COURSE OR HONOURS SUBJECT TITLE: Postgraduate Certificate/Postgraduate Diploma/MSc in Counselling and Therapeutic Communication

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1 PROGRAMME SPECIFICATION COURSE OR HONOURS SUBJECT TITLE: Postgraduate Certificate/Postgraduate Diploma/MSc in and Therapeutic Communication 1 AWARD INSTITUTION/BODY: University of Ulster 2 TEACHING INSTITUTION: University of Ulster 3 LOCATION: Jordanstown Campus 4 ACCREDITED BY: The course has applied for accreditation with the Northern Ireland Post-Qualifying Education and Training Partnership for Social Workers. 5 FINAL AWARD: Postgraduate Certificate/Postgraduate Diploma/MSc in and Therapeutic Communication 6 MODE OF ATTENDANCE: Full-time and part-tine 7 SPECIALISMS: Trauma Management 8 COURSE/UCAS CODE: 3759, DATE WRITTEN/REVISED: Effective from June 2009/10 10 EDUCATIONAL AIMS OF THE COURSE The course has been designed to meet the needs for professional training of people who are involved in counselling roles and who work in a number of distinct professional contexts by providing a well-balanced grounding in the theoretical and practical study of communication as applied to the counselling context. It provides an extensive coverage of the main fields of knowledge necessary for, and flexibility has been achieved through optional study programmes, to enable students to pursue special professional interests. The requirements of sound practice for all categories of practitioner embrace a thorough grasp of the principles and theories of counselling; an acceptable level of competence in the component skills, dimensions and strategies of counselling; a knowledge of human feelings and emotions and their forms of expression, particularly emotions, such as anxiety, guilt, depression, apathy, anger and hostility; the evolution of a set of internalised beliefs and values which are basically nonjudgemental, and contribute to a sensitivity to the needs and responsibilities of individuals in multicultural societies; a knowledge of key contextual material directly relevant for an understanding of the specific domains within which counselling are delivered; the ability to monitor and evaluate the outcomes of their own professional practice. PROFESSIONAL RECOGNITION The course team are aware of the importance to some potential students of their wish to pursue courses, which confer full or partial professional recognition on successful completion. All counselling teaching staff are accredited practitioners with a variety of professional associations e.g. the British Association for and Psychotherapy (BACP), British Psychological Society (BPS), Irish Association of and Psychotherapy (IACP), the Psychological Society of Ireland (PSI). 35

2 However, in its current form the postgraduate programme is not designed to satisfy the requirements for accreditation by any of these agencies. It should be noted that the vast majority of course participants will not see their professional careers developing along a purely counselling route and this course is not designed as a means of making a career move into counselling but is more geared towards enhancing the knowledge and skills of those currently employed within a range of helping contexts and presents those who may have aspirations in the area core professional knowledge so they are in a better position to make informed choices about their route towards registration/accreditation. 11 MAIN LEARNING OUTCOMES The following reference points were used to inform the development of the programme and its learning outcomes: the University s Vision and core strategic aims, teaching and learning strategy and policies; current research or other advanced scholarship carried out by academic staff; subject benchmark statement; there are no QAA subject benchmark statements for the academic subject at Masters level ( see; rkingfeb06.pdf requirements of professional, statutory or regulatory bodies occupational standards in fields where these are relevant national and University qualifications and credit frameworks; MASTERS AWARD IN COUNSELLING AND THERAPEUTIC COMMUNICATION The course provides opportunities for students to achieve and demonstrate the following learning. Successful students will be able to: 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 K2 K3 K4 Acquire advanced knowledge and critical understanding of the area of counselling and the contemporary theoretical context in which counselling interventions are deployed Evidence a systemic and comprehensive understanding of the main counselling theoretical approaches and be able to illuminate and justify specific strategies in counselling Appreciate the limitations and possible abuses of counselling and constraints on effective practice within the conceptual framework of ethical, legal and professional issues Be able to critically reflect on the needs and constraints of the range of professional contexts in which students are already involved 36

3 K5 Have a critical knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret current knowledge in the counselling arena 11I I1 I2 I3 I4 I5 I6 I7 INTELLECTUAL QUALITIES Have the ability to engage in critical evaluation of arguments and evidence, theory, models and methodologies in current counselling research and practice Analyse and evaluate, through reasoned argument conclusions from both structured and unstructured data Locate, extract and analyse data from multiple sources, including appropriate acknowledgement and referencing of sources Utilise judgement in planning, selection and presentation of analyses, information and resources Pursue studies in theory and research of relevance to effective practice and appraise and extend alternative strategies within a range of professional and disciplinary contexts Demonstrate an ability to deal with complex issues systematically and creatively, make sound judgements in the absence of complete data Be able to apply that knowledge to professional concerns and core communication issues thus effectively integrating theory and practice 11P P1 P2 P3 PROFESSIONAL/PRACTICAL SKILLS Demonstrate competence in a range of counselling skills to a level appropriate for safe and effective practice in a range of helping contexts Develop a commitment to the practices of self-reflection and self-exploration (of beliefs, values, etc) in the therapeutic context Display a capacity to conceive research and analyse problems/issues, design interventions and execute evaluations within the counselling arena, in order to facilitate a systemic and continuing programme of research in the area of counselling and therapy 37

4 P4 P5 Develop increasing sensitivity, self-awareness, confidence and a commitment to continuous professional development as required in both the academic and practice settings Exhibit a respect for the values and cultures of other people 11T TRANSFERABLE SKILLS T1 Be able to critically reflect and evaluate the effectiveness of skilled intervention T2 Demonstrate the application of a wide range of skills within an eclectic/integrative framework based on knowledge of appropriate process and outcome research T3 Have developed and deployed research skills, including information searching, data collection and analytical techniques and to be able to report effectively their findings in an acceptable form in a variety of contexts T4 Be able to use information and communication technology for the retrieval, manipulation and presentation of quantitative and qualitative data. PG DIPLOMA AWARD IN COUNSELLING AND THERAPEUTIC COMMUNICATION The course provides opportunities for students to achieve and demonstrate the following learning. Successful students will be able to: 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 Acquire advanced knowledge and critical understanding of the area of counselling and the contemporary theoretical context in which counselling interventions are deployed 38

5 K2 K3 K4 K5 Evidence a systemic and comprehensive understanding of the main counselling theoretical approaches and be able to illuminate and justify specific strategies in counselling Appreciate the limitations and possible abuses of counselling and constraints on effective practice within the conceptual framework of ethical, legal and professional issues Be able to critically reflect on the needs and constraints of the range of professional contexts in which students are already involved Have a critical knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret current knowledge in the counselling arena 11I I1 I2 I3 I4 I6 I7 INTELLECTUAL QUALITIES Have the ability to engage in critical evaluation of arguments and evidence, theory, models and methodologies in current counselling research and practice Analyse and evaluate, through reasoned argument conclusions from both structured and unstructured data Locate, extract and analyse data from multiple sources, including appropriate acknowledgement and referencing of sources Utilise judgement in planning, selection and presentation of analyses, information and resources Demonstrate an ability to deal with complex issues systematically and creatively, make sound judgements in the absence of complete data Be able to apply that knowledge to professional concerns and core communication issues thus effectively integrating theory and practice 11P P1 PROFESSIONAL/PRACTICAL SKILLS Demonstrate competence in a range of counselling skills to a level appropriate for safe and effective practice in a range of helping contexts 39

6 P2 P4 P5 Develop a commitment to the practices of self-reflection and self-exploration (of beliefs, values, etc) in the therapeutic context Develop increasing sensitivity, self-awareness, confidence and a commitment to continuous professional development as required in both the academic and practice settings Exhibit a respect for the values and cultures of other people 11T TRANSFERABLE SKILLS T1 Be able to critically reflect and evaluate the effectiveness of skilled intervention T2 Demonstrate the application of a wide range of skills within an eclectic/integrative framework based on knowledge of appropriate process and outcome research T3 Have developed and deployed research skills, including information searching, data collection and analytical techniques and to be able to report effectively their findings in an acceptable form in a variety of contexts T4 Be able to use information and communication technology for the retrieval, manipulation and presentation of quantitative and qualitative data PG CERTIFICATE (EXIT AWARD) IN COUNSELLING AND THERAPEUTIC COMMUNICATION The course provides opportunities for students to achieve and demonstrate the following learning. Successful students will be able to: 40

7 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 K2 Acquire advanced knowledge and critical understanding of the area of counselling and the contemporary theoretical context in which counselling interventions are deployed Evidence a systemic and comprehensive understanding of the main counselling theoretical approaches and be able to illuminate and justify specific strategies in counselling 11I I1 I2 I3 I4 I7 INTELLECTUAL QUALITIES Have the ability to engage in critical evaluation of arguments and evidence, theory, models and methodologies in current counselling research and practice Analyse and evaluate, through reasoned argument conclusions from both structured and unstructured data Locate, extract and analyse data from multiple sources, including appropriate acknowledgement and referencing of sources Utilise judgement in planning, selection and presentation of analyses, information and resources Be able to apply that knowledge to professional concerns and core communication issues thus effectively integrating theory and practice 11P P1 P2 P5 PROFESSIONAL/PRACTICAL SKILLS Demonstrate competence in a range of counselling skills to a level appropriate for safe and effective practice in a range of helping contexts Develop a commitment to the practices of self-reflection and self-exploration (of beliefs, values, etc) in the therapeutic context Exhibit a respect for the values and cultures of other people 41

8 mentor observation, video evaluation, project preparation practical projects and 11T TRANSFERABLE SKILLS T1 Be able to critically reflect and evaluate the effectiveness of skilled intervention T2 Demonstrate the application of a wide range of skills within an eclectic/integrative framework based on knowledge of appropriate process and outcome research T4 Be able to use information and communication technology for the retrieval, manipulation and presentation of quantitative and qualitative data mentor observation, video evaluation, project preparation practical projects and 42

9 PROGRAMME LEARNING OUTCOME MAP MASTERS IN COUNSELLING AND THERAPEUTIC COMMUNICATION Please note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE OUTCOMES TITLES LEVEL CODES K1 K2 K3 K4 K5 I1 I2 I3 I4 I5 I6 I7 P1 P2 P3 P4 P5 T1 T2 T3 T4 &Therapeutic Framework M CMM 719 Research Methods M CMM 816 Critical Perspectives on M CMM Health & Therapeutic M CMM Communication 720 Telephone Consultation M CMM 510 Working with Adolescents M CMM 717 Theories: M CMM Models & Application 802 Human Growth & Transition M CMM 709 Person Centred Theory M CMM 813 CBT 1 M CMM 722 Organisational M CMM 822 Clinical Supervision M CMM 803 Trauma Management and M CMM Practice Trauma Focused CBT M CMM Dissertation M CMM

10 PROGRAMME LEARNING OUTCOME MAP PG DIPLOMA IN COUNSELLING AND THERAPEUTIC COMMUNICATION Please note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE OUTCOMES TITLES LEVEL CODES K1 K2 K3 K4 K5 I1 I2 I3 I4 I5 I6 I7 P1 P2 P3 P4 P5 T1 T2 T3 T4 &Therapeutic Framework M CMM 719 Research Methods M CMM 816 Critical Perspectives on M CMM Health & Therapeutic M CMM Communication 720 Telephone Consultation M CMM 510 Working with Adolescents M CMM 717 Theories: M CMM Models & Application 802 Human Growth & Transition M CMM 709 Person Centred Theory M CMM 813 CBT 1 M CMM 722 Organisational M CMM 822 Clinical Supervision M CMM 803 Trauma Management and M CMM Practice Trauma Focused CBT M CMM 44

11 PROGRAMME LEARNING OUTCOME MAP PG CERTIFICATE (EXIT AWARD) IN COUNSELLING AND THERAPEUTIC COMMUNICATION Please note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within the modules offered in the programme. MODULE OUTCOMES TITLES LEVEL CODES K1 K2 K3 K4 K5 I1 I2 I3 I4 I5 I6 I7 P1 P2 P3 P4 P5 T1 T2 T3 T4 &Therapeutic Framework M CMM 719 Research Methods M CMM 816 Critical Perspectives on M CMM Health & Therapeutic M CMM Communication 720 Telephone Consultation M CMM 510 Working with Adolescents M CMM 717 Theories: M CMM Models & Application 802 Human Growth & Transition M CMM 709 Person Centred Theory M CMM 813 CBT 1 M CMM 722 Organisational M CMM 822 Clinical Supervision M CMM 803 Trauma Management and M CMM Practice Trauma Focused CBT M CMM 45

12 12 STRUCTURE AND REQUIREMENTS FOR THE AWARD The course is designed to offer a degree of flexibility in module choice so that it can be tailored to the needs of each student. Students are required to complete the core module CMM719J1: the and Therapeutic Framework to obtain a Postgraduate Certificate (60 credit points) and both core modules CMM719J1: the and Therapeutic Framework and CMM802J2: Theories: Models and Approaches for the Postgraduate Diploma (120 credit points). Additionally students are required to take the 15 credit point modules CMM709J2: Human Growth and Transition and CMM816J1: Research Methods. The remaining credit points are made up through the study of a range of optional modules, which serve to either broaden or deepen knowledge and skills developed in the core modules. The course summary details modules. The course structure has a number of characteristics, which have proved attractive particularly to part-time professional development students including: 1. The opportunity of completing a Postgraduate Certificate, a Postgraduate Diploma and then proceeding to a Masters Qualification. 2. Students who attain the Postgraduate Certificate or Postgraduate Diploma qualifications but subsequently do not complete the Masters will be awarded the Postgraduate Certificate or Postgraduate Diploma, as appropriate. 3. In the Postgraduate Diploma course an element of optional choice covering half of the course contact time. This includes a trauma pathway. An element of flexibility in the amount of study taken in each year. A system of credit accumulation, including recognition of earlier short course completion and attainment, which incorporates the trauma management suite of modules and the CPD suite namely, Clinical Supervision, CBT 1 Approaches and CBT 2, Working with Adolescents and Young People, Telephone Consultation. These modules offer present day interest and career needs for professionals in counselling or another helping profession. The Postgraduate Certificate in Therapeutic and Communication is primarily designed to offer students an opportunity to explore the role of counselling within their own professional context and develop practical skills. It is designed as a mechanism by which students with relevant professional experience will be given an opportunity of starting the programme without the necessity of having undertaken any previous formal courses in counselling. In this sense it is essentially the foundation year of the Postgraduate Diploma and progress onto the latter will depend on satisfactory performance in the former. It is the hope of the course team that the majority of course members will opt to complete their studies to the Postgraduate Diploma level. However, the course team understand that in a minority of cases students may opt to leave after one year and therefore this year has been designed to possess a degree of coherence and can be considered as a stand alone 52

13 PG CERT/DIP/MASTERS IN COUNSELLING AND THERAPEUTIC COMMUNICATION Module Title Credit Level Credit Points Module Status Awards [compulsory/optional] The and Therapeutic Framework CMM719 Research in CMM816 Critical Perspectives on CMM Health and Therapeutic Communication CMM720 Telephone Consultation CMM510 Working with Adolescents and Young People CMM726 Theories Model & Application CMM802 Human Growth and Transition CMM709 Person Centred Theory CMM813 CBT 1 CMM722 Organisational CMM822 Clinical Supervision CMM803 Dissertation CMM808 M 30 Compulsory M 15 Compulsory M 30 Compulsory Exit PG Cert (60 credits) Exit PG Dip (120 credits) M 60 Compulsory MSc (180 credits) 53

14 TRAUMA PATHWAY Trauma Management Practice CMM Research Methods CMM816 CBT 1 CMM722 Trauma Focused CBT CMM Critical Perspectives on CMM Theories: Models & Application CMM802 Dissertation CMM808 M 30 Compulsory M 15 Compulsory M 15 Compulsory M 15 Compulsory M 15 Compulsory M 30 Compulsory Exit PG Cert (60 credits) Exit PG Dip (120 credits) M 60 Compulsory MSc (180 credits) In conjunction with professional partners in the Trauma Resource Centre (The Trauma Resource Centre is a multidisciplinary team of professional staff who provide a person-centred, holistic range of services for victims and survivors of the Troubles who are aged 18 years and over) specific training for those working with traumatised individuals is being developed. This is in line with the need for such specialist training identified in the Northern Ireland Review. It is possible to undertake the modules associated with this specialism as a pathway within the broader Postgraduate Diploma in and Therapeutic Communication 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction process Programme review Course/Subject Director Advisers of Studies Personal Development Planning Career Development Centre Information Services Department Student Support Department 54

15 Sport and Recreation Department International Office Students Union Chaplaincy Student handbook and written module guides Individual tutorials Resource materials including access to Specialist Resource Rooms Communication Skills Laboratories Supervisor for research project 14 CRITERIA FOR ADMISSION Applicants must satisfy the University s general entry requirements as set out in the prospectus or demonstrate their ability to undertake the course through the accreditation of prior experiential learning (APEL). See prospectus entry. Applicants must hold a degree with at least 2ii Honours standard or equivalent or demonstrate their ability to undertake the course through the accreditation of prior experiential learning. Postgraduate Certificate/Diploma: For applicants whose first language is not English A minimum score in IELTS test of 6.0, or A minimum score in TOEFL test of 550 (or equivalent in the computerbased test) Requirements for admission as detailed below. (i) (ii) (iii) Have current experience of employment either professionally or voluntarily in role involving counselling of responsibility or potential for the use of counselling skills; and Have a first degree or equivalent in a cognate area; and Be required, if short-listed for interview, to show evidence of having the personal qualities necessary to undertake counselling training: Candidates will be assessed in terms of evidence shown of the following attributes or the potential for developing them: Self awareness, maturity and stability; Ability to make use of and reflect upon life experience; Capacity to cope with the emotional demand of the course Ability to cope with the intellectual and academic requirements Ability to form a helping relationship Ability to be self-critical and use both positive and negative feed-back; Some awareness of the nature and prejudice and oppression of minority groups A primary need for training in helping others rather than personal counselling 55

16 Masters in and Therapeutic Communication: (i) Candidates must have successfully completed the Postgraduate Diploma in and Therapeutic Communication (ii) If candidates have not successfully completed the module in Research Methods in CMM816 within the Postgraduate Diploma, then they must have successfully passed this as an additional module 15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING Quality and standards are evaluated and improved through consideration of: Mechanisms for Review and Evaluation of Teaching, Learning and Assessment Module evaluations at the end of each semester Programme review A School Annual Review of course s student progression and achievement data Staff/Students consultative meetings Annual subject monitoring Subject Revalidation Audit of student feedback Views of External Examiners 16 REGULATION OF STANDARDS Assessment rules Pass mark for each assessment, module and course is 50% Full details of module assessment are set out in each module booklet The award of Post Graduate Diploma in and Therapeutic Communication is achieved after completion of 120 credit points Commendation in the Post Graduate Diploma in and Therapeutic Communication is awarded when a module average of 70% is attained in taught modules to the value of 120 credits. The award of the Masters in and Therapeutic Communication is achieved after completion of 180 credit points (including 60 credit point dissertation) The award of Masters in and Therapeutic Communication with distinction is awarded when students achieve 70% in their dissertation plus 70% 56

17 in modules comprising 60 credit points and an overall module average of 70% in the Post Graduate Diploma. External examiners One external examiner will be appointed to the course. External examiners are academic subject or professional experts appointed from outside the University. Their key functions are to contribute to the assurance of the standards of the award and the fair treatment of students. They are involved in the moderation and approval of assessments and the moderation of the marking undertaken by internal examiners. 17 INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING Quality of the course will be assured through various mechanisms instituted by the University and Faculty of Social Sciences. Initially, each proposed course is validated by internal and external academics, thus ensuring equivalence across courses within the University and between various Universities. In addition, the Faculty conducts an annual review of courses and a full subject revalidation every five years. The Annual Subject Review Process ensures that there is scrutiny by colleagues outside of the subject area. Coursework and examination scripts are internally moderated by two internal markers. They are also sampled for equivalence, fairness and high standards of marking by appointed external examiners. Students have recourse to studies advisers for additional assistance and tutorials in coursework and to advice sessions in study skills. Student representatives on the Staff-Student Consultative Committee are able to represent cases on all issues pertaining to the course for joint discussion and settlement. At the conclusion of each semester, students will be required to complete a form evaluating the delivery of a module. This permits them to give feedback on their understanding of the material and the clarity and presentation of the lecturer Standards are also retained by the fact that all counselling teaching staff are accredited practitioners with a variety of professional associations eg BACP, BPS, IACP and PSI. 57

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