September 2021

Places available on this course for a 2020 start, apply via the application link here.

Psychology and Counselling Studies BSc (Hons)

Honours Degree, Undergraduate, September 2021

Key Details

  • 8C57 Course Code
  • 3 Years
  • 104 Typical UCAS Tariff
british psychological society accredited course

Overview

Psychology and Counselling Studies is an ideal combination of subjects for those wishing to move into a career in the helping professions or those intending to undertake postgraduate training in applied psychology professions. Students on this course will gain knowledge and understanding in all the core domains of Psychology alongside carefully curated counselling modules which link theory, research and skills to the therapeutic context and reflective practice. Psychology is the study of human behaviour and involves the scientific examination of how we think, how we see other people, how children develop, how relationships are formed and how we can help people in mental distress.

This course enables students to explore professional and ethical issues in psychology and counselling context, and it is applicable to many professional contexts where listening, and understanding are important, such as teaching, nursing and social work. Whilst it is important to note that the course does not provide a professional training as a counsellor, it does place students in an excellent position to apply for such training on successful completion of this programme.

GBC

This programme is accredited by the British Psychological Society (BPS), such that students gaining at least a Lower Second Class Honours Degree are eligible for Graduate Basis for Chartered Membership (GBC) with the BPS, which means you will have taken your first step towards becoming a professional psychologist.

Why study this course?

  • This programme is accredited by the British Psychological Society (BPS).
  • Students on the Psychology & Counselling Studies programme gain knowledge, understanding and skills in all the core domains of psychology, whilst also studying key areas of counselling theory, ethics, and their applications.
  • Due to the wide range of generic skills, and the rigour with which they are taught, training in psychology & counselling is an excellent foundation that supports entry into a broad range of careers.
  • The psychology subject area aims to lead the way in their support of students’ employability development. The subject area has its own employability coordinator and enmeshes employability at all levels of the degree programme.
  • The psychology subject area aims to enact best practice in supporting students’ learning. At the start of your programme you will be allocated a member of the academic Psychology team who will be your personal tutor and who will take an active interest in your academic progress and experience on the programme throughout your three years of study.

What does the course cover?

During the first year of study (level 4), students are introduced to psychology and counselling studies as related yet distinct disciplines. During this year of the study, students are introduced to the core domains and applications of psychology and learn a range of study skills and research methods that will form the building blocks for their studies at levels 5 and 6. Alongside this, students are introduced to core counselling theories and the associated skills taking under consideration the professional and ethical issues within psychology and counselling context.

In the second year of this programme (level 5), quantitative and qualitative approaches of scientific inquiry are further explored, providing deeper understanding of research methods for students to engage ethically and effectively in supervised work-based projects. During this year of the study, students will deepen their knowledge and understanding of the core domains within psychology: cognition, biological, social, individual differences, and development, and enhance their understanding of Cognitive Behavioural Therapy (CBT) theory and application. One of the most exciting features of level 5 is the work placement module. This module enables student experiential learning and offers the opportunity to consolidate and apply psychology and counselling theory and skills within a work-based context.

In the final year (level 6) options are intended to broaden and deepen critical thinking in psychology and counselling studies, preparing students for employment or further study. Students undertake an empirical dissertation in counselling psychology, and the programme is designed to offer choice and progression whilst also addressing issues of critical evaluation and competing perspectives in psychology and counselling studies. An important feature of level 6 modules is the availability of optional modules focusing on areas of applied psychology and topics embedded within counselling studies where students can choose to specialise in areas of particular interest to them.

How will I be assessed?

We pride ourselves on giving academic and individual support to each of our students. Teaching is varied and we use a wide variety of assessment strategies designed to help you develop a range of skills which will be useful in the modern workplace. Assessment methods vary from ‘traditional’ methods such as essays or examinations (which may take the form of essays/short answer, seen, unseen and/or open-book, multiple-choice tests) to less ‘traditional’ assessment approaches such as personal reflective journals, research reports, presentations, posters and digital tasks.

What careers could I consider?

Upon completion of this programme, students will be furnished with an invaluable toolkit of transferable skills that will enable them to pursue a range of career opportunities.

Many graduates aim to enter the various psychological and therapeutic professions through specific postgraduate training, including counselling psychology, counselling, psychotherapy, health, clinical, forensic, occupational, and educational psychology. You may also choose to go on to further professional training in counselling at postgraduate level leading to professional accreditation. You might progress into a variety of other careers, typically in people orientated and helping roles – for example, social work, personnel, marketing, health or rehabilitation. The course is useful preparation for further training in any career in which psychology and counselling skills may be useful, including teaching, nursing, and voluntary sector work.

Autumn Open Days

Join us at one of our virtual open days this autumn, where you can find out more about our courses and talk to academic staff and current students.

Book Now

Contact Details

Entry Requirements

You must achieve at least 104 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma; MPP at BTEC Extended Diploma) towards the total tariff.

As it is not possible to achieve 104 UCAS points through an Access course, Access Students will need 106 UCAS points. You can reach this with the following combination of Distinction, Merit and/ or Pass grades at level 3 achieved from a completed Access course. 106 UCAS Points: D27-M0-P18; D124-M6-P15; D21-M12-P12; D18-M18-P9; D15-M24-P6; D12-M24-P3; D9-M36-P0.

Five GCSEs at grade 4 (or C) or above (or recognised equivalents), including English Language and Mathematics, are also required.

For applicants who are unsure that they will achieve the above UCAS tariff, Newman University provides a Foundation Year programme in Psychology and Counselling Studies BSc (Hons) – with Foundation Year which enables such applicants to access a university degree via a four year route. Upon successful completion of their foundation year,  students will progress to Year 1 of a named degree. Whilst not a condition of entry onto the Foundation Year, students wishing to follow particular named routes with additional entry requirements, will need to meet these requirements before they make the transition from their foundation year to year 1.

Applying Direct Option

You can apply direct to Newman University for this course if you have not previously applied to Newman University through UCAS and you are not applying to any other universities.

Simply click on this Direct Application link to do this.

N.B. will need to enter ‘New User’ account details when first accessing this portal.

Ask Us a Question

Course Fees

Fees per academic year:
Full-time UK/EU students: £9,250 *

* Fees shown are for 2020/21 academic year. 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, on enrolment and 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).

Additional Costs

As part of the core dissertation module students are required to produce an A0 poster. The cost of printing AO posters in the academic year 20-21 is £8. There may also be additional costs associated with data collection depending on the research undertaken for example printing of questionnaires.

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

 

 

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.

Timetables: find out when information is available to students

 

  1. This module aims to introduce students to the scientific study of the human mind and behaviour. The core principles and skills within psychology inquiry and learning will be explored.  It aims to define psychology and provide understanding of evidence-based psychological practice, and the implications of research methodology behind the evidence base, for assessing individual sources contribution to developing knowledge. Students will be introduced to key methodologies within psychology research and explore the philosophical stance underpinning these methodologies.
  2. This module provides students with a broad introduction to the history of psychology as a scientific discipline. A number of different psychological perspectives will be introduced, for example, psychobiological, cognitive, behaviourist, psychodynamic, social constructionist, and students will be expected to apply and evaluate the application of such perspectives to important contemporary issues, such as drug addiction, violent behaviour, mental illness, etc. Research skills will be developed through the use of online databases and other library resources.
  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, and will be required to record a short session demonstrating the use of these skills.
  4. This module offers an introduction to a range of applications in psychology and explores the various professional pathways in psychology practice. It aims to enhance knowledge of the application of psychological theory to the real world and examines the role of evidence-based practice and scientific method in guiding the work of professionals in a range of applied contexts, such as health, legal, organisational and educational settings. This module aims to develop the employability of students through an enhanced awareness of the range of available career pathways open to psychology graduates.
  5. This module aims to equip students with the knowledge and self-management skills to make informed choices in preparing for work placement and the transition to employment or further study on graduation.  Learners will be provided with the opportunities to develop awareness of the workplace, identify different career and study options, recognise and articulate their own experience, accomplishments and talents and plan and implement career management strategies for the short and long term.
  6. This module will introduce students to the strengths, limitations and ethical issues associated with qualitative and quantitative research design. It will enable students to explore in greater depth the underlying principles and epistemological bases of both quantitative and qualitative research methods. Students will examine the key similarities and differences between these approaches, whilst appreciating the strengths and limitations of such approaches in addressing psychological research questions. Students will consider a range of data collection techniques (e.g., observations, interviews, simple experiments, and psychometric instruments) to consolidate their knowledge and experience of such methods.
  7. 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 will consolidate and extend students’ knowledge and skills relating to quantitative research methods that were developed in PYU416. Students will extend their knowledge of simple experimental designs to more complex factorial designs involving two or more independent variables, and/or multiple dependent variables, whilst undertaking, interpreting, and reporting suitable univariate and multivariate ANOVA-based data analyses. Similarly, simple linear regression will be extended to multiple linear regression, whilst introducing partial and semi-partial correlation, and in addition to undertaking, interpreting, and reporting such analysis, students will consider the role and utility of this approach in addressing research questions. Ideas relating to factor analysis and its influence and role within psychology that were introduced in PYU416 will be extended, and students will undertake and interpret principal component analysis.
  2. 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. This module provides an opportunity for students wishing to attain National Professional recognition with the Teaching and Learning Academy (TLA) to complete an AMTLA project. The module will also provide the opportunity for those students interested in going on to the PGCE programme to gain support and guidance with the PGCE application process.  
  3. In this module, students will be introduced to key concepts, issues and studies within the fields of social psychology and individual differences.  Examples of the breadth and depth of issues which students may explore include attitudes, attribution, intelligence, inter-group behaviour, Intelligence, Personality, Prejudice and Discrimination, Personality, and Social Influence. Issues of measurement and testing, including psychometric testing, reliability, validity and usage will be explored.  Students will explore both classic social psychological and individual differences approaches to these phenomenon, as well as looking at recent research, debates, and developments within the field.
  4. 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.
  5. This module will build on foundation level modules to further enhance knowledge and understanding of qualitative methods and analysis. It will focus on various approaches within qualitative psychological research (e.g IPA, Discourse Analysis and Thematic Analysis) appreciating the strengths, limitations and the philosophical assumptions underlying each approach. It will enable students to consider how research questions are developed and how these inform the choice of the method.
  6. This module covers the key processes associated with cognition as well as the biological and neurological underpinnings of such cognitive processes. The module also introduces cognitive psychology as a specific approach to understanding behaviour with its emphasis on theoretically led hypothesis and the experimental testing of these hypotheses to further develop theory. Additionally, consideration will be given to the research methodology underpinning the evidence based explored within this module.
  7. Developmental Psychology is generally viewed as one of several core areas in the discipline. This module, however, suggests that developmental psychology must be viewed as something more important and pervasive: All areas of the study of human existence can only be fully understood if a developmental perspective is adopted in the sense that all behaviour develops either by evolution (phylogeny) or during the lifespan of the organism (ontogeny). Furthermore, this module places developmental psychology in the wider context of studying the human condition by exploring not only the phylogeny and ontogeny of behaviour and thought but also their function (and dysfuction) and mechanism.
  1. This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of Counselling Psychology 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 an assessed element.
  2. This course will introduce students to a number of controversies, conceptual issues, and philosophical debates in contemporary psychology.  Students will be introduced to competing philosophical perspectives within psychology, and will explore how the philosophical stance adopted by psychologists may affect their assumptions about the nature of psychological phenomenon.  Students will explore how this in turn may affect the kinds of knowledge which may be produced or uncovered.
  3. 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.  The principles of multi-agency work will be explored. Students will study factors that contribute to resilience and vulnerability with reference to a basic knowledge of neurological development.
  4. 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.
  5. This module further extends students’ knowledge of applied psychology through consideration of the area of counselling psychology and the work of psychologists in the fields of mental health and mental wellbeing. Key psychological theories used to work with clients in wellbeing & mental health settings will be considered and critically evaluated. Consideration will be given to the research methodologies underpinning the evidence base in the field of counselling psychology  The philosophy and professional context of the discipline will be explored through further consideration of the medical and psychosocial models of distress, and students will have the opportunity to develop a range of intra- and inter-personal skills which are appropriate for those likely to seek employment in the helping professions, thus further applying graduate employability to module content.
  6. Health psychology is an exciting field within psychology that has important contributions to make to our understanding of health, wellbeing and illness, from a biopsychosocial perspective. The module will explore key theoretical models (e.g., TPB HBM, SOC), which attempt to explain and predict health-related behaviour (e.g., smoking, alcohol, diet, physical activity & ultra violet radiation rays), and examine the practical applications of these models on health, wellbeing and illness. A multitude of health interventions will be reviewed and critically evaluated. 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 also be reflected on.
  7. This module builds upon the second year courses which focus on cognitive psychology and biopsychology, illustrating how these two important strands of psychology come together to help us understand patients with various types of neurological disorder. The major cognitive functions of attention, memory and language will be considered in turn, and then major conditions such as aphasia and dementia will be considered as examples. 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.
  8. This module builds upon the second year module Human Development: An Ethological Approach (PYU516) and applies an understanding of contextualised development in an educational setting. Educational Psychology explores various and seemingly discrete issues associated with the dynamic between teaching and learning. These issues include the qualities of a good teacher, the environment of the classroom, the form and function of assessment, diversity and the use of blended approaches to teaching and learning.
  9. This module is for year 3 students who wish to gain direct access to the MSc in Integrative Psychotherapy or Psychotherapeutic Counselling. It continues the process of the development of professional counselling skills in preparation for clinical placement in year 1 of the MSc. 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.
  10. This module will introduce theories of addictions, and ways of working therapeutically with addictions. Definitions and explanations of addiction and addictive/compulsive behaviour will be explored. It will principally focus on contemporary approaches, methods of assessment and treatment plans. A range of effective ways of working therapeutically with addictions will be introduced and critically evaluated.
  11. 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.
  12. 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.
  13. 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.

We use cookies to track visits to our website and to deliver targeted messages about the University to users. We do not store personal details. For more information or to change your cookie settings, see our Cookie Policy more information

The cookie settings on this website are set to "allow cookies" to give you the best browsing experience possible. If you continue to use this website without changing your cookie settings or you click "Accept" below then you are consenting to this.

Close