Quality Assurance. MSc in Counselling Psychology comprising:

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1 Quality Assurance MSc in Psychology comprising: Professional Training Route (Certificate in and Postgraduate Diploma in Psychology) and MSc in Psychology Part-time MSc in Psychology Studies, Postgraduate Diploma in Psychology, Postgraduate Certificate in Psychology Studies, Certificate in. Programme Specification Template: Postgraduate Information for students: the programme specification is the definitive document summarising the structure and content of your degree programme. It is reviewed and updated every year as part of Keele s Curriculum Annual Review and Development process. The document aims to clarify to potential and current students what you can expect from the study of the subject over the course of your programme. Names of programme(s): MSc in Psychology Professional Training Route (Certificate in and Postgraduate Diploma in Psychology) and MSc in Psychology Parttime MSc in Psychology Studies Postgraduate Diploma in Psychology Postgraduate Diploma in Psychology Studies Postgraduate Certificate in Psychology Studies Certificate in Mode of study: Framework of Higher Education Qualification (FHEQ) level of final award: Duration: Part time Level 6 (Year 1, Certificate in modules) Level 7 (Years 2 and 3) Three years part time 2015/161

2 Details of professional, statutory and regulatory body (PSRB) (If appropriate): Years 1 and 2 of the part-time MSc in Psychology programme constitute the Professional Training Route, an accredited British Association of and Psychotherapy (BACP) route of professional training. BACP is therefore the professional and regulatory body for this specific programme. Exit awards from this degree are the MSc in Psychology Studies, the Postgraduate Diploma in Psychology/Studies, the Postgraduate Certificate in Psychology Studies, or the Certificate in, which are not BACP accredited routes of professional counselling training. External Examiner s name: Marian Crowley, Senior Lecturer and Programme Director for Integrative and Psychotherapy, Birmingham City University What is the Philosophy of the Programme? The philosophy of the programme is humanistic with person centred practice. The core theoretical model of the course is derived from an acceptance of Carl Rogers belief in the self-therapeutic capacity and wisdom of clients. The philosophical traditions of existentialism and phenomenology are used to illuminate understanding of humanistic practice through lectures and small group work. The personal attitudinal position of students is set into the framework provided by the BACP Ethical Framework for Good Practice in and Psychotherapy (the BACP Ethical Framework for the Professions from July 2016). The philosophy, assumptions, basic principles and elements, concepts, strategies and techniques of the Keele Model may best be understood in relation to Gilmore s (Gilmore, S. (1980) A Comprehensive Theory For Eclectic Intervention, International Journal For The Advancement Of, Vol: 3, Issue: 3, Pages: ) structure of a theory of helping relationships see below. Gilmore suggests that all counsellors are theory builders and that, necessarily by practising counselling, we base that practice on theory which, in turn, is based on a philosophical view of what constitutes human nature. By transferring the Keele Model onto Gilmore s structure, we hope to make clear our philosophy, assumptions, basic principles and elements, concepts, strategies and techniques. Further clarification is given in the following sections b-g below. Conceptual Framework for Practice: Emphasis on the relationship and the offering of the Rogerian core conditions. Interest in the client s experience of the world. Making sense of the 'there and then through the here and now. Working within the client's frame of reference. Not interpretative. Client led. 2015/162

3 Theory of Human Behaviour: Individuals are considered to be: Basically rational. Socialised, forward moving and realistic. Trustworthy. Wise about self. Seeking, and primarily existing in, relationship Philosophical Assumptions: Optimistic view of human nature belief in the tendency to self-actualisation. Change happens in relationship and most effectively in relationships characterised by the core conditions. Individuals make sense of the world phenomenologically. Individuals are unique. Individuals have an innate tendency to self actualise. Individuals have a potential to move towards respect for self and others and a responsibility for self and to others. Contradiction and paradox are central to being human. Individuals possess wisdom regarding themselves. Individuals process their experiences consciously and unconsciously. Individuals strive to make meaning of their experiences. Assumptions about the nature of human beings: Our beliefs about nature of human beings, as a basis for our practice, are that: The most basic need of all humans is both to be loved and to love People possess both an innate wisdom and an innate drive to search for truth and meaning People are subject to conflict, contradiction and paradox and seek resolution in adaptive and maladaptive ways. People are complex wholes; the modern tendency to divide the person into physical, mental and spiritual parts is unhelpful People s lives are not determined we have the choice to pursue all, any or none of the above People have the an innate thrust towards growth and development As can be seen from the above, these assumptions are very close to, but not wholly reflective of, a Rogerian view of the nature of the person and are rooted firmly in Humanistic Theory. 2015/163

4 Assumptions about the development of human beings: We begin our programme with a deep consideration of Rogers (1951) Structure of Personality and evaluate its usefulness in understanding the development of human beings. We stress the importance of a relationship characterised by the core conditions in facilitating constructive personality change (Rogers, 1957). We hold to humanistic principles of growth and development as encapsulated in the work of Maslow, Rowan, Assagioli, Mindel, Bowlby, Gerhardt, Schore and Stern. We also evaluate the usefulness of Humanistic concepts of barriers to growth and the actualising tendency. We believe in the client s capacity to be wise about themselves and to know and reflect upon their developmental needs. We encourage students to examine and question their own beliefs and assumptions and to develop a personal, integrated theory of human development, based upon humanistic phenomenological philosophy and principles. We do this by encouraging and offering students opportunities to reflect upon the theory that is offered in the light of their own experience and thus to develop their own philosophical and theoretical base. How do psychological problems develop? We consider how psychological problems develop, firstly from a person centred perspective i.e. that experiences that are threatening to our self structure are denied to our awareness that the structure of self is formed by our experiences of being acceptable (or not) to significant care givers and that this structure may be influenced by conditions of worth. We suggest that psychological problems may develop if our self structure is not integrated with our experiential field i.e. we struggle with congruence. We also evaluate the usefulness of theories from other humanistic perspectives such as psychosynthesis (Assagioli), Gestalt (Perls, Houston), process approach (Goodbread, Mindell), inner child theory (Miller, Bradshaw, Cappacchione), imagery and metaphor (Groves, Cox and Theilgaard) sub personality (Rowan), attachment theory (Bowlby) and configurations of self (Thorne) and integrate these understandings into how psychological problems may develop. Again, we encourage students to develop an integrated, personal explanation for this development. By means of contrast with the humanistic model, we introduce students to notions of how psychopathology may develop as understood in CBT, psychodynamic approaches and the medical model. How does the model account for the perpetuation of psychological problems? Again, we begin from a Rogerian stance and suggest that psychological problems may be perpetuated because the client does not feel safe enough or has chosen not to change. We stress Rogers contention that all six conditions must be present for constructive personality change to occur. We consider blocks to change such as defensive, safety and survival needs and how re-enforcement can perpetuate maladaptive behaviour. We also evaluate the usefulness of labels of mental ill health in perpetuating psychological problems. We go on to consider Maslow s proposition that certain needs must be met in order for psychological movement to occur. We consider the blocks to movement that may be based in the unmet needs of the inner child and the warring sub-personalities which may need to be accommodated before change is made possible. We also believe that clients problems may be perpetuated by their social, cultural and economic context and prevailing discourses. From this perspective we consider a range of power dynamics (e.g. family, work place and relationships) and the potential implications for change (e.g. David Smails and Mick Totton) How does the model explain the process of therapeutic change? The Keele model explains the process of therapeutic change through a relationship which is characterised by the core conditions, believing that, in such a relationship, the client is able to allow experiences into 2015/164

5 conscious awareness that have previously needed to be denied. This allows changes in the self structure and a move towards greater self awareness and congruence. It is through the process of working at relational depth (Mearns and Thorne and Cooper) that therapeutic change is facilitated. In line with other Humanistic theories (e.g. Maslow, Rowan and Perls) we believe that fundamental needs need to be met before therapeutic change can occur. What is the range of therapeutic interventions explicated in the core model? The core therapeutic intervention of the Keele model is the range of skills required to build and maintain a relationship with the client. We develop skills which enable students to build a strong therapeutic alliance and understand barriers that may prevent this occurring or impact on the relationship. These skills include active, reflective listening, focusing, and immediacy, including appropriate therapeutic challenge. The core of the intervention is the person of the counsellor and their embodiment of the core conditions. We help students develop these characteristics through intensive skills and personal development training. How does the model deal with any apparent discrepancies between theoretical and practical aspects? Our experience suggests that apparent discrepancies between the Keele Model and practical aspects such as having to work within constraints such as time limited therapy, use of assessment forms such as CORE, working within an environment that follows a medical model, can be successfully resolved by returning to the core model. If we believe clients have wisdom and the ability to make choices and be forward moving, we respect their ability to make the most of any counselling, as long as they are made aware of the constraints. Discrepancies need to be identified within the context of the relationship and the client s wisdom relied upon. Intended Learning Outcomes The part-time MSc in Psychology degree is intended to facilitate learning and development across four broad categories: knowledge and understanding of applied psychological research; subjectspecific skills pertinent to this specific MSc programme; more general intellectual skills commensurate with a higher university degree; and transferable skills such as would be required across a broad range of careers. Specific intended learning outcomes are listed below. A. Knowledge and understanding of counselling psychology research A1. Key theoretical issues in counselling psychology research A2. Core concerns of contemporary researchers in counselling and psychotherapy A3. Selected specialist topics in counselling psychology A4. Empirical qualitative and quantitative methodologies used to explore key issues in counselling psychology research B. Subject-specific skills B1. Development of key person-centred therapeutic skills. B2. Development of key professional and personal qualities and attributes in line with the BACP accreditation standards and the BACP Ethical Framework for Good Practice in (the BACP Ethical Framework for the Professions from July 2016). B3. Demonstrate an awareness of prejudice and oppression and of how these might impact on client, counsellor and the therapeutic relationship. 2015/165

6 B4. Develop a thorough working knowledge of the BACP Ethical Framework for Good Practice in (the BACP Ethical Framework for the Professions from July 2016), and be able to apply this to practice. B5. Apply therapeutic theory to counselling practice. B6. Ability to manage therapeutic process and to work safely as a therapist. B7. Develop an awareness of research findings in and Psychotherapy and critically evaluate such findings. C. Intellectual skills C1. Identify and evaluate person -centred/humanistic theory. C2. Identify and evaluate a range of therapeutic approaches. C3. Analyse and evaluate counselling research and be able to relate research to therapeutic issues. C4. Articulate and evaluate research skills used and developed, and their limitations. C5. Identify and appropriately apply reflexivity in qualitative and quantitative research. D. Transferable skills D1. Communicate effectively using appropriate verbal, visual, graphic, IT and written means, depending on the audience. D2. Demonstrate the ability to learn independently, using a range of information sources and approaches. D3. Manage time effectively and work to deadlines. D4. Use digital and electronic communication techniques, hardware and software, including wordprocessing, spreadsheets, and internet. D5. Learn to improve work based on written feedback from tutors on drafts and submitted assignments. D6. Demonstrate the ability to build a relationship characterised by the Rogerian core conditions of empathy, acceptance and genuineness. D7. Demonstrate enhanced interpersonal skills, including active listening. Keele Graduate Attributes: The ten Keele Graduate Attributes make your achievements explicit and provide you with a common language to articulate your abilities and understanding to non-discipline audiences upon graduation. You will have the opportunity to develop: 1. an open and questioning approach to ideas, demonstrating curiosity, independence of thought and the ability to appreciate a range of perspectives on the natural and social worlds 2015/166

7 2. an appreciation of the development and value of your chosen subjects of study, awareness of their contexts, the links between them, and awareness of the provisional and dynamic nature of knowledge 3. information literacy: the ability to locate, evaluate and synthesise large amounts of frequently conflicting information, ideas and data 4. the ability creatively to solve problems using a range of different approaches and techniques, and to determine which techniques are appropriate for the issue at hand 5. an appreciation of the social, environmental and global implications of your studies and other activities, including recognition of any ethical implications 6. the ability to communicate clearly and effectively in written and verbal forms for different purposes and to a variety of audiences 7. the knowledge, skills, self-confidence and self-awareness actively to pursue your future goals 8. the ability and motivation to participate responsibly and collaboratively as an active citizen in the communities in which you live and work 9. a professional and reflective approach, including qualities of leadership, responsibility, personal integrity, empathy, care and respect for others, accountability and self-regulation 10. the flexibility to thrive in rapidly changing and uncertain external environments and to update skills and knowledge as circumstances require. 2. How is the Programme taught? The course is run in line with person-centred/humanistic principles and provides a wide range of different teaching and learning experiences, including: Lectures, which include the opportunity to engage in discussion and review. Experiential workshops. Tutor groups, which include skills practice focused teaching, opportunities for practice, observation by tutors and peers. Formative DVD observation days, in which students are given feedback on their practice by their tutor and peers. One-to-one tutorials with the student s course tutor and with their dissertation supervisor. Students are expected to attend a minimum of 90% of the course, in line with BACP regulations. In addition to teaching therapeutic and research theories and skills development, all BACP programmes are expected to support trainees in developing sustained self-awareness and reflective practitioner skills. Therefore the course provides regular and systematic opportunities for students to enhance self-awareness in a number of ways which are consistent with its rationale and philosophy, including the following: Students meet in a personal development (PD) group each week, which is facilitated by course tutors who both contain and encourage reflection on the group process and also model demonstrations of self-awareness. Students are expected to use the PD group as a very particular forum for demonstrating self-awareness by, for example, demonstrating their ability to offer, or their struggles with offering, the core conditions to themselves and their fellow group members. In all lectures, skills groups and other teaching settings, students are encouraged to respond to the material being taught in a personal way and to reflect on and share how the material resonates with 2015/167

8 them, fits with or conflicts with their values and beliefs, etc. Students are also expected to engage in any experiential exercises which are offered in the content of lectures or in tutor groups, etc. In all written assignments, students are expected to demonstrate self-awareness, through evaluating theory against their own personal and practice-related experiences, values and beliefs. Students are encouraged to keep a personal learning journal. Reflexive skills are developed through self, peer and tutor evaluation and feedback. Students abilities to reflect upon their own practice is further enhanced by the use of Interpersonal Process Recall (IPR) as a teaching method. The focus of personal development is also to assist the development of reflective practice. The course community meets regularly for community time, where staff and students meet as a whole community to reflect upon group dynamics and issues relating to the community. This structured community time provides a further opportunity to develop reflexive practitioner skills. Students are actively encouraged to keep journals as a means of developing their reflexive self; the importance of journal keeping is emphasised in lectures and in tutor groups. In all assessed assignments, students are asked to reflect upon the relationship between theory, self and practice. In emphasising the relationship between these three dimensions, we are encouraging students to develop reflective skills. Research teaching is delivered in lecture and seminar format. Students meet for lectures in the first semester and then in dissertation groups in the second semester. Each student is given the opportunity to meet regularly, on a one to one basis, with their dissertation supervisor, up to a maximum of 10 hours of individual supervision time. All teaching staff on the programme are qualified counsellors with either an MSc/MA in and/ or a Postgraduate Diploma in counselling or psychotherapy. All staff have undertaken training in Person- Centred/Humanistic counselling and have extensive experience of working in a variety of therapeutic settings including the NHS, the voluntary sector, private practice and in education. There is a wealth of therapeutic experience and knowledge amongst the core team. Six of the team are also practicing supervisors. All staff members are members of BACP or UKCP and adhere to their ethical frameworks. Additionally, several members of staff have teaching qualifications. With regards to the research element of the programme, eight out of the nine teaching staff have conducted empirical, qualitative research; one member of staff is currently undertaking a PhD; one member of staff has a research doctorate. Additionally one psychologist (Dr. Mark Trueman) from the School of Psychology, assists with the research methods teaching and the supervision of research dissertations. Information about counselling psychology staff is available on the school website: 3. What is the Structure of the Programme? The part-time MSc programme consists of not less than thirty six months part-time study. The Professional Training Route consists of not less than 24 months of part-time study and culminates in the BACP accredited award of Postgraduate Diploma in Psychology, with an interim award of Certificate in. The Certificate in consists of not less than 9 months part-time study. Students on the Professional Training Route would normally be expected to have fulfilled the academic requirements of the programme within 24 months but may take up to a further 12 months to complete the counselling practice and supervision requirements. The exit awards of Certificate in, Postgraduate Diploma in Psychology Studies, MSc in Psychology Studies, and the Postgraduate Certificate in Psychology Studies are not BACP accredited routes of professional counselling training. 2015/168

9 To gain a part-time MSc in Psychology, students are required to obtain 60 credits at Level 6 and 195 credits at Level 7, including a 60 credit dissertation. All modules are compulsory requirements. The duration of the programme is three years. The course is comprised of the following eight modules: Year 1 Semester 1 and 2 PSY Core Competencies (30 credits) PSY Personal and Professional Issues (30 credits) Year 2 Semester 1 Semester 2 Semester 1 and 2 PSY Exploration in (30 credits) PSY40023 Understanding in (30 credits) PSY Integration in (30 credits) Practicum (30 credits) or Practicum (30 credits) Year 3 Semester 1 Semester 1 and 2 PSY40026 Research Methods (15 credits) PSY Dissertation (60 credits) Intended Learning Outcome Module in which this is delivered Principal forms of assessment (of the Intended Learning Outcome) used A. Knowledge and understanding of counselling psychology research A1. Key theoretical issues in counselling psychology research A2. Core concerns of contemporary researchers in counselling and psychotherapy A3. Selected specialist topics in counselling psychology A4. Empirical qualitative and quantitative methodologies used to explore key issues in counselling psychology research PSY Core Competencies (30 credits) PSY Personal and Professional Issues (30 credits) PSY Exploration in PSY Understanding in PSY Integration in PSY40025 Practicum OR PSY40028 Practicum 2 x Essay 1x Evaluation of DVD 1x Essay 1x Essay 1x Evaluation of DVD 1x Evaluation of DVD 2015/169

10 B. Subject-specific skills B1. Development of key personcentred therapeutic skills. B2. Development of key professional and personal qualities and attributes in line with the BACP accreditation standards and the BACP Ethical Framework for Good Practice in (the BACP Ethical Framework for the Professions from July 2016). B3. Demonstrate an awareness of prejudice and oppression and of how these might impact on client, counsellor and the therapeutic relationship. B4. Develop a thorough working knowledge of the BACP Ethical Framework for Good Practice in (the BACP Ethical Framework for the Professions from July 2016), and be able to apply this to practice. B5. Apply person-centred therapeutic theory to counselling practice. B6. Ability to manage therapeutic process and to work safely as a therapist. B7. Develop an awareness of research findings in and Psychotherapy and critically evaluate such findings. PSY40026 Research methods PSY Dissertation PSY Core Competencies (30 credits) PSY Personal and Professional Issues (30 credits) PSY Practicum OR PSY Practicum PSY Exploration in PSY Understanding in PSY Integration in PSY40028 Practicum PSY40026 Research methods 1 x Research proposal 1 x Dissertation 2 x Essay 1 x DVD of practice 1x Evaluation of DVD 1 x DVD of practice 1x DVD Evaluation 1x Completed supervised therapy hours (100 hours minimum). Evidenced by the submission of 3 satisfactory supervisor s reports 1 x Completion of 20 hours of personal therapy (subject to approval by Senate). 1 x DVD of practice 1x DVD Evaluation 1 x Completion of 20 hours of personal therapy (subject to approval by Senate). 1 x Classroom test 1x Essay 1x Essay 1 x Research proposal 2015/1610

11 PSY40027 Dissertation 1 x Dissertation C. Intellectual skills C1. Identify and evaluate person - centred/humanistic theory. C2. Identify and evaluate a range of therapeutic approaches. C3. Analyse and evaluate counselling research and be able to relate research to therapeutic issues. C4. Articulate and evaluate research skills used and developed, and their limitations. C5. Identify and appropriately apply reflexivity in qualitative and quantitative research. PSY Core Competencies (30 credits) PSY Personal and Professional Issues (30 credits) PSY Exploration in PSY Understanding in PSY Integration in PSY Practicum PSY40028 Practicum PSY40026 Research methods 2 x Essay 1x Evaluation of DVD 1x Essay 1x Essay 1x DVD Evaluation 1x DVD Evaluation 1 x Research proposal D. Transferable skills D1. Communicate effectively using appropriate verbal, visual, graphic, IT and written means, depending on the audience. D2. Demonstrate the ability to learn independently, using a range of information sources and approaches. D3. Manage time effectively and work to deadlines. D4. Use digital and electronic communication techniques, hardware and software, including word-processing, spreadsheets, and internet. D5. Learn to improve work based on written feedback from tutors on drafts and submitted PSY40027 Dissertation PSY Core Competencies (30 credits) PSY Personal and Professional Issues (30 credits) PSY Practicum OR PSY Practicum PSY Exploration in 1 x Dissertation 2 x Essay 1 x DVD of practice 1x Evaluation of DVD 1 x DVD of practice 1x DVD Evaluation 1 x DVD of practice 1x DVD Evaluation 2015/1611

12 assignments. D6. Demonstrate the ability to build a relationship characterised by the Rogerian core conditions of empathy, acceptance and genuineness. D7. Demonstrate enhanced interpersonal skills, including active listening. PSY Understanding in PSY Integration in PSY40026 Research methods PSY Dissertation PSY Personal and Professional Issues PSY Practicum OR PSY Practicum 1x Essay 1x Essay 1 x Research proposal 1 x Dissertation 1 x DVD of practice 1x Evaluation of DVD 1 x DVD of practice 1x Completed supervised therapy hours (100 hours minimum). Evidenced by the submission of 3 satisfactory supervisor s reports 1 x DVD of practice Exit routes: Students can exit the programme with an MSc in Psychology Studies if they achieve 60 credits at Level 6 and 195 credits at Level 7 and complete the following modules: PSY Core Competencies (30 credits at Level 6) PSY Personal and Professional Issues (30 credits at Level 6) PSY Exploration in (30 credits at Level 7) PSY40023 Understanding in (30 credits at Level 7) PSY40024 Integration in (30 credits at Level 7) PSY40028 Practicum (30 credits at Level 7) PSY Research Methods (15 credits at Level 7) PSY Dissertation (60 credits at Level 7) Students can exit the programme with a Postgraduate Diploma in Psychology if they achieve 60 credits at Level 6 and 120 credits at Level 7 and complete the following modules: PSY Core Competencies (30 credits at Level 6) PSY Personal and Professional Issues (30 credits at Level 6) PSY Exploration in (30 credits at Level 7) PSY40023 Understanding in (30 credits at Level 7) PSY40024 Integration in (30 credits at Level 7) PSY40025 Practicum (30 credits at Level 7) Students can exit the programme with a Postgraduate Diploma in Psychology Studies if they achieve 60 credits at Level 6 and 120 credits at Level 7 and complete the following modules: 2015/1612

13 PSY Core Competencies (30 credits at Level 6) PSY Personal and Professional Issues (30 credits at Level 6) PSY Exploration in (30 credits at Level 7) PSY40023 Understanding in (30 credits at Level 7) PSY40024 Integration in (30 credits at Level 7) PSY40028 Practicum (30 credits at Level 7) Students can exit the programme with a Postgraduate Certificate in Psychology Studies if they achieve 60 credits at Level 6 and 60 credits at Level 7 and complete the following modules: PSY Core Competencies (30 credits at Level 6) PSY Personal and Professional Issues (30 credits at Level 6) PSY Exploration in (30 credits at Level 7) PSY40028 Practicum (30 credits at Level 7) Students can exit the programme with a Certificate in Studies if they achieve 60 credits at Level 6 and complete the following modules: PSY Core Competencies (30 credits at Level 6) PSY Personal and Professional Issues (30 credits at Level 6) 4. How is the Programme assessed? Students are required to produce written work, which requires them to reflect upon the theoretical and philosophical concepts that underpin their therapeutic model and to sit a classroom test based on the BACP Ethical Framework for the Professions. All students are expected to be able to relate theory to practice and their own self-development as counsellors, particularly through their assessed DVD, but this is expected in all assignments. All assessments aim to foster reflexive practitioners who are able to make the link between theory, practice and self-awareness. To achieve the necessary standard, extensive reading is required from published literature and current research material. All written work must contain evidence of the student s ability to relate relevant philosophical and theoretical concepts to their practice. In all written assignments, students are expected to demonstrate self-awareness, through evaluating theory against their own personal and practice-related experiences, values and beliefs. Students are encouraged to evaluate theory and their practice through the accessing of their own experiences and to reflect upon these experiences in terms of the impact this may have on themselves as practitioners and, in turn, on their clients. Students are asked to keep a learning journal throughout the programme. This journal is not formally assessed but facilitates the students in their development as reflexive practitioners and researchers. Skills practice on the programme is assessed in a formative and summative manner. Students meet regularly with their skills group and tutor and are provided with regular tutor and peer feedback on their skills development. The student is expected to act upon this feedback to ensure a successful submission of their final skills assignment. Each student is required to be an engaged member of a personal development group. This experience is not formally assessed but is necessary in order for the student to develop self -awareness. This self -awareness is formally assessed through the practicum. Each student is required to complete a minimum of 100 hours of supervised counselling practice before the awarded is granted. This is evidenced by 3 satisfactory supervisor s reports. Students are also required to 2015/1613

14 undertake 8 hours of personal therapy in Year 1 of the Programme and 20 hours (subject to approval by Senate) of personal therapy in Year 2. The professional aptitudes of self-awareness and developing reflective practitioner status are monitored throughout the programme to ensure that students are fulfilling the requirement of an accredited programme and are safe to practise with the public. If it is felt that a student is not demonstrating professional aptitudes, attitudes or standards in line with BACP regulatory guidelines and the BACP Ethical Framework for Good Practise in (the BACP Ethical Framework for the Professions from July 2016), then their tutor will firstly address such concerns with them. However, if concerns continue, they may be asked to speak with the Programme Director. In line with the University s fitness to practise regulations, students will be referred to the Health and Conduct Committee if deemed necessary. For details regarding the University s fitness to practise regulations, please see the following link: 5A. What are the typical admission requirements for the programme? The programme is open to applicants that show appropriate commitment and motivation to participate in a programme that combines experiential learning and academic study. In line with the requirements of BACP, applicants also need to demonstrate the following attributes: self awareness, maturity and stability; ability to make use of and reflect upon life experience; capacity to cope with the emotional demands 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 feedback; awareness of the nature of prejudice and oppression; awareness of the nature of difference and equality; ability to recognise the need for personal and professional support; competence in or the aptitude to develop generic personal skills, including: literacy, numeracy, information technology, administrative skills, self-managements skills, communication and interpersonal skills. These attributes will be assessed in the applicant s written application, in response to the set criteria questions sent, and may also be explored further at interview. In addition, applicants whose first language is not English must have an overall IELTS score of at least 7.0 with a score of at least 6.5 in each sub-set (or equivalent). However, the part-time MSc in Psychology programme is not available to international students who require a Tier 4 visa who can, therefore, only be considered for the full-time programme. International students who do not need a visa or who have a different immigration category which permits them to study part-time can be considered for the part-time programme. Applicants will be required to initially complete an online application form, including a personal statement. Once the application has been received, applicants will be sent a list of criteria questions to fill out. If the 2015/1614

15 responses to these questions require further clarification or discussion prior to the applicant being offered a place, then the applicant may be asked to attend for an interview (or undergo an interview via Skype or telephone, for applicants from outside the UK). All interviews are with a member of the core counselling team who teach on the MSc in Psychology programme at Keele University. Applicants will be either offered a conditional or unconditional place, depending on references and other conditions that might need to be met (e.g. the completion of required qualifications). 5B. Progression In order to progress onto Year 2 of the programme from Year 1, it is recommended that students gain marks for their Year 1 written assignments of at least 60%. This is to ensure that students have the required foundational written and analytic skills to study at MSc level. Students who do not gain marks of at least 60% may not be recommended for progression by their tutor, and will be informed, by their tutor, of any concerns about their ability to succeed at Masters level, but may still choose to proceed on to Year 2 of study. 6. How are students supported on the programme? Students join a tutor group (these are formed at the start of the course), led by a course tutor. These meet regularly for counselling skills development, personal development and peer support and mutual reflection. All students have an entitlement to have one to one tutorials with tutors for advice, support and feedback on academic, practice and course related issues; time for these is available within the timetable. The tutor will be able to suggest other sources of help, should they be needed. Additionally, individual tutorials are programmed for the purpose of progress review. These tutorials will be arranged with the individual tutor concerned. In addition, students are allocated a dissertation supervisor and are entitled to a maximum of 10 hours individual dissertation supervision time during the programme. These can be arranged with the dissertation supervisor concerned at a mutually convenient time and need not be of one hour duration; sometimes short tutorials can be very useful. In addition, each student is assigned an Independent Contact Person, who is someone who does not teach on the programme. When students begin their counselling placements they must have an independent counselling supervisor and it is a requirement of the programme that students have a minimum of 8 hours of personal therapy in Year 1 of the Programme and 20 hours (subject to approval by Senate) of personal therapy in Year 2. Other resources in the School and the University include: The School of Psychology Placement Officer who is responsible for maintaining and developing the School s relationships with counselling placements and can offer information, advice and support for students to find and maintain placements. The University has a Learning Support division of the Department of Academic Affairs which can offer helpful guidance beyond the support of the course team and the School of Psychology. There is a Learning Support website with many useful resources, accessed via the University website. Technical staff available within the School of Psychology, to assist with the use of DVD recording and other equipment, and the booking of rooms for skills practice. 2015/1615

16 Students with disabilities or medical problems can access the University s Disability Services and can also inform the counselling tutor responsible for supporting students with disabilities of any specific requirements they would need to support them through the programme. All modules are supported by learning materials that are accessible to students via the Keele Learning Environment (KLE). 7. Learning Resources For most of the academic year, teaching takes place in the School of Psychology. The programme typically uses a large classroom for whole group work and a number of smaller rooms for personal development and skills work. Practise rooms are also available with DVD recording and playback equipment. Technical staff are available to support with the use of this equipment. In addition there is a psychology learning resources room, the James Hartley Room, with computers and internet access for psychology students. The Keele Learning Environment (KLE) also provides counselling students with learning resources. Each academic year there is an annual Keele counselling conference which is attended by national and international speakers. Students get the opportunity to attend this conference as part of the MSc counselling psychology programme. 8. Other learning opportunities Students must complete a minimum of 100 hours of supervised counselling practice. Normally this will take place in the Keele area but counselling hours may be completed in students home areas, including overseas, provided a suitable placement can be arranged. Some placements provide free supervision to the required level but if not, students must pay for their own supervision. Costs range from approximately 10 to 50 per session. In addition, students must have a minimum of 8 hours of personal therapy in Year 1 of the Programme and 20 hours (subject to approval by Senate) of personal therapy in Year 2. Costs are similar to those for counselling supervision. Information regarding supervision and personal therapy may be obtained from the Placement Officer. 9. Quality management and enhancement Staff roles and responsibilities The Programme Director is responsible for: Overseeing enquiries, recruitment and admissions. Giving guidance and general advice on any aspect of the course overall. Giving general advice on problems or personal difficulties at any point during the course. Extensions of time for assessed work in the absence of the module leader. Advice on future academic and career options. Ensuring that the programme complies with BACP accreditation standards and that students adhere to fitness to practise regulations whilst studying on the programme. The responsibility of Module Leaders is to ensure: 2015/1616

17 The organisation, delivery and assessment of the module. That written feedback is given on assessed work (and informal verbal feedback if required). Availability for student consultations. That modules are evaluated by students. On the Part-Time MSc in Psychology, module leadership is shared between the teaching team. In cases of dispute, please contact the Programme Director. Pastoral care & academic guidance Principal contacts for pastoral care and academic guidance are the skills group tutor, module leaders and the Programme Director. Individual dissertation supervisors provide additional academic guidance on researchrelated issues. Each student also has an Independent Contact Person who is not a member of the teaching team. There are two Student Staff Liaison Committees (SSLC) held during the academic year that student representatives are invited to attend. Two student representatives (StARS) from this programme are elected by the student body to attend these meetings and to present the views of the student body and to raise any issues or concerns about the course in a formal, minuted meeting. Core staff and student representatives attend these meetings. These meetings are chaired by student representatives and provide opportunities for students to express their views and for staff to become aware of these. StAR representatives also attend two Course Committee meetings during the academic year. In both the SSLC and Course Committee meetings, the StARS are able to contribute to decisions around course curriculum, design, and future course delivery and planning. All modules on the MSc in Psychology programme are monitored each academic year through the use of anonymous questionnaires. A summary of all evaluation feedback is presented at the SSLC and the Course Committee meetings. This provides student representatives with an opportunity to comment on student evaluations of the programme and to see how student feedback is being acted upon. In line with BACP accreditation procedures, a 30 minute community time is timetabled at least once every fortnight for the duration of the programme. Staff and students are expected to attend. Community time provides an opportunity for students, in an informal forum, to highlight issues, raise questions, give feedback and discuss the running of the course. If required, other members of staff or personnel may be invited to address particular issues. At the end of the academic year, all staff spend two days reviewing the course and all student feedback is presented during this review. Staff in this meeting review the academic year, course design, curriculum, delivery and plan for the forthcoming academic year. 10. The principles of programme design The MSc in Psychology programme has been developed in relation to the following: BACP Standards for the Accreditation of Training Courses 2012: QAA Subject benchmark statement:, QAA, 2013: 2015/1617

18 Keele University Fitness to Practise Regulation 18: UK Quality Code for Higher Education, Quality Assurance Agency for Higher Education: University Learning and Teaching Strategy , Keele University 2011: University code of practice on assessment, Keele University: Distinctive Keele Curriculum, Keele University: Programme Version History Version History Date CHANGES / NOTES Date first created (if known) Date last reviewed / revised Dr. Jane Hunt/ Máiréad Walsh Last reviewed by? Date last approved at SLTC 2/9/15 Date last approved at FLTC 22/9/ /1618