coursework (2000 words)

Component 3 - 30% Coursework (1000 words)

Year 2 modules


DEVELOPING INTEGRATIVE COUNSELLING PRACTICE


MODULE TITLE : DEVELOPING INTEGRATIVE COUNSELLING PRACTICE

MODULE CODE : CO444F


MODULE SUMMARY :

The module will synthesise and build upon the material presented in previous modules to introduce:

  • A personal core model of integrative conceptualisation embedded within a process of change perspective
  • Further skills for client assessment, case formulation, treatment planning and intervention strategies and the application of these to common presenting issues
  • Basic methodologies for counselling research and the notion of the practitioner as reflective researcher.

CONTACT HOURS :

Scheduled : 32.00
Independent : 168.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Introduce students to a range of approaches to the integration of counselling theory and practice
  • Develop a basic understanding of a core integrative model of the person and of counselling with a dynamic perspective upon process, change and development
  • Develop a basic range of assessment, formulation, planning and intervention skills,  necessary for students to begin practicing within this model
  • Stimulate critical thinking about the relationship between theory and practice.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate an understanding of the concept of integration and of the application of a process and framework for integration
  • Identify and articulate a personal 'model of a person' as a basis for the development of personal integrative clinical practice
  • Demonstrate a theoretical knowledge and understanding of the techniques of client assessment, formulation, treatment planning and a range of counselling interventions appropriate to integrative practice
  • Demonstrate awareness of the relevance of reflective practice to integrative counselling and to their own practice and a basic understanding of reflecting-on and reflecting-in practice
  • Undertake basic client assessment, formulation, treatment planning and choose from amongst a range of counselling interventions appropriate to integrative practice and make these interventions in an effective manner.
  • Demonstrate a capacity to apply those skills in the context of presented case scenarios
  • Demonstrate a capacity to reflect critically upon their own practice and on counselling literature.

METHOD OF ASSESSMENT :

Component 1 - % Gatekeeper Element: 80% Attendance Requirement

Component 2 - 50% Essay (1500 words)

Component 3 - 50% Critical Commentary (1500 words)

THE COUNSELLING RELATIONSHIP


MODULE TITLE : THE COUNSELLING RELATIONSHIP

MODULE CODE : CO445F


MODULE SUMMARY :

The module will introduce students to research findings on factors contributing to therapeutic change and concerning the significance of the counselling relationship, modes of relating, comparison of the counselling relationship for three core approaches to counselling, issues of power in the counselling relationship, the impact for the counsellor of engaging in a counselling relationship and the relevance of these for working within the therapeutic frame.

CONTACT HOURS :

Scheduled : 32.00
Independent : 168.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Build upon the content of modules CO440F and CO442F to deepen students’ understanding of the counselling relationship and how this relates to the counselling process
  • Deepen students' understanding of how the counselling relationship and process are conceptualised from different theoretical perspectives including psychodynamic, cognitive behavioural, humanistic and integrative perspectives
  • Explore the different facets of the counselling relationship, including the working alliance, and the transferential, person-to-person, reparative and transpersonal relationship
  • Increase students' awareness of the potential power imbalance in the therapeutic relationship and of the implications of this for the work
  • Develop the students’ capacity to reflect upon the personal impact of engaging as a counsellor in the therapeutic relationship and process
  • Introduce students to the research literature on the counselling relationship, and to enable them to begin to develop their skills of critical evaluation of this literature.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Use current research findings on common factors, the counselling relationship, stages of change and the change process, to understand the key factors that contribute to therapeutic change
  • Compare the ways in which core approaches to counselling explain change and use the therapeutic frame
  • Identify issues of power in counselling and the ways in which these may impact on the counselling relationship from using perspectives drawn from the ways in which the three core models deal with issues of power and diversity
  • Identify the ways in which engaging in a therapeutic relationship may impact on the counsellor
  • Demonstrate and evaluate the skills required to manage the therapeutic frame
  • Reflect upon their own ability to form and to maintain a working relationship with clients, relating this to their own patterns in relationships.

METHOD OF ASSESSMENT :

Component 1 - % 80% ATTENDANCE REQUIREMENT

Component 2 - 100% ESSAY (2500 WORDS)

HUMAN DEVELOPMENT


MODULE TITLE : HUMAN DEVELOPMENT

MODULE CODE : CO540F


MODULE SUMMARY :

The module takes a lifespan perspective on human development and emphasises the significance of relationship for healthy development and the influence of family and socio-political context on individuality and diversity. Staged and phased models of development will be evaluated and life transitions considered. Emotional, cognitive, behavioural and physiological (including sexual), and spiritual aspects of integrated self-experience and mental well-being will be considered

The module will cover:

  • Models of development, with specific emphasis on models of lifespan development
  • Neurobiological perspectives on development and attachment
  • Concepts of resilience, subjective well-being, their relevance, facilitation and assessment
  • Models relating to issues of difference e.g. sexual identity, racial identity models, stages of spiritual development
  • Critical review of the models studied

CONTACT HOURS :

Scheduled : 32.00
Independent : 168.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Explore models of human development across the lifespan
  • Explore the fundamentals of mental and emotional well being and its development and facilitation
  • Critically consider the brain-based model of mental and emotional development and well-being, and its relevance for counselling practice
  • Consider individual, family and socio-cultural differences in relation to the development of mental and emotional well being

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of key theories and models of development, how these impact on the development of the self and their relevance to the practice of adult counselling.
  • Demonstrate awareness and comprehensive understanding of the concept of subjective well-being, and the continuum of human experience based on an integration of personal experience, research evidence and theoretical perspectives.
  • Demonstrate a thorough understanding of the aspects of brain development relevant to the development of resilience and emotional and mental health and well-being.
  • Show awareness of a model of difference and of how developmental, family and socio-cultural background and discourse contribute to individuals’ diversity, and their experience(s) of judgemental or oppressive environments or of freedom from these.
  • Apply knowledge of developmental perspectives and life-stage transitions to self, and to reflect on the implications of personal age and experiences on practice as a counsellor.
  • Explore personal resilience and subjective well-being as an basis of the assessment of these constructs with clients.

METHOD OF ASSESSMENT :

Component 1 - % Gatekeeper Element: 80% Attendance Requirement

Component 2 - 40% Critical Commentary (1000 words)

Component 3 - 60% Essay (2000 words)

THE NOVICE COUNSELLING PRACTITIONER


MODULE TITLE : THE NOVICE COUNSELLING PRACTITIONER

MODULE CODE : CO541F


MODULE SUMMARY :

This module sets out to enable students in the first part of their Professional Counselling Placement(s), to sharpen their reflective approach, demonstrating movement from theory into practice which evidences a sound Integrative Model. It will challenge them to reflect effectively on the professional and ethical dimensions to their practice in their placement. Students will be encouraged to demonstrate how far and in what ways they are engaged in planning their ongoing personal and professional development. This module is central and critical to counsellor training, as students move toward the practical and professional aspects  of their course. It is therefore intended to be wide-ranging and to be responsive to students’ placement contexts and evolving experience.

The module will:

v  Focus is on the real world of client work.
v  Further explore the ramifications of what it is like to be a professional counsellor within the structures of an agency.
v  Require the regular preparation and delivery to their peers by students of presentations on professional and ethical and contextual topics.
v  Focus on and engage in detailed exploration and examination of the issues these might arouse.
v  Reflect critically upon the role, relationship and importance of clinical supervision.
v  Identify and focus upon the personal and professional development issues raised by the above
v  Give students the opportunity to raise, discuss, reflect upon and elaborate the impact on themselves of working as professional practitioners.

Therefore this module is about APPLICATION:

  • The application of the Relation Integrative Framework (R.I.F.) to clinical practice
  • The application of Research in the form of Evidence Based Practice in the context of the clinical work and into      the  development of Practice Based      Evidence
  • The application of theory into practice taking full account of issues of Diversity
  • The application of Professional, Ethical and Critically Reflective Practice.

CONTACT HOURS :

Scheduled : 70.00
Independent : 130.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Raise students’ awareness of the range of settings in which counselling is practiced within the UK and to prepare them to engage with professional and ethical issues for the profession and in relation to the their specific placement(s)
  • Enable students to demonstrate a consistent, coherent and reliable reflective approach, congruent with the integrative core theoretical model, to ethical and effective practice and its application to a widening range of client character styles and presenting problems within their placement context(s).
  • Comprehend the roles and importance of research-led Evidence Based Practice (EBP) and Practice Based Evidence (PBE) in reflecting on their client work and its clinical contents.
  • Enable students to be aware of and monitor their use of self in their work with clients.
  • Enable students to develop their “internal supervisor” and use of clinical supervision.
  • Enable students to plan for future personal and professional development.

LEARNING OPPORTUNITIES :

Students, will by the end of the module, have the opportunity to:

  •  Synthesise, integrate, critically evaluate & reflect on counselling theoretical & research findings, appropriately assimilate these into their clinical practice, and to reflect upon how they impact upon their own experience of client work.
  •  Practice competently, sensitively and ethically within the integrative core theoretical model; by establishing a sound therapeutic alliance, conducting of a thorough assessment, formulating & negotiating appropriate therapeutic objectives; selecting, articulating, justifying and critically evaluating an intervention strategy. Evaluate the effectiveness of particular counselling interventions & overall outcome of therapy.
  •  Use supervision appropriately, recognize the limits of their own competence, including aspects of their self which may influence their ability to counsel effectively, and to address these through appropriate personal and professional development
  • Demonstrate the personal qualities and attributes      expected of a Professional Practitioner.
  • Communicate ideas & research findings clearly, coherently fluently both in writing & orally
  • Working effectively as part of a team or group 
  • Applying knowledge & awareness to work with others in a manner which is sensitive to & respectful of difference.
  • Successfully plan & execute tasks within a given time frame
  • Working autonomously, appropriately drawing on a range of resources & techniques.
  • Work with challenges to find solutions to problems
  • Constructively to give, receive & act upon appropriate feedback.
  • Use IT skills including word processing facilities, databases, basic statistical software, search techniques, data & resource retrieval.
  • Critically read, evaluate, interpret & communicate current texts & research literature.

METHOD OF ASSESSMENT :

Component 1 - % AT LEAST 80% ATTENDANCE

Component 2 - % 10 MINS LIVE COUNSELLING SESSION ASSESSMENT (AUDIO OR VIDEO RECORDING)

Component 3 - % 15 MINS CLINICAL PRACTICE PRESENTATION, TRANSCRIPT OF 15 MINS, BRIEF REFLECTIVE COMMENTARY (500 WORDS), CASE REVIEW FORM

Year 3 modules


HUMAN DEVELOPMENT


MODULE TITLE : HUMAN DEVELOPMENT

MODULE CODE : CO540F


MODULE SUMMARY :

The module takes a lifespan perspective on human development and emphasises the significance of relationship for healthy development and the influence of family and socio-political context on individuality and diversity. Staged and phased models of development will be evaluated and life transitions considered. Emotional, cognitive, behavioural and physiological (including sexual), and spiritual aspects of integrated self-experience and mental well-being will be considered

The module will cover:

  • Models of development, with specific emphasis on models of lifespan development
  • Neurobiological perspectives on development and attachment
  • Concepts of resilience, subjective well-being, their relevance, facilitation and assessment
  • Models relating to issues of difference e.g. sexual identity, racial identity models, stages of spiritual development
  • Critical review of the models studied

CONTACT HOURS :

Scheduled : 32.00
Independent : 168.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Explore models of human development across the lifespan
  • Explore the fundamentals of mental and emotional well being and its development and facilitation
  • Critically consider the brain-based model of mental and emotional development and well-being, and its relevance for counselling practice
  • Consider individual, family and socio-cultural differences in relation to the development of mental and emotional well being

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate a critical understanding of key theories and models of development, how these impact on the development of the self and their relevance to the practice of adult counselling.
  • Demonstrate awareness and comprehensive understanding of the concept of subjective well-being, and the continuum of human experience based on an integration of personal experience, research evidence and theoretical perspectives.
  • Demonstrate a thorough understanding of the aspects of brain development relevant to the development of resilience and emotional and mental health and well-being.
  • Show awareness of a model of difference and of how developmental, family and socio-cultural background and discourse contribute to individuals’ diversity, and their experience(s) of judgemental or oppressive environments or of freedom from these.
  • Apply knowledge of developmental perspectives and life-stage transitions to self, and to reflect on the implications of personal age and experiences on practice as a counsellor.
  • Explore personal resilience and subjective well-being as an basis of the assessment of these constructs with clients.

METHOD OF ASSESSMENT :

Component 1 - % Gatekeeper Element: 80% Attendance Requirement

Component 2 - 40% Critical Commentary (1000 words)

Component 3 - 60% Essay (2000 words)

TIME CONSCIOUS APPROACHES


MODULE TITLE : TIME CONSCIOUS APPROACHES

MODULE CODE : CO542F


MODULE SUMMARY :

This module aims to enable students who already have a sound foundation in the core skills and approaches of counselling practice to set these within a time conscious approach. This entails careful re-consideration of factors such as assessment and contracting as well as temporal and relationship issues.  The module reviews the implications of time consciousness and, in particular, time limited work, for working within an integrative framework.

The module will cover:

  1. Understanding of the main theoretical and practice-related issues involved in working in time-conscious and time-limited frames;
  2. Reflection upon student's personal response to both time-limited and open-ended work, the reasons for this response, and implications for practice;
  3. Application of theoretical ideas on time limited work to students' own clinical experience;
  4. Justification of students' approach to time consciousness in their therapeutic work with clients;
  5. Evaluation of the strengths and limitations of working with different timescales with clients, and of the implications of different contracts for therapeutic work;

In particular, the module will cover:

  • the issues involved in working in time-conscious and time limited frames

  • the skills required for working in time-conscious and time limited frames

  • re-examination of the areas of assessment and contracting in the light of these frames

  • the influence of temporal and relationship factors and their impact upon the process of change 

  • the placing of time conscious approaches within a practical, client led, integrative framework

CONTACT HOURS :

Scheduled : 19.00
Independent : 81.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Enable students to build upon the theory and skills presented in modules CO430F to CO434F (inclusive) to develop and refine the specific skills and knowledge necessary for the practice of time conscious counselling
  • Introduce students to a range of approaches to time conscious counselling practice
  • Enable students to set time conscious approaches within a dynamic integrative framework and to critically evaluate it

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate in depth knowledge of the factors involved in assessing clients’ suitability for brief therapy.
  • Demonstrate comprehensive knowledge and critical understanding of contractual, relationship & temporal issues in time conscious work.
  • Demonstrate in depth understanding of, and critically evaluate a range of approaches to time conscious counselling.    
  • Demonstrate the skills and ability to elicit a collaborative focus for the therapy with the client within a time conscious frame.
  • Demonstrate the ability to manage the counselling relationship and the process of change within a time conscious approach.
  • Demonstrate a developing integrative approach to time conscious counselling.
  • Communicate ideas and research findings clearly, coherently and succinctly, both in their writing and orally.
  • Successfully plan and execute tasks within a given time frame
  • Work autonomously, appropriately drawing on a range of resources and techniques
  • Be able to use IT skills including word processing facilities, databases, basic statistical software, search techniques, data and resource retrieval
  • Be able to critically read, evaluate, interpret & communicate current texts & research literature.

METHOD OF ASSESSMENT :

Component 1 - % Pass/Fail Gatekeeper Element: 80% Attendance Element

Component 2 - 100% Clinical Paper (2000 words)

RESEARCH METHODS IN COUNSELLING


MODULE TITLE : RESEARCH METHODS IN COUNSELLING

MODULE CODE : CO544F


MODULE SUMMARY :

This module deepens students understanding the underlying principles of quantitative and qualitative research methods and, through the adoption a practical and experiential approach, to enable students to gain an understanding of the stages of carrying out a small research project. The project work will be undertaken in small groups, thereby also giving students an opportunity to further develop their skills of working in teams. Students will demonstrate their acquisition of knowledge through a formative group presentation and a summative individual research report to communicate their findings.

The module will cover:

  • the principles and practice of undertaking a successful research project.
  • the principles and practice of reviewing the literature;
  • selecting appropriate methods (qualitative and quantitative);
  • collecting data;
  • design and implementation of an effective study plan;
  • the ethical and professional issues raised;
  • academic conventions for writing a research report.

CONTACT HOURS :

Scheduled : 25.00
Independent : 75.00
Placement : 0.00
Total :  100.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students a critical appreciation of the role of research in counselling.
  • Develop students’ understanding of the main forms of both quantitative and qualitative methods applicable to counselling, and to their relevance and value in appropriately addressing a range of research and audit questions and problems.
  • Build upon students' awareness of the available research literature and of techniques used to interrogate it.
  • Give students the opportunity to carry out a small-scale research project relevant to counselling.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate knowledge and understanding of research methods in counselling, and of the difference between quantitative and qualitative methods.
  • Demonstrate knowledge and understanding of the methods chosen for their project work. For example: descriptive and inferential statistics used in quantitative projects, and common methods of analysing data in qualitative projects.
  • Demonstrate ability to draw appropriate conclusions from results
  • Demonstrate critical awareness of ethical issues in counselling research
  • Provide a rationale for the choice of a particular research question
  • Show ability to critically identify and apply appropriate methodology depending upon the nature of the problem or research question to be evaluated
  • Show an ability to critically understand, evaluate and apply the analysis of data using appropriate quantitative or qualitative techniques
  • Demonstrate understanding of ethical principles in the conduct of research, and of the ability to put these into practice
  • Demonstrate report writing skills
  • Show ability to summarise and critically evaluate relevant background literature.

METHOD OF ASSESSMENT :

Component 1 - % Gatekeeper Element: 80% Attendance Requirement

Component 2 - 100% Report (2000 words)

THE EMERGENT COUNSELLING PRACTITIONER


MODULE TITLE : THE EMERGENT COUNSELLING PRACTITIONER

MODULE CODE : CO545F


MODULE SUMMARY :

This module sets out to enable students in the second part of their Professional Counselling Placement(s), to sharpen their reflective approach, demonstrating movement from theory into practice which evidences a sound Integrative Model. It will challenge them to reflect effectively on the professional and ethical dimensions to their practice in their placement; to take on board the roles of EBP and PBE within a research friendly approach as they aspire to become Professional, Ethical, Reflective, Practitioners. Students will be encouraged to demonstrate how far and in what ways they are engaged in planning their on-going personal and professional development.

This module is central and critical to counsellor training, as students move toward the practical and professional aspects of their course. It is therefore intended to be wide-ranging and to be responsive to students’ placement contexts and evolving experience.

The module will:

    • Focus is on the real world of client work.
    • Further explore the ramifications of what it is like to be a professional counsellor within the structures of an agency.
    • Require the regular preparation and delivery to their peers by students of presentations on professional and ethical and contextual topics.
    • Focus on and engage in detailed exploration and examination of the issues these might arouse.
    • Reflect critically upon the role, relationship and importance of clinical supervision.
    • Identify and focus upon the personal and professional development issues raised by the above

Therefore this module is about APPLICATION:

    • The application of the Relation Integrative Framework (R.I.F.) to clinical practice
    • The application of Research in the form of Evidence Based Practice in the context of the clinical work and into the  development of Practice Based Evidence
    • The application of theory into practice taking full account of issues of Diversity
    • The application of Professional, Ethical and Critically Reflective Practice 

Give students the opportunity to raise, discuss, reflect upon and elaborate the impact on themselves of working as professional practitioners

CONTACT HOURS :

Scheduled : 70.00
Independent : 130.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Raise students’ awareness of the range of settings in which counselling is practiced within the UK and to prepare them to engage with professional and ethical issues for the profession and in relation to the their specific placement(s)
  • Enable students to demonstrate a consistent, coherent and reliable reflective approach, congruent with the integrative core theoretical model, to ethical and effective practice and its application to a widening range of client character styles and presenting problems within their placement context(s).
  • Enable students to explore and appreciate critical, reflective, clinical practice.
  • Comprehend the roles and importance of Evidence Based Practice (EBP) and Practice Based Evidence (PBE) in reflecting on their client work and its clinical contents.
  • Recognise the importance of and begin to engage in Research activity to blend PBE tempered with EBP in the formulation of their client work.
  • Enable students to be aware of and monitor their use of self in their work with clients.
  • Enable students to develop their “internal supervisor” and use of clinical supervision.
  • Enable students to plan for future personal and professional development.

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate an in depth and critical understanding of an integrative approach which draws on aspects of major counselling modalities, recognising the importance of the process of change and the therapeutic relationship, in its application to varied client work on one or more counselling placements
  • Articulate a sophisticated awareness of the nature of counselling, the range of settings within which counselling takes place in the UK and the ways in which the context influences practice through reflection upon experience of this on one or more counselling placements.
  • Show a reflective and critical awareness and in depth knowledge of the professional context of counselling in the UK, including professional bodies, accreditation, regulation, ethics, continuing professional development and career development opportunities
  • Synthesise, integrate, critically evaluate & reflect on counselling theoretical & research findings, appropriately assimilate these into their clinical practice, and to reflect upon how they impact upon their own experience of client work.
  • Practice competently, sensitively and ethically within the integrative core theoretical model; by establishing a sound therapeutic alliance, conducting of a thorough assessment, formulating & negotiating appropriate therapeutic objectives; selecting, articulating & justifying and critically evaluating an intervention strategy. Evaluate the effectiveness of particular counselling interventions & overall outcome of therapy.
  • Use supervision appropriately, recognize the limits of their own competence, including aspects of their self which may influence their ability to counsel effectively, and to address these through appropriate personal and professional development
  • Demonstrate the personal qualities and attributes expected of a Professional Practitioner.   

METHOD OF ASSESSMENT :

Component 1 - % AT LEAST 80% ATTENDANCE

Component 2 - 50% CRITICAL ESSAY ON ONE OF SPECIALISED COUNSELLING CONTEXTS IN THE MODULE (1500 WORDS)

Component 3 - 50% CRITICAL ESSAY ON ONE SPECIALISED COUNSELLING CONTEXTS IN THE MODULE (1500 WORDS) (DIFFERENT CONTEXT THAN COMPONENT 2)

THE COUNSELLING PLACEMENT


MODULE TITLE : THE COUNSELLING PLACEMENT

MODULE CODE : CO546F


MODULE SUMMARY :

This module sets out to record the successful completion of the Professional Core of the Foundation Degree in Integrative Counselling, namely  a clinical placement undertaken by students from Years 2-3. While it embodies a considerable quantity of learning for the students involved, it is not an explicitly taught element, but assessment on this module requires them to provide evidence of their completion of, and learning from their placements. Whilst on placement, students’ progress is closely monitored through the personal tutorial system (attendance at personal tutorials at six monthly intervals or after 40 hours of counselling practice, whichever is sooner). They are also closely monitored on the programme through attending Clinical Supervision groups, where they regularly present and discuss their client work within a group of no more than 12 students, and gain feedback from a tutor with considerable experience as a counselling practitioner. The Clinical Supervision group tutor will also monitor progress and students’ fitness to practice throughout their time on placement, liaising with the students’ personal tutor and with the Programme Leader where necessary.

This module sets out to record the successful completion of the Professional Core of the Foundation Degree in Integrative Counselling. While it embodies a considerable quantity of learning for the students involved, it is not an explicitly taught element. This is made up of:

  • Counselling Sessions
  • Preparation for and follow-up of  counselling sessions
  • Attending Clinical Supervision
  • Attending Agency business and training events
  • Successful completion of at least 2 Interim Assessment Reviews and a Final Assessment Review and other meetings with Personal Tutor
  • Completion of Counselling Placement logs and Case Reviews
  • Completing Reflective Diary
  • Completion of all Agency paperwork requirements
  • Meetings with Mentors and agency Coordinators

Therefore this module is about APPLICATION:

  • The application of the Relation Integrative Framework (R.I.F.) to clinical practice
  • The application of Research in the form of Evidence Based Practice in the context of the clinical work and into the development of Practice Based Evidence
  • The application of theory into practice taking full account of issues of Diversity
  • The application of Professional, Ethical and Critically Reflective Practice

CONTACT HOURS :

Scheduled : 61.00
Independent : 100.00
Placement : 208.00
Total :  369.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Engage in and successfully complete a Counselling Clinical Placement.
  • Demonstrate clearly “Theory into Practice” throughout the Counselling Placement
  • Demonstrate the inculcation of research leading to Evidence Based Practice (EBP) into the construction of their emergent Practice Based Evidence (PBE).
  • Demonstrate effective use and reflection upon Clinical Supervision
  • Ensure that all requirements of the student’s Counselling Placement Handbook have been achieved: via
  • -    120 supervised client hours
  • -    One hour’s Clinical Supervision per fortnight
  • -    Successful completion of Assessment Reviews at times set
  • -    Completion of a Final Assessment Review
  • -    Completion of 40 hours of approved Personal Therapy (including Certificate)
  • -    Completion of all Client and Supervision Logs as set out
  • -    Completion of Case Review Forms as set out, evidencing an emergent Integrative Approach indicated by Clinical Case Formulation and Delivery.
  • -    Completion of A Reflective Diary of the Counselling Experience

LEARNING OPPORTUNITIES :

Students will, by the end of the module, have the opportunity to:

  • Demonstrate an in depth and critical understanding of an integrative approach which draws on aspects of major counselling modalities, recognising the importance of the process of change and the therapeutic relationship, in its application to varied client work on one or more counselling placements.
  • Articulate a sophisticated awareness of the nature of counselling, the range of settings within which counselling takes place in the UK and the ways in which the context influences practice through reflection upon experience of this on one or more counselling placements.
  • Show a reflective and critical awareness and in depth knowledge of the professional context of counselling in the UK,  including professional bodies, registration, accreditation, ethics, continuing professional development and career development opportunities
  • Synthesise, integrate, critically evaluate & reflect on counselling theoretical & research findings, appropriately assimilate these into their clinical practice, and to reflect upon how they impact upon their own experience of client work.
  • Practice competently, sensitively and ethically within the integrative core theoretical model; by establishing a sound therapeutic alliance, conducting of a thorough risk assessment, formulating & negotiating appropriate therapeutic objectives; selecting, articulating & justifying and critically evaluating an intervention strategy. Evaluate the effectiveness of particular counselling interventions & overall outcome of therapy.
  • Use supervision appropriately, recognize the limits of their own competence, including aspects of their self which may influence their ability to counsel effectively, and to address these through appropriate personal and      professional development

METHOD OF ASSESSMENT :

Component 1 - % AT LEAST 80% ATTENDANCE AT GROUP SUPERVISION

Component 2 - % 100% COMPLETION OF CLINICAL PLACEMENT, PERSONAL THERAPY REQUIREMENTS AND ATTENDANCE AT REVIEW TUTORIALS

Component 3 - 50% 30 MINUTE VIVA VOCE EXAM ON RECORDING AND SELECTED 10 MINS TRANSCRIPT OF COUNSELLING SESSION FROM 2ND PART OF PLACEMENT

Component 4 - 50% A STATEMENT OF THE STUDENT'S EMERGENT INTEGRATIVE APPROACH (2,000 WORDS)

Component 5 - % 15 MINS CLINICAL PRACTICE PRESENTATION, TRANSCRIPT OF 15 MINS, BRIEF REFLECTIVE COMMENTARY (500 WORDS), CASE REVIEW FORM

Course code

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