Programme Specification Date amended: 1.2.06 1. Programme … · 2011. 11. 15. · Programme...

Programme Specification Template

Programme Specification Date amended: 1.2.06

1. Programme Title(s) and UCAS code(s): BA (Hons) Professional Studies (Counselling)

2. Awarding body or institution: University of Leicester 3. Typical entry requirements:

• It is envisaged that entry requirements for the programme as a whole, including the Certificate (at level 1 (NCF)) and the Diploma (at level 2 5NCF)) will be flexible and that experience in the sector will be taken into account. It is envisaged that students will enter the programme at Certificate level with a combination of GCSEs or equivalent and relevant work experience. Some students will have post-16 qualifications but this will not be a pre-requisite.

• To be eligible to undertake the BA (Hons) Professional Studies (Counselling),

students will have successfully completed the University of Leicester Certificate in Counselling Studies and Diploma in Counselling or the Certificate of Higher Education in Counselling and the Diploma of Higher Education in Contemporary Psychodynamic Counselling or the Foundation Degree in Drug and Alcohol Counselling.

• In exceptional circumstances students who have completed counselling or psychotherapy courses at other institutions and who have gained 240 HE credits at levels 1 and 2 ( 4 and 5 NCF), may be considered if they can demonstrate that they have met the learning outcomes for the Certificate and Diploma of Higher Education in Contemporary Psychodynamic Counselling in the Leicester programme.

4. Programme aims: The programme aims ……

• to provide a professional development route in counselling for students who have successfully completed the Foundation Degree in Drug and Alcohol or the Diploma of HE in Contemporary Psychodynamic Counselling at the University of Leicester, or an equivalent course carrying 240 credits at levels 1 and 2.

• to provide students with the opportunity to further develop their knowledge and skills

as counsellors and to develop the skills and expertise as researchers. They will develop the ability to critically appraise and evaluate both their own work and other projects related to counselling and demonstrate their professional competence gained through professional development.

• to provide an opportunity for personal and career development and to demonstrate a

high level of competence as practitioners.

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• to provide students with an opportunity to gain academic credit for the documented professional development activities they have engaged in since achieving a diploma or foundation degree.

• to provide learning opportunities that will enable students to develop competence as researchers and consumers of research.

• to provide a learning environment in which students will feel able to demonstrate their professional competence with their peers.

• to provide opportunities in a learning environment for students to explore a particular aspect of counselling, psychotherapy or supervision that will enhance their professionalism and expertise.

• to reinforce the need for all practitioners to engage in continuing professional development.

• to create a synergy between teaching, research and the practice of counselling.

• to maintaining quality in all aspects of the teaching and learning environment, presenting materials in a manner most appropriate to the learning goals, to students preferred learning styles as well as to subject matter.

• to enable students to develop and demonstrate a range of subjects specific and transferable skills necessary for the future employment as counsellors and potential supervisors of others.

• to foster students independent learning and organisational skills.

5. Reference points used to inform the programme specification: Quality Assurance Agency for Higher Education: the framework for higher education qualifications in England, Wales and Northern Ireland. National Qualifications Framework. British Association for Counselling and Psychotherapy accreditation requirements www.BACP.co.uk/ QAA benchmarks for psychology, health studies, social policy and administration and social work. The Leicester University teaching and learning strategy http://www.le.ac.uk/teaching/pdf/strategy/lts2002.pdf

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http://www.bacp.co.uk/


6. Programme Outcomes:

Intended Learning Outcomes

Teaching and Learning Methods

How Demonstrated?

(a) Discipline specific knowledge and competencies (i) Mastery of an appropriate body of knowledge

A comprehensive understanding of the professional requirements of a counselling practitioner.

Reflective practice, tutorials, seminars, and private study.

Successful completion of a portfolio of evidence derived from practical experience that will contribute towards BACP Accreditation.

Seminar contributions.

An ability to apply counselling and psychotherapy theories to therapeutic practice.

A combination of lectures, tutorials, seminars, video presentations, oral presentations and private study.

Successful completion of coursework assignments, including portfolio of evidence, essays and case studies.

Demonstrate an understanding and ability to apply a range of research methods.

Lectures, seminars, tutorials and project work.

Successful completion of a dissertation.

(ii) Understanding and application of key concepts and techniques Demonstrate competence as a counsellor using a particular model and an understanding of an alternative model.

Reflective practice, placement.

Skills practice.

Successful completion of a Diploma of Higher Education or Foundation Degree in Counselling.

Demonstrate an ability to plan, organise and conduct a research project.

Lectures, supervision, seminars, and private study

Successful completion of dissertation.

(iii) Critical analysis of key issues An ability to critically evaluate research evidence related to at least one aspect of counselling.

Research for and writing of assignments, tutorials, group discussion

Successful completion of coursework assignments.

An ability to critically evaluate arguments, assumptions, abstract concepts and data to make judgments.

Seminars, presentations and private study.


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Teaching and Learning How Demonstrated? Methods

An ability to identify individual differences in the practice of counselling and determine appropriate treatment strategies.

Lectures, seminars, discussion of case studies.

Successful completion of coursework assignments, particularly case studies.

An ability to be self-reflective and recognise personal and professional development needs.

Seminars and tutorials. Completion of continuing professional development self appraisal.

(iv) Clear and concise presentation of material Communicate concepts and arguments relevant to counselling or psychotherapy, both orally and in writing to specialists and non specialists.

Oral presentations. Participation in seminars and group discussions. Personal tutorials. Study skills training. Using example set by lecturers.

Successful completion of written assignments. Acceptable level of contribution to group discussion.

(v) Critical appraisal of evidence with appropriate insight Demonstration of the use of research methods to investigate a topic related to counselling.

Seminar attendance, group discussion and assignments through private study.


An ability to critically evaluate counselling and psychotherapy research material.

Seminar attendance and group discussion.

Successful completion of coursework assignments including a critique of relevant literature.

(vi) Other discipline specific competencies Identify clients unsuitable for short and long-term therapy and make referrals as appropriate.

Lectures, case discussions, seminars.

Classroom based assignment and supervision reports.

Recognise the limits of their own competence and be able to use supervision appropriately.

Personal development group and supervision.

Reflective practice portfolio and learning journals.

Have an in-depth knowledge of all aspects of ethical practice and be able to demonstrate ethical problem solving skills.

Lectures, case discussion seminars supervision.

Portfolio of evidence, Supervision reports, assignments and learning journals.

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Be able to demonstrate a critical awareness of all aspects of equal opportunities and an understanding of difference in the therapeutic relationship.

Lectures, private study, workshops, reflective practice, supervision reports.

Successful completion of coursework assignments, including learning journals and supervision reports.

(b) Transferable skills (i) Oral communication

Be able to provide effective oral communication of principal concepts and arguments related to counselling.

Oral presentations in seminars and group discussion.

Evaluation of seminar presentation.

Be able to give and receive appropriate critical feedback constructively.

Personal development group. Peer group discussion.

Self and peer assessment exercise.

(ii) Written communication Communicate knowledge of selected topics in writing. Be able to record and evaluate evidence.

Study skills training and coursework assignments.

Successful completion of written coursework assignments.

(iii) Information technology

Demonstrate the acquisition and use of IT skills and a capacity to use word processing facilities and to access library information.

Use of IT facilities to research material associated with coursework assignments. Use of IT facility to process assignments.

All relevant assignments being presented word-processed with evidence of having access to electronic sources.

(iv) Numeracy Have some understanding of interpreting numerical evidence as presented in research material.

Statistical data or other numerical material referred to during the course will be explained.

Accurate reference to numerical material in coursework assignments as and when appropriate.

(v) Team working Demonstrate the ability to work in small groups and an understanding of the dynamics of such groups.

Personal development groups. Seminar presentation in small groups.

Effective participation in group discussions. Self-assessment and personal appraisal.

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Be able to form good, supportive, challenging and trusting relationships with others.

Personal development groups. Seminar presentation in small groups.

Effective participation in group discussions and tutorials. Self-assessment and personal appraisal. Personal learning journals.

(vi) Problem solving Demonstrate the ability to critically analyse case work material from a relevant theoretical perspective.

Lectures, workplace practice, Supervision.

Portfolio of evidence. Classroom based assignment, case studies.

Demonstrate an understanding of ethical codes and their application to practice.

Workplace practice, seminar presentation, supervision.

Portfolio of evidence.

(vii) Information handling Ability to identify a wide range of sources of information and to access information as appropriate to particular topics.

Study skills, library induction, personal tutorials, private study.

Successful completion of written assignments and dissertation.

(viii) Skills for lifelong learning Demonstrate a capacity for the acquisition of complex knowledge and skills that are put to the use of competent professional practice.

Attendance at seminars, tutorials group work, completion of all coursework assignments.

Successful completion of the BA programme.

Demonstrate an awareness of the need for continuing professional development.

Group discussion. Portfolio of evidence.

Be able to manage time boundaries and limitations.

Requirement to produce assignments on-time.

Successful completion of coursework within time deadlines.

7. Special features: This programme specification focuses primarily on the HE level 3 (third year full-time equivalent) of a BA programme. Students complete the clinical aspect of their studies with the Diploma of the Higher Education in Contemporary Psychodynamic Counselling all the Foundation Degree in Drug and Alcohol Counselling. HE Level 3 builds on the clinical competence and promotes and extends their professional development.

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The BA HE level 3 programme will be delivered both face-to-face and through distance learning on a flexible basis. Ideally students will complete the part-time programme in two years but sometimes students may take longer. Students will be given up to four years from initial registration to complete the programme. As part of the Diploma of the Higher Education in Contemporary Psychodynamic Counselling or the Foundation Degree in Drug and Alcohol Counselling students complete a placement in a relevant agency seeing clients and logging their hours. They have supervision for their clinical work as part of the placement. To may have a gap between completing the Diploma of the Higher Education in Contemporary Psychodynamic Counselling or the Foundation Degree in Drug and Alcohol Counselling commencing the BA programme of usually not more than five years.

8. Indications of programme quality

Support for Learning

a) Library. Appropriate books will be ordered for the library at Vaughan College, Northampton Centre and the University library.

b) Study Skills. Study skills sessions are organised at Vaughan and Northampton should they be required.

c) IT. Students have access to word processing and information retrieval systems at both Vaughan College and Northampton Centre.

d) Tutorials. All students will be allocated a personal tutor (who will be a member of academic staff or a visiting lecturer) and will be expected to meet with them for a minimum total of 3 hours each academic year.

e) Handbook: A handbook giving full details of the programme, including module details, timetable, assessment details, student support services, reading lists, programme and university regulations will be produced for each year of the course.

f) Handouts and reading materials will be provided for sessions as appropriate.

g) The Director of the Counselling and Psychotherapy Programme will be available to consult with students about their student support needs.

h) Students Union. Students are entitled to restrictive membership of the Students’ Union.

i) Hardship Fund. Students may be entitled to receive help with fees and expenses from the University of Leicester hardship fund. Details can be found on the University of Leicester website.

An external examiner will be appointed to the programme. External examiners’ reports are available for the Diploma of the Higher Education in Contemporary Psychodynamic Counselling and the Foundation Degree in Drug and Alcohol Counselling.

Staff-student consultative committee meetings will be held at the end of each module. Minutes will be seen at the Undergraduate Counselling Programme Committee which is held termly and forwarded to the Faculty Undergraduate Programme Committee

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Academic Audit takes place regularly.

The Programme Board will address issues of programme quality and maintain watching brief on course quality indicators including student progression.

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.Appendix 1: Outline of Programme Structure

The first two levels of the programme will normally be delivered over four academic years (8 semesters) with the student taking 60 credits per year. Students will commence their studies for the BA (Hons) Professional Studies (Counselling) when they have successfully completed the Diploma of Higher Education in Contemporary Psychodynamic Counselling or the Foundation Degree in Drug and Alcohol Counselling.

Level 1: Certificate of Higher Education in Counselling or Certificate of Higher Education in Drug and Alcohol Counselling or equivalent. (120 credits)

Level 2: Diploma of Higher Education in Contemporary Psychodynamic Counselling or Foundation Degree in Drug and Alcohol Counselling or equivalent (120 credits)

Level 3: BA (Hons) Professional Studies (Counselling) 20 Credits Research methods module (compulsory) 40 Credits Research based dissertation (compulsory) 20 Credits Professional Studies module(s) (compulsory) 20 Credits Specialist Option Module 1 20 Credits Specialist Option Module 2 Total: 120 credits at HE level 3 For 2006/7 the modules will be as follows: 20 credits Research methods module 40 credits Research based dissertation 20 credits Professional studies module: Reflective Practice* 20 credits Brief Therapy 20 credits Cognitive Behavioural Counselling for experienced practitioners *BACP Accreditation may be substituted for this module. The requirements for BACP accreditation are similar but more extensive and stringent. For candidates who have had three or more years of experience prior to the commencement of the BA (third year) the following modules will be available as an alternative to the professional studies module and the two specialist option modules: 20 credits Supervision: the supervisory relationship 20 credits Supervision: the supervisory process 20 credits Supervision: organisational issues

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Appendix 2: Skills Matrix

BA Professional Studies (Counselling) Skills Matrix

Dip HE

Counselling Foundation

Degree Professional Develpment

Brief Therapy CBT

Research Methods Dissertation

A comprehensive understanding of the professional requirements of a counselling practitioner

x x x

An ability to apply counselling and psychotherapy theories to therapeutic practice

x x x

Demonstrate an understanding and ability to apply a range of research methods

x x

(ii) Understanding and application of key concepts and techniques

Demonstrate competence as a counsellor using a particular model and an understanding of an alternative model

x x x

Demonstrate an ability to plan, organise and conduct a research project

x x

(iii) Critical analysis of key issues

An ability to critically evaluate research evidence related to at least one aspect of counselling

x x x x

An ability to critically evaluate arguments, assumptions, abstract concepts and data to make judgments

x x x x

An ability to identify individual differences in the practice of counselling and determine appropriate treatment strategies

x x x x

An ability to be self-reflective and recognise personal and professional development needs

x x x

(iv) Clear and concise presentation of material

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Communicate concepts and arguments relevant to counselling or psychotherapy, both orally and in writing to specialists and non specialists

x x x x x x

(v) Critical appraisal of evidence with appropriate insight

Demonstration of the use of research methods to investigate a topic related to counselling

x x

An ability to critically evaluate counselling and psychotherapy research material

x x x x x

(vi) Other discipline specific competencies

Identify clients unsuitable for short and long-term therapy and make referrals as appropriate

x x x x

Recognise the limits of their own competence and be able to use supervision appropriately

x x x

Have an in-depth knowledge of all aspects of ethical practice and be able to demonstrate ethical problem solving skills

x x x

Be able to demonstrate a critical awareness of all aspects of equal opportunities and an understanding of difference in the therapeutic relationship

x x x x

(b) Transferable skills

(i) Oral communication

Be able to provide effective oral communication of principal concepts and arguments related to counselling

x x x

Be able to give and receive appropriate critical feedback constructively.

x x x

(ii) Written communication

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Communicate knowledge of selected topics in writing. Be able to record and evaluate evidence

x x x x x x

(iii) Information technology

Demonstrate the acquisition and use of IT skills and a capacity to use word processing facilities and to access library information

x x x

(iv) Numeracy Have some understanding of interpreting numerical evidence as presented in research material

x x

(v) Team working

Demonstrate the ability to work in small groups and an understanding of the dynamics of such groups

x x

Be able to form good, supportive, challenging and trusting relationships with others

x x

(vi) Problem solving

Demonstrate the ability to critically analyse case work material from a relevant theoretical perspective

x x x x x

Demonstrate an understanding of ethical codes and their application to practice

x x x x x

(vii) Information handling

Ability to identify a wide range of sources of information and to access information as appropriate to particular topics

x x x x

(viii) Skills for lifelong learning

Demonstrate a capacity for the acquisition of complex knowledge and skills that are put to the use of competent professional practice

x x x x x x x

Demonstrate an awareness of the need for continuing professional development

x x x

Be able to manage time boundaries and x x x x

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limitations.

Appendix 3: Module Specifications

University of Leicester Institute of Lifelong Learning

BA (Hons) Professional Studies (Counselling) Module Description

Module Title Research Methods

Tutor/Contact Sue Wheeler

Level HE3

Credits 20

Term/Duration 30 hours

Pre-requisite Modules: Diploma of HE in Contemporary Psychodynamic Counselling; Foundation Degree in Drug and Alcohol Counselling

Aims

To develop an understanding a range of research methods and the skills and competencies to conduct an original research project related to counselling, psychotherapy or drug and alcohol treatment.


By the end of this module, students should be able to:

• Demonstrate an understanding of the basic concepts involved in research design and data analysis

• Critically evaluate published research articles

• Search for relevant literature and develop a bibliography

• Understand the use of methodologies specifically relevant to counselling research

• Produce a research design to investigate an aspect of counselling or related topic

• Appreciate some of the leading methodological and philosophical issues concerning research in this subject area, including ethical considerations.

Summary of Content

• Library orientation: using electronic and other search strategies

• The principles of conducting a literature review

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• Questionnaire design, interview and survey methods

• Qualitative methods: heuristics, grounded theory, discourse analysis, narrative analysis, content analysis

• Action research methodology

• An introduction to Quantitative methods: experimental and correlational designs

• Sources of error in research

• Validity and reliability

• Reading research reports critically

• Planning a research project

• Ethical considerations in counselling and psychotherapy research

Teaching and Learning Strategy

Lectures, seminars, computer sessions

Personal tutorials

Assessment scheme

Students will produce a literature review on their chosen subject of not more than 2000 words.

From the literature review a research proposal of not more than 1000 words will be generated.

A detailed rationale for the methodologies chosen for the research proposal will be given, together with a discussion of alternative methodology. 1000 words maximum.

Student Work Load

Taught hours = 29 Personal tutorials = 1 Private study = 120 Total hours = 150

Reading List

Brown, A. D., P (1998). Doing Research/ Reading Research; A Mode of Interrogation for Education. London, Falmer Press. Liptrot, D. & Sanders, P. (1994). Inferential Statistics for Counsellors. Ross on Wye, PCCS Books. McLeod, J. (1997). Narrative and Psychotherapy. London, Sage. McLeod, J. (1999). Practitioner Research in Counselling. London, Sage. McLeod, J. (2001). Qualitative Research in Counselling and Psychotherapy. London, Sage.

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McLeod, J. (2003). Doing Counselling Research. London, Sage. Moustakas, C. (1994). Phenomenological Research Methods. London, Sage. Rose, D. & Sullivan, O (1996). Introducing Data Analysis for Social Scientists. Buckingham, Open University Press. Roth, A. and Fonagy, P (1998). What Works for Whom? A Critical Review of Psychotherapy Research, Guildford: Guildford Press Rowland, N. and Goss, S. (2000). Evidence-based counselling and psychological therapies: research and applications. London : Routledge. Sanders, P.& Liptrot, D. (1993). Research Methods and Data Collection for Counsellors. Ross on Wye, PCCS Books.

Strauss, A. & Corbin., J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. New York, Sage. Toukmanian, S.G. & Rennie, D.L (Eds) (1992). Psychotherapy process research: Paradigmatic and narrative approaches. Newbury Park, CA, Sage Wosket, V. (1999). The therapeutic use of self: counselling practice. research and supervision. London, Routledge.

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University of Leicester, Institute of Lifelong Learning


Module Title Research Dissertation


Level HE3

Credits 40

Term/Duration n/a

Pre-requisite Modules: Diploma HE in Contemporary Psychodynamic Counselling; Foundation Degree in Drug and Alcohol Counselling or equivalent course carrying 240 Credits Levels 1 and 2; Level 3 Research Methods Module.

Aims

To conduct a research project related to counselling.


By the end of this module students should be able to:

• Produce a substantial research report or dissertation related to counselling or a related topic

• Demonstrate competence in at least one research method

• Demonstrate competence in structuring and writing a comprehensive research report

• Demonstrate their ability to work in depth on a project using their own initiative

Summary of Content

• Private study


Each student will be allocated a research supervisor with whom they can meet for five hours of individual supervision sessions.

Assessment scheme

The dissertation should investigate some aspect of counselling or a related topic in-depth. This must include an aspect of original research. (8,000 words maximum)

Student Work Load Supervision hours = 5 Private study = 295 Total hours = 300

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Reading List

Bell, J. (1993). Doing your Research Project. Buckingham, Open University Press.

Brown, A. D., P (1998). Doing Research/ Reading Research; A Mode of Interrogation for Education. London, Falmer Press. Liptrot, D. & Sanders, P. (1994). Inferential Statistics for Counsellors. Ross on Wye, PCCS Books. McLeod, J. (1997). Narrative and Psychotherapy. London, Sage. McLeod, J. (1999). Practitioner Research in Counselling. London, Sage. McLeod, J. (2001). Qualitative Research in Counselling and Psychotherapy. London, Sage. McLeod, J. (2003). Doing Counselling Research. London, Sage. Moustakas, C. (1994). Phenomenological Research Methods. London, Sage. Roth, A. and Fonagy, P (1998). What Works for Whom? A Critical Review of Psychotherapy Research, Guildford: Guildford Press Rowland, N. and Goss, S. (2000). Evidence-based counselling and psychological therapies: research and applications. London : Routledge. Sanders, P.& Liptrot, D. (1993). Research Methods and Data Collection for Counsellors. Ross on Wye, PCCS Books.

Strauss, A. & Corbin., J. (1990). Basics of Qualitative Research: Grounded Theory Procedures and Techniques. New York, Sage. Toukmanian, S.G. & Rennie, D.L (Eds) (1992). Psychotherapy process research: Paradigmatic and narrative approaches. Newbury Park, CA, Sage Wosket, V. (1999). The therapeutic use of self: counselling practice. research and supervision. London, Routledge.

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Module Title Brief Therapy


Level HE3

Credits 20

Term/Duration 30 hours

Pre-requisite Modules: Diploma HE in Contemporary Psychodynamic Counselling; Foundation Degree in Drug and Alcohol Counselling or equivalent course carrying 120 Credits Levels 1 and 2.

Learning Objectives

• To introduce counsellors with some experience of psychodynamic theory and practice to the essential elements of brief therapy practice.

• Provide learning experience that will enable students to think about their own work as

psychodynamic counsellors and to increase efficiency in working with a brief model. Learning outcomes By the end of the module students will be able to:

• Identify clients who may be suitable for brief therapy

• Make a formulation of clients, difficulties

• Make clear contracts for brief therapy including reference to the ending

• Use brief therapy techniques that both provide support for the client and confrontation of defences

• Identify their own core conflict

• Demonstrate an understanding of a range of brief therapy models.

Content

• What is brief therapy?

• The meaning of time and endings

• Assessment for brief therapy

• Formulating a focus

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• Brief therapy technique

• Malan’s Triangles

• Luborsky’s Core Conflict relational theme

• Problems and difficulties

• Endings and follow-up

• Role play, practice and case studies Teaching strategy Lectures, seminars, role play sessions, case discussion, video, tutorials and private study Student Work Load Taught hours = 29 Personal tutorials = 1 private study = 120 Total hours = 150

Assessment assignment Consider your therapeutic work with one client. Give brief details of the client’s history and then make a brief formulation of their difficulties using either Malan’ triangles or the Core Conflict Relationship Theme method. Discuss ways in which the client may or may not be suitable for brief therapy of 12 sessions, with reference to relevant literature on brief therapy. (Maximum 4000 words). Choose one model of brief therapy and summarise the research evidence of its efficacy. (1000 words)

READING LIST Aveline, M. (1980). "The Psychodynamic Formulation." Bulletin of the Royal College of Psychiatrists, December. Book, H. (1998). How to practice brief psychodynamic psychotherapy. Coltart, N. (1988). "The Assessment of psychological mindedness in the diagnostic interview'." British Journal of Psychiatry. 153: 818-20. Coren, A. (2001). Short-term Psychotherapy: a psychodynamic approach. Basingstoke, Palgrave. Crits-Christoph, P. & Barber, J.P., Ed. (1991). Handbook of Short-term Dynamic Psychotherapy. New York, Basic Books

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Davanloo H. (1978). Basic principles and techniques in short-term dynamic psychotherapy. New York: Spectrum Publications. Davanloo H. (1980). Short-term dynamic psychotherapy. New York: Jason Aronson Luborsky, L. (1984). Principles of Psychoanalytic Psychotherapy. Mace, C., Ed. (1995). The art and science of assessment. London, Routledge. Malan, D. H. (1979). Individual Psychotherapy and the Science of Psychodynamics. London, Butterworths. Malan, D. H. and Osimo, F. (1992). Psychodynamics, Training and Outcome in Brief Psychotherapy. London, Butterworths. Mander, G. (2000). A Psychodynamic Approach to Brief Therapy. London, Sage. Mann, J. (1973). Time- limited Psychotherapy. Cambridge, Mass, Harvard University Press. Molnos, A. (1995). A question of time: Essentials of Brief Dynamic Psychotherapy. London, Karnac. Murdin, L. (2000). How much is enough?: Endings in psychotherapy and counselling. New York, NY, US, Routledge. Talmon, M (1990) Single Session Therapy, Jossey Bass, Oxford

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Module Title Professional Studies in Counselling


Level HE3

Credits 20

Term/Duration A supervised independent learning module

Pre-requisite Modules: Diploma of HE in Contemporary Psychodynamic Counselling; Foundation Degree in Drug and Alcohol Counselling or equivalent course carrying 120 Credits Levels 1 and 2.

Aim: to provide an independent learning experience that will enable the student to demonstrate their competence as counsellor and as a reflective practitioner, able to work independently as both practitioner and a student. Learning outcomes: at the end of this module a student will be able to:

• Present a portfolio containing work based tasks, which includes independent third party evidence, to demonstrate that they are competent practitioners using a core theoretical model that informs their practice.

• Demonstrate that processes of reflection and understanding accompanying the assembly of evidence are commensurate with the level of understanding expected of an experienced practitioner.

• Produce a reflective assignment that demonstrates ways in which the student has incorporated professional standards into their practice including ways in which they have engaged with issues of difference and the impact such engagement has had on their attitudes, beliefs and personal development.

• Produce a personal development plan that describe ways in which they use continuing professional development opportunities to enhance their practice.

• Set out the future post-graduation professional opportunities that they will seek in order to enhance their professional practice.

• Demonstrate the ability to use supervision effectively to enhance their practice.

Teaching and Learning strategy

Individual reflective practice supported by group seminars and tutorials

Student Work Load Tutorial hours = 3 Group seminars = 3 Private study = 144 Total hours = 150

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Assessment assignment Professional development portfolio (70% of Marks)

Reflective assignment on professional standards (20% of Marks)

Personal and professional development plan (10% of Marks)

Note: Specific guidance for the module will be produced and included in the course handbook

Reading List

Atkins, S and Murphy, K (1993) Reflection: A Review of the Literature, Journal of Advanced Nursing, 18 pp1188-92 Argyris, C and Schon, D (1992) Theory in practice: Increasing Professional Effectiveness San Francisco, Jossey-Bass Belanoff, P (1987) The Role of Journals in the Interpretive Community, in Fulwiler, T (ed) The Journal Book, Portsmouth, New Hampshire, Boynton/Cook Publishers, Heinemann Best, D (1996) On the experiences of keeping a therapeutic journal while training, Therapeutic Communities, 17 (4) pp293-301 Bolton, G (2001) Reflective Practice: Writing and Professional Development, London, Paul Chapman Publishing Limited Bloom, S (1999) Give sorrow words: emotional disclosure and physical health. The Psychotherapy Review 1 (17) pp312-13 Boud, D, Keogh, R and Walker, D (eds) (1985) Reflection: Turning Experience into Learning, London, Kogan Page Boud, D, Cohen, R and Walker, D (eds) (1993) Using Experience for Learning, Buckingham, SRHE/OUP Eraut, M (1994) Developing Professional Knowledge and Competence, London, Falmer Press Fransella, F and Dalton, P (1995) Personal Construct Counselling in Action, London, Sage Freire, P (1996) Pedagogy of the Oppressed, London, Penguin, 2nd edition Gendlin, E (1996) Focusing-Oriented Psychotherapy, New York, Guilford Press Ghaye, T and Lillyman, S (1997) Learning Journals and Critical Incidents: Reflective Practice for Health Care Professionals, Salisbury, Wiltshire, Quay Books Ghaye, T (2000) Effective Clinical Supervision: The Role of Reflection, Salisbury, Wiltshire, Quay Books

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Ghaye, T (2000) Caring Moments: The Discourse of Reflection, Salisbury, Wiltshire, Quay Books Greenwood, J (1993) Reflective Practice: a critique of the work of Argyris and Schon, Journal of Advanced Nursing, 18, pp1183-87 Jennings, I and Skovholt, T (1999) The Cognitive, Emotional and Relational Characteristics of Master Therapists, Journal of Counselling Psychology, 46 (1), pp 3-11 Johns, C (2000) Becoming a Reflective Practitioner, Oxford, Blackwell Science Kolb, D (1984) Experiential Learning, London, Prentice Hall Moon, J (1999) Learning Journals: A Handbook for Academics, Students and Professional Development, London, Kogan Page Moon, J (1999) Reflection in Learning and Professional Development, London, Kogan page reprinted 2004 by RoutledgeFalmer Neufeldt, S, Karno, M and Nelson, P (1996) A Qualitative Study of Experts’ conceptualization of Supervisee Reflectivity, Journal of Counselling Psychology, 43, pp3-9 Schon, D (1983) The Reflective Practitioner: How Professionals Think in Action, New York, Basic Books Schon, D (1987) Educating the Reflective Practitioner, San Francisco, Jossey-Bass Skovholt, T and Ronnestad, M (1997) The Evolving Professional Self: Stages and Themes in Therapist and Counsellor Development, Chichester, Wiley

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University of Leicester, Institute of Lifelong Learning

BA (Hons) Professional Studies (Counselling) Module Description Module Title Cognitive Behavioural Counselling for experienced practitioners Tutor/ Contact Ann Alderson (Tutor) Hilary Wellington (Contact) Level HE3 Credits 20 Aims The programme is designed to introduce students who are experienced counsellors in other modalities to the principles and practice of Cognitive Behavioural Counselling.

Intended Learning Outcomes By the end of this module, students should be able to:

• Evaluate the principles of Cognitive Behavioural Counselling.

• Critically appraise ways in which cognitive behavioural interventions can be tailored to specific emotional disorders e.g. Depression.

• Be able to differentiate between the principles of Cognitive Behavioural Counselling

and other therapeutic approaches.

• Critically appraise research evidence in relation to Cognitive Behavioural Counselling.

• Demonstrate an understanding of cognitive behavioural counselling in role play practice.

Subject Knowledge

• Principles of Cognitive Behavioural Counselling • Case Conceptualisation • Beginning and endings in Cognitive Behavioural Counselling • Negative Automatic Thoughts • Challenging Assumptions • Depression • Anxiety and Social Anxiety • Obsessive Compulsive Disorder • Low Self Esteem • Schema Focus • Cognitive behavioural counselling skills development

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• Workshops will consist of a presentation supported with appropriate handouts and videos.

• Workshops will be supported with a skills development session. These will afford the

students the opportunity to practice the application of the principles and interventions of the Cognitive Behavioural Counselling approach.

• Personal tutorials.

Assessment: Assessment is by essay and observation of skills practice. Essay title: Critically examine the concept of case conceptualization in the Cognitive Behavioural approach. Explain why it takes on such a central importance in the theory and practice of the therapy. (3000 words) (75% of final mark) Observation of cognitive behavioural counselling skills session (25% of final mark) Pass mark is 50% Student Work Load Taught hours = 29

Personal tutorials = 1 Private study = 120 Total hours = 150 Reading List:

Beck, A.T. (1976) Cognitive Therapy and Emotional Disorders. New York: International Universities Press. Beck, A.T., Shaw, B.F., Emery, G. (1979) Cognitive Therapy: Basics and Beyond. New York: The Guildford Press. Beck, A.T., Bush, A.J., Shaw, B.F., Emery, G. (1979) Cognitive Therapy of Depression. New York: The Guildford Press. Blackburn, I.C. & Davidson, K (1995) Cognitive Therapy for Depression and Anxiety. Blackwell Science: Oxford. Burns, D.D. The Feeling Good Handbook New York: Dutton. Butler, G. (1999) Overcoming Social Anxiety And Shyness. London: Robinson.

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Fennell, M. (1999) Overcoming Low Self Esteem. London: Robinson. Gilbert, P. (2000) Counselling for Depression. London: Sage. Greenberger, D., Padesky, C.A. (1995) Mind Over Mood. New York: The Guildford Press. Hammen, C. (1997) Depression. Psychology Press: East Sussex. Kendall, P. & Hammen, C (1998.) Understanding Human Problems. Houghton Millin: Boston. Leahy. R.L. & Holland, S.J.( 2000) Treatment Plans and Interventions for Depression and Anxiety Disorders: New York: The Guildford Press. Persons, J.B. (1989) Cognitive Therapy in Practice. Canada: Penguin. Sanders, D. & Wills, F. ( 2003) Counselling for Anxiety Problems. London: Sage. Trower, P., Casey, A, & Dryden, W. (1998) Cognitive Behavioural Counselling in Action. London: Sage. Wolpert, L ( 2001) Malignant Sadness. The Anatomy of Depression. London: Faber & Faber. Weishaar, M.E. (1993) Aaron T. Beck. London: Sage. Wills, F. & Sanders, D. ( 1997) Cognitive Therapy: Transforming the Image. London: Sage.

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Programme Specification Date amended: 1.2.06 1. Programme … · 2011. 11. 15. · Programme...

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Transcript of Programme Specification Date amended: 1.2.06 1. Programme … · 2011. 11. 15. · Programme...