Programme Specification

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1 Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) Awarding Institution Teaching Institution Professional body accreditation Final Award Queen Margaret University, Edinburgh Physis Training Limited, Edinburgh Institute of Transactional Analysis (ITA) Registered Training Programme, eligibility for UKCP once qualified as Certified Transactional Analyst (CTA ) external examination for Psychotherapy qualification MSc Subsidiary exit awards PgCert Transactional Analysis Counselling PgDip Transactional Analysis Counselling Programme Title MSc Transactional Analysis Counselling / MSc Transactional Analysis Psychotherapy (in conjunction with Certified Transactional Analyst) UCAS code (or other coding system if n/a relevant) SCQF Level SCQF 11 Mode of delivery and duration Part time taught modules over 2 years, MSc Project complete within 7 years from matriculation Date of validation/review 11/03/ Educational Aims of the programme The educational aims of this programme are to enable students to: Reflect upon their psychotherapy practice and critically evaluate the principles, theory and practice of psychotherapy. Advance the theory and practice of psychotherapy through systematic development of scholarship, inquiry and research. Enhance transferable skills to so they may work effectively in complex and wide ranging settings which require a flexibility of approach. 11. Benchmark statements/professional and statutory body requirements covered by the programme Requirement CTA Counselling Diploma (COSCA) Training Hours

2 Personal Therapy Clinical Practice Supervision Written Assessments Psychiatric Placement 200* Days included in total hours 100 ratio of 1:6 not specified not applicable 12. Learning Outcomes of the Programme On successful completion of the MSc in TA Counselling or the MSc in TA Psychotherapy (in conjunction with CTA), graduates will be able to: A- Knowledge and Understanding A1. Integrate all main areas of Transactional Analysis theory and methodology. A2. Demonstrate a critical in-depth knowledge of psychotherapy and chosen specialist practice areas informed by current research and theoretical debates. A3. Synthesise and integrate findings from clinical practice with established and emerging knowledge within the psychotherapy field. A4. Critically debate, use and justify relevant theories, principles, concepts and philosophy of psychotherapy. A5. Integrate academic rigor to professional practice. B- Cognitive Skills B1. Apply critical analysis, evaluation and synthesis to presenting clinical issues. B2. Plan and execute a significant project of research, investigation, case analysis or development. B3. Critique and apply established methods of psychotherapeutic research and inquiry in order to interpret knowledge and advance practise. B4. Critically analyse, evaluate and interrelate contemporary discourses in psychotherapy. B5. Critically evaluate evidence of effective psychotherapy. B6. Formulate both short and long term conceptualisation of client and required therapeutic considerations. B7. Identify, conceptualise and define limitations of theoretical approaches. C- Practical Skills C1. Integrate the principal skills and techniques of Transactional Analysis Psychotherapy. C1. Design, develop and implement a range of psychotherapeutic hypotheses and evaluate the interventions which arise from these. C2. Locate analysis of client within social, cultural and political framework and appraise the impact of these upon the psychotherapy. C3. Demonstrate multi-professional sharing, discussion and debate to widen perspective, encourage creative thought and resource self and others. C4. Synthesise and integrate relational skills to effect psychotherapeutic change. C5. Develop creative solutions to presenting problems in a range of clinical situations. D- Transferable Skills D1. Contribute to the enhancement of psychotherapy through effective use of research and inquiry. D2. Demonstrate effective use of information resources and information technology. D3. Actively participate in, and contribute to the development of a community of professional

3 clinicians. D4. Engage in critical reflection to develop skills of self-appraisal and insight into practise. D5. Demonstrate independence, initiative, autonomy and accountability. D6. Communicate effectively with colleagues and professionals from other disciplines. D7. Demonstrates capacity to underpin practice with reference to ethical principles and to use ethical principles to make informed judgements and appraise courses of action. D8. Communicate effectively to a range of people with a range of ability, knowledge and experience. Post Graduate Diploma On successful completion of the Diploma in TA Counselling, students will be able to demonstrate the following outcomes Knowledge and Understanding- Outcomes A2-A5 Above Cognitive Skills - Outcomes B2-B7 Above Practical Skills - Outcomes C1-C5 Above Transferable Skills - Outcomes D2-D8 Above Postgraduate Certificate On successful completion of the Certificate in TA Counselling, students will be able to demonstrate the following outcomes: Knowledge and Understanding - Outcomes A2-A5 Above Cognitive Skills - Outcomes B5-B7 Above Practical Skills - Outcomes C1- C4 Above Transferable Skills - Outcomes D2 and D4-D8 Above 13. Teaching and learning methods and strategies The postgraduate programme is based on the following components: Advanced skills training Theory Personal development including the use of reflective learning journal Observed skills practise Independent Study Peer Support Physis training emphasises active learning methods (discussion, structured exercises, experiential learning) and minimises the use of passive methods of learning (formal lectures). The teaching methods are varied to account for a wide range of learning styles and individual learning needs. The methods of teaching include: Group Process- primarily at the beginning and end of the training day to enhance students personal awareness and to facilitate integration of the material. Facilitated experiential learning which combines dyad and small group work, fishbowls and large group exercises. Facilitation of the learning of theory combined with emphasis on personal integration and interpretation. Group debate and discussion to promote further integration and develop ability to use the material in a range of applications and to promote personal learning through active engagement with the material. Self-directed small group work. Combining a range of methods and approaches, including self and peer assessed clinical skills practise to refine therapeutic skills and integration of theory and practice. Other methods include peer support groups (with group negotiated direction), discussion, technique experimentation and critique of research and published material. Observed skills practise. Seminar Presentations. Material researched and presented in these may be recommended by the trainer or determined by the student(s) involved according to their own particular learning

4 needs and clinical interests. 14. Assessment strategies Assessment is continuous by trainer, tutor, self, and peers and is designed to be challenging both professionally and personally in line with Physis s aim to produce rigorous and reflective clinicians. Physis uses both formative and summative methods. There is a requirement from professional awarding bodies to have summative assessments throughout the programme, although this is kept to the required minimum. Formative Assessments: Throughout the programme there are a number of formative assessments. These are integral parts of the module but do not contribute to the final mark. This refers to the following: Peer Support Group. Students are expected to form peer support groups from the beginning of training. These groups meet for a minimum of two hours per month. The specific content and focus of the meetings is student led and negotiated and agreed upon by the students but would normally follow the themes and content of the module. (See Physis Training Manual) Clinical Supervision and Practical Client Work. Clinical supervision is the discussion of the student s client work in depth. The ratio of clinical supervision to practical client work is one hour supervision to six client hours. This enables students to develop an in-depth understanding of their client, and to work ethically and with close supervision whilst still developing clinical skills. Self-Directed Study. This includes wider reading, completion of and student determined learning experiences. Reflective Learning We consider the process of becoming a psychotherapist as being one which involves systematic development of reflective capacity. The keeping of a is a structured self-development exercise. The student must provide samples taken from their RLJ which demonstrate reflection on the themes included in the module aims and outcomes Group Process The trainer also assesses through observation of the individual in group process and is checking the student s participation, self-awareness, ability to utilise methods and theoretical integration at a level which is appropriate to the developmental level and processes for that group and stage of training This includes the direct observation of students in utilising skills and knowledge, focussing on the individual student, the student-in-relation-to-the-group, and the overall group process. This is entirely consistent with psychotherapy training whereby use of group process is an integral part of the training. Observed skills practise In direct methods, such as Observed skills practise sessions, the trainer is assessing the individual using a standard set of rating scales, which are identical to the ones used in the CTA oral examination. All trainers at Physis are experienced case study markers and are regularly involved in the EATA CTA oral examinations, thus ensuring consistency of approach and updated knowledge. Participation in Group Process At least one slot in every training weekend is devoted to group process, an essential component in this training. This provides an opportunity for attending to the ongoing life of the group, for addressing issues which arise in the process of interaction between members and generally acts as a forum for feedback on increasing personal awareness. Through participation in the group process, facilitated by the trainer, students extend personal awareness and refine relationship skills which can be directly applied in their work as psychotherapists. This is an opportunity for students to co-create an optimal learning environment for themselves in the context of the training group. The group process can often be used as teaching content- as group process can highlight issues around relationships, unconscious processes, transference, group dynamics and many other theoretical issues. The immediate integration of learning which can be achieved through the use of live example is a powerful learning

5 experience. It is expected that all students participate in group process and are active in shaping the group. Self- Peer Assessment The development of effective self-assessment skills is vital for psychotherapists and counsellors. Self and peer assessment methods are integrated throughout the programme. Observed skills practise incorporates self and peer assessment elements as well as formal assessment from the trainer. At the end of each academic year there is a process of self and peer assessment where students are facilitated in the identification of their strengths and areas for development; they will give their own assessment and receive feedback from both fellow students and the trainer. The following are the areas in which students are assessed and considered for continuation of training. The assessment is based on all the experiences of the year, not on one particular incident or written submission. The feedback of self, peers, tutors and supervisors is all relevant. We regard personal readiness as a key factor in progression. To demonstrate a readiness to continue in training students are expected to: Relate from a stance of respect and mutual interest. Show evidence of awareness of professional and ethical standards. Take responsibility for their physical and emotional well-being. Take an active and shared responsibility for getting their learning needs met. Undertake the varied demands of the course including the fulfilment of financial obligations, the timely completion of assignments and active participation in all aspects of the programme. Students must be able to demonstrate a growing ability to: Be aware of their process and communicate it when appropriate in a coherent and open way and relate it to the course content when relevant. Give constructive feedback. Receive constructive feedback, reflect upon it and make use of it, and also to learn to deal with the challenge of difficult or unhelpful feedback. Be active in the group process component of the course. Be aware of the boundary between therapy and training in a way that the training task can remain in the foreground. Relate course content and theory to practice. Integrate new material with previous theory and ideas. Be aware of the limitations of level of expertise and work within it. Participate in skills exercises and the clinical practice component related to the course content at a level of competence appropriate to the stage of training. Experiment and learn from mistakes. Experience uncertainty and difficult feelings without becoming rigid, demanding or incapacitated by anxiety. Summative Assessments: This consists of a total of five pieces of written work in the form of essays and case studies. These are scored using QMU s PG attributes of performance, contained in Physis training manual. Students will be provided with information on QMU s policy on plagiarism. Module Title Assessment Weighting The Therapeutic Relationship Observed skills practise 1 & 2 50% 50%

6 Diagnosis & Treatment Direction 3000 word case study 70% 30% Unconscious Process & Dynamics 3000 word case study 70% 30% Introduction to Research Methods for Psychotherapists 3000 word case study 100% TA Intervention Approaches Observed skills practise 3 & 4 50% Integration in TA Psychotherapy 3000 word essay 80% 20% Critical Applications in TA (30 credits) 4000 word Case Study 80% 20% Masters Project (60 ) Research Project 15,000 words OR CTA Case Study 16,800 words 100% 100%

7 15. Programme structures and features, curriculum units (modules), credits and award requirements (including any periods of placement) See attached MSc Handbook for details. Summary provided in table below: Year Module Module Module Module Total MSc Year 1 Postgraduate Certificate The Therapeutic Relationship Diagnosis & Treatment Direction Unconscious Processes & Dynamics Introduction to Research Methods for Psychotherapists 60 MSc Year 2 Postgraduate Diploma TA Intervention Approaches Integration in TA Psychotherapy Critical Applications in TA Psychotherapy Core with optional component Masters Project Year(s) Masters Project for Counselling MSc 60 Masters project (including CTA written exam) for Psychotherapy MSc Full module descriptors may be found in the Appendix of the Physis MSc Handbook. 16. Criteria for admission Applicants must normally: 1) Be in possession of an undergraduate degree or equivalent 2) Provide evidence of ability to undertake training at a post graduate level by one or more of the following: a) evidence of relevant professional training b) evidence of Accreditation of Prior Experiential Learning (APEL) c) evidence of Accreditation of Prior Certificated Learning (APL) d) demonstration of suitable life experience e) be in on-going personal therapy as specified by UKCP f) successful completion of Foundation Year and Advanced Year One of the CPTI/Physis Transactional Analysis Psychotherapy Training Programme or

8 g) successful completion of two years of recognised Transactional Analysis Psychotherapy Training in another TA Training establishment h) be in clinical practice i) international students must provide evidence of English language proficiency IELTS 6.0 or equivalent Students wishing to apply for the MSc must comply with e) and f) or g) above as outlined below: e) Be in ongoing personal therapy as specified by UKCP On going personal therapy for a minimum of 40 hours per year for a minimum of 4 years during the training is a professional requirement for psychotherapy training; Physis adopts this as the appropriate requirement for entry and as a prerequisite for each module. Using personal therapy students are expected to have resolved issues to the extent that they are able to: provide a safe environment for their clients deal with their own personal issues out with their client work have adequate resources for ensuring their personal needs are met through a commitment to ongoing personal and professional development understand transferential and countertransferential issues in client work f) Successful completion of Foundation Year and Advanced Year One of the Physis Transactional analysis Psychotherapy Training Programme As TA training is at postgraduate level, completion of the above allows Physis to formally assess over a period of two years, an applicant s ability to undertake Masters level study. g) Successful completion of two years of recognised Transactional Analysis Psychotherapy Training in another TA Training establishment Physis has a procedure for accepting students from other recognised TA training programmes to ensure that they meet Physis s standards. Applicants will be considered for entry into the MSc programme if they have: met the entry conditions listed above successfully completed a minimum of 238 hours of Transactional Analysis psychotherapy or counselling training at a training institute *registered with the ITA provided, with their application form, a log of their training to date, together with any personal work, practice or supervision hours they have recorded. In addition, written work may be required in order to establish academic level and developmental process and Physis will take up a reference with the previous training institute. *Physis will also consider applications for entry into an advanced group from students who have completed training abroad that is recognised by EATA or ITAA. If they intend to register as psychotherapists with UKCP; additional work may be needed to meet UKCP requirements. 17. Support for students and their learning Personal Academic Tutors & Student Support Adviser Student handbooks Access to Student Learning Services, Library and IT support (library on site at Physis, also library access at QMU along with other services) Access to Student Services: careers, counselling, disability advice (via QMU) Representation through Student-Staff Committees 18. Quality Assurance arrangements This programme is governed by QMU s quality assurance procedures. See the QMU website for more detail:

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