Programme Specification for MA Counselling Children in Schools

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1 Programme Specification for MA Counselling Children in Schools This programme is only offered at: Place2Be. Final award MA Intermediate awards available PG Cert; PG Dip UCAS code N/A Details of professional body accreditation British Association for Counselling and Psychotherapy (BACP) Year 1 and 2 (PG Dip only) Relevant QAA Benchmark statements Counselling and Psychotherapy Date specification last updated May 2015 Profile The summary - programme advertising leaflet Programme content The Postgraduate Diploma and Masters In Counselling Children in Schools is intended to equip learners to counsel children in any setting but especially in schools. In addition, it is intended to enable learners to conceptualise and develop a broad based package of therapeutic services in schools based on the Place2Be Therapeutic Approach. The Programme is three years in total with the Postgraduate Diploma being awarded at the end of the second year. Students who do not complete the Postgraduate Diploma but do successfully complete the first year of the programme can be awarded a Postgraduate Certificate. Entry on to the Masters year will depend on successful completion of the Diploma. The Programme combines academic with experiential learning and covers a range of topics including: Counselling skills The use of play and creativity Self awareness

2 Child Development Child Observation Counselling theories including Person Centred, Psychodynamic and Attachment Emotional and therapeutic support in schools Assessment, referral and multi-agency working The Place2Be Postgraduate Diploma /MA in Counselling Children in Schools There is a clear shortage of counselling training which specialises in work with children. Recent government initiatives indicate a commitment to early therapeutic intervention in schools and the counselling and psychotherapy workforce needs to be ready for the increased demand for properly qualified therapists. For many years the Place2Be has been delivering a package of mental health services to primary schools which includes one to one and group therapy. In addition Place2Be supports the mental health of the school by offering support to all members of the school community. This work is specialised and at the moment there is no qualification which prepares therapists for this role. Based on the Place2Be Therapeutic Approach this Diploma and Masters will train people to be competent therapists who can also enable schools to create mentally healthy environments for all children. The clinical staff at Place2Be come from a broad range of theoretical backgrounds. Over the years this breadth of experience has shaped how we deliver the service in schools. The service in turn has enabled a therapeutic Approach to evolve which reflects the diversity of the organisation but is also something substantial in its own right. The core elements of Place2Be can be described under three headings: Relationship; Selfawareness and Play. The quality of the therapeutic Relationship is one of the most accurate predictor of outcomes. A safe and helpful therapeutic relationship depends on a high level of Self-awareness from the therapist. Play is the language of the child and a vital part of child development. The therapist needs to be playful in order to properly hear what the child wants to express. It is a combination of these three elements that bring about positive change for the child. These three elements provide a framework of reference for every stage of the therapeutic process. The Place2Be Therapeutic Approach uses this framework to integrate ideas and techniques from a variety of approaches. It acknowledges the history and influence of psychodynamic thinking, as well as embracing systemic theory and the core conditions of the person centred approach. At the centre of the Place2Be Therapeutic Approach is an understanding of attachment theory and developments in this field and the field of neurobiology. Place2Be works with children and adults from a broad range of social, racial and cultural backgrounds and acknowledges the need to be flexible in its approach ensuring that each therapeutic contract or referral respects the unique needs of every client. The Place2Be Therapeutic Approach s focus is on the effective common factors of different theoretical models rather than on the different techniques used in any given intervention. The Place2Be s three elements reflect these common factors. Admission requirements

3 Applicants must meet all of the following criteria to be considered for the Programme First degree or equivalent professional qualifications and/or experience of working with children that, in the opinion of the selectors is indicative of ability to achieve the standards of the programme Successful completion of the Place2Be Level 3 Certificate in Counselling Skills for Working with Children OR, in exceptional circumstances and after an extended interview process, an equivalent certificate level (or above) counselling training. (Please see the application form for more details) Willingness to be playful and creative Willingness to be self-reflective and having a commitment to self-development Effective listening skills Appropriate personal qualities of warmth, genuineness and empathy Willingness to work in a group Progression to the third year Masters will depend on successful completion of the first two years Spoken and written English to a standard appropriate for this level of study The majority of applicants will hold a first degree which qualifies them for Level 7 study. Applicants who do not hold a first degree but whose life and work experience qualifies them for this programme will need to show that they have the academic skills necessary to study at this advanced level. All successful applicants will be subject to an enhanced DBS check before they are able to take up a placement in school. At UEL we are committed to working together to build a learning community founded on equality of opportunity - a learning community which celebrates the rich diversity of our student and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated. Within a spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all. In pursuing this aim, we want people applying for a place at UEL to feel valued and know that the process and experience will be transparent and fair and no one will be refused access on the grounds of any protected characteristic stated in the Equality Act Programme structure Below is a table outlining the programme structure all three modules are 60 Level 7 double modules. Students complete both Counselling modules to achieve the award of Postgraduate Diploma.. The Postgraduate Diploma has one intake in September. The MA Research Dissertation module has one intake in January. All modules are delivered by Place2Be staff at Place2Be s Central London Training Centre. Year Module Credit 1 Counselling Children in Schools 1: Self, Skills and Theory 60 Level 7

4 2 Counselling Children in Schools 2: Application and Integration 60 Level 7 3 Counselling and Psychotherapy: Research 60 Level 7 The Programme is part time. The Postgraduate Diploma is one full day placement and one evening's tuition per week with a residential and non-residential weekend training three times per year it includes 450 hours of contact time (including 50 hours guided learning) and a one day placement in a Place2Be school. Students will complete 100 supervised clinical hours and 50 hours of work based learning whist on placement. The Masters involves a weekly study seminar and case discussions. Students are required to undergo one to one therapy with a counsellor or psychotherapist accredited and/or registered with a recognised professional body (BACP, UKCP, HCPC) whilst on the Postgraduate diploma. It is expected that this will be weekly throughout the programme but minimum of 30 hours per academic year is the requirement. The Student s therapist will sign the Personal Therapy Form confirming the number of hours attended and this will be submitted at the final tutorial at the end of both academic years. As part of the assessment of modules 1 and 2 students will need to show a commitment to selfawareness and describe how their self-development activities impact on their counselling work with children. The importance of self-awareness for counsellors is outlined in the Place2Be Therapeutic Approach document which is circulated to students at the start of their training. Learning environment Place2Be has premises at Angel Gate in Islington. There are three large training rooms and ample break out rooms for paired and small group activities. The training rooms are fully equipped with play and creative materials to be used for experiential work and counselling role play. Students will have access to IT facilities on the Place2Be premises and an in house library containing all core and recommended texts. Students will also have access to the UEL library, IT and study support facilities. The Postgraduate Diploma Programme includes seminars, lectures, an experiential group, counselling role play, using creativity and play to communicate, case discussion groups, supervised internal work placements, a 2-3 weekend each year, at least one of which is residential and regular individual tutorials. The Programme combines experiential and academic learning The Masters year involves a more flexible pattern of attendance but will include a one day placement, case discussion groups and regular individual tutorials Assessment Below is a table detailing all the written work for the Programme. Assessment will conform to the UEL Assessment Policy. Assessment Year 1 (Counselling Children in Schools - 1) Weighting:

5 Self, Skills and Theory Process Analysis of taped role Play 15% Short Observational Studies integrating Child Development theory 20% Mental Health Interventions in Schools Essay 15% Self Awareness and Reflective Practice Essay 50% Professional Practice reports Pass/fail Assessment Year 2 (Counselling Children in Schools - 2) Weighting: Application and Integration Multi Agency work in schools essay 15% Process Analysis of taped role play 15% Observational Study of an infant 20% Case Study 50% Professional Practice reports (termly) Pass/fail Assessment Year 3 Weighting: Research Dissertation (approx. 14,000 words) 100% Relevance to work/profession A Place2Be placement is provided as part of the Postgraduate Programme. Students are supported by experienced Place2Be supervisors who work closely with Programme tutors to ensure that learning is maximised The Postgraduate Programme is accredited by BACP. Thesis/Dissertation/project work In the third year students will undertake a research project which will culminate in a 14,000 word dissertation. Your future career The Postgraduate Diploma will qualify graduates to apply for paid employment as a counsellor within Place2Be and progress through the career structure

6 The Postgraduate Diploma will qualify graduates to take up paid employment as a counsellor in other multi-agency settings Postgraduate Diploma graduates will be eligible for registration with BACP and to work towards individual BACP accreditation. How we support you Regular one to one tutorials Study support Library and IT facilities Programme Committee Bonus factors The Place2Be placement and the taught elements of the Programme are designed to support and complement each other. This enables students to develop a solid and coherent understanding of working as a counsellor in schools. No other programme qualifies students to do this breadth of work in schools Place2Be s research and evaluation team is on hand to support students in their research projects The Place2Be is uniquely placed to deliver this very rigorous and specialised training at Postgraduate level. Good communication between the training department and the placement in Place2Be schools ensures that students develop the clinical skills necessary to work therapeutically with children who present with a broad range of needs. One of the strengths of Place2Be is that we work with mentally healthy children as well as those with difficulties. This gives us a clear perspective of what it is to be mentally healthy and what helps children to achieve and maintain a sense of emotional well-being. The Place2Be placement and the taught elements of the Programme are designed to support and complement each other. This enables students to develop a solid and coherent understanding of working as a counsellor in schools. No other programme qualifies students to do this breadth of work in schools Outcomes Programme aims and learning outcomes What is this programme designed to achieve? This programme is designed to give you the opportunity to: Gain a professional qualification in a specialist area of counselling which can lead to individual professional accreditation as a counsellor Gain a systematic understanding and a critical awareness of the Place2Be Therapeutic Approach and apply this to counselling practice with children in school

7 Develop the skills necessary to operate ethically, autonomously and accountably as a counsellor for children in a multi-agency context. Develop the skills necessary to deliver a package of mental health support in schools demonstrating self direction and originality in tackling and solving problems Evaluate critically current research and advanced scholarship in the field of counselling children and to evaluate methodologies and develop critiques of them and, where appropriate, to propose new approaches and explanations in practice. What will you learn? Knowledge The Place2Be Therapeutic Approach for work with children A range of non-counselling mental health interventions in primary schools including circle time, small group work, nurture group and SEAL Child Protection procedures Child development Government policy on improving children's well-being Thinking skills The ability to reflect on and make use of your own emotional responses in a therapeutic setting The ability to place therapeutic content in the Place2Be theoretical framework The ability to use integration of theory and practice to develop research questions and investigations Subject-Based Practical skills Competence and effectiveness as a therapeutic practitioner The ability to be a playful and creative counsellor with children The ability to assess your own competency The ability to contribute to and make good use of group supervision The ability to deliver a variety of therapeutic interventions in a school setting The ability to operate effectively and with empathy in the school system The ability to conduct meaningful and thorough research The ability to conduct observations of children in a variety of settings Skills for life and work (general skills) Enhanced oral and written communication skills Effective self-appraisal Working as a team Working autonomously Structure

8 The programme structure Introduction All programmes are credit-rated to help you to understand the amount and level of study that is needed. One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study). Credits are assigned to one of 5 levels: 3 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme 4 - equivalent in standard to the first year of a full-time undergraduate degree programme 5 - equivalent in standard to the second year of a full-time undergraduate degree programme 6 - equivalent in standard to the third year of a full-time undergraduate degree programme 7 - equivalent in standard to a Master s degree Credit rating The overall credit-rating of this programme is 60 credits for the Postgraduate Certificate, 120 credits for the Postgraduate Diploma and 180 credits for the Masters Typical duration The typical duration of this programme is 2 years part time for the Post Grad Diploma and a further 1 year for the Masters How the teaching year is divided The teaching year for the Postgraduate Diploma begins in September and ends in July and is divided into 3 terms, September to December, January to March and March/April to July. The teaching year for the Masters begins in January. A typical student registered in a part-time attendance mode will study for one day and/or one evening per week and will complete 60 credits each academic year What you will study when Below are listed the names of the modules and their credit ratings. Year Module Credit Status 1 Counselling Children in School : Self, Skills and Theory 60 Level 7 Core 2 Counselling Children in School 2: Application and Integration 60 Level 7 Core

9 3 Counselling and Psychotherapy: Research 60 Level 7 Core Requirements for gaining an award In order to gain a Postgraduate Certificate you will need to obtain 60 credits at level 7 In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level 7 In order to obtain a Masters, you will need to obtain 180 credits at Level 7. These credits will include a 60 credit level 7 core module of advanced independent research. Masters Award Classification Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification 70% - 100% Distinction 60% - 69% Merit 50% - 59% Pass 0% - 49% Not Passed Assessment Teaching, learning and assessment Teaching and learning Knowledge is developed through Lectures Workshops Seminars Tutorials Reading Experiential exercises Clinical placement experience Thinking skills are developed through Written assignments

10 Experiential group and exercises Clinical Supervision Group discussion Journal writing Practical skills are developed through Counselling role play Experiential exercises Placement in schools Professional log Placement Supervision Infant and young child observations Skills for life and work (general skills) are developed through Participation in group learning and development Self development activities Self and peer appraisal Independent study Placement in schools Tutor and supervisor feedback Assessment Knowledge is assessed by Essays Tutor/ supervisor report Process recordings of clinical sessions Thinking skills are assessed by Journal Tutor/supervisor reports Case studies Self appraisals Practical skills are assessed by Placement Supervisor's reports Tape and video analysis and evaluation Tutor, self and peer assessment Skills for life and work (general skills) are assessed by Tutor and peer feedback Self-assessment

11 Peer presentations Quality How we assure the quality of this programme Before this programme started Before this programme started, the following was checked: there would be enough qualified staff to teach the programme; adequate resources would be in place; the overall aims and objectives were appropriate; the content of the programme met national benchmark requirements; the programme met any professional/statutory body requirements; the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms. This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions. How we monitor the quality of this programme The quality of this programme is monitored each year through evaluating: external examiner reports (considering quality and standards); statistical information (considering issues such as the pass rate); student feedback. Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee. Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed. The role of the programme committee This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures. The role of external examiners

12 The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities: To ensure the standard of the programme; To ensure that justice is done to individual students. External examiners fulfil these responsibilities in a variety of ways including: Approving exam papers/assignments; Attending assessment boards; Reviewing samples of student work and moderating marks; Ensuring that regulations are followed; Providing feedback to the University through an annual report that enables us to make improvements for the future. Listening to the views of students The following methods for gaining student feedback are used on this programme: Module evaluations: Student representation on programme committees (meeting twice per year) Student/Staff consultative committee (meeting 3 times a year) Termly evaluations Student representation on programme committees (meeting 6 times per year) One to one tutorial feedback forms Students are notified of the action taken through: circulating the minutes of the programme committee feedback from student representatives summaries of student feedback and action taken on UELPlus Listening to the views of others The following methods are used for gaining the views of other interested parties: Questionnaires to former students Annual student satisfaction questionnaire Discussion with professional bodies Links with potential employers Further Information Where you can find further information Further information about this programme is available from: The Place2Be website (for information and application forms)

13 The UEL web site UEL Manual of General Regulations and Policies UEL Quality Manual Regulations for the Academic Framework Current External examiners External examiner reports (available from UEL virtual learning environment (Moodle) Click here to download word version

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