BA Counselling, Mental Health & Wellbeing

This module introduces students to counselling and counselling related professions in the UK. The module considers the range of settings in which helping takes place professionally and different remit and skills of different helping professions. Students will develop, practice and reflect on their own use of basic helping skills. The module considers a range of key theories in addition to considering issues of difference and equality. Basic academic skills will be developed appropriate to study at level 4 using a range of group-based explorations of key texts relating to the content of the module.

The first-year level 4 module takes a life course perspective on human development. It emphasises the significance of relationships, family and socio-political context for the achievement and maintenance of individual identity. The life course will be introduced and evaluated. The module will cover: a life course perspective and psychological approaches to development such as attachment theory. Models exploring the development and maintenance of diverse identities e.g. sexual identity, racial identity models and stages of spiritual development will also be considered. Human development theories taught will be applied to representative personal material.

This module extends students’ knowledge and understanding beyond the humanistic approach to include a second therapeutic tradition: the psychodynamic approach. Following a grounding in the historical influences of this approach, students will gain an understanding of core psychodynamic theory and associated practice, with emphasis on those that are most applicable to counselling, and to include the central focus on unconscious communication.

This module is intended to introduce the subject of counselling at Level 4 and begin to help students develop their competence in the use of basic counselling skills. Basic listening skills will be introduced, with links to how these relate to counselling interventions.

This module introduces students to the ethical, legal and contextual aspects of the counselling professions. The module draws on literature and research in addition to professional standards and guidance about ethics, legal issues and the role of counselling in society. The module also explores the ethical dimensions of working with diverse populations. Students will engage in ethical problem solving and develop skills in ethical discourse through debate and discussion of case studies and ethical dilemmas.

This module will introduce the humanistic approach with a primary focus on person centred counselling. 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.

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.

This module is for year 2 students at Level 5. It continues the process of the development of counselling skills. The module guides students through the counselling process from the point of referral, to the first session, middle stages and ending of the counselling relationship. It also introduces students to the role and importance of supervision.

This module gives students knowledge of the most recent developments within the Cognitive Behavioural Approach. Students will gain an understanding of the historical influences of this approach and the theoretical assumptions. There will be a focus on how to apply cognitive behavioural approaches to practice, and an opportunity to critically reflect upon cognitive behavioural concepts in light of other counselling theories. There will be opportunities for students to continue to develop their ethical and professional awareness, and opportunities to continue the process of self-reflection.

This module is for year 2 students who wish to select this module option. The module will explore lifestyle factors that impact both subjective and objective measures of individual wellbeing. The module will explore the role of helping professions in working with common presenting concerns such as stress and stress management, self-care, sleep, procrastination, loneliness, spirituality and the impact of technology and Social Media. It will consider the impact of social and ecological context on wellbeing and discuss theoretical approaches to personal change such as positive psychology, motivational interviewing and CBT. The module will consider cultural and social factors relevant to lifestyle choices and discuss the notion of individual autonomy in decision making. It will also consider relevant critiques of helping professions and the role of ‘wellness’ in society.

This module aims to provide an overview of mental health and the debates around it focussing on theoretical models. Students will develop knowledge and insight into the roles of various professional groups, including Graduate Mental health workers. This module will also promote an appreciation of the multi-cultural and religious issues that can arise in various mental health settings, and the mental health and wellbeing fields more broadly.

This module is for level 6 students who wish to select this module option to explore therapeutic understandings surrounding bereavement and loss. The module will explore counselling theories of bereavement, complications of grieving, therapeutic approaches to grieving, mourning across cultures and other kinds of losses. It will draw upon relevant literature and research to consider these areas.

This module examines child and adolescent development in the context of family, society and culture, and explores a range of issues that arise in relation to therapeutic work with children and young people. The principles of multi-agency work will be explored. Students will study models of development and attachment as well as factors that contribute to resilience and vulnerability.

This dissertation module provides students with the opportunity to select an area of particular interest to them within the field of Counselling. Students design, plan and execute a Narrative Literature Review research project in their chosen area. Students will be required to review the research proposal produced for COU521 Research in Counselling module in discussion with their allocated supervisor. The proposal is then used as a basis for developing an application for Birmingham Newman University ethical approval, which must be achieved prior to commencing data collection. The research design should include Systematic Narrative Synthesis and draw upon and critically evaluate a range of both classic and contemporary research findings throughout.

This module will provide students with knowledge and understanding of coaching and mentoring and how to promote positive change using solution focused, evidence-based interventions. Students will develop knowledge of theoretical concepts underpinning coaching and mentoring through the application of theory to practice. Students will learn about recent evidence-based developments within coaching, mentoring and positive psychology and identify conditions required to facilitate growth and success. 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.

This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of Counselling. Students design, plan and execute an in-depth Systematic Literature Review and consider applications for counselling practice. 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 carrying out the Systematic Literature Review. The Systematic Literature Review should draw upon and critically evaluate a range of both classic and contemporary research findings.

This module will introduce theories of addictions, and ways of working therapeutically with addiction. Definitions and explanations of addiction and addictive/compulsive behaviour will be explored, alongside knowledge of common drugs of abuse. Contemporary approaches, methods of assessment and treatment plans will be considered. A range of effective ways of working therapeutically with addictions will be introduced and critically evaluated.

This module is for level 6 students who wish to select this module option. The module will explore secular Mindfulness-based approaches to wellbeing including Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy. Students will explore the historical development of these approaches and their application to working therapeutically with counselling clients and other service users. This module will be substantially experiential, providing regular experiences of practice. It will draw upon relevant literature and research in the field as well as a comprehensive module handbook and meditation audios for the experiential part of the course. Students will be expected to engage in meditation classes.

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.