September 2025

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

Undergraduate, Honours Degree, September 2025

Key Details

  • BL95 Course Code
  • 3 Years
  • 112 Typical UCAS Tariff

Counselling Studies and Working with Children, Young People and Families is a popular course combination involving the study of two different disciplines to give students the knowledge and understanding needed for a range of career opportunities. The Counselling Studies element of the programme focuses largely on working with individuals and using therapeutic interventions in order to facilitate change and promote psychological well-being. The Working with Children, Young People and Families subject focuses holistically on broader factors that may impact upon an individual’s quality of life including environmental, and economic factors. Together, both subject areas critically consider factors at both an individual, family, social, political, and sociological level that may impact upon an individual’s quality of life and the potential need for interventions to promote well-being.

  • Students on the Counselling Studies and Working with Children, Young People and Families programme gain an in-depth understanding of counselling theory and its application, along with the acquisition of a range of communication skills
  • Whilst it must be emphasised that this course does not provide a professional counselling training, and that graduates will not be qualified as counsellors, it does provide an excellent basis for postgraduate training as a counsellor or psychotherapist
  • The course is also designed to give students a ‘rounded’ understanding of work with children, young people and families through interdisciplinary study, drawing on a number of social science traditions in social policy, sociology and politics – all studied in an applied way
  • The programme will develop graduates who are familiar with and able to critically analyse concepts around professional judgement and risk in working ethically with others
  • Students will learn how to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within these settings

Students are introduced to counselling and counselling related skills and professions in the UK including the range of settings in which helping takes place professionally. The programme also introduces students to social science understandings of key concepts such as childhood and family and explores the ways in which these terms have contested meanings. In Counselling Studies the programme is underpinned by a sound understanding of ethics related to counselling approaches and the ways in which ethics needs to be embedded in practice. The study of counselling begins with a focus on Humanistic and Psychodynamic counselling approaches and skills. In the Working with Children, Young People and Families element of the programme students are introduced to ideas around the social construction of attitudes to children, young people and families and social policy issues that shape the working agenda around children, young people and families.

In the second year, students will gain a deeper understanding of research methods and develop the skills and knowledge to prepare them to engage ethically and effectively in their own research or work-based projects. In doing this, students have the choice of two research-focussed modules: either led by Counselling studies, or by Working with Children, Young People and Families. In Counselling Studies, the programme builds on the introduction to theories with an exploration of Cognitive Behavioural Therapy (CBT). Students then develop their competence in the use of basic counselling skills through an introductory counselling skills module. This is positioned alongside modules in Working with Children, Young People and Families that examine ideas around discrimination, working in partnership “with” children, developing understanding and analysis of disability, and developing effective relationships for working with young people. Students will have the opportunity to apply and explore knowledge within a work-based context, through the mode of workplace learning.

In the final year, module options are intended to broaden and deepen critical thinking around Counselling Studies and Working with Children, Young People and Families and prepare students for employment or further study. The dissertation modules and the negotiated work-based project provide students with the opportunity to select an area of interest to them within the field of Counselling Studies or Working with Children Young People and Families. Students opting to do one of the dissertation modules can choose between EITHER an in-depth empirical research project which they design, plan and execute OR a literature review with systematic methodology and narrative synthesis.

Module options enable students to select an area of interest or make module choices to support their career aspirations. For example, the module ‘Therapeutic approaches to supporting children and families’ provides an insight into therapeutic work with different client groups and systems. In Counselling Studies, the ‘Applied CBT’ module further develops students’ understanding of how to apply cognitive behavioural approaches to practice, and critically reflect upon more recent third wave cognitive behavioural concepts. Other options in Counselling Studies  include Mindfulness based approaches to wellbeing; Bereavement and loss; Coaching and mentoring; Working with addictions.

In Working with Children, Young People and Families, students can select from a range of option modules relevant to different potential career choices. These include Safeguarding and child protection; Working creatively with children, young people and families; Working in partnership with organisations and communities; Developing anti-oppressive practice; Children, young people and adults with care experience; Working with families facing violence and harm.

The course uses a variety of assessments to help develop a range of different skills including essays, portfolio, learning statement, commentary, summary, case studies, reflection, resources, recording of counselling skills, transcript and commentary, report, proposal, reflective statement, literature review, project, poster presentation, dissertation, document for practitioners, critical comparison, timeline, group presentation, critique, rational, desk-based research, policy or practice response, group seminar, action and implementation plan, Information booklet, digital story, project

Assessments are designed to introduce and develop both academic and practice related skills within these disciplines.

The Counselling Studies and Working with Children, Young People and Families programme is designed for students considering careers in roles requiring the skills of communication, understanding, care and support.

As a graduate you will be furnished with valuable transferable skills and an understanding of multi-agency working. Many graduates 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 including teaching, social work, nursing, psychotherapy and counselling. The learning on this course will benefit those considering postgraduate training in social work or professional training in counselling and psychotherapy.

Newman University is located in Britain’s second city – Birmingham. With one of the youngest city populations in Europe, it is a vibrant and dynamic place to study.

Studying at Newman University, you have the advantage of being near to the city, but living in, or commuting to peaceful and comfortable surroundings on campus.

Dining out

Birmingham has lots of wonderful places to dine out with a range of different cuisines. Places where you can dine out include; Brindley Place, Mailbox and Hagley Road (just 10 minutes’ from Newman).

Entertainment

Whether you like to go to; the theatre, gigs or clubs, or enjoy: sports, shopping visiting art galleries or exhibitions – Birmingham will not disappoint and you will be spoilt for choice!

Location

Getting around Birmingham is easy via train, bus or by car. Birmingham has excellent transport links to the rest of Britain, making it easy for those weekend getaways!

Why not explore the city for yourself by visiting one of our Open Days?

Want to find out more about Birmingham? Then take a look at some Birmingham City Secrets.

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Entry Requirements

UK home students

Entry requirements, for UK home students, for September 2025 entry:

  • 112 UCAS points

UK Applying Direct Option

International students

If you are an international student, please get in touch with our International team who will be able to advise on entry criteria for this course. Email international@newman.ac.uk or telephone +441218160449.

International Applying Direct option

To apply for this course, you can apply direct using the apply link provided below:

Please note that courses with a professional placement are not available to International students.

Course Fees

UK home students

The full-time course fee, for UK home students, for September 2025 is £9,535 per year.

International students

The full-time course fees and funding, for International students, for September 2025 are:

  • Undergraduate Taught: £12,500 tuition fee
  • International Excellence Scholarship: £1,500

All International Students who apply in 2024/25 will be eligible for the International Excellence Scholarship which will be automatically applied to their offer as a tuition fee reduction.

International students

For detailed information on course fees for international students, please visit our International Students page.

Additional Costs

Find out more about the other additional costs associated with our undergraduate degrees.

The University will review tuition fees and increase fees in line with any inflationary uplift as determined by the UK Government, if permitted by law or government policy, in subsequent years of your course. It is anticipated that such increases would be linked to RPI (the Retail Price Index excluding mortgage interest payments).

Modules

Please be aware that, as with any course, there may be changes to the modules delivered, for information view our Changes to Programmes of Module Changes page.

*As a part-time undergraduate student, you choose how many modules to study each year (up to a maximum of 6). To qualify for a student tuition fee loan you will need to choose at least 4 modules. A normal 3-year degree will take 4.5 years (if you take 4 modules per year) up to a maximum of 8 years to complete. You will be taught alongside full-time undergraduate students.

Timetables: find out when information is available to students

 

  1. 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.
  2. This module introduces the importance of equality, diversity and inclusion within professional practice by examining how and why children, young people and families can become socially excluded. The module encourages students to draw on their own expertise of their own cultures, to reflect upon their own value base in relation to equality and explore their role in developing an inclusive practice with a view to educating their peers to move away from privileged knowledge, and assumptions about the community in which we live and work.
  3. 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.
  4. This module explores the diverse representations of childhood across different cultural, historical, and literary contexts. It examines how childhood has been conceptualized and constructed in literature, media, and visual arts, highlighting the social, political, and ideological factors shaping these multicultural representations. The module aims to foster diverse critical thinking about the implications of these portrayals on our understanding of childhood and their impact on contemporary discourse and how privileged knowledge may be detrimental to others. 
  5. This module will enable students to explore the stages human development through the life course from pre-birth to later life and death and will consider how the lives of individuals and families are shaped by physical and environmental factors. Students will reflect upon life course stages through the lens of their own diverse, lived experiences, and consider the implications of life course for practice in working with children, young people and families. 
  6. This module extends students’ knowledge and understanding beyond the humanistic approach to include a second major 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.
  1. 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. 
  2. 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.
  3. 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 critically evaluate theories of discrimination, including Hegemony, Critical Race Theory and Feminist Theory through a 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. 
  4. This module will examine the political ideology that drives the over-arching social policy issues that shape the agenda around working with children, young people and families. To do this it will be structured around the key issues identified by William Beveridge as the ‘giants’ of social policy – education, social care, housing, health, and employment. These topics will be analysed in the context of the changing political landscape and the challenges that face professionals working within the current model of the welfare state and tackling poverty. In addition, the module acknowledges and draws on the very different non-White historical perspectives and experiences to social policy implementation in the UK. 
  5. This module aims to equip students with the knowledge, skills, and attitudes necessary to work effectively and sensitively in culturally diverse contexts. It emphasizes the importance of understanding cultural identity, recognizing biases, and fostering inclusive practices when supporting children, young people, and families. Students will critically examine how culture influences perspectives, communication, and practices, and develop strategies to promote equity and respect in professional settings. 
  6. This module will enable students to develop an understanding and analysis of disability that builds on the concepts they engage with in 'Equality, Diversity and Inclusion’ and ‘Understanding Discrimination’. The content of the module will be based on a human rights model and will encourage students to see issues relating to mental ill-health, physical and learning disabilities in their social, political and ideological context. The module will enable the students to understand that issues of special educational needs and disability are best understood through an anti-discriminatory, values-led approach and not via a diagnostic or medical perspective. 
  7. This module focuses on strengths-based approaches to working with children, young people, and families. It emphasizes the importance of identifying and building on the capacities, professional skills, and resources of individuals and communities to foster empowerment and resilience. Students will explore the theoretical foundations of strengths-based practice, evaluate its application in diverse contexts, and develop strategies to support collaborative, solution-focused interventions. They will also be introduced to models of professional reflection as a tool for assessing the continuous personal and professional contexts development of strengths-based practice. 
  8. 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.
  1. 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 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.
  2. 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 Literature Review with a systematic search strategy and methodology and a narrative synthesis. Students will 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 through a clearly identified systematic search strategy using the following databases: PsycINFO, Psychology and Behavioural Sciences and PsycARTICLES.  A poster presentation detailing the review process will also be assessed.
  3. This module provides students with the opportunity to research an area of particular interest. It enables students to apply knowledge about the issue or phenomena, selecting appropriate research methods and justifying their employment. The module promotes effective autonomous practice in the organisation and management of small-scale research project. This will be supported by a member of staff from the subject area with appropriate knowledge. 
  4. This module enables students to synthesize theoretical knowledge and practical insights, demonstrating their ability to engage in critical inquiry and produce actionable outcomes for professional practice. The focus is on addressing a key issue or area of interest within the field, underpinned by evidence-based research, and translating findings into a practical resource for use by practitioners or service users. 
  5. 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.
  6. This module covers the key concepts related to psychological distress and mental wellbeing. The module will present different models of psychological distress including biological, psychological, social approaches as well as integrative bio-psychosocial models. The pervasiveness of medical views will also be discussed with typical use of terms such as mental illness, disorders, abnormality and clinical psychology as well as concepts of categorical (caseness) and dimensional views of psychological distress/illness. The module will include an historical account of mental distress and then focus on key psychological disorders and discuss their aetiology, diagnosis and treatment. Students will be encouraged to consider their own opinions and those of others as it relates to these topics. Consideration will be given to the research methodology underpinning the evidence based explored within this module. Implications of the module requirements for student employability will be reflected on.
  7. This module will provide students with the opportunity to explore contemporary concerns that have served to shape policy and practice around safeguarding children, young people and adults. Students will explore current legislation and its implications for practice for all those working with, and therefore safeguarding, the young and vulnerable adults from a range of cultural backgrounds. Consideration will be given to the impact that abuse can have on the lives of victims and their families, and practice responses to working with them factoring in intersectional and multi-cultural awareness. 
  8. This module is all about how, without a bit of fun, we wouldn't know who we are or what we're doing with our lives. If you're going to work with children, young people and families, you should try to make it fun. The thing is though, different people have a different idea fun, and you need to listen to the people you're working with, to see what they think is fun. If you try to make people do something that you think is fun, because you think it would be good for them, then it won't end up being fun at all. In order to really have fun, I think you need to make things up and mess around a bit without really knowing what you're doing. In this module, we're going to do some messing around, and some thinking about what messing around is like. We're also going to look at how some other people like to mess around. The more you mess around, the messier and rounder your messing will be but if you work too hard at messing around, it stops being messing around and turns back into work. How did you like to mess around when you were a kid?
  9. 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.
  10. 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.
  11. 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.
  12. This module recognises that much of the work we do with children, young people and families is relational, and fostering effective relationships is essential. This module will provide students with the opportunity to explore theoretical and practical approaches to developing effective relationships with children, young people and families from multicultural backgrounds. Students will consider the aspects of best practice regarding the working alliance, ethical guidelines, pastoral care and the importance of support and supervision. Consideration will be given to the benefits and challenges of using creative approaches to work with groups and individuals. 

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