1. Programme title(s): Postgraduate Certificate in Professional Studies (Supervision)

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1 Programme Specification (Postgraduate) Date created/amended: March Programme title(s): Postgraduate Certificate in Professional Studies (Supervision) 2. Awarding body or institution: University of Leicester 3. a) Mode of study: The Postgraduate Certificate carries 60 Credits at Masters Level 7. It is studied in 6 blocks of 2 days over one academic year. b) Type of study: Campus based Part time 4. Registration periods: The normal period of registration for the Postgraduate Certificate is 12 months The maximum period of registration for the Postgraduate Certificate is 24 months 5. Typical entry requirements: Applicants should normally have a degree or equivalent and a counselling, psychotherapy qualification to at least Diploma Level (HE Level 5) or a clinical psychology qualification. Applicants should normally be practising counsellors, psychologists or psychotherapists with a minimum of three years experience in that role. Ideally applicants will have British Association for Counselling and Psychotherapy. (BACP) accreditation, United Kingdom Council for Psychotherapists (UKCP) registration, BPS registration or be eligible for registration. Applicants should have access to a personal computer, basic IT skills and access to the Internet. They will make a commitment to finding at least one supervisee by the end of the first term. Prospective students need be able to demonstrate a serious commitment to study, and an ability to benefit from the course. Prospective students will be interviewed prior to commencing the course, to ensure that they are aware of the demands that will be made of them whilst on the course, and to assess their ability to meet the academic and practice requirements. 6. Accreditation of Prior Learning: In exceptional circumstances APL may be accepted for a maximum of one module. Candidates will be required to demonstrate that they have met the learning outcomes of the module through previous training experiences. APL will not be awarded on the grounds of clinical experience alone.

2 7. Programme aims: The programme aims to provide a continuing professional development learning experience for qualified and experienced counsellors, psychotherapists and psychologists that will enable them to take on the role of supervisor for other practicing clinicians. It will also provide the required training and developmental experience that will lead candidates towards applying for Supervisor Accreditation with the British Association for Counselling and Psychotherapy and other organisations that may offer such accreditation. The programme adheres closely to the BACP Curriculum Framework for Counselling Supervision Training published by BACP (2014) which in turn reflects the core competencies for supervision. The programme aims to cover the competencies that underpin the practice of supervision in all therapy modalities. It aims to develop areas of practice such as maintaining a working alliance with a supervisee or supervision group, fostering the ability to work with difference and ability to enable ethical practice. It aims to foster the development of reflective practitioners who can incorporate research evidence related to supervision in their work. 8. Reference points used to inform the programme specification: QAA Benchmarks for counselling and psychotherapy The Framework for Higher Education Qualifications University of Leicester Learning and Teaching Strategy University of Leicester Periodic Developmental Review Report External Examiners reports (annual) BACP Curriculum Framework for Counsellor Supervisor Training The core competencies for counselling and psychotherapy supervision (http;//www.ucl.ac.uk/clinical-psychology/core/supervision-framework.htm) Turpin, G., & Wheeler, S (2008). Improving access to psychological therapies: supervision guidance, IAPT. 9. Programme : Programme outcomes Level M Intended Learning Teaching and Learning How Demonstrated? (a) Discipline specific knowledge and competencies Knowledge Articulate a clear understanding of the roles and responsibilities of the supervisor A combination of lectures, seminars, group discussions, DVD presentations, and private study coursework assignments, including essays, tape recording of supervision session and learning journal Demonstrate an ability to negotiate a working agreement with a supervisee/group of supervisees Concepts Discussion, role play, reflective work Essays, feedback on role plays and critique of taped sessions, reflective learning journal

3 Intended Learning Differentiate between the different models of supervision; reflect on the significance of the relationship, the process and organisational issues with specific reference to ethical practice. Demonstrate the higher order helicopter skills needed to reflect on supervisee presentation and to offer support and guidance Assess the complexities of supervising and assessing trainees Demonstrate communication and interpersonal skills relevant to supervision Identify their own strengths and weaknesses as a supervisor and develop a strategy for continuing professional development Analyse ways in which research evidence in relation to supervision can influence practice Critically appraise ways in which diversity influences the supervisory relationship and demonstrate insight and understanding of working with a diverse client group Demonstrate an ability to make decisions about complex ethical issues Apply theory to practice in case study material Teaching and Learning Lectures, discussion, role play, reflective work Techniques Supervision practical sessions and supervision practice Lectures, class discussion, role play, reflective work, independent study Role play supervision skills sessions Supervision practical sessions and supervision practice Group work Critical analysis Group discussion, independent study Group discussion, independent study Lectures, discussion, role play, reflective work, independent study Participation in practical sessions that apply theory to practice How Demonstrated? Essays, feedback on role plays, reflective learning journal Continual assessment by course tutors during group work Tape recorded supervision session Essays, reflective learning journal, feedback on role plays, Taped assignment to demonstrate supervision techniques Learning journal Essays Essays Learning journal Essays Learning journal coursework assignments

4 Intended Learning Demonstrate the coherent application of a model of supervision to supervision practice Demonstrate an ability to communicate concepts and arguments relevant to supervision both orally and in writing Demonstrate a knowledge of research evidence in relation to supervision and appraise the contribution it makes Demonstrate the ability to integrate supervision theories, and selfawareness into practice, as a reflective practitioner Communicate effectively to others the theoretical and practical principles of supervision Demonstrate the capability to understand research reports that include both qualitative and quantitative data Teaching and Learning Presentation Group discussion, lectures, role play, reflection on practice Participate in seminars and group discussions and Personal tutorials. Study skills training. Using examples set by lecturers Appraisal of evidence Group discussion, role plays, analysis of clinical material (vi) Other discipline specific competencies Research skills Seminars, group discussion, role-play sessions, case studies. Communication skills Group and class discussion, tutorials, role plays, analysis of case studies, use of Blackboard Data presentation Class discussion of research papers Information technology How Demonstrated? Essays, reflective learning journal, feedback on role plays, critique of taped sessions written essays. Acceptable level of contribution to group discussion. Learning journal Presentation to the group Essays, reflection on clinical practice in reflective learning journal coursework assignments including essays and case studies. Learning journal entries. collaborative work in peer assessment of clinical work and role-plays Essays, contribution to discussions Identify and access research papers relevant to the essay topics and other written assignments Communicate effectively to others the theoretical and practical principles of supervision Lectures, tutorials, use of library catalogue and databases, use of Blackboard tutorials, use of Blackboard Essays, reflective learning journals, critique of taped sessions feedback on role-plays

5 Intended Learning Employ a range of resources including a decision making model and the BACP Ethical Framework to identify and overcome problems effectively Identify and present research papers relevant to the essay topics and other written assignments Communicate effectively to others the theoretical and practical principles of supervision Demonstrate ability to access Blackboard, library resources and other internet resources to inform learning Evaluate current career and professional aspiration and develop a strategy for moving forward Teaching and Learning Problem solving Discussion of supervisory work; personal clinical work or taped sessions. Working relationships Seminars, peer review of clinical material, group discussion Small and large group exercises, including role-plays Managing learning Practical demonstrations Interactive workshop How Demonstrated? Reference in essays, learning journals and critique of taped session to ethical dilemmas and other problems, and how these have been resolved collaborative work in peer assessment of clinical work and taped sessions feedback on role-plays and supervisory work Essays and group discussions Career management Classroom discussion, tutorials Learning journal 10. Special features The programme will include experiential learning and clinical skills practice. Students will be expected to integrate the skills into their own supervisory practice and be able to report on interventions as appropriate. Students are required to have at least one supervisee by the second Module of the programme. 11. Indications of programme quality Staff student consultative meetings termly Module feedback evaluation forms External Examiners feedback Postgraduate Counselling Programme Board scrutiny of feedback. Staff support through Course Director

6 12. Scheme of Assessment: As defined in Senate Regulation 6: Regulations governing taught postgraduate programmes of study. 13. Progression points As defined in Senate Regulation 6: Regulations governing taught postgraduate programmes of study. In cases where a student has failed to meet a requirement to progress he or she will be required to withdraw from the course and a recommendation will be made to the Board of Examiners for statement of achievement where appropriate. 14. Rules relating to re-sits or re-submissions: As defined in Senate Regulation 6: Regulations governing taught postgraduate programmes of study. 15. Additional features (e.g. timetable for admissions) The course duration will include 12 days face to face teaching. 16. External Examiners: The details of the External Examiner(s) for this programme and the most recent External Examiners reports can be found here. Appendix 1: Programme structure (programme regulations) Module code Module title Credits VLL VLL VLL Counselling and Psychotherapy Supervision (The Relationship) Counselling and Psychotherapy Supervision (The Process) Counselling and Psychotherapy Supervision (The organisational context) 20 Level 7 20 Level 7 20 Level 7 Appendix 2: Module specifications See module specification database

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