Faculty of Education, Health and Sciences. PROGRAMME SPECIFICATION MSc Integrative Counselling and Psychotherapy (BACP Accredited)

Transcription

1 Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION MSc Integrative Counselling and Psychotherapy (BACP Accredited) Valid from September 2012

2 Contents Section One: General Information 2 Programme Title 2 Award Title & Interim Awards 2 Mode of Study 2 Programme Start Date & Review Date 2 Awarding Institution 2 Faculty Managing the Programme 2 Institution Delivering the Programme 2 Relevant External Subject Benchmark Statements 2 External Accreditation & Recognition 2 JACS Code(s) 3 Programme Specification Last Updated 3 Section Two: Overview & Programme Aims 3 Overview 3 Programme Aims 3 Section Three: Programme Learning Outcomes 4 Section Four: Programme Structure 6 Section Five: Programme Delivery 7 Section Six: Admissions 9 Section Seven: Student Support & Guidance 10 Section Eight: Post Programme Opportunities 11 Section Nine: Employer Links 11 Appendix 1. Programme Learning Outcomes Mapping 13 1

3 SECTION ONE: GENERAL INFORMATION Programme Title Master of Science in Integrative Counselling and Psychotherapy (BACP accredited) Award title and interim awards: Post Graduate Certificate in Integrative Counselling and Psychotherapy Post Graduate Diploma in Integrative Counselling and Psychotherapy Master of Science in Integrative Counselling and Psychotherapy (BACP accredited) Mode of Study 2 year full-time 3 years part time Programme start date Start date: September 2012 Period of Validation: Awarding Institution University of Derby Faculty Managing the Programme Faculty of Education, Health & Sciences Institution(s) Delivering the Programme University of Derby Mediterranean College Relevant external subject benchmark statement The British Association for Counselling and Psychotherapy lays down minimum standards for counsellor training and education, which cover the three elements of theory, personal development and competent practice. This Programme reflects these three essential elements and develops the student s ability to function as an effective ethically aware counsellor/ psychotherapist in a structured and coherent way. It has been developed to take account of the move toward integrative approaches, which better meet the needs of counselling clients in our present day, complex society. The British Association for Counselling and Psychotherapy accredited the course in 2001 and re-accreditation was awarded in 2005 and 2011 until QAA/Professional benchmarks Normally there are no QAA subject benchmarks for Counselling and Psychotherapy. The relevant professional body, the British Association for Counselling and Psychotherapy, makes a number of detailed recommendations for accredited courses. These recommendations have been considered and employed in the development of this programme. This is reflected in the nature of the curriculum, the learning outcomes, content of the modules and the assessment process. BACP accreditation assesses the programme s framework to provide suitable standards in the following areas: teaching and learning; knowledge base; professional practice requirements; suitability of practice placement; the application of theory to practice; 2

4 the professional context; and student assessment. The QAA document (QAA; Validation & Approval Procedures for HE 2007) code of Practice for the Assurance of Academic Quality and Standards in Higher Education Section 1 Post Graduate Research Programme provides clear guidance in the design of the programme. JACS Code B940 Programme specification last updated March 2012 SECTION TWO: OVERVIEW AND PROGRAMME AIMS Overview This Master s programme is a Postgraduate level 7 degree incorporating Postgraduate Certificate and Postgraduate Diploma awards within the National Qualifications Framework (FHEQ). It is designed for students who wish to work towards becoming an autonomous, BACP accredited integrative practitioner. It has been developed to integrate three psychotherapeutic approaches (person centred, attachment theory and cognitive behaviour psychotherapy) using a trans theoretical model of change (Prochaska and Norcross 2010). This is to facilitate a broad and extensive therapeutic approach to cater for the complexities of the genesis of human problems. Programme Aims The aims of the Programme are to develop effective autonomous practitioners in integrative counselling and psychotherapy and psychotherapeutic related fields, meeting local, national and international needs. Students will be enabled to work ethically and efficiently with a range of clients and in a variety of employment settings including the voluntary and statutory sectors and in private practice. To meet international, national and local needs; To prepare students for employment within their chosen context of healthcare; To develop students capacity to learn as independent and lifelong learners; To provide flexible learning opportunities, thereby widening participation; To meet the needs of the counselling and psychotherapy profession. To achieve these overall programme aims the specific aims are to: Enable students to become critical and reflective practitioners, able to use evidence from research in their clinical practice. Enable students to become autonomous problem solvers, able to function within an ethical and professional framework. Enable students to become independent learners, able to continue their personal and professional development. 3

5 Enable students to develop attitudes, adopt values and personal moral qualities in line with the British Association for Counselling and Psychotherapy Ethical Framework. To provide a programme that is coherent and challenging that will facilitate skills development that will meet market demands. To provide the scope for the flexibility to meet market demand in terms of pace of study, place of study and mode of study. To offer a psychotherapeutic programme to stimulate and enhance the intellectual creativity of students; To develop transferable research skills for the professional and provide an opportunity to gain a training in research. To enable students to develop confidence in a self-critical and reflective approach to study. SECTION THREE: PROGRAMME LEARNING OUTCOMES In taking part in the programme, we want students to achieve the pre-requisite qualification for BACP accreditation (that will require a further 150 post qualified clinical practise hours). Students should complete the programme as confident, competent, independent integrative practitioners who understand how to provide ethical, legal, professional and theoretically driven psychotherapeutic practise. To achieve these learning outcomes, the programme can be defined in areas of knowledge and understanding; intellectual skills; subject specific skills; and transferable skills. These are listed below and are expressed at Level 7 of the National Qualifications Framework that relates to degrees at Master s level. All stages of the programme relate to this level. Knowledge and Understanding A critical understanding of the nature of counselling and psychotherapy and the relationship between integrative theory and practice. A critical understanding of the relationship between research and practice in integrative counselling and psychotherapy. A critical understanding of ethical and legal frameworks and codes for professional practice. A critical understanding of the influence of socio-cultural factors in the human problems alleviated by counselling and psychotherapy. A critical understanding of the nature of the therapeutic relationship and the need for cultural awareness and sensitivity. 4

6 Intellectual skills Critically analyse research papers used within counselling practice. Demonstrate the application of evidence based practice within the counselling and psychotherapy setting. Demonstrate high-level problem-solving skills. Demonstrate ethical reasoning within clinical practice Subject Specific Skills Demonstrate effective assessment skills with a range of people experiencing problems. Demonstrate effective intervention skills in counselling individuals. Demonstrate the ability to reflect critically in practice and in clinical supervision. Demonstrate effective communication and liaison skills. Transfereable Skills Demonstrate effective use of information technology for communications, preparation of reports and the development of databases and resources. Demonstrate effective communication skills. Demonstrate effective skills of problem solving and evaluation. Demonstrate the professional skills of self-management, time management and boundary recognition. Transferable Skills On completion of this programme you will be able to analyse, synthesise and evaluate psychotherapeutic principles that are required to work with clients. You will explore themes of psychotherapeutic approaches within different contexts, drawing on personal and group reflexive process and development. You will be required to inform your practise by reference to research and develop different levels of skills in application, analysis, synthesis and evaluation. Transferable Ski 5

7 SECTION FOUR: PROGRAMME STRUCTURE Structure and Curriculum The programme is designed to provide a flexible and innovative route towards professional qualification and accreditation. The structure and design enable the systematic and staged development of theoretical knowledge and practise competency as you progresses through each phase. Phase One Eligible for PG Cert in Integrative Counselling & Psychotherapy on gaining 60 credits Semester One (September - January) Integrating Psychotherapeutic Theory and Practice (20) (Core Specific) Semester Two (February June) Current Developments in Psychotherapeutic Practice (20) (Core Specific) Professional Practice 1 (20) (Core Specific) Phase Two Eligible for PG Dip in Integrative Counselling & Psychotherapy on gaining 120 credits Research Methods, Ethics and Law in Psychotherapeutic Practice (20) (Core Specific) Professional Integrative Practice (20) (Core Specific) Professional Practice 2 (20) (Core Specific) Phase Three Eligible for MSc in Integrative Counselling & Psychotherapy (BACP accredited) on gaining 180 credits Independent Scholarship (60) (Generic) Personal Development Planning (PDP) The University of Derby has a commitment to the development of its students through the inclusion of Personal Development Planning (PDP) processes within its programmes. Personal development planning is a fundamental strategy for student development within the programme. The process commences from initial induction through to final assessment. The process within the programme includes using University of Derby Tools from within the UDo electronic learning environment. Personal Development planning is defined by the Higher Education Academy as:..a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development (HEA (2008) Personal Development Planning (PDP) available at accessed 12th December 2008) 6

8 The University of Derby has a commitment to the development of its students through the inclusion of Personal Development Planning within all of its programmes. This is articulated through the University Framework for Personal Development Planning available at Specifically within this programme students are required to produce a portfolio which includes a specific task of recording their personal development evaluations. This is supported by a variety of measures and psychometrics tests that students can engage in such as:- Personal Development planning Psychometric tests Students are also expected to maintain a reflective learning journal. The reflective learning journal has also been subject to a formal evaluation (Sutton, Townend and Wright 2007). SECTION FIVE: PROGRAMME DELIVERY Learning and Teaching Methods On commencement of the programme you will be provided with lectures and group work to facilitate your learning of the theoretical counselling and psychotherapy approaches. You will be able to practise integrating your developing counselling skills with your developing theoretical understanding within your learning environment in preparation for working with clients within your chosen placement agency. You will be encouraged to develop your critical and reflexive thinking within process groups and support your practise with reference to development of your ability to appraise and critique research. As the programme progresses you will apply your skills to your clinical practise and you will be encouraged to enhance your skills through independent learning. You will be given opportunities to present case studies to your peer group and be given formative assessment and feedback on your work. Summative assessments are varied and can take the form of written assignments, critical reflection on recorded practise, viva voce based on your presentation of case studies, and the submission of a dissertation or thesis. The role of psychotherapist and counsellor is a demanding role that requires psychological robustness and high levels of personal self-awareness. This is a professional development need that many trainees have to address whilst in training. A range of strategies support this personal development and these vary depending on the particular ideological and philosophical stance of the psychotherapeutic modality. Some of the strategies utilised include: personal and learning logs, personal development groups and/or individual sessions, personal therapy, supervision and mentoring and demonstrate not less than 50 hours of time spent in work-based learning and other duties related to service provision. On initial commencement of the programme you will be required to develop a critical understanding of psychotherapeutic theory and practise within the safety of the University. As you progress into the second semester you will be required to demonstrate your increasing understanding of research, ethical, legal and professional clinical practise abilities within your placements and ultimately leading towards independent practise as you gradually progress towards more independent scholarship within the final phase of the programme. 7

9 All students are required to comply with research governance and ethical principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people e.g. for module assessments or Independent Scholarship. Information on these principles can be found on the University web site at Assessment The emphasis of the programmes in postgraduate counselling and psychotherapy is for students to produce assessed work that will be topical, innovative and current to reflect their working practises. Thus assessments have been designed to facilitate enquiry based learning and allow students to produce work relevant to your own workplace and profession. Underpinning this is the need for practitioners qualifying with specific awards to be fit for purpose and fit for practise. The form of assessment has therefore been driven by the needs of practice as directed by the professional accrediting organisations. As a programme team we have identified elements which will assess your ability to apply and evaluate skills, apply theoretical reasoning and problem solving, use reflection and demonstrate evidence based practice in your clinical area. We have endeavoured to provide diversity in the assessment types to ensure that we are catering for the variety of learning styles. Similarly, the method of assessment for each module is designed to test the learning outcomes of the module, each module descriptor outlines the assessment you will undertake. Our approach to assessment assures assessments are rigorous, at an appropriate level and mapped to specific module learning outcomes; are fair by ensuring the nature and goals of assessment are clearly explained and that there are adequate opportunities for formative assessment. The outcomes of the assessment process are transparent and that students receive timely and constructive feedback on their assessments, supporting student success. The assessment strategy employed reflects both the learning and teaching strategy and the professional nature of the programme. It is essential therefore that the assessment strategy includes elements which assess the students ability to apply and evaluate skills, apply theoretical critical reasoning and problem solving, use self-reflection and demonstrate evidence based practice in the clinical arena. It therefore includes the following elements: 1. Critical case studies that examine your ability to apply theoretical knowledge into clinical practise. 2. Recordings of clinical practice (depending on the assessment environment and cultural context) combined with critical analysis of own performance, which examines your ability to use and adapt high-level skills into clinical practise and to critique your performance. 3. A professional, reflective portfolio and reflective learning journal which indicates your ability to assess formulate, plan/implement and evaluate psychological interventions as well as demonstrate your abilities to apply research findings into the clinical arena engage in personal and professional development and handle complex problem solving. 4. Written assignments to test academic, critical and higher order writing skills. 5. Clinical examination to test professional practice skills, judgement, reasoning and the ability to defend critical decision-making. 6. Measures of clinical competency used by both the Clinical Supervisor and course team to identify and endorse the development of competency in practice. Fulfilment of the professional requirements is an integral part of the programme and there is an 80% attendance requirement and fitness to practise policy. 8

10 You are expected to adhere to BACP current standards of conduct, performance and ethics in your practise. This programme operates within the University s Regulatory Framework and conforms to its regulations on assessment. SECTION SIX: ADMISSIONS Entry requirements In line with University policy, the programme seeks to be as accessible as possible to potential students in so far as this remains compatible with both postgraduate study and professional requirements. The standard entry requirements can be found at: However, this programme also requires applicants to hold a minor qualification in counselling or counselling skills similar to a 10 week counselling skills programme. The programme has a rigorous selection criteria in order that only suitable candidates are accepted onto the programme. A number of access and study skills programmes have also been developed at undergraduate level in order to prepare students for the rigours of post graduate study and initial preparatory development as a counsellor or psychotherapist. The University Certificate in Psychotherapeutics on-line course provides an undergraduate career pathway onto the Master s degree for students who may not hold an undergraduate degree. In accordance with BACP requirements, applicants are assessed for the following attributes or the potential for developing them, during the admissions process: Self-awareness, maturity and stability; Ability to make use of and reflect upon life experience; Capacity to cope with the emotional demands of the course; Ability to cope with the intellectual and academic requirements; Ability to form a helping relationship; Ability to be self-critical and use both positive and negative feedback; Awareness of the nature of prejudice and oppression; Awareness of issues of difference and equality; Ability to recognise the need for personal and professional support; Competence in generic professional skills including: literacy, numeracy, information technology, administrative skills, self-management skills, communication and interpersonal skills. Both full time and part time students will have access to the Programme. However, it is probable that the majority of students will pursue a part time route and full-time places will only be given where the candidate has had previous experience of working as a counsellor or psychotherapist and who wishes to change the modality of their work. If English is not your first language then you must sit the IELTS test and score within band seven (7) for both written and spoken English or equivalent e.g. TOEFL 600. The reason for this high standard for access is that students will be working with clients in English and will also need to have a good standard to be able to meet post graduate academic work standards. 9

11 Accreditation for Prior Learning (APL) (experiential and qualification) can provide advanced standing for modules and indicative content that students have already completed prior to entry onto the programme although any student who is admitted through AP(E)L must undertake a minimum of 150 hours of supervised client work and an additional 50 hours on work-based learning or other duties related to service provision whilst on the course, regardless of the modules that apply for AP(E)L. Widening participation has been a key strength of the programme and students of diverse ages, racial and social class, religious, and ethnic origins have been recruited and have successfully completed the course. Students will not only have access to a personal tutor but tutorial time is included in each module specification and timetable. The role of psychotherapist and counsellor is a demanding role that requires psychological robustness and high levels of personal self-awareness. This is a professional development need that many trainees have to address whilst in training. A range of strategies supports this and these do vary depending on the particular ideological and philosophical stance of the psychotherapeutic modality in which the student is training. Some of the strategies utilised include: personal and learning logs, personal development groups and/or individual sessions, personal therapy, supervision and mentoring and demonstrate not less than 50 hours of time spent in work-based learning and other duties related to service provision. The recruitment process has also been designed to detect and support students with psychological vulnerabilities and/or mental health problems and specific learning disabilities. Such issues are discussed at interview in order that students are not disadvantaged within the recruitment process or subsequently after gaining access to a programme. This is linked to programme values of equal opportunity and respect for possible specific learning disabilities, psychological vulnerability, mental health problems or other disabilities. SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE There is a variety of student support and information services within the University, and at programme and module level. The MSc Integrative Counselling and Psychotherapy programme is staffed in accordance with BACP accreditation requirements. The programme leader, assisted by module leaders, oversees all students enrolled on the programme. There are tutorial sessions at certain points during the course of the academic year that provide you with the opportunity to discuss your work either in general, or to receive guidance with a specific piece of work. Additional tutorials are provided to students by tutors by prior agreement. The module leader can provide support for any questions that you may have specifically regarding the module that you are registered on. At University level there is Student Support and Information Services (SSIS) that incorporates a well-established and confidential Support Wellbeing Service. This service is independent of the programme and available for support for financial difficulties, support plans for disabled students, accommodation, for example. 10

12 If you prefer to access advice from a different perspective, you could also access the University Chaplaincy service, whose staff are able to offer support for faith related and nonfaith related concerns. Independent advice and support is also available via the The Source, in the Student Union. There is an induction programme (including IT and Learning Centre use) and you will receive access to an on-line programme handbook that provides all the essential information about the programme and the support we provide for your learning. SECTION EIGHT: POST PROGRAMME OPPORTUNITIES Post-Programme Opportunities The programme aims to develop autonomous integrative counselling and psychotherapy practitioners with a view to employment within a variety public and private sectors. The number of posts is continually expanding and includes counselling and psychotherapy posts in funded agencies, schools, hospitals, doctors surgeries, and private practice. The programme is aimed at enabling students to achieve accreditation with BACP (once all the criteria are met over and above the elements of the programme). The Postgraduate Certificate in Clinical Supervision is a further opportunity for development as a supervisor for qualified and experienced counsellor and psychotherapists and the MSc provides a progression towards a Doctor of Health and Social Care Practice. Our Annual Careers Day Mediterranean College organises an Annual Careers Day, which is held in Spring/Summer each year and it includes internal and external speakers on opportunities available to you. It has session on how to write your CV, how to present yourself and how to conduct an interview (dos and don ts). It is an open invitation to all our students at every stage and all our collaborative employers (e.g. day centres, kindergartens, pre-school settings). We also invite ex graduates to talk to you about their progression experiences. Ms. Nota Sotiropoulou, Career Guidance Specialist is available to meet you at any time to help you make best use of your qualifications. For more information contact: Ms. Nota Sotiropoulou (careers@medcollege.edu.gr) SECTION NINE: EMPLOYER LINKS Employer Links This programme has been developed in association with Nottingham Mental Health NHS Trust, Derbyshire Mental Health Service, Leicestershire Mental Health Trust and Lincolnshire Primary Care Trust. A specific partnership agreement is also in place between Derbyshire Mental Health Trust and The University of Derby to ensure the sharing of expertise between the two respective organisations. They were consulted on the revalidation, as they are the nearest employers who each have supported a number of students over the last five years on the programme. They have been part of the Development Team from conception to completion either in a direct committee capacity or 11

13 through consultation meetings. Students on the awards will either be employed by one of the Health Care Trusts, be supported by another employer, or be self-supporting. Local cognitive behavioural psychotherapists and supervisors will also be involved in Programme Committees to ensure the continued development of the Programme and awards within it. Users and Carer Groups in Derbyshire and beyond will give specialist input into the Programme and will be involved in Programmes Committee. This being a franchised programme in collaboration with the University of Derby academically speaking the modules are the ones taught at Derby, but a certain Hellenisation is achieved via the Programme Leader and Module Leaders at Mediterranean College through the use of Greek examples and case studies, where relevant and applicable and Visiting Speakers. Much of the teaching at the college is delivered by professionals who also hold other part time posts and are therefore able to bring knowledge and experience of the local employment context to their teaching. 12

14 Appendix 1: Mapping of Programme Aims against Modules Module 1. Integrating Psychotherapeutic Theory and Practice Module 2. Current Developments in Psychotherapeutic Theory and Practice Module 3. Professional Practice 1 Module 4. Research Methods, Ethics and Law in Psychotherapeutic Practice Module 5. Professional Integrative Practice Module 6. Professional Practice 2 Module 7. Independent Scholarship Programme Learning Outcomes KNOWLEDGE AND UNDERSTANDING Module A critical understanding of the nature of counselling and psychotherapy and the relationship between integrative theory and practice. A critical understanding of the relationship between research and practice in integrative counselling and psychotherapy. A critical understanding of ethical and legal frameworks and codes for professional practice. A critical understanding of influence of socio-cultural factors in the human problems alleviated by counselling and psychotherapy. A critical understanding of the nature of the therapeutic relationship and the need for cultural awareness and sensitivity. INTELLECTUAL SKILLS x x x x x x x x x x x x x x x x x x x x x Critically analyse research papers used within x x x counselling practice. Demonstrate the application of evidence based practice x x x x within the counselling and psychotherapy setting. Demonstrate high-level problem-solving skills. x x x x x x x Demonstrate ethical reasoning within clinical practice. x x x PRACTICAL AND SUBJECT-SPECIFIC SKILLS Demonstrate effective assessment skills with a range of x x x x x people experiencing problems. Demonstrate effective intervention skills in counselling x x x x individuals. Demonstrate the ability to reflect critically on practice and in x x x x x clinical supervision. Demonstrate effective communication and liaison skills. x x x x x x x TRANSFERABLE SKILLS Demonstrate effective use of information technology for communications, preparation of reports and the development of databases and resources. x x x x 13

15 Demonstrate effective communication skills. x x x x x x x Demonstrate effective skills of problem solving and x x x evaluation. Demonstrate the professional skills of self-management, time management and boundary recognition. x x x x x x 14