Counselling Studies and Working with Children, Young People and Families BA (Hons)

Course length: 3 years full-time 4.5 years part-time

Overview

Why study this course?

Counselling Studies and Working with Children, Young People and Families is a popular course combination involving the study of two different disciplines to give you the knowledge and understanding needed for a range of career opportunities.

High quality counselling skills are useful within many professional contexts where listening and understanding are important, such as teaching, nursing and social work. These skills will complement the knowledge that you will also gain throughout your studies, to help you understand the social, economic, educational, political and cultural issues and barriers facing children, young people and families, particularly in socially disadvantaged areas.

What does the course cover?

A key area of application for counselling skills and a counselling approach is working with children, young people and families. Professionals working with these groups are increasingly required to gain formal qualifications recognising their expertise in these areas. You will focus on social and education policy and the importance of multi-agency working to provide support for children and families. You will also explore how society views childhood, how children develop, the challenges facing children and young people today and the impact of relevant legislation. A major theme throughout the course will be listening to children and young people, making services responsive and developing strategies to enhance the participation of children and young people.

To complement these themes you will also be introduced to, and critically evaluate contemporary counselling theories, putting the principles into practice yourself, through the development of competent and ethical counselling skills. Underpinning this will be an appreciation of different views and the capacity to value diversity in the context of a counselling approach.

How will I be assessed?

The course offers a variety of assessment methods to suit the experience of the module studied, and will include essays, exams, presentations and case studies. Counselling skills modules may require critical reflection and the production of a reflective personal journal along with various project work.

What careers can I consider?

As a graduate you will be furnished with valuable transferable skills and an understanding of multiagency working. Many go on to a wide range of careers within education, youth work and health and social care or undertake further training for a career in which counselling skills may be useful – for example, teaching, social work, nursing or Psychotherapy/Counselling. The issues covered in this course would benefit those considering postgraduate training in social work or professional training in counselling.


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

104 UCAS points, to include minimum grades of CC at A Level or equivalent (e.g. MM at BTEC Diploma) or 96 UCAS points from a maximum of 3 A Levels. 
As it is not possible to achieve 104 UCAS points through an Access course, Access students will need 106 UCAS points.

Access Students can achieve this with
the following combination of Distinction, Merit and/or Pass grades at level 3 achieved from a completed Access course:
D27-M0-P18; D24-M6-P15; D21M12-P12; 
D18-M18-P9; D15 M24-P6; D12-M30-P3; 
D9-M36-P0

5 GCSEs at grade C or above to include GCSE English Language or recognised equivalents are also required.

Fees

Fees per academic year: 2017/18 

Full-time UK/EU Students: £9,250*

Part-time UK/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 WORK RELATED LEARNING


INTRODUCTION TO WORK RELATED LEARNING: details currently unavailable

THE INCLUSIVE PRACTITIONER


MODULE TITLE : THE INCLUSIVE PRACTITIONER

MODULE CODE : WWU401


MODULE SUMMARY :

This module will encourage students to think about the centrality of inclusive practice and how this is influenced by practitioners’ own value base. It will look at how and why children, young people and families can become socially excluded and will look at the implications for inclusive practitioners.

CONTACT HOURS :

Scheduled : 48.00
Independent : 152.00
Placement : 0.00
Total :  200.00

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore the complexity of personal and professional values
  • Explore principles underpinning Human Rights and Social Justice
  • Provide an introduction to the range of factors which can lead to people being socially excluded
  • Provide an introduction to the historical and current social inclusion debate

LEARNING OPPORTUNITIES :

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

  • Understand the complexity of personal and professional values in influencing how we approach practice  
  • Be aware of the value base which supports inclusive practice
  • Begin to evaluate research in relation to practice
  • Work collaboratively with colleagues in identifying and planning inclusive strategies for children, young people and families

METHOD OF ASSESSMENT :

Component 1 - 50% Group Seminar Discussion (20 minutes)

Component 2 - 50% Individual Reflective Account (1500 words)

UNDERSTANDING IDENTITY


UNDERSTANDING IDENTITY: details currently unavailable

RISK, VULNERABILITY AND PROFESSIONAL JUDGEMENT


RISK, VULNERABILITY AND PROFESSIONAL JUDGEMENT: 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)

UNDERSTANDING DISCRIMINATION


MODULE TITLE : UNDERSTANDING DISCRIMINATION

MODULE CODE : WWU503


MODULE SUMMARY :

Discrimination exists in many forms in British society, having a negative impact on the lives of children, young people and families. It is therefore essential that practitioners understand discrimination. This module will explore the historical context for discrimination in the UK, who has the power to discriminate and how discrimination is experienced. The module will also critically evaluate theories of discrimination, including Critical Race Theory, Feminisms and the Personal, Cultural and Structural model of understanding discrimination. The module will focus on exploring discrimination of different groups in society and the intersection and overlap of inequalities. A central focus of the module will be on the policy response to discrimination in the UK, the roles and responsibilities of institutions in relation to discrimination, and examining the extent to which the issues have been addressed.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to: 

  • Explore the concept of discrimination
  • Discuss the power relation in society in relation to discrimination.
  • Critically evaluate the theories of discrimination.
  • Apply theories of discrimination to their impact on children, young people and families.
  • Critically evaluate the UK policy response to discrimination.
  • Examine institutional responses and responsibilities to discrimination.
  • Act as a link between Level 4 and Level 6 modules on identity and inequality.

LEARNING OPPORTUNITIES :

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

  • Engage in a discussion of the concept of discrimination.           
  • Explore the historical context for discrimination in the UK.
  • Explain why discrimination is a persistent feature of society.
  • Apply theory to critical analyse discrimination in society.
  • Critically examine the role of institutions in relation to discrimination.
  • Evaluate the impact of discrimination on children, young people and families.
  • Apply their theoretical understandings to their work based learning environment.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (4000 words)

UNDERSTANDING DISABILITY


UNDERSTANDING DISABILITY: details currently unavailable

RESEARCH INFORMED PRACTICE - optional module


RESEARCH INFORMED PRACTICE: 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)

Year 3 modules


SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE


MODULE TITLE : SAFEGUARDING AND CHILD PROTECTION IN POLICY AND PRACTICE

MODULE CODE : WWU603


MODULE SUMMARY :

This module will provide students with the opportunity to explore historical and contemporary concerns that have served to shape policy and practice. Students will explore current legislation and its implications for practice for all those working with the young and vulnerable adults. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding. Consideration will be given to the impact that abuse can have on the lives of victims and their families.

CONTACT HOURS :

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

MODULE CURRICULUM LED OUTCOMES :

This module aims to:

  • Give students an understanding of the different forms of abuse and neglect that some children and young people experience in their day-to-day lives
  • Develop students’ ability to demonstrate how and why the policy and practice focus of safeguarding has changed over time
  • Critically evaluate how current legislation is likely to impact on safeguarding children and vulnerable adults
  • Explore the different roles and responsibilities that professional undertake in child protection and of the tensions and contradictions which can arise from this.

LEARNING OPPORTUNITIES :

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

  • Demonstrate a critical understanding of the way in which policy and practice for safeguarding has developed
  • Outline and analyse the content and intentions of key legislation within the area of safeguarding and child protection
  • Understand the forms that abuse can take and its implications for both victims and practitioners
  • Investigate and debate key issues facing practitioners working in this area.
  • Demonstrate an ability to synthesise arguments and understand the different principles that can inform practice
  • Apply different theoretical perspectives to develop an improved understanding of safeguarding and child protection work.

METHOD OF ASSESSMENT :

Component 1 - 100% Essay (3500 words)

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)

CAPSTONE PROJECTS - optional module


CAPSTONE PROJECTS: details currently unavailable

WORKING WITH FAMILIES FACING VIOLENCE AND HARM - optional module


WORKING WITH FAMILIES FACING VIOLENCE AND HARM: details currently unavailable

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

WORKING WITH ADDICTIONS - optional module


WORKING WITH ADDICTIONS: details currently unavailable

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)

THERAPEUTIC WORK WITH COUPLES - optional module


Therapeutic Work with Couples


Module Title: Therapeutic Work with Couples

Module Code: COU608

Module Summary:
The module will introduce the student to the theories, process and practice of therapeutic work with couples and will include working with individuals with a couple focus. A variety of theories of couple work will be introduced and critically evaluated and students will be encouraged to make links between theories.

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 a comprehensive and critical understanding of theories of couples counselling
• Develop an appreciation of the unique issues in counselling more than one client.

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

• Critically examine a range of theories for working with more than one client.
• Identify ways in which theories could be combined to enhance the theoretic work.
• Outline the practical issues when working with more than one client.

Assessment:

Component 1: 30 % Individual 10 minute presentation on either diversity issues or the practical issues, related to couple counselling and give written feedback to one other student (750 words).

Component 2: 70 % Critical essay comparing and contrasting two theories of couple counselling (3000 words).

OVERCOMING INEQUALITIES IN SOCIETY - optional module


Overcoming Inequalities in Society


Module Title: Overcoming Inequalities in Society

Module Code: WWU609

Module Summary:
This module builds on a series of inequalities modules in the WWCYPF Programme (e.g. WWU401, WWU503, WWU508). The module will begin to explore the social history of a range of movements (for example the Labour Movement; the Women’s Movement; the Disability Movement; the Civil Rights Movement; the Gay Rights Movement, etc.) that have challenged inequalities and issues of social justice. The module will also analyse why and how the movements came into existence, and critically reflect on how successful they were/are and what has been learned about overcoming inequalities.

Contact Hours:

Scheduled: 36
Independent: 164
Placement: 0
Total hours: 200

Module Curriculum Led Outcomes:
This module aims to:

• Explore issues of inequalities through the lens of social history.
• Examine the ideological, philosophical and social constructs that lead to inequalities.
• Critically explore the social history of a range of movements that have challenged issues of inequality.
• Critically reflect on why these movements were/are needed and consider how successful they have been in tackling inequalities.
• Analyse what we have learned about overcoming inequalities, through examining the stories and experiences of these movements.

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

• Research the social history and roles of collective movements in attempting to address inequalities.
• Critically evaluate what impact social movements have had on issues of inequality and social justice.
• Critically reflect on what has been learned, from these movements, about approaches to overcoming inequalities and issues of social justice.

Assessment:

Component 1: 100% Booklet (4000 word equivalence)

WORKING WITH COMMUNITIES - optional module


Working with Communities


Module Title: Working with Communities

Module Code: WWU610

Module Summary:
This module takes a critical look at the way professionals work with, in or alongside communities. It will examine the different philosophies that are implicit in terms such as ‘community development’, ‘community work’ and ‘community education’. Students will be introduced to competing and sometimes conflicting theories in this field of study and will be expected to engage with and critically analyse terms such as ‘empowerment’, accountability, democracy and representation. The module will also allow students to consider the impact of these theoretical models on their own behaviour as practitioners.

Contact Hours:

Scheduled: 36
Independent: 164
Placement: 0
Total Hours: 200

Module Curriculum Led Outcomes:
This module aims to:

• Provide students with an understanding of the complex nature of the debate around how best to work in and alongside communities
• Encourage students to develop a critical interpretation of the role of the community development worker
• Engage with contentious ideas about community work from different sectoral perspectives
• Analyse the impact of this debate on current practice in the field of WCYPF

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

• Engage with theoretical models of community work, community development and community education
• Develop a critical appreciation of the history and role of the community development worker
• Demonstrate an understanding of the key thinkers and ideas that have shaped the debate
• Apply this understanding to current practice
• Look in more detail at specific sets of ideas or discourses that may have significance for future service development.

Assessment:

Component 1: 100% Portfolio of work that should include:

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


BL95

Applications for full-time courses are made through UCAS.

Applications for flexible learning courses are made via Newman.

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For all enquiries relating to admissions or entry requirements, email us at admissions@newman.ac.uk

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