PROGRAMME SPECIFICATION Final

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1 s PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body Faculty School Location of study/ campus Partner institution(s) PGDip Humanistic Psychotherapeutic Counselling PGCert Counselling Studies Validated University of Brighton N/A SASS Falmer Name of institution Host department Course status 1. SELECT Admissions Admissions agency Entry requirements Include any progression opportunities into the course. Start date (mmm-yy) Normally September Mode of study Direct to School Normally graduate or equivalent professional qualification (nongraduates will be required to submit evidence of their ability to work at Masters level); have completed at least 30 hours of counselling skills training normally on an assessed course with a recognised training body at Level 2 or above; normally have experience of working with people in a helping capacity; normally aged at least 25 years; evidence of maturity, self awareness and self reflection, demonstrate psychological availability and an awareness of self and other in the relationship Applicable for 2014 entry. Check the University s website for 2015 entry requirements. Sep-14 Mode of study Duration of study (standard) Maximum registration period Full-time Part-time 2-4 years 4 years Sandwich Distance Course codes/categories UCAS code Page 1 of 11

2 Contacts Course Leader (or Course Development Leader) Admissions Tutor Sue Sully Sue Sully Examination and Assessment Name Place of work Date tenure expires External Examiner(s) Ros Sewell Dr Jeannie Wright (TBC) Metanoia University of Warwick 31/08/15 31/08/19 Examination Board(s) (AEB/CEB) Counselling and Psychotherapy Courses Approval and review Approval date Review date Validation Dec /20 2 Programme Specification Republished Sept 2015 following periodic review 3 Sept Professional, Statutory and Regulatory Body 1 (if applicable): Professional, Statutory and Regulatory Body 2 (if applicable): Professional, Statutory and Regulatory Body 3 (if applicable): The course is accredited by the BACP June Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body. Page 2 of 11

3 PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: The course is predicated on the premise that counsellor training and education should be conceived as a learning process in which students are fully involved as reflective practitioners. Specifying the outcomes of counsellor training in strictly behavioural terms is, therefore, regarded as limiting and unlikely to assist students to react flexibly in an ever changing environment. However the course sets out to achieve certain aims and learning outcomes To meet the needs of professionals who wish to undertake an in-depth study of humanistic counselling by providing an opportunity for a postgraduate education and training in counselling leading to a nationally accredited postgraduate qualification Within this first aim, more specific objectives are that students will: Demonstrate a rigorous critical understanding of humanistic counselling recognising that change occurs in relationship Synthesise theoretical insights to clinical cases in order to provide evidence of a theory-based understanding of practice Have the capacity for self-reflexivity, interpersonal skills and professional development as demonstrated in clinical practice Have developed their competence as a counsellor within an agency setting and with a wide range of clients, primarily, but not only, adults Gain a critical understanding of humanistic counselling from the perspective of other modalities of counselling Evaluate critically current counselling and psychotherapy research in the light of humanistic theory and research To facilitate the establishment of a student learning community where collaborative and peer-led learning are supported by group and individual tutorials in addition to formal approaches to teaching To widen access to postgraduate study for suitably experienced and trained candidates, including those with professional and non-graduate qualifications, and to maintain a policy of inclusivity through responsiveness to students differing experiences and current learning needs To provide a professionally accredited academic education and clinical training that meets local and regional needs To help meet the needs of local counselling agencies and their clients, including the NHS and the voluntary sector, through the provision of students on placements Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 6. Knowledge and theory Knowledge and theory: Students will be able to: 1. Synthesise and evaluate critically the key notions of humanistic theory and relate these ideas to their clinical practice 2. Offer a systematic and critical evaluation of a range of humanistic theory, and relate this to their philosophical foundations 3. Distinguish critically between humanistic and psychodynamic theorising in terms of core concepts, premises and areas of concern 4. Demonstrate a critical awareness of the role of language and narrative in the counselling setting 6 Please refer to Course Development and Review Handbook or QAA website for details. Page 3 of 11

4 Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. QAA subject benchmark statement (where applicable) 7 5. Demonstrate a systematic understanding of, and critical and reflexive approach to, working therapeutically within a counselling relationship 6. Work as independent practitioners of counselling with a commitment to critical, reflective practice and continuing professional development 7. Evaluate critically a range of qualitative methods of research appropriate to counselling and psychotherapy 8. Evaluate critically a range of alternative psychological interventions 9. Synthesise and evaluate critically professional, legal, ethical and social issues that are relevant to the practice of counselling 10. Engage in a counselling supervisory relationship and to use insights from this relationship in their therapeutic practice Skills Students will be able to: 1. Communicate complex ideas and arguments effectively, both orally and in writing 2. Learn and study independently, self-managing academic work with minimal supervision and have developed an ability to critically reflect on academic and professional work 3. Make oral presentations and reports with confidence to knowledgeable colleagues 4. Present critical feedback to colleagues 5. Present work in written form demonstrating an ability to analyse and evaluate critically at a level of synthesis academic texts and issues relevant to the counselling 6. Work effectively in groups, including self-motivation, integrity, joint problem solving, joint presentations, and group work skills 7. Work in a professional setting with professional authority and responsibility for their work together with an ability to evaluate critically and understand the impact of the setting on their work 8. Work alongside peers in a supportive and mutually enhancing manner to further the learning and understanding of the peer group 9. Formulate a research proposal and undertake qualitative design The QAA Benchmark for Counselling and Psychotherapy documentation was used to ensure that the Course meets the requirements for the field, although it is recognised that this is mainly aimed at undergraduate degrees rather than postgraduate courses. This courses exceeds the minimum requirements. The link for the documentation is: PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. The course is accredited by the British Association for Counselling and Psychotherapy (BACP) as meeting all its requirements for training standards including: amount of staff/student contact; coherence of all aspects of the curriculum; the amount of theory and practice teaching; the amount of personal therapy required of students; the amount of supervised clinical placement hours; the variety, range and quantity of assessment. The student will complete 100 hours of clinical placement hours in order to achieve the award of Postgraduate Diploma in Humanistic Psychotherapeutic Counselling. On achieving the award the student will be added to the BACP Register of Counsellors and Psychotherapists. They will need to renew their registration annually. To achieve accreditation with the BACP, independently, the student will need to complete another 350 clinical placement hours There is an expectation within the BACP Ethical Framework that students will be in good physical and mental health and their personal circumstances are such that they are able to meet the demands of both on-going weekly counselling sessions with clients and of regular attendance at clinical supervision. Any illness or difficulty that threatens this stability must be reported to the Course Leader at the earliest opportunity. In the event that a student s health does not allow them to meet the demands of the course, the University Fitness to Practice Procedures may be used 7 Please refer to the QAA website for details. Page 4 of 11

5 LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course. The learning and teaching methods aim to integrate and challenge theory and practice. Critical debate is encouraged at all times, including on ethical, professional, legal and social issues related to counselling. Students are encouraged to share their experiences as well as reflect critically on their own developing abilities in their counselling practice. Methods including self-evaluation, peer-evaluation, and case discussion groups are used to draw out these aspects of learning In the first year the emphasis is on staff-led lectures and seminars but in the second year the emphasis is on student-led seminars and discussions. These activities are often supported by workshops. Counselling practice input happens on the course and in the student s placement. On the course there are weekly experiential workshops which are critically reviewed by peers and lecturers, and students are assisted in working inductively from the clinical material, thus encouraging integration of theory and practice The student s clinical placement provides a central element of the learning. Students are required to start clinical work in an agreed placement at the latest by the second semester of the first year, working with clients who have been assessed as suitable for a trainee. Clients must also be a minimum of 16 years old unless the student has prior training in working with younger people, in which case the minimum age is 13 years and with the agreement of the Course Leader. They must be supervised by an approved supervisor with a minimum of 17 hours during the course. Due to the emphasis on the integration of theory and practice, students must normally have completed 10 hours work with clients by the end of the first year in order to be allowed to progress to the second year. Similarly, students must normally have achieved at least 40 hours work with clients by the end of semester 1 year 2 Emphasis is placed upon the students forming a learning community in which previous experience, whether work or study, can be used to support the learning of the whole group. This community can also work together outside the formal teaching arrangements of the course Learning hours: Six taught modules usually requiring one day per week attendance at the University over two years and there are six associated weekend study blocks There is one intensive module in 2 day blocks over two weeks with a fifth research conference day 100 hours (minimum) of counselling practice in an approved placement over the two years; 17 hours (minimum) of clinical supervision from an approved training supervisor over the two years; Weekly personal counselling or psychotherapy from a therapist of the students choosing for the duration of the course starting in the September of the first year and normally at the beginning of June of the second year. It is recommended that students choose a counsellor or psychotherapist from within the humanistic tradition Time for regularly maintaining a personal journal and the professional log over the two years; Time for private study, preparation for seminars and for assignments The theory modules (SS706, 707, and 711) are taught by a combination of lectures, lecturer and student-led seminars. The counselling workshops are experiential with students working in smaller groups of normally normally facilitated by a lecturer and can include working with personal material, exercises and case discussions and discussion of issues arising in and from practice. The personal development groups are also normally in groups of facilitated by a visiting lecturer. (The workshops and process groups are related to modules SS708, 709 and 710). The research module (SS719) is taught through lectures and workshops. The student group is also strongly encouraged to form a peer learning community Page 5 of 11

6 ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. Over the course of the two years students will submit two taped sessions, one with a colleague in Semester 2, Year One and one with a client in Semester 2, Year Two including a transcript and one case study. In year one the counselling session is held between a student and their colleague within the classroom setting and with lecturer support. In year two the counselling session will be taped at their placement (having first gained clients and the placement s consent). These practical assignments are intended to offer an opportunity for students to present evidence of their developing counselling skills and their ability to evaluate and critique their counselling practice, their ability to be self-reflective and to demonstrate their ability to synthesise and relate their practice to theory Students will also submit three essays: 1. An essay of 3,000 words in year one which examines critically humanistic counselling theory including attention to human growth and development 2. A 3,000 word essay in year one which combines a critical evaluation of a given professional dilemma with a broader critical evaluation of the professional context of counselling. The precise essay topic of the broader evaluation and synthesis will be chosen with lecturer guidance. Through this essay students can demonstrate their critical understanding of social, professional, legal and ethical issues 3. An essay of 3000 words in year two entitled Based on your learning on the course what is your conceptualisation of counselling The Research Methods in Counselling and Psychotherapy SS719 module is assessed by a research proposal of 3,000 words Students must also complete all the requirements for the Non-credited Rated Module: Portfolio of Evidence Humanistic Psychotherapeutic Counselling, SS712 The Board of Examiners when considering supervisors reports upon clinical placements may, at its discretion, in the event of a poor report require a student to complete a further period of supervised clinical work and require a satisfactory supervisor s report before the award of the Postgraduate Diploma. SUPPORT AND INFORMATION Institutional/ University Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: All students benefit from: University induction week Student Handbook: the University and you Course Handbook Extensive library facilities Computer pool rooms (indicate number of workstations by site) address Welfare service Personal tutor for advice and guidance In addition, students on this course benefit from: Please refer to information held in StudentCentral Course induction day Student and Supervisor Handbook and module handbook Course information and discussion groups on StudentCentral Advice and guidance from clinical supervisors and placement managers Peer learning support groups Personal therapy Page 6 of 11

7 PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. PROGRAMME STRUCTURE DIAGRAM YEAR ONE Semester One Module SS706 Humanistic Counselling Theory; Human Growth and Development. Semester two Module SS707 Themes in Professional Practice Semester One and Two Module SS708 Humanistic Counselling Practice and Personal development Module SS712 Non-Credit Rated Module: Portfolio of Evidence Humanistic Psychotherapeutic Counselling n/a Exit award: Postgraduate Certificate in Counselling Studies 60 Credits YEAR TWO Module SS719 Research Methods for Counselling and Psychotherapy Intensive Block Semester One Module SS709 Applied Humanistic Practice 1 Semester Two Module SS710 Applied Humanistic Practice 2 Semester One and Two ModuleSS711 Critical Perspectives in Humanistic Counselling Module SS712 Non-Credit Rated Module: Portfolio of Evidence Humanistic Therapeutic Counselling n/a Exit award: Postgraduate Diploma in Humanistic Psychotherapeutic Counselling 140 credits Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Level 8 Module Status Module title Credit code 7 SS706 M Humanistic Counselling Theory; Human Growth and Development 20 8 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. Page 7 of 11

8 7 SS707 M Themes in Professional Practice 20 7 SS708 M Humanistic Counselling Practice and Personal 20 development 7 SS709 M Applied Humanistic Practice SS710 M Applied Humanistic Practice SS711 M Critical Perspectives in Humanistic Counselling 20 7 SS712 M Non-Credit Rated Module: Portfolio of Evidence 0 Humanistic Counselling 7 SS719 M Research Methods for Counselling and Psychotherapy 20 Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Page 8 of 11

9 AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Final PG Dip Humanistic Psychotherapeutic Counselling Total credits 9 Minimum credits 10 Ratio of marks 11 : Class of award 7 Total credit Other: 140 Minimum credit at level of award Other: 140 Intermediate PG Cert Counselling Studies 7 Total credit 60 Minimum credit at level of award 60 Total credit Minimum credit at level of award Total credit Minimum credit at level of award Total credit Minimum credit at level of award *Foundation degrees only Progression routes from award: Level 7 marks Level 7 marks Postgraduate degree Postgraduate (taught) d Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 12 degree (excludes PGCE and BM BS) 70% - 100% Distinction First (1) Distinction 60% % Merit Upper second (2:1) Merit 50% % Lower second (2:2) Pass Pass 40% % Third (3) 9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters. Page 9 of 11

10 EXAMINATION AND ASSESSMENT REGULATIONS Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from Staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. The course regulations are in accordance with the University's General Examination and Assessment Regulations (available from the school office or the Registry) In addition, the following course-specific regulations apply: Course specific regulation: Because of the professional nature of the course students are normally required to attend a minimum of 80% of all module seminars and workshops, including any series or strand of seminars within a module, and normally achieve 100% attendance at all weekend and Saturday workshops. Students whose attendance falls below these levels will not normally be allowed to submit their written assignments unless they can demonstrate that they have met the learning outcomes for the module(s). In exceptional circumstances the Counselling Courses Board may permit a student to meet the learning objectives of a weekend or Saturday workshop through an approved alternative activity. The student will meet with the Course Leader or personal tutor if their attendance falls below 80% for modules in order to ensure they can met the learning outcomes and undertake the assignment. This will usually be through a viva. Students can In order to qualify for the award, by the end of the course, in addition to the academic requirements, students are required to have: Accrued a minimum of 100 hours of counselling practice in an approved counselling setting Accrued a minimum of 17 hours of counselling supervision with an approved supervisor Maintained a detailed log evidencing of the above clinical work and supervision sessions Engaged in weekly personal counselling or psychotherapy with an approved counsellor/psychotherapist throughout the course (from the end of September of year 1 to the normally the beginning of June in year 2) Maintained a reflective journal throughout the course and submit a summary of the entries at the end of each semester These four summaries are then submitted in the final portfolio of evidence at the end of the course In order to progress on the course, in addition to the academic requirements, students must normally have achieved the following number of clinical hours in an approved counselling setting: a minimum of ten hours by the end of semester 2 Year One and forty by the end of semester 1 Year Two of the course. Because of the professional nature of the progress requirements and other requirements listed above, this element of the course is monitored by the Counselling Courses Examination Board. A student, who for reasons agreed with the Course Leader cannot submit the required number of hours on the due date, will negotiate a submission date with the Course Leader and by supported by the placement manager Continuing students (those who take a break from studies during the Course or those who have conditions to meet beyond the normal end of the Course) are normally required to maintain their weekly personal counselling or psychotherapy, their supervised counselling practice in an approved setting and attend for tutorials during the period of continuation. Document template revised: 2010 Page 10 of 11

11 Exceptions required by PSRB These require the approval of the Chair of the Academic Board The Board of Examiners when considering supervisors reports upon clinical placements may, at its discretion, in the event of a poor report require a student to complete a further period of supervised clinical work and require a satisfactory supervisor s report before the award of the Postgraduate Diploma. Document template revised: 2010 Page 11 of 11

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