COURSE TITLE: BSc(Hons) Professional Development in Counselling

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1 B1.5 BSc Hons Professional Development in UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION COURSE TITLE: BSc(Hons) Professional Development in The specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he or she takes full advantage of the learning opportunities provided. More detailed information on the specific learning outcomes, content and the learning, teaching and assessment methods of each module can be found in student handbooks and written module guides. 1 AWARD INSTITUTION/BODY: University of Ulster 2 TEACHING INSTITUTION: University of Ulster 3 LOCATION: Jordanstown 4 ACCREDITED BY: Not applicable 5 FINAL AWARD: BSc(Hons) Professional Development in 6 MODE OF ATTENDANCE: Part-time 7 SPECIALISMS: None 8 COURSE CODE: XXX 9 DATE REVISED: Effective from 2015/16 10 EDUCATIONAL AIMS OF THE COURSE The programme has been designed to meet the needs of successful Diploma of Higher Education/ Foundation degree in counselling students wishing to develop their understanding of counselling to honours degree level. It aims to facilitate a comprehensive and critical understanding of the complex nature of counselling as a professional activity, and the contexts in which it occurs. This is conceptualised as occurring within a multi-level framework that encompasses a focus on individual issues, the needs of targeted groups and the wider societal and cultural context. A major focus is the development of a comprehensive understanding of counselling research and the development of research skills. This programme provides a platform for the development of critical, analytical and independent thinking and aims to facilitate the further skills necessary for employment, academic progression and continuing professional development. The Professional Development degree builds on the learning outcomes of the Foundation degree. 1

2 11 MAIN LEARNING OUTCOMES The following reference points were used to inform the development of the programme and its learning outcomes: the University s Vision and core strategic aims, teaching and learning strategy and policies; current research or other advanced scholarship carried out by academic staff; subject benchmark statement for counseling, psychology and communication requirements of professional, statutory or regulatory bodies : British Association for and Psychotherapy (BACP) and Irish Association for and Psychotherapy (IACP) occupational standards in fields where these are relevant: counseling national occupational standards (ENTO V4) national and University qualifications and credit frameworks; relevant European or international reference points The course provides opportunities for students to achieve and demonstrate the following learning. Successful students will be able to: 11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT K1 Demonstrate advanced knowledge and understanding of the area of counselling. K2 Demonstrate knowledge and understanding of the theoretical context in which therapeutic interventions are deployed and be able to relate that knowledge to professional concerns and core communication issues thus effectively integrating theory and practice. K3 Evidence a comprehensive understanding of the main conceptual frameworks available to define counselling and to be able to illuminate and justify specific interventions. K4 Critically analyse the ideaological and socio-political complexities of counselling in multicultural communities. K5 Develop a critical awareness of the limitations and constraints on effective practice within the conceptual framework of ethical, professional and legal issues. K6 Develop an in-depth understand of empirical research related to the practice of counselling and psychotherapy. K7 Have a knowledge of the key skills and strategies deployed in counselling practice. Teaching and Learning Methods: Lectures, seminars, tutorials, seminar presentations. 2

3 Assessment Methods: seminar presentations, case studies, written personal reflections, examinations. 11I INTELLECTUAL QUALITIES I1 Demonstrate the ability to engage in critical evaluation of arguments and evidence, theory and models. I2 Demonstrate a critical understanding of theoretical principles and models and their application to practice. I3 Demonstrate the ability to locate, extract and analyse data from multiple sources, including correct acknowledgement and referencing of sources. I4 Pursue studies in theory and research of relevance to effective practice and appraise and extend alternative strategies within a range of professional contexts. Teaching and Learning Methods: Practical exercises; supervised practice; critical reading; case study discussion linking theory to practice. Assessment Methods: Case studies; examinations 11P PROFESSIONAL/PRACTICAL SKILLS P1 Demonstrate critical awareness of the need to integrate theoretical knowledge, personal development and practical application. P2 Critically reflect and evaluate the effectiveness of skilled interventions. P3 Engage productively with a range of agencies to enhance the evidence base for effective management of services. P4 Refine habits of self reflection and evaluation. Teaching and Learning Methods: Supervised practice; skills practice; case study discussion Assessment Methods: Case studies demonstrating evaluation of student s therapeutic interaction with a client; case studies; written personal reflections; skills assessment; examinations. 11T TRANSFERABLE SKILLS T1 Develop the capacity to reflect on personal learning and demonstrate critical, analytical and independent thinking. T2 Communicate effectively, persuasively and fluently both verbally and in writing. 3

4 T3 Use information and communication technology for retrieval, manipulation and presentation of qualitative and quantitative information. T4 Demonstrate the ability to work effectively both independently and in teams T5 Take responsibility for gaining and acting on appropriate advice and feedback from relevant sources. T6 Manage time and resources independently and effectively through planning and organisation. Teaching and Learning Methods: Seminar presentations; supervised practice; personal therapy Assessment Methods: Seminar presentations; case studies; written personal reflections; journal; examinations. 4

5 BSc (Hons) PROFESSIONAL DEVELOPMENT IN COUNSELLING Module learning outcomes mapped to programme learning outcomes PROGRAMME LEARNING OUTCOME MAP MODULE TITLES CODE K1 K2 K3 K4 K5 K6 K7 I1 I2 I3 I4 P1 P2 P3 P4 T1 T2 T3 T4 T5 T6 PROFESSIONAL DEVELOPMENT AND EVIDENCE BASED PRACTICE RESEARCH METHODS Professional Issues in Organisational Integration & Eclecticism in CMM 501 CMM 502 CMM 545 CMM 520 CMMX XX 5

6 MODULE TITLES Research in : Theory and Practice FOUNDATION TO DISSERTATION DISSERTATIO N CODE K1 K2 K3 K4 K5 K6 K7 I1 I2 I3 I4 P1 P 2 P3 P4 T1 T2 T3 T4 T5 T6 CMMXXX CMMXXX CMMXXX 6

7 12 STRUCTURE AND REQUIREMENTS FOR THE AWARD This BSc (Hons) Professional Development in course is studied over a period of four semesters taking place part time over a flexible period of two to three years. Each semester comprises twelve weeks of teaching, followed by examination periods. There is a break during Semester Two to cover Easter period. Teaching in Semester One is always completed before Christmas. The learning is divided into study units called modules. Each module has a credit value of twenty credits. The credit weighting is in proportion to the nominal effort required by the student. Thus a twenty credit point module corresponds to two hundred hours of student effort, including self study. Each semester is made up of one or two twenty credit point modules adding up to forty credits. There is a mixture of compulsory and optional modules linked to the designated award as detailed below. This programme builds on the 240 credits attained in the Foundation degree in counselling and as such the whole programme comprises 360 credits. The BSc(Hons) Professional Development in top up provides 120 credits. Sixty credits a year represents normal part-time study. Over four semesters (normaly two years) of the course, this equates to 120 credits. Students may take the course in a slower part-time mode according to individual need. All modules are at a level 6. In terms of academic coherence and progression, the whole programme including both Foundation degree and the top up element has been designed to provide systematic developmental counsellor training for individuals wishing to enter the profession and to meet the needs of the marketplace. Course design was informed by the accreditation requirements of BACP and IACP. The main additional focus at level 6 is on research and evidence based practice which has been identified by professional bodies as a key area of development. Additionally whilst the Foundation degree provides training in generic counselling, the top up element looks at more specialist areas of practice. This links directly to workplace need. It also deepens knowledge of integrated frameworks studied at Foundation level. It is also structured in line with Continuing Professional Development (CPD) requirements of the professional bodies and students are guided in their choice by their studies advisor. 7

8 Foundation degree in counselling Module Title Credit Level Credit Points Module Status Year 1 The Integrated Approach C Personal Development 4 20 C Awards Humanistic 4 20 C Developing the Therapeutic 4 20 C Relationship Ethics and Professional Practice 4 20 C Understanding the Client in Context 4 20 C Supervised Practice (1) 5 20 C Cognitive Behavioural Approaches 5 20 C CertHE Psychodynamic Approaches 5 20 C Supervised Practice (2) 5 40 C The Integrative Approach C FdSc BSc (Hons) Professional Development in Modules (120 Credits) The pathway through the course comprises four core modules: Professional Development and Evidence Based Practice, Research Methods, Foundation to Dissertation and Dissertation. There are four optional modules: Integration and Eclecticism in, Organisational, Professional Issues in, and Research in : Theory and Practice. Optional modules are available throughout the two years of the course in order to enable students who do not undertake a particular optional module in the first year of their studies, to undertake the module in the second year. A third year option is available for students who wish to take an extra year to complete their dissertation. Repeating of modules across the three years allows for a more flexible course structure that enables students to manage their studies effectively. 8

9 Module Title Credit Level Credit Points Year 1 Professional Development and 6 20 C Evidence Based Practice Integration and Eclecticism in 6 20 O Organisational 6 20 O Research Methods 6 20 C Professional Issues in 6 20 O Module Status Awards Research in : Theory 6 20 O and Practice Year 2 Foundation to Dissertation 6 20 C Integration and Eclecticism in 6 20 O Organisational 6 20 O Research Methods 6 20 C Dissertation 6 20 C Professional Issues in 6 20 O Research in : Theory and Practice Year 3 Foundation to Dissertation 6 20 C 6 20 O BSc (Hons) Professional Development in Dissertation 6 20 C BSc (Hons) Professional Development in 9

10 13 SUPPORT FOR STUDENTS AND THEIR LEARNING Students and their learning are supported in a number of ways: Induction process Access to Course Director and academic staff. There is structured access for students to the Course Director in order to provide a single contact point for all issues relating to the course and subsequent studies advice. The ethos of the School is that of an open door policy. Individual Studies Advisor; An opportunity to address both general and specific course concerns through the Staff Student Consultative Committee system. The provision of information on the formal Complaints and Appeals system Individual studies adviser, allocated by year throughout their course of study; Opportunities for feedback on academic progress at both modular and course level. Peer Support (staff student meetings, placement experience sharing, group practical work); I.T. and computer induction; Use of computer facilities Library and study skills information; Student Handbook and written module study guides; Supervisor for Project (Dissertation); Individual tutorials on Project module; Support for work on Personal Development Planning (PDP); Careers Development Centre; Technician-led support based within the Faculty; Student Support Services Accommodation; Health; ; Child Care; Disability Support; Student Finance; Sport and Recreation Department; Placement Handbook; Professional Bodies membership 14 CRITERIA FOR ADMISSION Applicants must have completed the Foundation degree/diploma of Higher Education in ay one of the School of Communication s Partner Colleges and satisfy the University s general entry requirements as set out in the prospectus or demonstrate their ability to undertake the course through the accreditation of prior 10

11 experiential learning (APEL). The initial offer may vary from year to year. See prospectus entry. 15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF TEACHING AND LEARNING Quality and standards are evaluated and improved through consideration of: National occupational standards for counselling External benchmark standards and the standards laid down by professional bodies Formal evaluation of the modules at the end of each academic year. Formal evaluation of the input of course team members at the end of each academic year. Annual review of student progression and achievement data. Staff Student Consultative Committees are held in each semester. These are used as a first line of identifying and addressing matters relating to course delivery. They are attended by student representatives, the course director and tutors. Issues are then fed into the Programme Management System (PMS). Feedback from the comments of External Examiners. Programme Management System (PMS) and Subject Revalidation processes. External quality assurance mechanisms, such as those by QAA. QAA Collaborative Audit Staff are encouraged to attend development functions, conferences and seminars. Committees with Responsibility for Monitoring and Evaluating Quality Course Committee Boards of Examiners Faculty of Social Sciences Committee for Teaching and Learning Enhancement University Academic Development and Enhancement Committee University Committee for Teaching and Learning Mechanisms for Gaining Student Feedback on the Quality of the Student Experience Staff/ Student Consultative Committee module evaluation student questionnaires on Lecturer s teaching placement reports studies advice placement debriefing Staff Development Attendance at professional courses and conferences; 11

12 Presenting papers at conferences; Membership of Professional Bodies Research and scholarship; Participation in the Institute, University, Faculty and School s staff activities. development 16 REGULATION OF STANDARDS Assessment rules The pass mark for each module shall be 40%; Full details of module assessment are set out in each module booklet; The award of BSc Professional Development in is achieved after successful completion of the Foundation degree in and the 120 credit points at level 6; Honours classification derives 100% from level 6. The final year mean mark will be used to classify the degree. Achievement in the Foundation degree in does not impact upon final degree classification External Examiners There will be two external examiners covering the relevant module/subject areas. External examiners are academic subject or professional experts appointed from outside the University. Their key functions are to contribute to the assurance of the standards of the award and the fair treatment of students. They are involved in the moderation and approval of assessments and the moderation of the marking undertaken by internal examiners. 17 INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING The Programme Management process ensures that there is scrutiny by colleagues outside of the subject area. The QAA Collaborative Audit gave the University of Ulster a very favourable report in courses were highlighted within the audit as an area of good practice. Teaching staff have considerable professional experience which informs their facilitation of student learning. In addition, staff are members of relevant professional bodies and participate in regional and national events. 12