Foundation Degree in Addictions Counselling

Transcription

1 GENERAL INFORMATION Foundation Degree in Addictions Counselling PROGRAMME SPECIFICATION Awarding Institution/Body: Teaching Institution: Validated/Franchised: Programme Accredited by: (inc. date of accreditation) Programme approved by: (inc. date & min. no. of Dept, FBoS, QAC, Senate) Interim Award: Final Award: Programme Title: UCAS Code (if applicable): Subject Benchmark Statement: University of Bath Centre for Addiction Treatment Studies, Action on Addiction Franchised N/a Standing Committee: 21 June 2004 (M.185) Quality Assurance Committee: 5 July 2004 (M.487) Senate: 27 October 2004 (M.11995) Certificate of Higher Education Foundation Degree (FdSc) Foundation Degree in Addictions Counselling B940 This Foundation Degree in Addictions Counselling equips students with the skills and knowledge relevant to their employment and the needs of their employers as evidenced by its close mapping to the recent Drug and Alcohol National Occupational Standards for Service Delivery published by Skills for Health and the National Treatment Agency. The programme has been developed taking account of the QAA Foundation Degree: qualification benchmark. Intended Level of Completed Programme: (in line with FHEQ)) Level I (Intermediate) Duration of Programme and mode of study: Full-time: Two years Part-time: Maximum of four years Produced July 2011 Page 1 of /12 cohorts

2 Date of Specification preparation/revision: Applicable to cohort: July 2011 Sept 2011 Full time and Part Time SYNOPSIS AND ACADEMIC COHERENCE OF PROGRAMME: This Foundation Degree programme aims to meet the increased demand for capable practitioners in the field of Addictions Counselling and builds on a long history of the design and delivery of a successful work-based Diploma in Addictions Counselling provided by Action on Addiction with close employer participation and involvement. Whilst maximising flexibility in terms of learning opportunities it is intended this programme be available to both novice practitioners and others who are looking to spend the minimum time out of the workplace and remain in employment within an addictions setting. It includes a large work-based component where academic knowledge and understanding will reinforce and underpin the development of vocational skills in a planned integration of academic learning with work-based skills by way of flexible full and part-time formats. The programme philosophy focuses on the development of reflective and effective clinical practice, provided by a range of learning opportunities including: The application of effective models of intervention for addictions treatment The investigation of a range of current issues in the treatment of addictive behaviours The completion of a clinical work-based learning placement The preparation for and reflection on clinical practice The development of a portfolio of professional practice EDUCATIONAL AIMS OF THE PROGRAMME: The programme is intended to: Increase students knowledge, skills and critical understanding in order to deliver safe, effective and measurable interventions for persons presenting with problems due to substance misuse Provide an opportunity for students to experience work-based learning in one of a variety of statutory, voluntary and criminal justice settings Develop students ability to gather and evaluate information from a range of sources and draw reasoned conclusions for application in their clinical practice Enable students to work collaboratively in multidisciplinary teams with service users and their significant others Develop students capacity to integrate the knowledge and theory of addictions counselling into the planning and delivery of treatment for addictive behaviours Empower students to respond to developments in the field of addictions treatment Produced July 2011 Page 2 of /12 cohorts

3 INTENDED LEARNING OUTCOMES (specifying those applicable for interim awards where appropriate): On successful completion of the Certificate of Higher Education it is expected that the student will be able to: Knowledge and understanding: Intellectual Skills: Professional Practical Skills: Transferable/Key Skills: Understand the theoretical framework which underpins the safe treatment of addictive behaviours Understand a range of models of substance use with appropriate methods of assessment and treatment planning Understand how the theory and practice of addictions counselling applies to a treatment setting Understand some contemporary issues and developments in addictions treatment Be aware of equality and diversity issues in the treatment of addictive behaviours Generate ideas through the analysis of information and concepts Formulate appropriate responses to resolve well defined problems Evaluate a range of information Exercise appropriate judgement in planning and designing effective interventions with substance users Communicate effectively using different means (i.e. written and verbal) Utilise IT and communication skills to access internet, and produce reports Reflect upon own academic and professional performance Prepare for, plan and facilitate counselling sessions effectively Begin to utilise problem solving skills in a variety of theoretical and clinical situations Begin to work independently and as part of a team to identify and achieve clear goals Use supervision and support to identify own development needs and improve practice Research and construct a bibliography Produced July 2011 Page 3 of /12 cohorts

4 On successful completion of the Foundation Degree In Addictions Counselling it is expected that the student will be able to: Knowledge and understanding: Intellectual Skills: Professional Practical Skills: Transferable/Key Skills: Understand the theoretical framework which underpins the safe and effective treatment of addictive behaviours Understand a range of methods of intervention Understand how the theory and practice of addictions counselling applies to their particular setting Understand a range of contemporary issues and developments in addictions treatment Generate ideas through the analysis of information and concepts at an abstract level Formulate appropriate responses to resolve well defined and abstract problems Analyse, evaluate and reformulate a range of information Command wide ranging specialised clinical skills Utilise diagnostic and creative skills in a range of clinical functions Exercise appropriate judgement in planning, designing and implementing effective interventions with substance users Communicate effectively using different means (i.e. written, verbal and visual) Utilise IT and communication skills to access internet, and produce reports Develop numeracy skills for the understanding of statistical analysis Work effectively within multidisciplinary teams and professional networks Reflect upon own academic and professional performance and take responsibility for personal and professional learning and development Prepare for, plan and facilitate meetings effectively Utilise problem solving skills in a variety of theoretical and clinical situations Manage and prioritise caseload within organisational policies and priorities Work independently and as part of a team to identify and achieve clear goals Use supervision and support to identify own development needs and improve practice Research and construct a bibliography Produced July 2011 Page 4 of /12 cohorts

5 TEACHING, LEARNING AND ASSESSMENT METHODS (which are used to enable outcomes to be achieved and demonstrated): Teaching methodologies used range from lectures, experiential workshops, small group exercises, tutor and student led seminars, individual and group tutorials, practical workshops, case studies, demonstration videos and periods of assessed clinical work with direct observation of experienced practitioners in the workplace. Assessment methods include, short essays, short answer papers, case/project reports and assessed classroom role-play exercises. Work-based learning is assessed by a review of the students Portfolio of Evidence including, students task log, observer feedback, mentor/supervisor commentary, self-assessment forms and viva voce interview. STRUCTURE AND CONTENT OF THE PROGRAMME: The University credit framework conforms to the European Credit Transfer System, whereby 6 ECTS credits are equal to 12 CATS credits. Candidates for the Foundation Degree must have achieved 120 ECTS credits (equivalent to 240 CATS credits), of which at least 60 must be at level I. Candidates for the Certificate of Higher Education must have achieved 60 ECTS credits. Students will need to have successfully completed all of the Stage 1 units in order to achieve the Certificate of Higher Education. The programme will be studied full time over two years or for students already in employment, part time over three/four years. All students take the following units: Full-time mode: Students take the following units: Unit code Unit title Credit Level Year 1 Semester 1 AS10283 Study Skills 6 C AS10287 Alcohol and Drug Use: Problems & Responses 9 C AS10171 Counselling Skills in an Addictions Context 12 C AS10284 Diversity Issues in Addictions Treatment 3 C AS10286 Harm Reduction Approaches 3 C Year 1 Semester 2 AS10285 Introduction to Assessment & Treatment Planning 9 C AS10013 Interpersonal Group Therapy 6 C AS Step Approach and Social Support 6 C Produced July 2011 Page 5 of /12 cohorts

6 AS10010 Personal and Professional Development 1 6 C Year 2 Semester 1 AS20174 Motivational Interviewing 6 I AS20322 Research Methods and Design 12 I AS20020 Working with the Family and Significant Others 6 I Year 2 Semester 2 AS20170 CBT: Cognitive Therapy & Relapse Prevention 9 I AS20022 Dual Diagnosis and Complex Needs 3 I Year 2 Semester 1 and 2 AS20025 Research Practice Case Study/Project 12 I AS20023 Professional Development 12 I Part-time mode: Students take the following units: Unit code Unit title Credit Level Year 1 Semester 1 AS10283 Study Skills 6 C AS10171 Counselling Skills in an Addictions Context 12 C Year 1 Semester 2 AS10284 Diversity Issues in Addictions Treatment 3 C AS10285 Introduction to Assessment & Treatment Planning 9 C Year 2 Semester 1 AS10287 Alcohol and Drug Use: Problems & Responses 9 C AS10286 Harm Reduction Approaches 3 C Produced July 2011 Page 6 of /12 cohorts

7 Year 2 Semester 2 AS Step Approach & Social Support 6 C AS10013 Interpersonal Group Therapy 6 C AS10010 Personal and Professional Development 1 6 C Year 3 Semester 1 AS20174 Motivational Interviewing 6 I AS20022 Dual Diagnosis and Complex Needs 3 I Year 3 Semesters 1 and 2 AS20170 CBT: Cognitive Therapy & Relapse Prevention 9 I AS20023 Professional Development 12 I Year 4 Semester 1 AS20322 Research Methods and Design 12 I Year 4 Semester 2 AS20020 Working with Families and Significant Others 6 I Year 4 Semesters 1 and 2 AS20025 Research Practice Case Study/Project 12 I DETAILS OF WORK BASED LEARNING REQUIREMENTS Students are required to undertake a minimum of 684 hours of work-based learning activities, although most of the part-time students will already be employed as full time counsellors. During these periods of assessed clinical practice students are expected to produce a portfolio of evidence of their learning. Work-based learning takes place in agencies in the statutory, voluntary and independent sectors where students are supervised by qualified and experienced clinicians. DETAILS OF SUPPORT AVAILABLE TO STUDENTS: Support will follow the pattern outlined in the Action on Addiction Student Handbook. In particular: A Programme Information Sheet will be available on the Action on Addiction website A personal interview with one of the Programme Tutors, in which information will be provided on fees, financial support, programme calendar, programme and philosophy, with advice on application procedure An induction process in the first week of the programme, including a Resource Centre induction within two weeks of commencing the programme The allocation of a Personal Tutor, who will provide the requisite academic and pastoral support Produced July 2011 Page 7 of /12 cohorts

8 Access to IT resources Published details of assessment requirements and procedures In addition, students will receive support established by the University of Bath/Action on Addiction partnership. This includes: An initial induction to the Bath campus and its facilities and learning resources The allocation to the programme of a Link Academic Adviser from the University Access to library resources and IT facilities at the University University of Bath Student Handbook Membership of the Bath University Students Union, including access to BUSU support services and training. ADMISSIONS CRITERIA: The Foundation Degree in Addictions Counselling will suit capable applicants who do not have the appropriate academic background or work experience to allow them direct entry into an Honours degree programme. Applicants will fall into one of the following categories: Candidates whose experience would normally gain them entry to HE but without formal qualifications necessary to underpin an Honours degree programme (qualifications up to the level of GCSE or equivalent suitable work experience are required) Candidates with A level and above qualifications, or equivalent formal qualifications, of a standard appropriate for entry to HE but without suitable clinical experience in the areas which would normally meet the requirements for entry into their chosen profession International candidates whose formal qualifications and/or experience indicate the potential to successfully complete a Foundation Degree in Addictions Counselling but who are not deemed to have suitable clinical experience or access to patients. Where English is not the applicant s first language an IELTS score of 6 or TOEFL score of 580 (paper-based) or 237 (computer-based) or equivalent qualification, will normally be required. Applicants who have previously been awarded the Diploma in Addictions Counselling from Action on Addiction may be granted advanced standing to Stage 2 of the programme, provided that they undertake and complete successfully the Bridging Unit prior to entry. Applicants may apply for exemption from specified units on the programme through AP(E)L up to a maximum amount of 50% of the total credits for the programme. However, a student must study at least 50 credits at Level I for the Foundation Degree. Full details of the different routes into the qualification can be found at SUMMARY ASSESSMENT AND PROGRESSION REGULATIONS: The assessment regulations for the programme will be the University of Bath s Assessment and Progression regulations for Foundation Degree programmes. Students are advised to consult the full assessment regulations for the programme, which are provided at Produced July 2011 Page 8 of /12 cohorts

9 INDICATORS OF QUALITY AND STANDARDS Institutional Standards (Action on Addiction) Investors in People award Quality in Alcohol And Drugs Services (QuADS) compliance Founding member of European Association of for the Treatment of Addiction (EATA) Programme Standards Mapped to DANOS national occupational standards for service delivery. Supported by Federation of Drug and Alcohol Professionals (Fdap) Annual examination of standards by External Examiner University The University is committed to bringing together and re-aligning quality assurance and quality enhancement in its mechanisms for the management of the quality of its programmes. The University s approach to quality management is underpinned by three principles: the reliance on sound pedagogical principles in the design and delivery of learning and teaching; the key role of academic peer review; the importance of the informed student voice, recognising the role of the student as a citizen in the academic community. The University s Quality Assurance Code of Practice is the key reference point that describes the academic processes and principles, roles and responsibilities through which the University develops and implements an effective and efficient quality management framework, assuring itself and external bodies of the quality and standards of its provision. It is also one of the channels of communication via which good practice in learning and teaching is encouraged and disseminated. Governance: Responsibility for the oversight of quality management is located with the following bodies: Each department is required to establish effective mechanisms for overseeing academic development, academic standards and quality of the teaching activities within the Department; Faculty-level Learning, Teaching and Quality Committees are responsible to the Board of Studies for the detailed scrutiny of the academic standards and quality of the Faculty/School/Division's undergraduate and taught postgraduate provision; Faculty/School Research Students Committee is responsible to the Board of Studies for overseeing all matters concerning postgraduate research students; The Board of Studies/Standing Committee is responsible to Senate for all matters relating to the organisation of education, teaching and research in the Faculty/School/Division, including all examination matters. University Learning Teaching and Quality Committee is responsible to Senate for ensuring that the University has a rigorous and responsive quality assurance framework in place; Senate is the supreme academic decision-making body of the University; Further arrangements with partner organisations are defined in collaborative agreements. Review and Monitoring The University s primary mechanisms for review and monitoring of programmes of study are: Internal moderation of assessment, including Boards of Examiners (for taught provision or research degree provision); External examiners reports in which academic peers provide assurance of the quality and standards of provision, but also offer advice on the future development of units and programmes, and contribute views to periodic review of programmes. These reports are Produced July 2011 Page 9 of /12 cohorts

10 scrutinised departmentally and institutionally (for taught provision or research degree provision); Annual monitoring of taught units and programmes draws upon data from Staff Student Liaison Committees, unit evaluation questionnaires and management information on admissions, progression and retention. A report is drawn up by the Director of Studies and is scrutinised at Faculty/School/Division level; Degree Scheme Review is the periodic review undertaken to provide assurance of the standards and continuing validity of a programme, while also making recommendations on its future enhancement and development. These reports are scrutinised at Faculty/School/Division level and reviewed in a annual summary document for institutional and process issues by the University Learning, Teaching and Quality Committee; Where programmes involve collaborative provision, periodic review of the quality of partnership arrangements is also undertaken; Professional accreditation of programmes brings an additional element of academic peer review; External Review - In the most recent Institutional Audit undertaken in 2008, the QAA indicated that it has confidence in the soundness of the University s current and likely future management of both the academic standards of its awards and the quality of learning opportunities available to students. A judgement of confidence is the highest rate the QAA can give in an institutional audit and indicates that we are judged to possess rigorous, effective and consistent mechanisms for the management of academic standards and the quality of learning opportunities for students. Student Voice Student feedback and engagement with quality management is sought in a number of ways. Students are represented on key institutional committees, including Senate and University Learning, Teaching and Quality Committee. This ensures representation of student input in the development of strategic approaches to quality management; Faculty/School/Division Boards of Study/Standing Committee and their Learning, Teaching and Quality Committees have student representation; Departmental-level student representation; Staff-Student Liaison Committees provide a mechanism for students to provide feedback and for staff to gauge student expectations and report on progress; Students are members of panels for the periodic review of programmes, Degree Scheme Reviews; Evaluation questionnaires for taught provision are issued by academic departments at the level of the unit. This feedback will then be acted upon locally through Staff Student Liaison Committees and annual monitoring of programmes; Feedback mechanisms for research degree students are set out in the Code of Practice for Research Degree Provision; The University undertakes a Student Experience Survey once every three years; The University also participates in the National Student Survey. Staff Development Staff receive support to fulfil their roles in the following ways: Peer support in programme team and departmental meetings; Cross-institutional fora, such as the Directors of Studies Fora and the Placement Tutors Forum provide a mechanism for sharing of good practice; Appraisal of staff is undertaken on an annual basis; Peer observation of teaching is undertaken with a view to improve the quality of teaching through the development of understanding and sharing of experiences of teaching; The University provides training and support for academic staff throughout their career at the University of Bath, including the Teaching Development Programme for probationary staff; The University is also committed to providing reward and recognition of staff engaged in Produced July 2011 Page 10 of /12 cohorts

11 learning and teaching, including promotion criteria that recognise contributions to learning and teaching in the progression of academic staff. The University has also established a number of institutional awards to recognise contributions in Learning and Teaching and offers incentives for new developments and enhancement projects via the Teaching Development Fund; Other institutional mechanisms to support staff in enhancing the quality of learning and teaching include events, such as the annual Learning and Teaching Enhancement seminar and Innovations in Learning and Teaching event. The University has also established annual Good Practice Discussions around an agreed enhancement theme. EXAMPLES OF OPPORTUNITIES AVAILABLE TO STUDENTS ON COMPLETION OF PROGRAMME: Completion of this programme enables students to take up employment as professionally qualified addictions counsellors with the majority successfully obtaining full-time paid employment within the currently expanding drug and alcohol treatment sector. This Foundation Degree will also confer eligibility for progression onto an Honours Degree programme with The University of Bath, (BSc (Hons) Addictions Counselling (Work based Learning) and Bournemouth University, (BSc (Hons) Therapeutic Interventions with Addictions). SOURCES OF OTHER INFORMATION: Programme Specification URL: UCAS Website: Teaching institution website: Teaching institution publicity (e.g. prospectus, course leaflet, open days) Programme handbook. Chair of Programme Approval Panel. Date Produced July 2011 Page 11 of /12 cohorts