Programme Specification

Transcription

1 Programme Specification The programme specification is the formal document of programme approval within the University and it is designed to give an overview of the programme. General Information: 1. Award BA (Hons) and Diploma in Humanistic Counselling 2. Route Humanistic Counselling 3. Awarding Institution/Body University of Chichester 4. Teaching Institutions University of Chichester 5. Programme Accredited by British Association of Counselling & Psychotherapy (BACP) 6. UCAS Code No UCAS code because this is a part-time course. 7. QAA subject benchmarks statements Validation / Approval History: First validated as a BA in In the same year the BA programme gained professional accreditation by the BACP. The programme was developed from an Advanced Diploma in Counselling, validated in 1986 by West Sussex Institute of Higher Education, now The University of Chichester. Academic Regulations were amended so that the Diploma in Professional Studies (Counselling) could be awarded for professional purposes on the completion of level 5 studies as well as the BA on the completion of level 6 studies. The BA programme was reviewed and re-approved in 2003 and 2008 by The University of Chichester and also received BACP re-accreditation in 2003, 2008 & Programme Rationale: This course offers students a training which leads to the formation of high calibre, Humanistic, professional and skilled therapists. The degree has benefitted from a process of refinement and updating since it was first validated as a BA (Hons) in The course has also been BACP accredited since 1998 and has now amended its curriculum to include the new BACP Gold Book criteria, due to be taught in September Students have an option to step off the course after two years and leave with a Diploma in Humanistic Counselling or complete the whole course which leads to a BA (Hons) in Humanistic Counselling. The difference in title reflects the comprehensive BACP Gold Book curriculum and greater depth of training, including research skills, achieved at degree level. The programme mostly recruits from local people and has always attracted many students who are already professionally qualified e.g. as teachers, health care professionals or social care workers, who seek to enhance their professional practice beyond their initial professional qualification. Other students are seeking either career or life changes. Feeder programmes include The University of Chichester Certificate in Counselling Skills, which operates at level 4 and other introductory counselling skills course running at local and regional further education colleges. There are also additional requirements applicants need meet in order to be admitted onto the BA (Hons) in Humanistic Counselling. Please see Admissions requirements. The programme runs over four years in part-time mode only (one afternoon and evening a week with some Saturday workshops in years one and two, and one full day per week in years three and four) and thus offers students an optimum opportunity for personal and professional growth. 10

2 It has developed AP(E)L procedures for advanced standing to level 5 and level 6 for those with relevant prior leaning and experience. The degree deepens and extends professional training in accordance with both academic and professional disciplines. The course totals 459 hours of direct teaching time. There is a requirement for 20 hours of personal counselling in each year of the programme and students complete 300 hours of placement hours by the end of year four. DISTINCTIVE FEATURES: There are four important strands in the BA (Hons) curriculum, which particularly characterise the training we offer: A focus on the humanistic model. An emphasis on professionalism and employability. Extensive training in humanistic therapeutic skills. Attention to personal development. We consider the importance we give these four areas to be one of the unique qualities of our training in addition to our style of delivery. Humanistic Therapeutic Model The University of Chichester counselling staff team are committed to teaching the Humanistic therapeutic model. All staff support and teach students on the basis of a Humanistic stance expressed in our course philosophy and principles. We have identified seven core Humanistic principles to which we refer throughout the course curriculum. All current staff fully embrace and subscribe to these Humanistic values which underpin our approach in our varied individual Humanistic practice with clients. All core staff and most associate lecturers are BACP or UKAHPP accredited and UKCP registered and are active Humanistic practitioners. Consequently, the course is enriched by tutors who have extensive contemporary experience in Humanistic client work and research and who are able to utilise this appropriately in their teaching. The course includes two modules which are specifically designed to inform students about the various Humanistic models: Humanistic frameworks and Critical Thinking in Humanistic Counselling. These modules provide students with a historical and philosophical background to understanding what constitutes Humanistic approaches, some of the places where they converge and diverge and how the Humanistic model contrasts and compares with some other well-known therapeutic modalities. Whilst enabling students to recognise some of the common themes in a Humanistic approach to therapy, tutors also assist students in acknowledging and clarifying some of the differences between Humanistic modalities. The course has a focus on the common characteristics and some of the main areas of divergence in years one and two and then progresses to exploring some distinctly different Humanistic modalities in depth in years three and four. The course provides students with detailed knowledge of three specialist Humanistic approaches taught by core staff with expertise and experience in those areas. The three modules are designed to follow a parallel format so that students are assisted in the process of comparison in both theory and practice. Students are also taught evaluation, research and synthesising skills to equip them to benefit fully from studying three Humanistic approaches in depth. Currently the three specialist Humanistic modalities are Person Centred therapy, Expressive Arts therapy and Brief therapy. These three specialist modules enrich students learning in a number of ways; increased depth of understanding of contemporary person centred practice, skills to work with the subconscious world of symbols and the non-verbal and further skills to work with the subconscious in brief, short term time frames. 11

3 These modules enable students to begin to gain by year four a sense of their own individual preferred application of humanistic practice. The course acknowledges that not all Humanistic modalities are taught in depth and signposts students to other trainings where they may continue to further their training in a Humanistic specialism post degree. Professionalism and Employability The course also offers students a solid training in professionalism and focuses on employability skills. Students are required to establish familiarity with BACP, the course accrediting body, and to become acquainted with the BACP Ethical Framework which helps to build a high level of ethical awareness. In years one and two they are provided with two skills and ethics modules and a workshop on professionalism. In year three students complete a professional practice module. All of these inform students about the wide range of issues within the topic of professionalism and the counselling world of work, including current debates and issues being discussed within the profession. Many of the course assignments require students to comment and reflect on the ethical and professional aspects of their practice. Students are introduced and guided to use up to date models and approaches to working with others and they are also required to complete broad reading throughout the programme which supports the growth of a professional awareness. The course also develops students professionalism by our rigorous processes of requiring them to maintain a professional file and all the forms required as part of their portfolio of evidence of both personal counselling and placement practice. This process teaches students how to achieve high standards of administrative management in their placements and future practice. In addition, the course familiarises students with the BACP accreditation process and encourages them to aim for this after completing their degree. All year three and four students are required to be BACP members to assist them in forging a professional identity and participation in professional debates and events. Student s experience in often a variety of counselling placements provides students with both workplace experience and also local contacts with employers. A proportion of our graduates continue to gain work with employers they met during their placements. Skilled Therapists The course team consider it very important that our students learn to walk the talk by becoming skilled and reflective therapists. Students are taught Humanistic therapeutic skills throughout the four years of the programme. In years one and two students complete four skills modules and two skills workshops which are designed to support and complement the skills assessment and development tool we utilise. This is part one of the Person-Centred and experiential Psychotherapy scale (PCEPS v.10.5, 01/03/11) which we use to enable students to learn, practise and be assessed in some core Humanistic practise skills, in particular pacing the client. We step our use of the ten parts of PCEPS over the students first four semesters so that their familiarity and capability is gradually consolidated in small practice groups with tutors present at all times. All students are trained to achieve a satisfactory level of competence in these fundamental pacing skills in order to both work in placements and progress in their training. We also use PCEPS as a way into understanding and interpreting debates and differences within the Humanistic approaches to therapy. For example, the section on content directiveness provides material for discussing an important dimension of difference within the humanistic framework about the extent to which therapist directiveness is construed as a legitimate part of therapy technique. Additionally, we use the PCEPS to enhance the theory-practice congruence in our teaching, although we are clear that utilising PCEPS in the way that we do does not make this a predominantly Person-Centred course. In years three and four students continue to build their skills by learning and practising therapeutic interventions within 12 the three specialist Humanistic therapy modules.

4 This provides students, who are by this stage gathering reference experiences from their client work in placements, with an opportunity to expand and develop their practice competence to a more sophisticated level. Students can select a range of Humanistic therapeutic interventions and make decisions about some of the divergence within the Humanistic models in a way which coheres within the orientation they have individually chosen. All students are required to complete a total of 300 hours of supervised practice accompanied by a satisfactory supervisor s report by the end of year four. Students must complete 100 of these 300 hours of placement practice by the end of year two in order to progress to year three. In years three and four 25% of the remaining 200 hours can be completed in private practice. Thus, by the end of the course students will have achieved over half of the hours they will require to apply for individual accreditation. Students have also acquired a solid basis of experience which contributes to them becoming skilled and effective practitioners. Personal Development The course team also consider it is essential that students are committed towards personal development, so that they have an awareness and understanding of: their own psychological makeup; the impact of significant events in their personal history; the nature of any current issues, and their plans for future development. By developing their self- awareness and understanding of the therapeutic process with clients, students skills level and professionalism are considerably enhanced. The course therefore places much emphasis on this part of the student s development. We require all students to complete the minimum of twenty hours of personal therapy each year, making a minimum total of eighty hours by the end of the course. Furthermore, we require students to work with therapists who fit the following criteria: accredited or registered, two years minimum post accreditation /registration experience, qualification in humanistic modality, currently practising within the humanistic modality and no current dual relationship between the counsellor and client. Students also attend four personal and professional development (PPD) groups during the four years of their training. The group provides students with a powerful and sometimes challenging opportunity to learn more about their own communication skills and personal patterns of responses, to give each other feedback about these and to make appropriate changes and refinements. Each of the four PPD groups is designed to further enhance the students learning based on the theme from the previous module. Therefore the student s learning is stepped and they are invited to reflect on their learning in this area by writing an assignment each academic year. Contemporary Dialogic Style Students are taught and facilitated interactively so that they are always encouraged to engage with the material and learn through discussion. They are introduced to research methods and complete two case studies which provide them with the skills for further study and applying for personal accreditation in the future. Students are also required to produce a statement on their personal philosophy in their final case study in year four. The course has a clear theory-practice congruence and students are enabled to develop this for themselves as individuals. The recent financial crisis of the last few years, along with the evident social failure and struggle experienced by so many countries such as the UK, certainly points to the continuing and likely increase of a need for counsellors in the future. This course will train people to become effective, high quality, professional humanistic counsellors who will be able to contribute to the much-needed improvement in the psychological and social well-being of many members of our current society. 13

5 The humanistic model equips counsellors to work in a wide variety of work environments, with a diverse range of people in varied therapeutic time frames and settings. The contemporary nature and high standard of this training will also set counsellors on the path for professional development in personal accreditation and transfer to any registers the government may decide to introduce in the future. The Theoretical Framework within which your training is organised is that of Humanistic Psychology, which means that we subscribe to a number of core principles which form our philosophy: People have inherent worth and deserve respect and their subjective experience is the primary value. People have an innate tendency towards growth, change and realising their individual potential People are naturally creative and unique We consider all aspects of the human experience have the potential to be a resource We aim to create an environment which facilitates hope, possibility, autonomy, resilience and personal/professional transformation. We seek a way of being that ensures relational depth in the here and now. We embrace the diverse range of Humanistic therapeutic approaches that are based on these philosophies. Within the framework provided by these principles, Humanistic practitioners employ a variety of models and techniques. Our staff team of experienced therapists and teachers utilise many of them in their work and your training will equip you to do the same. The world in which you apply these principles is now much more open to them than it was when innovators such as Abraham Maslow and Carl Rogers began to call for their adoption some 60 years ago. Modern institutions have slowly come to recognise and respond to the fundamental Humanistic fact that people are important! In this and other ways Humanistic thinking has already started to make a positive impact on people s lives. Our work will help to extend this even further. Despite what is called the equivalence paradox, where research has indicated that different psychotherapies appear to have equally positive outcomes even though they work within different philosophical modalities and employ different techniques, we do believe that being trained Humanistically gives therapists a distinctive advantage through the cultivation of excellent relational skills. Until these are in place even the most amazing tools are limited in their effectiveness. Positive human qualities are developed on a foundation of respectful, rapportful, facilitative relationships and the ability to use what Mearns and Cooper (2005:120) describe as holistic listening. This is a listening that breathes in the totality of the clients. Over and over again, researchers have pointed to the importance of a good quality therapeutic relationship as an indicator of successful therapeutic outcomes. In sum, you are about to embark on a highly professional, flexible and effective course of training that will enable you to help your clients in a manner that respects and enhances their human dignity as well as making a positive contribution to their flourishing in the world. Enjoy! 14

6 10. Aims of the Programme: The Programme aims to: Develop the students intellectual and analytical ability to explore concepts and issues of counselling and to reach valid conclusions. Enable students to competently utilise Humanistic counselling skills to a professional standard as set out by PCEPS v.10.5, 01/03/11 part one. Enable students to conduct qualitative research in the counselling field and to write a reflexive, heuristic case study which equips students to progress to masters or doctorate level studies. Encourage a self-reflective, self-critical approach to Humanistic Counselling and develop a personal philosophical Humanistic framework. Deepen the student s awareness of their inner processes in order to expand their selfawareness and understand their own therapeutic needs. This ensures students capacity to conduct themselves professionally. Deepen the student s awareness of the wider social, political and economic context by providing the completion of 300 counselling hours within local counselling organisations. This placement provision enhances student s work experience and links with employers. Heighten recognition of ethical dilemmas and diversity in counselling and develop strategies to manage them in accordance with the BACP Ethical Framework. This prepares students to progress to individual application for nationally recognised BACP accreditation. 11. Intended Learning Outcomes: All undergraduate programmes in all institutions have learning outcomes, which help identify the tangible learning opportunities and potential achievements of the degree programme. Each individual module has its own specific learning outcomes as well as the generic programme learning outcomes listed here and all learning outcomes are written in relation to what students should be able to do at the modules or programmes conclusion. To assist in the writing of learning outcomes for this programme, we have made close reference to the new Gold Book curriculum for BACP Accredited Courses and the QAA subject benchmark statements published The learning outcomes vary according to the point at which people step off the programme. For more information please see the University of Chichester BA (Hons) Humanistic Counselling mapping document in section C on the QAA subject benchmark statements and the BACP Gold Book curriculum. Humanistic Counselling Learning Outcomes are divided into six areas: Professional knowledge/ practice and employability. Professional relationships. Humanistic practice framework. The therapeutic process. Placements, Employability and the wider organisational context. Transferable skills. Professional Knowledge / Practice and Employability Learning Outcomes: On successful completion of this programme students will be able to: Identify and apply the relevant professional knowledge of ethical principles that underpin Humanistic theory. Recognise the legislative system, knowledge of organisational professional requirements including, diversity, anti-discrimination and equal opportunities. 15

7 Recognise, by utilising research evidence or organisational guidance, the social and cultural context of their practice. Reflect and critically evaluate the appropriateness of a range of Humanistic models with specific client needs and the place of the inter-professional and mutli-agency approaches to mental health. Recognise the need for the on-going and consistent analysis of their own professional strengths and limitations to ensure continuing personal and professional development through CPD, supervision, personal therapy, self- care strategies and professional record keeping requirements. Identify key responsibilities to the client, employers, the counselling and the psychotherapy profession and to society at large. Identify a range of philosophical assumptions underpinning a number of therapeutic approaches reflecting on beliefs and concepts which influence their practice. Professional Relationships Learning Outcomes: On successful completion of this programme students will be able to: Identify their own professional limitations and make referrals where appropriate in response to supervisory discussions. Analyse and effectively respond to ethical dilemmas. Identify their own prejudices and strive to be open and non-judgemental about client s diverse issues and rights regardless of their individual differences, values, beliefs and attitudes. Have dialogue with their managers and clients about the delivery, monitoring and evaluation of services and ensure collaborative working takes place. Humanistic Practice Framework Learning Outcomes: On successful completion of this programme students will be able to: Recognise the value of therapeutic boundaries to protect the client and the counsellor and ensure a secure Humanistic framework for the therapeutic process. Assess a client s issues and level of risk, decide whether counselling/psychotherapy can address them and with appropriate consultation identify a therapeutic strategy, contract or referral to appropriate agency. Recognise what additional knowledge and skills are required to work with particular client groups such as children and young people. Recognise and be able to openly discuss power imbalance in the therapeutic relationship including sexual matters or orientation where appropriate. Assess psychopharmacological interventions which are commonly used in the treatment of mental health problems and identify the impact that medication may have on the therapeutic process and relationship. Recognise and assess signs and symptoms of severe forms of mental, psychological and physical distress and respond appropriately which is consistently informed by recent research informed knowledge. The Therapeutic Process Learning Outcomes: On successful completion of this programme students will be able to: Demonstrate familiarity with Humanistic approaches to assessment and reflect on other established approaches to assessment. Monitor the key principles underpinning the therapeutic alliance with their clients such as contractual arrangements, client and counsellor motivation and commitment to the therapeutic process. 16

8 Set, maintain and ethically communicate appropriate and professional boundaries in order to sustain the therapeutic alliance. Reflect on and manage the impact of diversity on the therapeutic relationship. Draw on a range of therapeutic responses, therapeutic models, research literature and interventions to enhance practice. Recognise and manage problematic situations such as distortions in the client s perception of their experience of therapy and violation or rupture of the therapeutic contract. Work in an open ended or time limited framework with a recognition of which is suitable for specific clients and their issues. Recognise the importance of endings in the therapeutic process and the importance of preparing clients for endings. Placements, Employability and the Wider Organisational Context Learning Outcomes: On successful completion of this programme students will be able to: Familiarise themselves and apply the organisational policies and codes of practice such as equal opportunities. Signpost clients to appropriate psychological services and interventions to support their specific needs. Reflect on the role and function of the range of counselling and psychotherapy models in British society including how government policies may impact on the mental health service and client well- being. Demonstrate a breadth of knowledge of the practices of the organisation including the legal, ethical framework and methods of auditing process and outcome of therapy. Recognise that power relationships and dynamics within groups and organisations have the potential to impact on therapy. Transferable Skills Learning Outcomes: On successful completion of this programme students will be able to: Demonstrate high quality inter/intra personal skills. Effectively communicate with a diverse and wide range of people. Work co-operatively in groups with an understanding of group dynamics and process. Understand through empathy other people s world views and frames of reference. Synthesise personal values from a range of sometimes conflicting theoretical bases. Gather, read and discuss research sources in a critical manner and present to groups. Transfer research and academic skills to higher level education programmes. Apply and reflect on theory in the light of their own personal experiences. Apply a range of information and communication technology skills. Show initiative and efficiency in the ethical management, recording and auditing expected within professional / employment frameworks. Demonstrate high application of problem solving skills and goal setting. Key or Transferable Skills Key Skills are the generic skills and competencies required enabling you to improve performance in your chosen area of study and to equip you with the recognised skills required for the world of work. Some of you who have undertaken BTEC courses and GNVQs will be familiar with the core skills approach and will have certificates to prove you have acquired certain key skills as you have progressed through your particular programme of study with knowledge of key skills. The guiding principles of key skills development are that they: 17

9 Allow the collection of assessment evidence from a wide variety of real life settings where skills acquisition can be demonstrated Show the development of the skill over time Link summary assessments of key skills to specific sources of evidence Inform in a formative way the action of the learner Inform in a summative way to a wider audience such as employers The Counselling programme recognises that the subject specific and general skills in the therapeutic domain are greatly valued in a wide range of caring professions and people careers. These include the key skills of initiative and efficiency, problem solving, interaction communication and intrapersonal skills. At the University of Chichester key skills are assessed as part of the general assessment programme and not a separate key skills programme, with each subject area having their own specific approach to key skills. Each module within the programme has targeted key skills in its learning outcomes and these are included in the module descriptions. You may find some of these key skills useful to incorporate in your C.V. or placement and job applications. 12. Quality Indicators: Quality is a formal term used specifically within educational organisations and/or programmes to describe the expected standards to which universities must set themselves. All module leaders are expected to make sure quality is retained and that specific quality targets are met. The quality of this programme is monitored by the following methods: The external examiners report. Informal meetings with the external examiner prior to the examination board. Student feedback, formally via summative anonymous written evaluation forms and informally via the learning and teaching process, which encourages self and other reflection and feedback. Student representation on the Programme Board, held each semester. Module Leader reports which are summarised in the next academic year s module handbook, highlighting action plans to improve the module based on staff and student evaluations. Student progression and achievement statistics. Student feedback during academic advisory sessions. Annual monitoring process. Programme review process. BACP accreditation and review process. Placement providers and local supervisors meetings held each semester. Joint teaching on a number of modules. Peer evaluation of teaching. Academic advisor system. Mentoring of new staff. Evaluation of Modules The formal evaluation of modules is an important part of the quality processes of the programme. You will be asked to fill in an evaluation form at the end of each module (time will be given in class for this purpose). These forms are analysed, in the first instance by the module tutor/leader who writes a report based on the overall impression of the strengths and weaknesses of the module. Part of the report includes the presentation of raw data and tutors are encouraged to make 18 recommendations for the future running of the module.

10 This information is passed to the Programme Co-ordinator, together with the forms from all students. The Programme Co-ordinator writes an annual report, which is discussed at the Autumn Subject Board and, subject to it being passed by the Board, forms the basis of the programme s annual monitoring by the University. At all stages of this process, students have the right of access to all reports and a summary of the findings from each individual module are published to students taking that module in the forthcoming year. 13. Admissions Requirements: Details of the generic university requirements are covered in Section 7 of the Academic Regulations, The programme is also guided on Admission processes and criteria by the BACP Accreditation of Training courses training guidelines BACP, 2002, see pages The Humanistic Counselling admission procedures are designed to ensure that the students have the necessary knowledge and experience to complete the programme. This is a professional degree and aims to recruit from such professions as teaching, nursing and other health care professionals, and staff from the statutory and voluntary social care sector. Additionally people wishing to make a career change in mid-life have increasingly been drawn to the programme. For entry to level 5 all students need to demonstrate the equivalent of 120 level 4 credits and have previously undertaken an introductory course in counselling. Credits can be attained through successful completion of a portfolio assignment or by completing the APEL requirements for entry to level 5. In addition to academic qualifications students must have completed an introductory course in counselling skills e.g. University Of Chichester Certificate in Counselling Skills Phase One and Two. The Level 5 portfolio assignment requires students to demonstrate the following: An ability to reflect on and analyse personal growth as a result of counselling skills and practice. An ability to analyse humanistic counselling theory. An ability to analyse ethical boundaries in counselling practice. An ability to present and reference material appropriately. For entry to level 6 all students need to demonstrate the equivalent of 240 level 5 credits including completion of a successful portfolio assignment. In addition all applicants must have a diploma in counselling/psychotherapy. The Level 6 portfolio assignment requires students to demonstrate the following: An ability to reflect and analyse personal growth and development. Ethical awareness and an understanding of the role of supervision. An ability to comment critically on counselling training. An ability to identify professional goals and values and recognise how humanistic theory fits with these. Students may be given advice by their academic advisor at the end of year two about how to go forward and progress in their career. Alternatively, students may be behind with their placement hours and need to take time out to complete outstanding hours before progressing to year three. Most students do in fact progress to year three if they wish. 19

11 Entry and Exit Points Students who enter the BA with 120 level 4 points may step off the programme after 2 years with 120 level 5 points and receive a Diploma in Humanistic Counselling. All students who have successfully completed year two receive a Diploma in Humanistic Counselling. Students may choose to progress to year three and four, successful completion leading to a BA (Hons) degree in Humanistic Counselling. Normal protocol for students withdrawing from any part of the course needs to involve discussion with their academic advisor and dialogue with their peer group. Occasionally, low performing students may be given advice by their academic advisor at the end of year two about how to go forward and progress in their career. Alternatively, students may be behind with their placement hours and need to take time out to complete outstanding hours before progressing to year three. Most students do in fact progress to year three if they wish. Criminal Record Declaration: It is now standard policy for all students offered a place to study here at the University of Chichester to be asked by admissions to obtain a Disclosure and Barring Service (DBS previously known as CRB) check from the National Criminal Records Bureau (NCRB). Admissions will communicate with you about this. In addition, Counselling students will usually find that placement providers also ask them for a DBS check. This is likely to be during Year 1, once the course has started. Health Declaration: People offered a place to study on our counselling programme will also be required by admissions to sign a health declaration form. This is a request for prospective students to review their own psychological fitness and well- being with a view to assessing their own potential fitness to practice as a trainee counsellor, working with clients in the near future. Counselling tutors also work with students on their readiness to practice during year 1 of the programme. It is important to note that people are not discriminated against if they have had mental health difficulties in the past. Rather, the focus is on students to assess their current well- being so that they will be able to practise counselling ethically and professionally as required by the BACP Ethical Framework. 14. Award Requirements (includes interim awards): The Diploma in Humanistic Counselling is an interim award possible following the first two years of the programme (Years 1 and 2). The BA is awarded following two further years of study at Level 6 (Years 3 and 4). The final award is weighted 40% for Level 5 studies and 60% for Level 6 studies. As this Diploma and Degree have a vocational basis, the assessment strategy seeks to ensure that the standards of service, which a client receives, are safeguarded and enhanced. All modules must be passed at 40% in line with other professional programmes at the University. Those students, who exit after 2 years having satisfied all assessment standards, will be granted a Diploma in Humanistic Counselling. In calculating the final award of the Diploma all grades achieved at level 5 will be aggregated with equal weighting with the exception that students must achieve 60% or over in Advanced Counselling Skills and Advanced Counselling Skills with Ethical Issues to be awarded the Diploma with Distinction. The Board of Examiners shall base its recommendation on the following schedules: 20

12 70% and above Pass with distinction 60-69% Pass 50-59% Pass 40-49% Pass Below 40% Fail Where a student's aggregate marks place them within two per cent of a higher classification (38%, 48%, 58% and 68%) an Examination Board may decide to award a Diploma at the higher classification in light of one of the two following factors: Firstly, the performance of the student at 60% or above in Advanced Counselling Skills with Ethical Issues and in Advanced Counselling Skills modules (COL 525 and COL 528 year 2). Secondly, the student s aggregate mark can be raised where half the student s modules submitted fall into the higher grade band. In calculating the final award of the Honours degree all grades achieved at Levels five and six will be aggregated, such that the 120 level 5 credits will be weighted as 40% of the award and the 120 level 6 credits as 60% of the award. Students must achieve 60% or over in Independent Case Study to be awarded the degree with First or Upper Second Class Honours. The Board of Examiners shall base the recommendation of the classification on the following schedules and there is no award of a pass degree. 70% and above First Class Honours 60-69% Second Class, Upper Division, Honours 50-59% Second Class, Lower Division, Honours 40-49% Third Class Honours Below 40% Fail Where a student's aggregate marks place them within two per cent of a higher classification (viz. 48%, 58% and 68%) the higher classification will be awarded provided that a minimum of 50% of the modules aggregated for the purposes of the final award from level six fall into the higher category. These must include the module taken as the student s level six research assignment, referred to as the Independent Case Study COL 637. Higher Education Achievement Report (HEAR) Students completing the BA (Hons) Humanistic Counselling programme will engage with and develop employability skills throughout their training. Skills such as listening skills, giving and receiving constructive feedback, working within small teams, writing case reports, researching specific client issues, leading and taking direction, oral and presentation skills as well as being able to reflect on their work are all included in both the level five and six curriculum. Students will gain these skills as part of engaging in the module curriculum both practically and theoretically. Students will also gain opportunities to develop employability skills in their counselling placements where they complete 300 hours of counselling practice by the end of the programme. The course curriculum is informed by the BACP Gold Book which includes an emphasis on the importance of professionalism and its link with employability and up to date information about the working world of counselling. Students will also be encouraged to regularly reflect on their development in relation to employability during their tutorials every semester. Students will also be guided to complete specific tasks to support such reflections in their Personal Development Planning exercises each semester. The holistic development of skilful, empathic communicators who are able to be reflective about their future career direction is at the heart of the programme. Graduates will be equipped to work as counsellors for a variety of organisations including colleges, the NHS, charities and employee assistance programmes for large companies. Graduates will also be able to establish themselves in private practice and take advantage of the simpler application for individual accreditation with BACP for counsellors who have completed a BACP accredited 21 course.

13 15. Standard Diagram Route Requirements/undergraduate programme Semester 1 Year 1 COL520 Humanistic Frameworks (half module). COL521 Skills One: Counselling Skills COL522 Personal & Professional Development ( P.P.D.) Group One (continued in semester 2). Semester 1 Year 2 COL525 Skills Three: Understanding the Therapeutic Process and Ethical Awareness. COL526 Supervision (half module). COL527 P.P.D. Group Two (continued in semester 2). Semester 2 Year 1 COL523 Skills Two: Counselling Skills With Ethics (half module). COL524 Human Development. COL522 P.P.D. Group One (continued from semester 1). Semester 2 Year 2 COL528 Skills Four: Counselling Skills in Context. COL529 Client Issues (half module). COL527 P.P.D. Group Two (continued from semester1). Programme Requirements Pass at 40% in all modules. Complete 20 hours of personal counselling in year 1 and 20 hours in year 2. Complete 100 hours of supervised counselling by the end of year 2. Submit satisfactory supervisor s reports in both years if in a placement. Submit a personal counselling record, a counselling log and supervision log in both years Credit Level 6. Semester 1 Year 3 COL632 Critical Thinking in Humanistic Counselling (half module). COL630 Specialist Humanistic Therapy: Expressive Arts Therapy. COL631 P.P.D. Group Three (continued in semester 2). Semester1 Year 4 COL 635 Specialist Humanistic Therapy: Brief Therapy. COL636 P.P.D Group Four (continued in semester 2). Semester 2 Year 3 COL631 P.P.D. Group Three (continued from semester 1). COL633 Professional Counselling Practice COL 634 Specialist Humanistic Therapy: Person Centred Therapy. Semester 2 Year 4 COL 638 Diversity in Society. COL636 P.P.D. Group Four (continued from semester 1). Award requirements Pass at 40% in all modules. Complete 40 hours of personal counselling in year 3 and 40 hours in year 4. Complete 100 hours of supervised counselling practice in year 3 and 100 hours in year 4. Submit satisfactory supervisor s reports for year 3 and for year 4. Submit a personal counselling record, a counselling log and a supervision log in year 3 and in year 4. 22