BA in Counselling Skills and Psychotherapy Studies

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1 ICHAS Module Overview: Specialist Modules Year 1 is a common year wherein students on all programmes study the same modules. Students also share certain modules in years 2 and 3. These modules are outlined in a separate handbook. There TWO specialised modules in academic years 2 and 3, respectively, depending on which programme the student is undertaking. This handbook provides an overview of the specialised modules offered in the: BA in Counselling Skills and Psychotherapy Studies Please note that the Module Overview contained herein is subject to periodic review, and some aspects of the outlined modules, including the indicative syllabus and learning outcomes, may change from time to time. This information is provided only as a guideline for potential students to familiarise themselves broadly with the aims and objectives of these programmes and their modules.

2 Counselling Skills and Psychotherapy Studies Programme Overview (Specialist Modules Highlighted) Year 1 Year 2 Year 3 Semester 1 Semester 1 Semester 1 Ethics & Professional Issues Counselling & Psychotherapeutic Skills & Practices 1 Theoretical Perspectives in Counselling & Psychotherapy Human Development Counselling & Psychotherapeutic Skills & Practices 2 Group Facilitation Cultural Issues in Professional Practice Theory of Psychological and Psychometric Assessment Elective/Independent Study Module Bereavement, Loss & Grief Application of Psychological & Psychometric Assessment Integrative Approaches in Semester 2 Semester 2 Semester 2 Research and Inquiry for Counselling & Psychotherapy Theoretical Perspectives in Therapeutic Engagement in Practice The Mental Health Continuum Introduction to Personal Development Experiential Learning Psychodynamic Approaches in Humanistic Approaches in Personal Development & Self Caring Practices Family & Systems Theory Cognitive Behavioural Approaches in Theory/Practice Integration Facilitating Personal Development 1

3 Specialist Modules in Psychotherapy Studies Subject Title Humanistic Approaches in HETAC SUBJECT AIM: To understand what is distinctive about humanistic approaches to counselling, and to be conversant with the three main types of counselling in this area. Describe the common features of humanistic approaches to interpersonal care Demonstrate knowledge of the key areas within the humanistic approach Demonstrate an understanding of Person Centred Therapy, Gestalt Therapy and Transactional Analysis Demonstrate an understanding of the key skills and techniques used in these types of therapy. Evaluate the effectiveness of the humanistic approach INDICATIVE SYLLABUS: In this module learners will explore the context of the emergence of Humanistic movement as a reaction to Psychodynamic and Behaviourist approaches; the underlying paradigm of the Humanistic approach to counselling will be examined. The module will then look at the theoretical frameworks and techniques used in the three main approaches in this area: Person-Centred counselling, Gestalt counselling and Transactional Analysis. Details will include: Rogers understanding of the self and human potential. Actualising potential in the counselling relationship and how the core conditions facilitate this. Fritz Perls and Gestalt Counselling. Perl s Concept of the whole self. Physical presence in Gestalt counselling. Staying in the here and now with a client. Eric Berne and Transactional Analysis. Berne s P-A-C model. Transactions and strokes. The difficulties of measuring outcomes for the approach will be addressed. Finally, the approach will be evaluated in terms of effectiveness in a modern day counselling setting. 2

4 Subject Title Psychodynamic Approaches in Interpersonal Practice HETAC SUBJECT AIM: To introduce students to the theory of psychodynamic counselling as developed by Freud and other theorists; and to explore skills and techniques related to this approach. Distinguish between psychoanalysis and the psychodynamic approach Describe the key concepts in psychodynamic counselling Demonstrate a knowledge of techniques used in psychodynamic counselling Evaluate the effectiveness of the psychodynamic approach. Outline the limitations or potential weaknesses of the psychodynamic approach. 3

5 Subject Title Cognitive Behavioural Approaches in HETAC SUBJECT AIM: The aim of this subject is to raise awareness of fundamental theoretical and practical applications of Cognitive Behavioural approaches in interpersonal care. It will emphasise the importance of structured assessment and interventions based on theoretical understandings of CBT, its evolution and traditions. It intends to heighten awareness, of the importance of such theories in the delivery of professional practice in areas such as Counselling& Psychotherapy. Demonstrate an understanding of the theoretical underpinnings of Cognitive Behavioural approaches. Discuss the evolution of behavioural sciences based on the theories associated with this approach Compare the relevant theoretical perspectives of Cognitive Behavioural Therapy. INDICATIVE SYLLABUS: What is CBT, an overview of who benefits from CBT, what populations it is applicable to, who uses it and the situations is it used in. The evolution of cognitive behaviourism and the key theorist perspectives and their influences on the development of the evolving theories will be outlined. Associative learning, social learning and the impact of environmental conditions on learning, experience, thinking and behaviour will be delineated. Moreover, an outline of Beck s and Ellis s theories and their development in contemporary practice will be provided. The therapeutic relationships and its importance in cognitive behavioural approaches will be debated. Additionally, the levels of cognitions: thoughts, beliefs and assumptions will be underscored. Measurement of behaviours and thoughts and self report methods will be demonstrated and experientially learned. Diary-keeping, functional analysis of behaviour is another core component for CBT practices and will be developed within the program. The relationship between assessment, care planning and interventions will be linked. CBT and current evidence based practice will be reviewed. The ethical issues in the practice of behaviour and cognitive behavioural therapy will be discussed in an in-depth manner. Finally the relationship between CBT and medical approaches and its relationship with other psychotherapeutic processes will be furthered. 4

6 Subject Title Integrative Approaches in Interpersonal Practice HETAC SUBJECT AIM: The aim of this module is to engage with counselling beyond the confines of particular schools and techniques, and to enable students to integrate a range of counselling skills and theories into a personal and comprehensive approach. Distinguish between different models of integration Describe the concept of integrated approaches to counselling and psychotherapy Demonstrate an understanding of the building blocks of integrative counselling and psychotherapy. Evaluate the strengths and weaknesses of a range of integrated models of counselling and psychotherapy Formulate their unique integrated approach to counselling and psychotherapy. INDICATIVE SYLLABUS: The module will examine the rationale for an integrative approach to interpersonal care and explore a range of models of integrative practice; The challenges of the integrative approach will be examined and students will be facilitated to begin to establish their own unique, integrated approach to counselling and psychotherapy; Introduction to Integrative approaches to interpersonal care. Models of integration: Technical Eclecticism; Models of integration: Common Factors; Models of integration: Theoretical Integration; Potential hazards of the integrative approach: recognising syncretism; Experimenting with integration: Case studies; Tailoring therapeutic styles for specific clients; Developing your own integrative approach; Identifying appropriate tools for practice; Practicing an integrated approach; Authenticity in counselling and psychotherapeutic styles and limitations on integration; Emerging models of integration and lifelong learning 5

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