Education and Counselling Studies BA (Hons)

Course length: 3 years full-time, 4.5 years flexible learning (for further information on flexible learning courses click here)

Overview

 
Why study this course?

Education and Counselling Studies is a popular course combination leading to a range of career opportunities. The course is ideal for those considering careers in primary teaching, learning support or family support, management roles in the education or third sector and roles requiring the skills of understanding, care and support. Whilst this course does not provide a professional counselling training, it provides an excellent basis for postgraduate training as a counsellor or psychotherapist with children and young people.

What does the course cover?

Education is studied from the perspective of the individual learner, within systems of formal education and informal contexts. The course is designed to give you a ‘rounded’ understanding of education through an interdisciplinary study of the philosophy, psychology and sociology of education. You will have the opportunity to consider education and equality, special educational needs, creativity in education and the impact of new technologies on education. You will gain an in-depth understanding of counselling theory and its application in working in educational settings, along with the acquisition of a range of listening skills.

The compulsory work placement not only provides you with valuable graduate level experience of work within an area you may be considering for a career, but is a key asset when applying for jobs. In addition to a work placement you will have the chance to do an extended dissertation in either subject or on an interdisciplinary basis, linking the two subjects together.

How will I be assessed?

The course uses a variety of assessments to help develop a range of different skills from traditional essay and report writing to presentations, analysis tasks, reflective logs, research projects, recordings of counselling skills work, and web design. Assessments are designed to introduce and develop important personal skills and understanding of Education and Counselling for the workplace.

What careers can I consider?

Education and Counselling Studies provides an excellent platform for a number of careers, including teaching in primary schools, learning support and family support services, children’s centres, employment in management, and roles requiring the skills of understanding, care and support. Whilst this course does not provide a professional counselling training, it provides an excellent basis for postgraduate training as a counsellor or psychotherapist with children and young people.


Newman University would like to draw your attention to our Academic Regulations. These regulations are your Terms of Reference and should be considered when making a decision to study with our institution.

Entry requirements

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade C or above including English or a recognised equivalent, are also required.

If your Work Placement module in Year 2 involves working with children or vulnerable adults, you may be required to obtain a Disclosure and Barring Service (DBS) clearance.

Fees

Fees per academic year *

2017/18: Full-time Home/EU students:  £9,250 
              Part-time Home/EU students: £4,950 

* Please note for 2018/19 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement.  The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year.  For more information on your DBS application please click here.

As a full time student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Not every programme offers optional modules and when an optional module is available it will be clearly marked. All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and dissertations are 40 credits. Please note that not all optional modules run every year. For further information please email admissions@newman.ac.uk.

Year 1 modules


COUNSELLING STUDIES AND ACADEMIC PRACTICE


COUNSELLING STUDIES AND ACADEMIC PRACTICE: details currently unavailable

HUMANISTIC COUNSELLING THEORY AND SKILLS


MODULE TITLE : HUMANISTIC COUNSELLING THEORY AND SKILLS

MODULE CODE : COU404


MODULE SUMMARY :

This module will introduce students to the three main theories of counselling used in the UK, but with a particular focus on the Humanistic Approach. Alongside which, students will develop their ethical and professional awareness.  There will be opportunities to begin to develop the process of self-reflection.  Students will have the opportunity to practice using Humanistic Skills in a counselling skills scenario, and will be required to record a short session demonstrating the use of these skills. 

CONTACT HOURS :

Scheduled : 37.00
Independent : 163.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Enable students to develop knowledge and understanding of the main theoretical approaches to counselling used in the UK, with a particular focus on the Humanistic approach
  • Enable students to be able to begin to demonstrate and critique their use of Humanistic skills in a counselling scenario
  • Enable students to develop an appreciation of the nature of counselling
  • Develop student’s awareness of ethical issues in counselling
  • Facilitate students in the process of developing self awareness
  • Enable students to reflect through experience on the nature of interpersonal communication and perception

LEARNING OPPORTUNITIES :

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

  • Articulate in detail the Humanistic approach and situate it in relation to the main theoretical approaches used in counselling in the UK
  • Demonstrate awareness of client issues and critique the application of the Humanistic approach to particular presenting concerns
  • Compare and contrast the Humanistic approach with other theoretical approaches
  • Demonstrate awareness of the importance of culture and difference in counselling, and in particular how this relates to the Humanistic approach
  • Demonstrate the ability to incorporate Humanistic ideas into counselling skills practice
  • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, to demonstrate effective choice and organisation of material
  • Use information technology to access, retrieve and store information, and present information as appropriate

 

METHOD OF ASSESSMENT :

Component 1 - 50% Transcript and Commentary (2000 words)

Component 2 - 50% Essay (1000 words)

AN INTRODUCTION TO ETHICS IN COUNSELLING


AN INTRODUCTION TO ETHICS IN COUNSELLING: details currently unavailable

INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY


INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY: details currently unavailable

DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH


DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH: details currently unavailable

INTRODUCTION TO LEARNING AND TEACHING


INTRODUCTION TO LEARNING AND TEACHING: details currently unavailable

INTRODUCTION TO WORK RELATED LEARNING


INTRODUCTION TO WORK RELATED LEARNING: details currently unavailable

Year 2 modules


PHILOSOPHICAL AND CONCEPTUAL ISSUES IN COUNSELLING


MODULE TITLE : PHILOSOPHICAL AND CONCEPTUAL ISSUES IN COUNSELLING

MODULE CODE : COU503


MODULE SUMMARY :

This module will explore the philosophical bases underpinning current theoretical counselling models. Students should be able to name important figures and discuss their contribution to philosophy and counselling. They should also be able to outline key philosophical concepts and relate these to socio-cultural and historical contexts, then demonstrate an understanding of how this influences developments in counselling and psychotherapy. They will be encouraged to critically consider the Eurocentric focus of much counselling in Europe and the United States, and consider alternative perspectives.

CONTACT HOURS :

Scheduled : 37.00
Independent : 163.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Give students knowledge of the philosophical underpinnings of counselling.

  • Give students a knowledge and understanding of key figures in philosophical thinking and relate these to the development of ideas in counselling and psychology

  • Enable students to relate current theories and practices in counselling to their philosophical underpinnings

  • Enable students to understand how particular socio-cultural contexts, that are underpinned by different philosophies, relate to counselling and psychology practice

     

LEARNING OPPORTUNITIES :

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

 

  • Study key philosophical influences in the development of counselling, including examples from the classical, renaissance, reformation and enlightenment periods.

  • Critically evaluate philosophical strands of the 19th & 20th centuries and their influences on key figures in counselling and psychology.

  • Apply the philosophical development of counselling and psychology to current models of practice.

  • Reflect upon the development of counselling and psychology in the context of differing socio-economic systems that are underpinned by different philosophies.

  • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, demonstrating effective choice and organisation of material.

  • Use IT, in particular word processing software, to produce documentation to a professional standard. Use IT in order to produce an information leaflet to a professional standard.

  • Work as a team member within a small group.

  • Take part in discussions both within a small group and within a larger class

     

METHOD OF ASSESSMENT :

Component 1 - 100% 2 HOUR EXAMINATION

CBT COUNSELLING THEORY AND SKILLS


CBT COUNSELLING THEORY AND SKILLS: details currently unavailable

WORK PLACEMENT


MODULE TITLE : WORK PLACEMENT

MODULE CODE : PLU502


MODULE SUMMARY :

This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.

CONTACT HOURS :

Scheduled : 10.00
Independent : 90.00
Placement : 100.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Encourage students to take responsibility for initiating, directing and managing their own placement in a workplace setting.

  • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement and of their independent learning throughout the experience.

  • Enable students to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within those settings.

  • Encourage students to reflect critically on their experiences.

  • Encourage students to produce a reflective digital resource aimed at an external audience, to contribute towards work and study transitions.

LEARNING OPPORTUNITIES :

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

  1. Secure, negotiate and undertake a specific role in a workplace setting.

  2. Evaluate features of the workplace setting and their role within it.

  3. Critically evaluate the learning opportunities provided by the workplace experience and understand that learning will benefit current and lifelong learning, values and future employability.

  4. Present a creatively engaging argument within an appropriate digital medium for an external audience, which critically reflects upon an issue or interrelating issues affecting the workplace setting.

 

METHOD OF ASSESSMENT :

Component 1 - % PLACEMENT REGISTRATION FORM

Component 2 - 60% WORK PLACEMENT REFLECTION (2500 WORDS)

Component 3 - 40% WORK PLACEMENT EVALUATION: DIGITAL RESOURCE (1500 WORDS EQUIVALENT)

CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE - optional module


CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE: details currently unavailable

CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY - optional module


CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY: details currently unavailable

RESEARCH IN COUNSELLING - optional module


MODULE TITLE : RESEARCH IN COUNSELLING

MODULE CODE : COU501


MODULE SUMMARY :

This module aims to enable students who already have a foundation in counselling theory and skills to fully appreciate the role and application of research in this area.  In the course of the module students will be introduced to a variety of methods and approaches, which will be examined with a highly practical focus.  Emphasis will be placed on the kinds of issues and research questions which are commonly addressed in counselling, and which might be addressed using different research approaches. Students will demonstrate their acquisition of the knowledge by carrying out a small research project and writing a research proposal suitable for a final year dissertation.

CONTACT HOURS :

Scheduled : 50.00
Independent : 150.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore the notion of research, and the different types of research that are commonly used in counselling, including quantitative and qualitative approaches 
  • Evaluate the advantages and disadvantages of research and evaluation tools including interviews, observation, questionnaires, and case studies.
  • Enable students to design effective research tools that are fit for purpose and meet ethical requirements, and implement these.
  • Enable students to be able to carry out some data collection and analysis, with guidance, and to gain an understanding of how research reports are constructed.
  • Assist students in developing skills and understanding necessary for them to embark on a dissertation in the counselling subject area at level 6.

LEARNING OPPORTUNITIES :

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

  • Offer definitions for and discuss a range of research terminology and understand the processes involved in carrying out a research project
  • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research
  • Be able to identify an appropriate research methodology and explain when and how to use the different research tools, identifying appropriateness to the methodology
  • Discuss the issues involved in planning and undertaking a research project.
  • Evaluate the possible success and failures of their chosen methodology.
  • Be able to undertake a small-scale research project utilising both qualitative and quantitative methods.
  • Be able to develop a proposal for a research project suitable for a final-year dissertation project.

METHOD OF ASSESSMENT :

Component 1 - 50% Report of Counselling Related Research Project (2000 words)

Component 2 - 50% Research Proposal (1500 words)

DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY - optional module


MODULE TITLE : DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY

MODULE CODE : ESU503


MODULE SUMMARY :

This module introduces students to and expands their knowledge of key theories and concepts within developmental, child and educational psychology. Utilising a bio-psycho-social stance, the module emphasizes normative perspectives on human growth and learning, with a predominant focus on that of children and young people. Against this foundation, consideration will be given to ways in which development and learning may be inhibited, derailed, varied and promoted by family, social and cultural influences as well as practitioner interventions. Emphasis is placed on interdisciplinary perspectives that contribute to critically understanding both these processes and the contested nature of the subject. The module aims to offer possibilities to link theory, research and practice with insights drawn from students’ own lived experience, thus fostering deeper integrative learning opportunities. Particular focus will be placed upon explaining ideas, themes and contemporary issues that inform critical study within this area, which, in turn, will serve to provide a platform for progressive study across all levels of the award.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Introduce selected key theories and concepts within developmental, child and educational psychology
  • Emphasise normative perspectives on human growth and learning, with a predominant focus on that of children and young people
  • Consider ways in which development and learning may be inhibited and promoted by a range of influences
  • Consolidate students understanding of these concepts and processes with teaching examples, readings, and personal reflection
  • Establish foundational academic knowledge for both the specific topic area and broader interdisciplinary collaboration
  • Support students in developing new perspectives and understanding of their own developmental and learning formation and that of others
  • Consider the role of values and ethics on policy and practice
  • Develop students as active learners and researchers

LEARNING OPPORTUNITIES :

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

  • Demonstrate an understanding of core academic and professional concepts both within developmental, child and educational psychology and in relation to other disciplinary domains
  • Critically reflect on normative perspectives on growth and learning, particularly among children and young people, and approaches to influencing these processes
  • Consider the ways in which professional practices in these areas have developed through a matrix of socio-political, economic, scientific, academic and individual drivers
  • Consider practitioner decision making and judgement within these areas in the light of wider societal value systems      
  • Question – using theory and data – dominant approaches to professional practices
  • Reflect on their own values and on-going formative experience in light of contested concepts and ideas
  • Develop their own research, critical analysis and writing skills

METHOD OF ASSESSMENT :

Component 1 - 100% Structured Literature Review (3000 words)

EDUCATION SYSTEMS AND SOCIAL CHANGE - optional module


EDUCATION SYSTEMS AND SOCIAL CHANGE: details currently unavailable

DIGITAL CHILDHOODS - optional module


MODULE TITLE : DIGITAL CHILDHOODS

MODULE CODE : ESU508


MODULE SUMMARY :

This module considers the increasing role that digital media is playing in young people’s lives, and the implications of this for their development, education and well-being. Drawing on research, policy and contemporary thinking, students will explore both empowerment and protectionist discourses, as well as young people’s uses of and attitudes to technology. The module will consider e-safety issues and conditions for promoting digital literacy.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Outline contemporary debates around young peoples’ use of technology;
  • Explore the role of technology in society and related issues;
  • Enable students to understand the personal, social and educational implications of digital media use;
  • Help students consider issues of online behaviour and associated structure and agency;
  • Consider the ways in which digital literacies are promoted in schools;
  • Help students consider the ways that e-safety policies are implemented in different settings;
  • Promote students’ understanding of their own use of technology through discussion, debate and evaluation.

LEARNING OPPORTUNITIES :

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

  • Demonstrate knowledge of contemporary thinking and practice around young people’s use of technology;         
  • Recognise that young people’s use of digital media are subject to a range of interpretations and competing agendas;
  • Consider ways in which young people’s use of digital media can be evaluated and understood;
  • Critically evaluate competing (and evolving) digital media policies;
  • Negotiate the selection of material for a public presentation;
  • Identify, select and synthesise appropriate literature, research data and materials for presentation;
  • Structure ideas and outcomes for an oral presentation.

METHOD OF ASSESSMENT :

Component 1 - 100% Paired Presentation (20 minutes)

CREATIVE LEARNING - optional module


CREATIVE LEARNING: details currently unavailable

EDUCATIONAL POSSIBILITIES - optional module


EDUCATIONAL POSSIBILITIES: details currently unavailable

Year 3 modules


DISSERTATION - optional module


DISSERTATION: details currently unavailable

EQUALITY AND DIVERSITY - optional module


EQUALITY AND DIVERSITY: details currently unavailable

INTERNATIONAL EDUCATION - optional module


MODULE TITLE : INTERNATIONAL EDUCATION

MODULE CODE : ESU608


MODULE SUMMARY :

This module focuses specifically on the interconnectivity and interdependence of international and comparative aspects of education by exploring a range of analytical models drawn from sociological and political contexts. The module begins with an exploration of global historical contexts to consider how these relate to current worldwide controversies and challenges in educational policy and practice.  The module  will go on to invite students to explore a range perspectives to engage with themes including globalisation, educational transfer processes across nations, definitions of global ‘consumer’ and global ‘citizen’ and to consider how studies of pupil attainment contribute to global discussions about the future of education.  Students will explore differences & similarities in learning and teaching by comparing & contrasting aspects of the educational context in two different countries.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:  

  • Enable students to appreciate a multidisciplinary approach to the study of international & comparative education using a range of perspectives, including historical, cultural, sociological, economic and political models.
  • Critically review the concept of international and comparative study of education and consider international paradigms of educational ‘effectiveness’ and ‘improvement’ using a range of literature.
  • Understand the nature of the challenges that are currently being faced by the study of comparative and international education and how this contributes to the future of learning, teaching, research and professional development.

LEARNING OPPORTUNITIES :

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

  • Critically reflect upon contemporary challenges and controversies in international education and understand how these relate to historical, sociological and political contexts. 
  • Discuss and share critically informed perspectives on differences between international and comparative aspects of education.
  • Identify key topics of personal interest in relation to international perspectives on educational policy and practice.
  • Demonstrate knowledge and understanding of how international and comparative perspectives contribute to discussion on global educational aims and purposes.

METHOD OF ASSESSMENT :

Component 1 - 100% Comparative Report (4000 words)

POLITICS OF EDUCATION - optional module


MODULE TITLE : POLITICS OF EDUCATION

MODULE CODE : ESU607


MODULE SUMMARY :

The module builds upon the understanding of sociological approaches to educational analysis introduced and developed at Level 4 and Level 5. It is designed to build on a range of knowledge, understanding and skills, in order to facilitate further understanding of the inter-relationships between education and political ideologies - within macro, meso and micro contexts. The overall purpose of the module is to enable students to question and analyse ‘common sense’ assumptions of policy and practice by investigating current and historical political issues and policy themes that, in turn, relate to their own interests and identities.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

The aims of this module are to:

  • Develop further understanding of the sociological and political analysis of educational policy and practice.
  • Analyse the factors that shape the making of policy at institutional levels using themes and questions of your choice.
  • Review the complex inter-relationships between these macro, meso and micro forms of education and politics.
  • Evaluate both the conventions and different forms of documentary and how they have been produced to interpret political issues and present a variety of critical perspectives on them.

LEARNING OPPORTUNITIES :

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

  • Evaluate current educational policy developments and how these impact upon educational practices.
  • Analyse the connections between broader political discourses and the ‘shaping’ of educational policy and practice.
  • Apply an analysis framework to how different policy initiatives in education are influenced by their ideological contexts.
  • Identify an appropriate area of education for exploration using an enquiry based approach.
  • Develop their capacity for critical reflection and questioning.
  • Engage an audience through the conventions of a documentary produced to explain a political issue and present a critical perspective on it.
  • Collaborate effectively with others in the production of a group documentary.
  • Manage their learning, work collaboratively in undertaking a small scale investigation and develop an appropriate strategy for a documentary production.
  • Make use of basic audio visual equipment (cameras, editing software) to produce a documentary.

METHOD OF ASSESSMENT :

Component 1 - 40% Analysis (2000 words)

Component 2 - 60% Group Documentary (12 to 15 minutes)

COUNSELLING CHILDREN AND FAMILIES - optional module


COUNSELLING CHILDREN AND FAMILIES: details currently unavailable

PSYCHODYNAMIC COUNSELLING THEORY AND SKILLS - optional module


MODULE TITLE : PSYCHODYNAMIC COUNSELLING THEORY AND SKILLS

MODULE CODE : COU605


MODULE SUMMARY :

This module extends students’ knowledge and understanding beyond humanistic and CBT approaches to include the third major therapeutic tradition, the psychodynamic approach. Following a grounding in the historical influences of this approach on the development of counselling, students will gain an understanding of core psychodynamic theory and the associated skills, with emphasis on those that are most applicable to counselling practice.  There will be a focus on understanding counselling process from the psychodynamic perspective and an opportunity to critically reflect on the use of psychodynamic concepts within the counselling context.  There will be opportunities for students to continue to develop their ethical and professional awareness, and opportunities to continue the process of self-reflection. 

 

NB: This module is mandatory for progression to the MSc in Adult or Child Psychotherapy.

CONTACT HOURS :

Scheduled : 37.00
Independent : 163.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Enable students to locate psychodynamic thinking and its influences with the broader field of therapeutic approaches

  • Enable students to understand core psychodynamic theory and associated counselling skills

  • Further develop students’ awareness of ethical issues in counselling

  • Enable students to understand and critically reflect on the contribution the psychodynamic tradition makes to counselling theory and practice.

LEARNING OPPORTUNITIES :

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

 

  • Articulate an understanding of the psychodynamic tradition and its modern applications in counselling practice

  • Critically evaluate central elements of that approach with those of other main therapeutic approaches

  • Synthesise psychodynamic understanding with counselling skills practice

  • Demonstrate an awareness and understanding of conscious and unconscious process in counselling

  • Critically evaluate counselling skills sessions using psychodynamic concepts and understandings

  • Critically reflect on the implications of diversity on psychodynamic theory and practice 

  • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, demonstrating effective choice and organisation of material

  • Make critical judgements and evaluations, identifying general principles and evaluating competing perspectives 

  • Work autonomously, setting personal goals and deadlines as appropriate in order to complete set tasks

  • Extend subject knowledge through independent appraisal of a range of learning resources

METHOD OF ASSESSMENT :

Component 1 - 50% Critical Essay (2000 words)

Component 2 - 50% Reflective Commentary (2000 words)

ADVANCED COUNSELLING SKILLS - optional module


ADVANCED COUNSELLING SKILLS: details currently unavailable

EDUCATION, TECHNOLOGY AND CHANGE - optional module


EDUCATION, TECHNOLOGY AND CHANGE: details currently unavailable

CRITICAL THEORY - optional module


MODULE TITLE : CRITICAL THEORY

MODULE CODE : ESU604


MODULE SUMMARY :

This honours level module explores a range of critical theory and its potential applications to the field of Education Studies.  Each contribution is examined in relation to its philosophical and epistemological ‘moves’ and students are encouraged to develop critical responses to such theory in terms of its relevance to specific areas of psychology, sociology and learning theory. The module will cover a range of theoretical contributions in the order of their publication, and students will consider the relationship between each approach. A specific example of critical theory will be selected for application in dialogue with a particular area of Education Studies encountered in the degree.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:
 

  • Explore and apply critical perspectives on the philosophy and sociology of education drawn from such approaches as Marxism, Psychoanalysis, Post-structuralism, Feminism and Post-modernism. 
  • Equip students with the ability to apply critical theory to specific aspects of education.  
  • Develop a critical perspective in response to key theoretical contributions. 
  • Facilitate the independent development of new theoretical perspectives to aid progression to study for a higher degree.  

LEARNING OPPORTUNITIES :

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

  • Describe a range of critical theory approaches in relation to Education Studies.
  • Compare and comment on relationships between different critical theory approaches.
  • Understand the philosophical differences between critical theories and other approaches to society, identity, learning and texts. 
  • Apply critical theory to the study of education.
  • Reflect personally on their own construction in discourses about education. 
  • Critique, from an informed vantage point, theoretical language games.
  • Create new ways of thinking about education arising from their analysis of the dialectical nature of educational philosophy.

METHOD OF ASSESSMENT :

Component 1 - 20% Abstract for a conference paper and 10 - 15 minute presentation

Component 2 - 80% 3500 word paper following the presentation of the draft paper and feedback

ACCESS AND INCLUSION - optional module


ACCESS AND INCLUSION: details currently unavailable

LEARNING JOURNEYS - optional module


MODULE TITLE : LEARNING JOURNEYS

MODULE CODE : ESU611


MODULE SUMMARY :

‘Learning journeys’ are conceptualised, within this module, in terms of meanings that learners attribute to their experiences of learning and how individual and collective experiences may be critically analysed and interpreted. The overall purpose of the module is to enable students to review their own learning careers by developing their analysis of these experiences by working individually and collectively during the module.

CONTACT HOURS :

Scheduled : 36.00
Independent : 164.00
Placement :
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

 

  • Outline concepts of ‘learning career’, ‘learning journey’, critical events and turning points and situate these within research on life history and autobiographical methods.

  • Explore how notions of aspiration raising, barriers and progression are described as a series of problems or events to be rationally overcome.

  • Enable students to develop their capacity to review their own learning careers and journeys and interpret the factors that may have shaped them.

LEARNING OPPORTUNITIES :

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


 

  • Critically analyse their own experiences of current and/or prior learning and identify critical events or ‘turning points’ that relate to these experiences.

  • Critique notions of aspiration raising, barriers and transition and how these have been constructed in policy texts

  • Critically debate these contested notions in policy texts and compare them with concepts of ‘learning journey’ or ‘learning career’ in life history research

  • Review and synthesise how other examples of life history research relate to events or ‘turning points’ within their own learning careers

METHOD OF ASSESSMENT :

No information available.

NEUROSCIENCE FOR COUNSELLORS - optional module


Neuroscience for Counsellors


Module Title: Neuroscience for Counsellors

Module Code: COU604

Module Summary:
The module will develop knowledge and understanding of, and critically examine the relevance of human evolutionary and developmental biology and neurophysiology in the context of integrative counselling theory and practice. Developments in neuroscience with relevance to the development and maintenance of common presenting problems will be critically evaluated in relation to integrative counselling and to common presenting problems in order to consider the extent to which neuroscience can contribute to models of person and or provide a basis for integration.

N.B. This module cannot be taken with PYU607 Neuropsychology since this is an excluded combination.

Contact Hours:

Scheduled: 37 (Lectures & Seminars: 36; Drop-in tutorial time: 1)
Independent: 163
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:

• Develop understanding of contemporary human biology and particularly evolutionary, developmental and neural science of relevance to counselling, building upon the students’ previous counselling experience
• Develop the student’s critical understanding of key aspects of the neurobiology of mind, with particular reference to: affect; cognition; behaviour; implicit, explicit and traumatic memory; attachment theory; inter-subjectivity and executive functions
• Facilitate the student’s development of a reflective critique of human developmental and evolutionary biology, the nature-nurture debate, neurobiology, and philosophy of mind with reference to counselling theory and practice.

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

• Critically evaluate the relevance of current knowledge of human evolutionary, developmental and neural biology to integrative counselling practice
• Reflectively appraise the significance of the embodied mind for integrative approaches to counselling theory and practice
• Synthesise and apply understanding of human evolutionary neural development to the theory and practice of integrative counselling with particular reference to common presenting problems.

Assessment:

Component 1: 50% A critical review of specified aspects of neuroscience or relevance to counselling practice, demonstrating substantial knowledge, understanding and critical evaluation. (2000 words)

Component 2: 50% Case studies: The application of theory to practice in the analysis of one or more case vignettes demonstrating the relevance of neuroscience to clinical practice (2500 words)

DIVERSITY IN COUNSELLING - optional module


Diversity in Counselling


Module Title: Diversity in Counselling

Module Code: COU606

Module Summary:
This module explores the wide diversity present in the human population and the ways in which groups with certain characteristics experience discrimination. We will develop a personal understanding of our own and others experiences in relation to difference and the ways in which these can impact upon our relationships and in particular the therapeutic relationship.

Contact Hours:

Scheduled: 37 (Lectures & Seminars: 36; Drop-in tutorial time: 1)
Independent: 163
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:

• Enable students to explore diversity and the ways it impacts upon counselling & psychotherapy.
• Enable students reflect on their own background and culture
• Enable students to develop a critical awareness of issues relating to diversity.

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

• Have a critical self-awareness of their own background and self in relation to diversity.
• Identify the impact of discrimination and prejudice
• Describe how diversity can impact upon relationships
• Critically evaluate the impact of diversity on counselling
• Create a personal action plan to further develop anti-discriminatory practice.

Assessment:

Component 1: 20 % Reflective statements of learning (1500 words)

Component 2: 80 % Critical essay on diversity and counselling (3500 words)

ADVANCED COUNSELLING SKILLS - optional module


ADVANCED COUNSELLING SKILLS: details currently unavailable

COUNSELLING STUDIES DISSERTATION - optional module


MODULE TITLE : COUNSELLING STUDIES DISSERTATION

MODULE CODE : COU601


MODULE SUMMARY :

This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of Counselling and to design, plan and execute an in-depth empirical research project in their chosen area. Students will be required to produce a brief initial research proposal, for discussion with their supervisor. The proposal is then used as a basis for developing an application for Newman University ethical approval, which must be achieved prior to commencing data collection. The research design should include either quantitative and/or qualitative analyses and draw upon and critically evaluate a range of both classic and contemporary research findings throughout.  A poster presentation detailing the research process and findings will also be assessed.

CONTACT HOURS :

Scheduled : 12.00
Independent : 388.00
Placement : 0.00
Total :  400.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Further enhance the ability to identify, analyse and critically evaluate research evidence relating to a selected area of interest in the field of Counselling
  • Further enhance the ability to select appropriate, ethically sound research methods in relation to identified research purposes and justify their use, with tutor support
  • Further enhance the ability to work constructively with an advisory tutor recognising that the content and execution of the project belongs to the student
  • Further enhance ability to present and analyse qualitative and/or quantitative data clearly and in an appropriate format.

LEARNING OPPORTUNITIES :

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

  • Identify, analyse and critically evaluate research evidence relating to a selected area of interest in the field of Counselling
  • Select appropriate, ethically sound research methods in relation to identified research purposes and justify their employment, with tutor support
  • Carry out a substantial piece of independently-driven research
  • Present, analyse and evaluate either qualitative and/or quantitative data clearly and in an appropriate format
  • Draw appropriate conclusions from data analysis 
  • Write up research findings using normal conventions
  • Recognise the need to consider aspects of gender, and cultural and ethical issues in their research design where appropriate
  • Communicate their research findings to an audience of tutors and peers for scrutiny.      

METHOD OF ASSESSMENT :

Component 1 - 20% Poster Presentation

Component 2 - 80% Dissertation (10000 words)

ADVANCED CBT - optional module


Advanced CBT


Module Title: Advanced CBT

Module Code: COU617

Module Summary:
This module gives students knowledge of the most recent developments within Cognitive Behaviour Therapy. There will be a focus on how to apply cognitive behavioural approaches to practice, and an opportunity to critically reflect upon third wave cognitive behavioural concepts. There will be opportunities for students to continue to develop and critically reflect upon their ethical and professional awareness, and continue the process of self-reflection.

CATS Value: 20

ECTS Value: 10

Contact Hours:

Scheduled: 37 (Lectures & Seminars: 36: Drop-in tutorial time: 1)
Independent: 163
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:

• Enable students to further increase their knowledge of theory within the Cognitive Behavioural approach
• Further develop students’ awareness of ethical issues in counselling
• Enable students to enhance their understanding of how to apply cognitive behavioural approaches within therapeutic practice
• Enable students to critically evaluate current cognitive behavioural concepts in the light of other theories
• Use a range of resources, CBT tools and the Code of Ethics to identify and overcome problems and difficulties

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

• Critically consider cognitive behavioural approaches to the treatment of common mental health difficulties
• Articulate an understanding of recent developments within cognitive behavioural counselling
• Critically consider how recent developments might impact upon their own working
• Critically compare recent cognitive behavioural concepts to concepts in other traditions
• Critically reflect on future avenues for professional development within CBT
• Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, demonstrating effective choice and organisation of material
• Make critical judgements and evaluations, identifying general principles and evaluating competing perspectives
• Work autonomously, setting personal goals and deadlines as appropriate in order to complete set tasks
• Extend subject knowledge through independent appraisal of a range of learning resources

Assessment:

Component 1: 50% Essay (1000 words)
A critical essay on therapeutic work using CBT

Component 2: 50% Case Study (2000 words)
Analysis of a hypothetical case study in the light of CBT approaches to working therapeutically with psychological distress

Course code


XB39 

Applications for full-time courses are made through UCAS

Applications for flexible learning courses are made via Newman.

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