Diploma of Higher Education in Contemporary Psychodynamic Counselling. New Programme Specification. 1. Awarding Institution University of Leicester

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Diploma of Higher Education in Contemporary Psychodynamic Counselling. New Programme Specification. 1. Awarding Institution University of Leicester"

Transcription

1 Diploma of Higher Education in Contemporary Psychodynamic Counselling New Programme Specification 1. Awarding Institution University of Leicester 2. Teaching Institution Institute of Lifelong Learning, 3. Programme accreditation Faculty of Education & Continuing Studies 4. Programme Title Diploma of Higher Education in Contemporary Psychodynamic Counselling 5. Programme Director Angela MacLeod/Aileen Coupe 6. Date of submission/revision November Benchmarking group n/a 8. Aims of programme The Diploma of Higher Education in Contemporary Psychodynamic Counselling provides a professional training in counselling for students who have successfully completed the Certificate of HE in Counselling at the University of Leicester, or an equivalent course carrying 120 credits at level 1. It will provide the knowledge, skills and expertise needed to be eligible for individual registration with the National Register of Counsellors, or for individual accreditation with the British Association of Counselling & Psychotherapy (BACP), when the requisites number of hours of practice and personal therapy have been completed. The Diploma provides an opportunity for personal and career development and for the development of sufficient competence to work in a professional capacity as counsellors. The aims of the programme are: To provide students with an in-depth understanding of the theory and practice of psychodynamic counselling as it applies to the modern world and preparation for professional employment as a counsellor. To provide learning opportunities that will enable students to develop competence in using psychodynamic counselling skills in therapeutic relationships with real clients.

2 To provide a learning environment in which students will feel safe and secure enough to explore aspects of their own personal development that will relate to their professional development as counsellors. To provide opportunities in a learning environment for students to explore their own values, beliefs, attitudes and prejudices that may have an impact on their relationships with others in a personal or employment context To facilitate the development of competence in ethical decision-making, that underpins and contains psychotherapeutic work in a professional context To enable students to develop the capacity to critically evaluate academic texts related to counselling & psychotherapy that can be applied to analysing the complexities of counselling theory and practice. To provide a link between research and the practice of counselling. 9. Intended learning outcomes and the means by which they are achieved and demonstrated. A. Knowledge and Understanding (1) Demonstration of scholarship appropriate to the level of the award: mastery of an appropriate body of knowledge Intended learning outcomes A comprehensive understanding of the psychoanalytic principles that underpin the practice of counselling in the modern world How achieved A combination of lectures, tutorials, seminars, video presentations, and private study. How demonstrated Successful completion of coursework assignments, including essays and case studies. 2

3 (2) Understanding of key concepts and techniques Intended learning outcomes An in depth understanding of the key concepts and techniques that inform the practice of psychodynamic counselling Demonstrate an ability to maintain a secure therapeutic frame Demonstrate use of unconscious processes and an ability to recognise defensive behaviour in practice. Demonstrate the use of transference and countertransference in practice in a therapeutic relationship Demonstrate an understanding of contemporary psychoanalytic models of human growth and development as relevant to practice. Demonstrate ways in which an understanding of diversity in society influences practice. How achieved A combination of lectures, tutorials, seminars, video presentations, oral presentations and private study. Supervision, Seminars, role play sessions and private study Supervision, Lectures, seminars, video presentations, role play sessions and private study, personal development group Supervision, Video presentations, role play sessions Lectures, seminars, supervision and private study Supervision, Video presentations, role play, experiential exercises, seminars How demonstrated Successful completion of coursework assignments, including essays and case studies. Successful completion of coursework assignments, including supervision and placement reports and case studies. Supervision report Analysis of case study material, self and peer appraisal Successful completion of coursework assignments, including supervision and placement reports and case studies. Successful completion of coursework assignments, including supervision and placement reports, case studies and personal learning journal Successful completion of coursework assignments, including supervision and placement reports, case studies and personal learning journal. (3) Critical analysis of key issues Intended learning outcomes An ability to critically evaluate key concepts of psychodynamic theory in a contemporary framework. An ability to critically evaluate psychodynamic theory as is relates to practice with real clients. How achieved Research for and writing of assignments, tutorials, group discussion Participation in practical sessions that apply theory to practice How demonstrated Successful completion of coursework assignments Successful completion of taped counselling session and critique of session. 3

4 (4) Clear and concise presentation of material Intended learning outcomes Communicate concepts and arguments relevant to psychodynamic counselling, both orally and in writing How achieved Oral presentations. Participation in seminars and group discussions. Personal tutorials. Study skills training. Using example set by lecturers How demonstrated Successful completion of written assignments. Acceptable level of contribution to group discussion. Personal learning journal (5) Critical appraisal of evidence with appropriate insight Intended learning outcomes Demonstration of the use of insight in understanding communication, as influenced by contemporary psychodynamic theories. An ability to critically evaluate the evolution of psychodynamic theory and practice. How achieved Video presentations, lectures, observation of role play counselling, observation of interaction particularly in personal development group Seminar attendance and group discussion How demonstrated Successful completion of coursework assignments including essays and case studies. Journal observations of self and others. Successful completion of coursework assignments including a critique of relevant literature. B. Skills (1) Oral Communication Skills Intended learning outcomes Be able to provide effective oral communication of principal concepts and arguments Be able to give and receive appropriate critical feedback constructively. How achieved Oral presentations in seminars and group discussion Role play sessions, group discussion, personal development group How demonstrated Evaluation of seminar presentation. Self and peer assessment exercise and personal learning journal 4

5 (2) Written communication skills Intended learning outcomes Communicate knowledge of selected topics in writing. Be able to record and evaluate evidence How achieved Study skills training and coursework assignments How demonstrated Successful completion of written coursework assignments (3) Use of information technology Intended learning outcomes Demonstrate the acquisition and use of IT skills and a capacity to use word processing facilities and to access library information How achieved Use of IT facilities to research material associated with coursework assignments. Use of IT facility to process assignments. How demonstrated All relevant assignments being presented wordprocessed with evidence of having access to electronic sources. (4) Basic Numeracy Intended learning outcomes Have some understanding of interpreting numerical evidence as presented in research material How achieved Statistical data or other numerical material referred to during the course will be explained. How demonstrated Accurate reference to numerical material in coursework assignments if and when appropriate (5) Team Working Intended learning outcomes Demonstrate the ability to work in small groups and an understanding of the dynamics of such groups Be able to form good, supportive, challenging and trusting relationships with others How achieved Seminar. Small group work regularly throughout the programme. Personal development group. Supervision, Personal development group, role play exercises How demonstrated Effective participation in group discussions. Relevant reflections in journal work Personal learning journal, critical evaluation of recorded counselling sessions. 5

6 (6) Problem solving Intended learning outcomes Demonstrate the ability to critically analyse case material using contemporary developmental models and psychoanalytic theory Demonstrate an understanding of ethical codes and their application to practice How achieved Supervision, Case discussion in small groups. Seminar presentation, supervision, role play, experiential exercises, discussion of ethical issues How demonstrated Successful completion of relevant coursework involving case material. Participation in group discussion Successful completion of course work assignments. Reflection in Personal learning journal (7) Skills for Lifelong Learning Intended learning outcomes Demonstrate a capacity for the acquisition of complex knowledge and skills Demonstrate an awareness of the need for continuing professional development Be able to manage time boundaries and limitations. (8) Counselling skills How achieved Attendance at seminars, tutorials group work, completion of all coursework assignments examinations Group discussion Requirement to produce assignments on-time How demonstrated Successful completion of the Diploma programme Personal learning journal Successful completion of coursework within time deadlines. Intended learning outcomes How achieved How demonstrated Demonstrate clinical competence in counselling sessions with clients Placement, supervision, experiential exercises and role play Successful Placement reports, supervision report, Assessment of tape recorded counselling Demonstrate an ability to make a clear formulation of clients difficulties and work with the formulation in practice. Placement, supervision, lectures, experiential exercises and role play sessions and case studies Successful Placement reports, supervision report, Assessment of tape recorded counselling sessions and case studies 6

7 10. Programme structures, requirements, levels, modules, credits and awards. A. Course outline (1) Duration, constituent elements, allocation of hours and attendance requirements. The The Diploma programme carries 120 credits at HE. Level 2. The course will take 24 months in total to complete. It will be taught as a two-year part-time course with 266 teaching hours in total. There will be 8 modules, 4 carrying 10 credits and 4 carrying 20 credits (all at level 2). One 10 credit module is called, "Supervised Practice" and will involve 50 hours of counselling placement practice, working with real clients, and 10 hours of individual supervision. Another 10 credit module is called, "Personal development Group Work", which will involve attendance at a small group facilitated by an experienced group therapist for 45 hours. Both the Supervised Practice and the Personal development group work 10 credit modules will be repeated in the first and second year of the programme. The 4 x20 credit modules will be taught in 15 sessions of 2 ¼ hours duration and one weekend workshop. Two 20 credit modules will be taught each year. The diploma will be offered at Vaughan College and Northampton Centre, as potentially both evening and daytime classes. All modules are compulsory and must be taken in sequence. Students are required to attend at least 80 percent of each module. Students will be required to spend time in private study related to each module of the programme, preparing for taught sessions and assignments. Approximately 110 hours of private study are expected for each taught module. All students will be allocated a personal tutor with whom they will meet for at least 2 half hour sessions each term. Personal tutors will discuss progress, study skills, personal and professional development and other topics as deemed to be appropriate. 7

8 A. (2) Constituent module titles, their length credit rating and mode This course comprises 4x10 credit modules and 4x20 credit modules (at H.E. Level 2) as follows: YEAR 1 Module 1: Module 2: Module 3 a: Module 4 a: Psychodynamic skills in Action (20 credits) Assessment and Ethics in Action (20 credits) Supervised Practice (10 credits) Personal development Groupwork (10 credits). YEAR 2 Module 5: Module 6: Module 3 b: Module 4 b: Common presenting issues in counselling (20 credits) Contemporary thinking in Psychodynamic Counselling (20 credits) Supervised Practice (10 credits) Personal Development Groupwork (10 credits). A (3) Assessment and awards Each module will be assessed independently using a variety of assessment methods. Students will be required to keep a personal reflective learning journal throughout the programme and part of the assessment of some modules will be a reflective learning journal statement. Assessment will be both formative and summative. The formative assessment will take place during course time and will include feedback to students on written work, group work, oral presentations, observations and role-play sessions. Summative assessment will include: Essays, tape recording of counselling sessions with real clients and critique, case studies, personal learning journal statement, supervisor reports and placement reports, classroom based assignments including self and peer assessment Each module will be assessed by assignments that are judged to be the equivalent of 4000 written words in terms of student effort. 8

9 Deadlines will be set for each piece of work. Wherever possible assignments will be double marked. Written feedback will be given on assignments where appropriate. An external examiner will be appointed who will approve the assessment procedures prior to commencement of the programme and see a sample of students work from each module. Their role is to monitor assessment procedures to ensure that the critical standards for a university certificate course are being maintained. A (4) Pattern of attendance I YEAR 1 Module 1: Module 2: Module 3 a: Module 4 a: Psychodynamic skills in Action (20 credits) Assessment and Ethics in Action (20 credits) Supervised Practice (10 credits) Personal development Groupwork (10 credits). YEAR 2 Module 5: Module 6: Module 3 b: Module 4 b: Common presenting issues in counselling (20 credits) Contemporary thinking in Psychodynamic Counselling (20 credits) Supervised Practice (10 credits) Personal Development Groupwork (10 credits). YEAR Module Timing Number of sessions 1 Psychodynamic skills in Action 1 Assessment and Ethics in Action 1 st +2 nd term 2 nd +3 rd term 1 Supervised Practice 1 st, 2 nd 1 Personal development Groupwork 2 Common presenting issues in counselling +3 rd term 1 st, 2 nd +3 rd term 1 st +2 nd term 15+1day 15+1day 50 hours+ 10 hours Duration of sessions 2 ¼ hrs+5 ¼ hours 2 ¼ hrs+5 ¼ hours 30 1 ½ hours 15+1day Total contact hours 1 hour 10 (+50*) 2 ¼ hrs+5 ¼ hours Private study hours

10 2 Contemporary thinking in Psychodynamic Counselling 2 Supervised Practice(b) 2 Personal development Groupwork (b) 2 nd +3 rd term 1 st, 2 nd +3 rd term 1 st, 2 nd +3 rd 15+1day 50 hours+ 10 hours 2 ¼ hrs+5 ¼ hours 30 1 ½ hours 1 hour 10 (+50*) term TOTAL 266 (+100*) * Hours of placement counselling practice Timetable Personal Development Group: Tuesday or Thursday Taught session Tuesday (with break) Individual supervision to be arranged to suit individuals. Personal tutorials to be arranged to suit individuals Counselling placements to be organised by individuals Support for Learning a) Library. Appropriate books will be ordered for the library at Vaughan College, Northampton Centre and the University library b) Study Skills. Study skills sessions are organised for all Certificate Students at Vaughan and Northampton. Basic study skills will be included in the programme, to include essay writing, effective reading, note taking and time management. c) IT. Students have access to word processing and information retrieval systems at both Vaughan College and Northampton Centre. d) Tutorials. All Certificate students will be allocated a personal tutor (who will be a member of academic staff or a visiting lecturer) and will be expected to meet with them for a minimum total of 3 hours each academic year. e) Handbook: A handbook giving full details of the programme, including module details, timetable, assessment details, student support services, reading lists, programme and university regulations will be produced for each year of the course. f) Handouts and reading materials will be provided for sessions as appropriate g) The Director of the Counselling in Psychotherapy Programme will be available to consult with students about their student support needs. h) Students Union. Students are entitled to restrictive membership of the Students Union. 10

11 i) Hardship Fund. Students may be entitled to receive help with fees and expenses from the University of Leicester hardship fund. Details can be found on the University of Leicester website. 12. Criteria for admission Potential students for the Diploma in HE in Counselling will have successfully completed a Foundation Course in Psychodynamic Counselling and will have the equivalent of 120 Credits at Level 1. Where this is not the Certificate of HE in Counselling offered by the University of Leicester, potential students will need to demonstrate that the course they followed, covered similar material to the Leicester course and that they have achieved a similar standard of counselling skills practice. Potential students should be able to demonstrate a serious commitment to study, have already demonstrated that they have a standard of general education appropriate to this level of study, and an ability to benefit from the course. They should usually have some experience of working in a paid or voluntary capacity in a role that provides help, guidance, support or care for others. 13. Evaluation and improvement of quality and standards A. Institute of Lifelong Learning Staff student consultative committee; comprised of two student representatives from each cohort, the programme director and visiting lecturers teaching on the programme. Meetings will take place once each term and minutes will be forwarded to the Programme Board. Students and staff will be invited to contribute their opinions and feedback from other students about the content, delivery and administration of the programme, and any other issues deemed to be appropriate. Undergraduate Counselling Programme Board: comprised of the Director of the Psychotherapy and Counselling Programme, programme directors for certificate and diploma courses, visiting lecturers teaching on these programmes, representatives from two other departments of the University, external examiner when the Board is acting as an examination board. The Programme Board will receive feedback from the Staff Student Consultative Committee and other forms of evaluation material collected from students. The Board will discuss changes to the programme and make recommendations. The Board will receive the external examiner's report. As required, the Board will approve assessment procedures in conjunction with the external examiner and convene as an Examination Board. Evaluation: forms will be distributed to students at the end of each module. Information from these forms will be collated and reported to the Programme Board. 11

12 B. University The Certificate Programme will be covered by regular University academic audit and review procedures. 14. Regulation of assessment The programme director and individual module tutors will mark all assignments. The Director of the Psychotherapy and Counselling Programme will mark a random sample of assignments. A sample of assignments will be sent to the external examiner, for each module. The Programme Board and the external examiner will approve the assignments scheduled before they are given to the students. Assignments will normally be awarded marks on the scale of percent, with 40 percent being the pass mark. Some assignments will be marked with merit/pass/fail. Students will only be allowed one attempt at resubmission of any specific assignment. Students must normally pass all assignments set for the first year modules of the programme in order to proceed to the modules offered in the second year. 15. Indicators of programme quality External examiners reports Staff student consultative committee minutes Academic Audit Student progression. The Programme Board will address issues of programme quality and maintain watching brief on course quality indicators. 16. General Course Reading List Bond, T. (2000). Standards and Ethics for Counselling in Action, second edition. London, Sage. Bramley, W. (1995). The Broad Spectrum Psychotherapist. London, Free Association Books. Bateman, A., Brown, D. & Pedder, J. (2000). An introduction to Psychotherapy. London, Routledge. Bollas, C. (1998). The Shadow of the Object. London, Karnac. 12

13 Casement, P. (1986). On Learning from the Patient. London, Tavistock publications. Cashden, S. (1988). Object Relations Therapy: Using the Relationship. London, W.W.Norton. Coren, A. (2001). Short-term Psychotherapy: a psychodynamic approach. Basingstoke, Palgrave. Elliott, A. (2002). Psychoanalytic Theory: an introduction. (2 nd ed.) Basingstoke, Palgrave. Grant, J. Crawley, J. (2000) Transference and Projection: Mirrors to the Self. Buckingham, Open University Press. Harding, C. (2001). Sexuality: psychoanalytic perspectives. Hove, Sussex, Brunner- Routledge. Horrocks, R. (2001). Freud Revisited: Psychoanalytic themes in the Postmodern Age. Basingstoke, Palgrave. Izzard, S. &Barden, N (2001). Rethinking Gender and Therapy: The Changing identities of Women. Buckingham, Open University Press. Klein, M. (1988). Love, Guilt and Reparation. London, Virago. Lemma, A. (1996). Introduction to Psychopathology. London, Sage. Mace, C., Ed. (1995). The art and science of assessment. London, Routledge. Mitchell, J., Ed. (1986). The Selected Melanie Klein. Harmondsworth, Penguin. Murdin, L. (2000). How much is enough?: Endings in psychotherapy and counselling. New York, Routledge. Khan, M. (1997). Between Therapist and Client: the New Relationship. New York, W.H. Freeman and Co. Jacobs, M. (1998). The presenting past: The Core of Psychodynamic Counselling and Therapy (2nd Edition). Buckingham, Open University Press. Lago, C. Thompson, J.M. (1995). Race, Culture and Counselling. Buckingham, Open University Press. Phillips, A. (2002). Wild Analysis. London, Karnac. Rustin, M. (1991). The Good Society and the Inner World. London, Verso. Samuals, A. (1989). The Plural Psyche: Personality, Morality and the Father. London, Routledge. Sullivan, M. (1999). Unconscious Communication. London, Open University Press. 13

14 Symington, N. (1986). The Analytic Experience. London, Free Association Books. Wosket, V. (1999). The Therapeutic Use of Self: Counselling practice, research and supervision. New York,: Routledge. Tuckwell, G. (2002). Racial identity,white Counsellors& Therapists:. Buckingham, Open University Press. 14

15 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Psychodynamic Skills in Action Module 1 (yr 1) Tutor/Contact Level Aileen Coupe/AngelaMcLeod HE2 Credits 20 Term/Duration 15 sessions during terms 1 and 2 plus one Saturday Pre-requisite Modules Certificate of HE in Counselling (120 credits at level 1) Aims To provide learning opportunities that will enable students to develop competence in using psychodynamic counselling skills in therapeutic relationships with real clients Intended Learning Outcomes By the end of this module, students will be able to: Demonstrate an in depth understanding of the key concepts and techniques that inform the practice of contemporary psychodynamic counselling Provide evidence of their ability to establish and work effectively within the therapeutic frame Identify interventions relating to process issues in a counselling session Demonstrate use of unconscious processes including transference and counter transference and an ability to recognise defensive behaviour in practice Analyse ways in which an understanding of diversity in society influences counselling practice. Summary of Content Study of the therapeutic frame, including boundaries, breaks, endings, containment, environment. Identification and use of transference, countertransference, projective identification, defences mechanisms including splitting, resistance and regression. Malan's triangles 15

16 Understanding diversity from a psychodynamic perspective. Skills sessions that develop the application of theory into practice Teaching and Learning Strategy Students will have the opportunity to develop their understanding of psychodynamic skills in action. This will be achieved through practical, experiential workshops, roleplay counselling sessions, videos, individual study and group seminars with case study presentations. Assessment scheme 1. Report of peer and tutor observed assessed counselling session with role play client (500 words equivalent) 2. Essay example. Take one aspect of the therapeutic frame, such as boundaries, breaks, endings, and describe ways in which attention to this aspect of the frame can facilitate the understanding of unconscious processes in counselling (3000 words). 3. Learning journal statement. A brief statement that reflects personal and professional development achieved throughout this module including awareness of difference as presented by fellow students, clients and the general public (500 words). Work Load for module 1 Taught sessions: 15 sessions of 2 ¼ hrs = 33 ¾ hrs Saturday = 5 ¼ hrs Private Study: journal keeping =10hrs essay preparation =30 hrs reading =70 hrs Personal tutorial =1hour Total hours =150 hrs Reading List: Bateman, A., Brown, D. & Pedder, J. (2000). An introduction to Psychotherapy. London, Routledge. Casement, P. (1986). On Learning from the Patient. London, Tavistock publications. Cashden, S. (1988). Object Relations Therapy: Using the Relationship. London, W.W.Norton. Davis, D. Neal, C (1996). Pink Therapy. Buckingham, Open University Press. Grant, J. Crawley, J. (2002). Transference and Projection: Mirrors to the Self. Buckingham, Open University Press. 16

17 Gray, A. (1994). An Introduction to the Therapeutic Frame. London, Brunner- Routledge. Malan, D. H. (1979). Individual Psychotherapy and the Science of Psychodynamics. London, Butterworths. Lago. C. & Thompson, J. (1996). Race, Culture and Counselling. Buckingham, Open University Press. McLoughlin, B. (1995). Developing Psychodynamic Counselling. London, Sage. Murdin, L. (2000). How much is enough?: Endings in psychotherapy and counselling. New York, NY, US, Routledge. Rowan, J. &. Jacobs, M. (2002). The Therapist's Use of Self. Buckingham, Open University Press. Sandler, J., Dare, C.& Holder, A (1979). The Patient and The Analyst. London, Maresfield Library. Sullivan, M. E., Ed. (1999). Unconscious communication in Practice. Buckingham, Open University Press. 17

18 University of Leicester, Institute of Lifelong Learning Diploma in Contemporary Psychodynamic Counselling Module Description Module Title Assessment & Ethics in Action (yr 1) Tutor/Contact Level Aileen Coupe/AngelaMacLeod HE2 Credits 20 Term/Duration 15 sessions during terms 1 and 2, plus one Saturday Pre-requisite Modules Certificate of HE in Counselling (120 credits at level 1) Aims Psychodynamic Skills in Action To facilitate the development of competence in assessment and ethical decisionmaking, that underpins and contains psychotherapeutic work in a professional context Intended Learning Outcomes By the end of this module, students should be able to: Conduct an assessment session and make an appropriate formulation of clients difficulties Recognise the symptoms of clients being at risk Recognise ways in which diversity influences assessment Demonstrate an understanding of the BACP Ethical framework and its application to practice Demonstrate an understanding of the law as it affects organisations and the counselling relationship. Discuss the ethical implications of counselling conducted by telephone or through the internet Negotiate a contract with a client and agency. 18

19 Summary of Content Assessment: psychiatric assessment and mental health issues, particularly with respect to a culturally diverse society, the purpose of assessment, taking a history and conducting an assessment session, critical factors in competent assessment, suitability for psychodynamic counselling, risk assessment Ethical practice issues: contracts, how assessment informs the therapeutic contract, counselling and the law Diversity in counselling practice: gay and lesbian issues, race and culture, disability. Online and telephone counselling Evidence-based practice: research and evaluation Teaching and Learning Strategy Lectures, seminars, brainstorming, group discussion, role-play, experiential exercises, video presentations, supervision, and case study analysis Assessment scheme 1. Classroom based assignment. Assessment in action. Analysis and discussion of video or other material related to risk assessment, psychiatric assessment, ethics and issues of diversity. (2000 words equivalent) 2. Report of a first session or assessment session with a client, that demonstrates ways in which personal history influences current difficulties, and assesses suitability for counselling in the setting in which it is available. Issues of difference to be discussed as appropriate (2000 words) Student Work Load for module 2 Taught sessions: 15 sessions of 2 ¼ hrs = 33 ¾ hrs Saturday = 5 ¼ hrs Private Study: journal keeping =10hrs essay preparation =30 hrs reading =70 hrs Personal tutorial =1hour Total hours =150 hrs Reading List BACP (2001). Ethical Framework for Good Practice in Counselling and Psychotherapy. Rugby, BACP. 19

20 BACP (2001)Counselling Online:Opportunities and risks in counselling clients via the Internet, Rugby, BACP BACP (2001)Guidelines for Online Counselling and Psychotherapy: For practitioners, providers and clients, Rugby, BACP Clarkson, P. (2000). Ethics: Working with ethical and moral dilemmas in psychotherapy. Gateshead, Athenaeum Press Ltd. Cooper, J. Alfille, H.(Eds) (1998). Assessment in Psychotherapy. London, Karnac. Bond, T. (2000). Standards and Ethics for Counselling in Action, second edition. London, Sage. DOH (2001) Treatment Choice in Psychological Therapy is in Counselling: Evidence based Clinical practice Guidelines, London, Department of Health Firestone, R. W. (1997). Suicide and the Inner Voice:Risk Assessment, Treatment and Case Management. London, Sage. Izzard, S. & Barden, N (2001). Rethinking Gender and Therapy: The Changing identities of Women. Buckingham, Open University Press. Jenkins, P. (1997). Counselling, Psychotherapy and the Law. London, Sage. Jenkins, P. (2002). Legal Issues in Counselling and Psychotherapy. London, Sage. Jones, C., Shillito-Clarke, C., Syme, G., Hill, D., Casemore, R. & Murdin, L (2000). Questions of ethics in counselling and therapy. Buckingham, Open University Press. Kareem, J. & Littlewood, R (1992). Intercultural Therapy: themes, interpretations and Practices. Oxford, Blackwell Scientific. Lemma, A. (1996). Introduction to Psychopathology. London, Sage. Mace, C., Ed. (1995). The art and science of assessment. London, Routledge. Olkin, R. (1999). What psychotherapists should know about disability. New York, NY US: The Guilford Press. Palmer Barnes, F. (1998). Complaints and Grievances in Psychotherapy. London, Routledge. Palmer Barnes, F. M., L.(eds) (2001). Values in Ethics in the Practice of Psychotherapy and Counselling. Buckingham, Open University Press. Sills, C. (1997) Contracts in Counselling. London, Sage Tuckwell, G. (2002). Racial identity,white Counsellors & Therapists:. Buckingham, Open University Press. 20

21 University of Leicester Institute of Lifelong Learning Diploma of Higher Education in Counselling Module Description Module Title Tutor/Contact Level Supervised Practice Module 3a Aileen Coupe/AngelaMacLeod HE2 Credits 10 Term/Duration 1 st, 2 nd and 3 rd term of 1st year Pre-requisite Modules Certificate in Counselling (120 credits at level 1) Aims To enable students to develop competence and confidence in using psychodynamic counselling skills in therapeutic relationships with clients seen on their placement. Intended Learning Outcomes By the end of this module, students should be able to: Provide evidence that they can form good, supportive, challenging and trusting relationships with others Demonstrate clinical insight and understanding and an ability to maintain a secure therapeutic frame Demonstrate an ability to engage in supervision and use interventions offered. Demonstrate use of unconscious processes including transference and countertransference and an ability to recognise defensive behaviour in practice in a therapeutic relationship Demonstrate an understanding of psychoanalytic models of human growth and development as relevant to practice Demonstrate an understanding of ethical codes including those relating to equal opportunities and their application to practice Articulate a clear formulation of clients difficulties and work with the formulation in practice. Reflect on their own personal and professional development and give feedback to others. Summary of Content Approved supervised counselling placement of a minimum of 50 counselling hours per academic year and the equivalent of 10 hours of individual supervision 21

22 Teaching and Learning Strategy Small group or individual supervision sessions with a qualified and experienced practitioner/supervisor Assessment scheme 1. Placement report. 2. Supervision report 3. Counselling log of hours Student Work Load: Reading List : Client counselling sessions 50 hours Supervision sessions 10 hours Preparation for supervision 15 hours Total: 75 hours Inskipp, F., & Proctor, B (2000). Making the Most of Supervision. Twickenham, CASCADE. Wheeler, S. (2002). Sorting Supervision. In J.Clark. (ed)freelance Counselling and Psychotherapy: Competition and Collaboration. C. J. London, Brunner-Routledge. Wheeler, S., King, D. (2001). Supervising Counsellors: Issues of responsibility. London, Sage. 22

23 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Tutor/Contact Level Personal Development Group Work Module 4a Experienced Group Therapist/tba HE2 Credits 10 Term/Duration 1 st, 2nd and 3 rd term (1st year) Pre-requisite Modules: Certificate in Counselling (120 credits at level 1) Aims To provide a learning environment in which students will feel safe and secure enough to explore aspects of their own personal development that will relate to their professional development as counsellors To provide opportunities in a learning environment for students to explore their own values, beliefs, attitudes and prejudices that may have an impact on their relationships with others in a personal or employment context Intended Learning Outcomes By the end of this module, students should be able to: Demonstrate the use of insight in understanding human communication, as influenced by psychodynamic and developmental theories Provide evidence that they can give and receive appropriate critical feedback constructively Demonstrate the ability to work in small groups and an understanding of the dynamics of such groups Describe ways in which they have formed good, supportive, challenging and trusting relationships with others Discuss ways in which issues of difference in the group impact on their attitudes and beliefs and personal development Summary of Content Participation in a personal awareness group facilitated by an experienced group work tutor Teaching and Learning Strategy Personal exploration within a group setting 23

24 Assessment scheme 1. Personal development appraisal. A learning journal statement that reflects their experience in the personal development group, their awareness of group dynamics and reflection on other course experiences. The journal should give examples of ways in which they have dealt with both positive and negative feedback from others and have processed issues raised by diversity. It should include a self and peer appraisal of personal development signed by the group facilitator. (2000 words) Student Work Load Group attendance 1.5 hours per week for 30 weeks = 45 Private study / learning journal = 30 TOTAL = 75 hrs Reading List Douglas, T.(1995) Survival in Groups; the basics of group membership, Buckingham, Open University Press. Johns, H.(1996) Personal development in Counsellor training, London, Cassell. 24

25 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Common Presenting Issues in Counselling Module 5 (yr 2) Tutor/Contact Level Aileen Coupe/Angela MacLeod HE2 Credits 20 Term/Duration 15 sessions during terms 1 and 2 plus one Saturday Pre-requisite Modules Certificate of HE in Counselling (120 credits at level 1) Aims Psychodynamic Skills in Action Assessment & Ethics in Action Supervised Practice 1 Personal Development Group 1 To provide a learning environment in which students can develop their understanding of common presenting issues in counselling and their ability to help clients with such difficulties. Intended Learning Outcomes By the end of this module, students should be able to: Demonstrate their ability to work with a number of common issues that clients present in counselling. Discuss the potential impact of diversity in counselling individuals with any common presenting issue Evaluate research into the effectiveness of psychodynamic counselling for several common presenting issues Demonstrate the use of appropriate counselling skills in working effectively with a common presenting issue 25

26 Summary of Content In this module students will be introduced to a contemporary psychodynamic approach to a variety of presenting problems including the following: depression, anxiety, stress, trauma, eating disorders and substance abuse/misuse, Life changes including reactions to loss and bereavement, relationship breakdown, ageing. Sexual difficulties Psychological and sexual abuse Relationship difficulties. Teaching and Learning Strategy Lectures, role-plays, student lead seminars, video presentations, discussion groups, placement and supervision Assessment scheme 1. Essay. Example: take one common presenting issue in counselling and discuss the contribution of contemporary psychodynamic theory and practice to understanding that issue. (2000 words) 2. Case study. Choose a client from your current caseload who you have seen for a minimum of 6 sessions. Provide your assessment and formulation and analyse the process of 6 sessions, demonstrating ways in which you have understood the presenting problem and the skills you have used in working with it. Provide two consecutive tape recordings or detailed process commentaries to accompany the case study. (2000 words) Student Work Load for module 5 Taught sessions: 15 sessions of 2 ¼ hrs = 33 ¾ hrs Saturday = 5 ¼ hrs Private Study: journal keeping =10hrs essay preparation =30 hrs reading =70 hrs Personal tutorial =1hour Total hours =150 hrs Reading List Burke-Drucker, C.(1992) Counselling Survivors of Childhood sexual abuse. London, Sage 26

27 Daines, B & Perrett, A. (2000) Psychodynamic approaches to Sexual Problems, Buckingham, Open university press. Farrell, E. (1995) Lost for Words: the Psychoanalysis of Anorexia and Bulimia, London, Process Press Gilbert, P. (1994) Counselling for depression, London, Sage Hallam, R.(1994) Counselling for Anxiety Problems, London, Sage. Harding, C. (ed)(2001). Sexuality: psychoanalytic perspectives. Hove, Sussex, Brunner- Routledge. Hildebrand, P. (1995). Beyond Midlife Crisis: a psychodynamic approach to ageing. London, Sheldon press. Lago, C. Smith, B (2002). Anti-discriminatory Counselling Practice. London, Sage. Lendrum, S.& Syme, G (1992). Gift of Tears: A Practical Approach to Loss and Bereavement Counselling. London, Routledge. Roth, A. & Fonagy, P. (1996) What Work for whom? A critical review of psychotherapy research. New York,Guilford publications. Spears, T. (2001). Trauma: a Practitioners Guide to Counselling. Hove, Sussex, Brunner-Routledge. Sapolski, R. M. (1998). Why Zebras don't get ulcers: an updated guide to stress, stress-related diseases and coping. New York, W. H. Freeman & Co. Velleman, R. (1996) Counselling for Alcohol problems. London, Sage Walker, M. (1995). Surviving Secrets. London, Sage Weegmann, M., Cohen, R.(2002). The Psychodynamics of Addiction. London, Whurr. 27

28 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Tutor/Contact Level Contemporary Thinking in Psychodynamic Counselling Module 6 (yr 2) Aileen Coupe/Angela MacLeod HE2 Credits 20 Term/Duration 15 sessions during terms 2 and 3 plus one Saturday Pre-requisite Modules Certificate of HE in Counselling (120 credits at level 1) Aims Psychodynamic Skills in Action Assessment & Ethics in Action Supervised Practice 1 Personal Development Group Common Presenting Issues in Counselling To provide students with an understanding of the theory and practice of contemporary thinking in psychodynamic counselling Intended Learning Outcomes By the end of this module, students will be able to: Discuss the relationship between counselling and modern society Critically evaluate different approaches to psychodynamic theory and practice from a contemporary perspective Demonstrate an ability to recognise and describe organisational and group dynamics as they impact on a counselling relationship Demonstrate their ability to work with the client in a short-term psychodynamic modality Discuss ways in which contemporary approaches to psychodynamic counselling affect work with specific client groups including men, women, people with disabilities and from ethnic minority groups. 28

29 Summary of Content In this module students will be introduced to contemporary issues and ways of interpreting psychodynamic counselling. This will include: contemporary understanding of Freudian concepts contemporary understanding of Jungian concepts Psychodynamic approaches to understanding homosexuality and the development of gender identity. Social impact of counselling: contextual issues Psychodynamic approach to brief therapy Understanding groups and organisations Self and peer assessment Teaching and Learning Strategy Participation in seminars and group discussions, students presentations, lectures, experiential exercises, private research and study Assessment scheme 1. Case study. Students are required to present 30 minutes of a tape-recorded session with a real client engaged in brief therapy (of up to 12 sessions). The tape should be transcribed. An introduction, including the personal history, will be given, Details of the context in which the session takes place, and the number of the session recorded will be reported. The session will be analysed, demonstrating an understanding of the process, a contemporary approach to therapy as well as identifying its strengths and weaknesses (4000 words equivalent). 2. Self and peer assessment review report (500 words). Student Work Load for module 6 Taught sessions: 15 sessions of 2 ¼ hrs = 33 ¾ hrs Saturday = 5 ¼ hrs Private Study: journal keeping =10hrs essay preparation =30 hrs reading =70 hrs Personal tutorial =1hour Total hours =150 hrs 29

30 Reading List: De Board, R. (1991) The Psychoanalysis of Organizations: A Psychoanalytic Approach to Behaviour in Organizations, London, Tavistock/Routledge Coren, A. (2001). Short-term Psychotherapy: a psychodynamic approach. Basingstoke, Palgrave. Horrocks, R. (2001). Freud Revisited: Psychoanalytic themes in the Postmodern Age. Basingstoke, Palgrave. Howard, A. (2000). Philosophy for Counselling & Psychotherapy: Pythagoras to postmodernism. Basingstoke, Macmillan. Izzard, S. Barden., N (2001). Rethinking Gender and Therapy: The Changing identities of Women. Buckingham, Open University Press. Kalsched, D. (1996). The Inner World of Trauma. London, Routledge. Kareem, J. & Littlewood, R. (1992). Intercultural Therapy: themes, interpretations and Practices. Oxford, Blackwell scientific. Mander, G. (2000) A Psychodynamic Approach to Brief Therapy, London, Sage. Molnos, A. (1995) A Question of Time, Essentials of Brief Dynamic Psychotherapy, London, Karnac. Olivier, C. (1989). Jocasta's children: the imprint of the mother. London, Routledge. Olkin, R. (1999). What psychotherapists should know about disability. New York, NY US: The Guilford Press. Rustin, M. (1991). The Good Society and the Inner World. London, Verso. Samuals, A. (1989). The Plural Psyche: Personality, Morality and the Father. London, Routledge. Tuckwell, G. (2002). Racial identity,white Counsellors& Therapists:. Buckingham, Open University Press. 30

31 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Tutor/Contact Level Supervised Practice Module 3b Aileen Coupe/AngelaMcLeod HE2 Credits 10 Term/Duration 1 st, 2 nd and 3 rd term 2 nd year Pre-requisite Modules Certificate in Counselling (120 credits at level 1) Aims Satisfactory completion of all Year 1 Modules Satisfactory supervision report at completion of Yr 1 To enable students to develop confidence and competence in using contemporary psychodynamic counselling skills in therapeutic relationships with clients. Intended Learning Outcomes By the end of this module, students should be able to: Provide evidence that they can form good, supportive, challenging and trusting relationships with others Demonstrate clinical competence and an ability to maintain a secure therapeutic frame Demonstrate an ability to engage in supervision and use interventions offered. Demonstrate use of unconscious processes including transference and countertransference and an ability to recognise defensive behaviour in practice in a therapeutic relationship Demonstrate an understanding of psychoanalytic models of human growth and development as relevant to practice Demonstrate an understanding of ethical codes including those relating to equal opportunities and their application to practice Articulate a clear formulation of clients difficulties and work with the formulation in practice. Reflect on their own personal and professional development and give feedback to others. 31

32 Summary of Content Approved supervised counselling placement of a minimum of 50 counselling hours per academic year and the equivalent of 10 hours of individual supervision Teaching and Learning Strategy Small group or individual supervision sessions Assessment scheme 1. Placement report 2. Supervision report 3. Counselling log of 50 hours of counselling Student Work Load: Client counselling sessions 50 hours Supervision sessions 10 hours Preparation for supervision 15 hours Total 75 hours Reading List : Inskipp, F., & Proctor, B (2000). Making the Most of Supervision. Twickenham, CASCADE. Wheeler, S. (2002). Sorting Supervision. In J.Clark. (ed)freelance Counselling and Psychotherapy: Competition and Collaboration. C. J. London, Brunner-Routledge. Wheeler, S., King, D. (2001). Supervising Counsellors: Issues of responsibility. London, Sage. 32

33 University of Leicester Institute of Lifelong Learning Diploma Module Description Module Title Tutor/Contact Level Personal Development Group Work Module 4b Experienced Group Therapist/tba HE2 Credits 10 Term/Duration 1 st, 2nd and 3 rd term (2nd year) Pre-requisite Modules: Certificate in Counselling (120 credits at level 1) Aims Successful completion of all year I modules To provide a learning environment in which students will feel safe and secure enough to explore aspects of their own personal development that will relate to their professional development as counsellors To provide opportunities in a learning environment for students to explore their own values, beliefs, attitudes and prejudices that may have an impact on their relationships with others in a personal or employment context Intended Learning Outcomes By the end of this module, students should be able to: Demonstrate the use of insight in understanding human communication, as influenced by psychodynamic and developmental theories Provide evidence that they can give and receive appropriate critical feedback constructively Demonstrate the ability to work in small groups and an understanding of the dynamics of such groups Describe ways in which they have formed good, supportive, challenging and trusting relationships with others Discuss ways in which issues of difference in the group impact on their attitudes and beliefs and personal development Summary of Content Participation in a personal awareness group facilitated by an experienced group work tutor Teaching and Learning Strategy 33

34 Personal exploration within a group setting Assessment scheme 1. Personal development appraisal. A learning journal statement that reflects their experience in the personal development group, their awareness of group dynamics and reflection on other course experiences. The journal should give examples of ways in which they have dealt with both positive and negative feedback from others and have processed issues raised by diversity. It should include a self and peer appraisal of personal development signed by the group facilitator. (2000 words) Student Work Load Group attendance 1.5 hours per week for 30 weeks = 45 Private study / learning journal = 30 TOTAL = 75 hrs Reading List Johns, H.(1996) Personal development in Counsellor training, London, Cassell. 34

Post Graduate Certificate in Professional Studies (Supervision)

Post Graduate Certificate in Professional Studies (Supervision) Post Graduate Certificate in Professional Studies (Supervision) This programme fits with the framework of the Post Graduate Certificate (Continuing Professional Development) within the Institute of Lifelong

More information

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

1. Programme title(s): Postgraduate Certificate in Professional Studies (Supervision) Programme Specification (Postgraduate) Date created/amended: March 5 2015 1. Programme title(s): Postgraduate Certificate in Professional Studies (Supervision) 2. Awarding body or institution: University

More information

MA/Postgraduate Diploma in Counselling

MA/Postgraduate Diploma in Counselling MA/Postgraduate Diploma in Counselling Awarding Institution: The University of Reading Teaching Institution: The University of Reading Faculty of Economic and Social Sciences Programme length: 36 months

More information

Programme Specification

Programme Specification Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) Awarding Institution Teaching Institution Professional body accreditation

More information

BA Community Health and Nursing Studies

BA Community Health and Nursing Studies BA Community Health and Nursing Studies Awarding Institution: Teaching Institution: Relevant QAA benchmarking group Faculty of Economic and Social Sciences For students commencing the programme in 2002

More information

ADVANCED DIPLOMA IN COUNSELLING AND PSYCHOLOGY

ADVANCED DIPLOMA IN COUNSELLING AND PSYCHOLOGY ACC School of Counselling & Psychology Pte Ltd www.acc.edu.sg Tel: (65) 6339-5411 9 Penang Road #13-22 Park Mall SC Singapore 238459 1) Introduction to the programme ADVANCED DIPLOMA IN COUNSELLING AND

More information

University of Cambridge: Programme Specifications ADVANCED DIPLOMA IN COUNSELLING

University of Cambridge: Programme Specifications ADVANCED DIPLOMA IN COUNSELLING University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed

More information

Programme Specification Postgraduate Programmes

Programme Specification Postgraduate Programmes Programme Specification Postgraduate Programmes Awarding Body/Institution Teaching Institution University of London Goldsmiths, University of London Name of Final Award and Programme Title MA Counselling

More information

PROGRAMME SPECIFICATION Final

PROGRAMME SPECIFICATION Final s PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body Faculty School Location of study/ campus Partner institution(s)

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty

More information

Programme Specification and Curriculum Map for MSc in Transactional Analysis Psychotherapy

Programme Specification and Curriculum Map for MSc in Transactional Analysis Psychotherapy Programme Specification and Curriculum Map for MSc in Transactional Analysis Psychotherapy 1. Programme title MSc in Transactional Analysis Psychotherapy, Post Graduate Clinical Diploma in Transactional

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling

More information

Programme Specification PG Cert/ PG Dip/ MA Integrative Counselling

Programme Specification PG Cert/ PG Dip/ MA Integrative Counselling Programme Specification PG Cert/ PG Dip/ MA Integrative Counselling 1. Awarding institution/body University of Worcester 2. Teaching institution The Iron Mill Institute, Exeter PCI College, Dublin 3. Programme

More information

UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP

UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP 25 UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP PLEASE NOTE: This specification provides a concise summary

More information

Counselling and Play Therapy Practicum with Children and Young People II. Module code: SOC704 Cost centre: GASC JACS2 code:

Counselling and Play Therapy Practicum with Children and Young People II. Module code: SOC704 Cost centre: GASC JACS2 code: Module 4 Title: Counselling and Play Therapy Practicum with Children and Young People II Level: 7 Credit Value: 20 Module code: SOC704 Cost centre: GASC JACS2 code: Semester(s) in which to be offered:

More information

Postgraduate Diploma/Certificate in Evidence-based Psychological Treatment For students entering in 2007-08

Postgraduate Diploma/Certificate in Evidence-based Psychological Treatment For students entering in 2007-08 Postgraduate Diploma/Certificate in Evidence-based Psychological Treatment For students entering in 2007-08 Awarding Institution: The University of Reading Teaching Institution: University of Reading Relevant

More information

Cornwall Therapy Partnership. Graduate Certificate in Integrated Humanistic Psychotherapy

Cornwall Therapy Partnership. Graduate Certificate in Integrated Humanistic Psychotherapy Cornwall Therapy Partnership Graduate Certificate in Integrated Humanistic Psychotherapy This document contains the outlines of the details of the Graduate Certificate in Integrated Humanistic Psychotherapy

More information

MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL

MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL Programme Specification MA EDUCATION MA Education: Childhood and Youth Studies MA Education: Higher Education MA Education: Leadership and Management MA Education: TESOL PGCert Artist Teacher PGCert Challenging

More information

Programme Specification for MA Counselling Children in Schools

Programme Specification for MA Counselling Children in Schools Programme Specification for MA Counselling Children in Schools This programme is only offered at: Place2Be. Final award MA Intermediate awards available PG Cert; PG Dip UCAS code N/A Details of professional

More information

Programme Specification (Undergraduate) Date amended: April 2014

Programme Specification (Undergraduate) Date amended: April 2014 Programme Specification (Undergraduate) Date amended: April 2014 1. Programme title(s) and UCAS code(s): Certificate of Higher Education in Psychology (no UCAS code) 2. Awarding body or institution: University

More information

INFORMATION SHEET: COUNSELLING COURSES

INFORMATION SHEET: COUNSELLING COURSES Kerry Adult Guidance and Information Service Tel: 066 7121300; e-mail: guidance@cokerryed.ie Last updated: 27 th November 2013 INFORMATION SHEET: COUNSELLING COURSES The courses listed here are those of

More information

School of Counseling. Handbook (2014)

School of Counseling. Handbook (2014) School of Counseling Handbook (2014) OVERVIEW The Master of Arts in Counseling and the Postgraduate Diploma in Counseling programs prepares Christian counselors with the knowledge, skill, and insight to

More information

Ellesmere Centre Diploma in Therapeutic Counselling. Ellesmere Centre Diploma in Transactional Analysis Psychotherapy

Ellesmere Centre Diploma in Therapeutic Counselling. Ellesmere Centre Diploma in Transactional Analysis Psychotherapy The Ellesmere Centre for Psychotherapy and Training Ellesmere Centre Diploma in Therapeutic Counselling Ellesmere Centre Diploma in Transactional Analysis Psychotherapy Certified Transactional Analyst

More information

Programme approval 2008/09 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION

Programme approval 2008/09 PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation Vascular Ultrasound 2. Final award Award Title Credit ECTS Any special criteria value equivalent MSc Vascular

More information

Diploma in Transactional Analysis Psychotherapy with Optional MSc in TA Psychotherapy (MSc Validated by Middlesex University)

Diploma in Transactional Analysis Psychotherapy with Optional MSc in TA Psychotherapy (MSc Validated by Middlesex University) Diploma in Transactional Analysis Psychotherapy with Optional MSc in TA Psychotherapy (MSc Validated by Middlesex University) Starting October 2015 Metanoia Institute 13 North Common Road Ealing, London,

More information

POSTGRADUATE DIPLOMA IN COGNITIVE BEHAVIOURAL THERAPY

POSTGRADUATE DIPLOMA IN COGNITIVE BEHAVIOURAL THERAPY Department for Continuing Education with Oxford Cognitive Therapy Centre Inspiring Excellence in CBT Training, Therapy & Research POSTGRADUATE DIPLOMA IN COGNITIVE BEHAVIOURAL THERAPY A ONE-YEAR PART-TIME

More information

Programme Specification (Postgraduate) Date amended: Aug 2013

Programme Specification (Postgraduate) Date amended: Aug 2013 Programme Specification (Postgraduate) Date amended: Aug 2013 1. Programme Title(s): LLM International Law 2. Awarding body or institution: University of Leicester 3. a) Mode of study Full Time b) Type

More information

MSc in Integrative. Psychotherapy. Philosophical basis of the MSc Programme

MSc in Integrative. Psychotherapy. Philosophical basis of the MSc Programme MSc in Integrative Psychotherapy This programme will provide you with a strong knowledge base and the expertise to practice as an integrative psychotherapist with a broad range of clients in a variety

More information

Doctor of Clinical Psychology

Doctor of Clinical Psychology Doctor of Clinical Psychology Programme of study for the degree of Doctor of Clinical Psychology 1. The following may be accepted as a candidate for the degree of Doctor of Clinical Psychology: Graduates

More information

Programme Specification. MSc Accounting. Valid from: September 2014 Faculty of Business

Programme Specification. MSc Accounting. Valid from: September 2014 Faculty of Business Programme Specification MSc Accounting Valid from: September 2014 Faculty of Business 1 SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award Doctor of Clinical Psychology 4 Programme Title Doctorate in Clinical Psychology

More information

Programme Specification. MRes Developmental Psychology. Valid from: September 2012 Faculty of Health & Life Sciences

Programme Specification. MRes Developmental Psychology. Valid from: September 2012 Faculty of Health & Life Sciences Programme Specification MRes Developmental Psychology Valid from: September 2012 Faculty of Health & Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title MSc International Spatial Planning 5 Programme Code 5177

More information

All LJMU programmes are delivered and assessed in English. Psychology

All LJMU programmes are delivered and assessed in English. Psychology PROGRAMME SPECIFICATION Bachelor of Science with Honours in Applied Sport Psychology Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Subject benchmark

More information

Teaching institution: Institute of Education, University of London

Teaching institution: Institute of Education, University of London PROGRAMME SPECIFICATION Doctor in Education Awarding body: Institute of Education, University of London Teaching institution: Institute of Education, University of London Name of the final award: Doctor

More information

MA in Health and Social Care

MA in Health and Social Care Programme Specification and Curriculum Map for MA in Health and Social Care 1. Programme title Health and Social Care 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University

More information

Arts, Humanities and Social Science Faculty

Arts, Humanities and Social Science Faculty MA in Public Policy (full-time) For students entering in 2014/5 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:

More information

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London

Awarding Institution: Institute of Education, University of London. Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MSc Psychology of Education Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Details of accreditation

More information

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice

PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice PROGRAMME SPECIFICATION MSc Speech, Language and Communication Needs in Schools: Advanced Practice Awarding body: Institute of Education, University of London / City University London Teaching Institutions:

More information

AWARDING INSTITUTION/BODY:

AWARDING INSTITUTION/BODY: B1: Programme Specification PROGRAMME TITLE: MSc in Applied Sport and Exercise Psychology/MSc Sport and Exercise Psychology (with PgDiploma exit award) PLEASE NOTE. This specification provides a concise

More information

Knowledge and Understanding

Knowledge and Understanding PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title MSc Psychology (Foundations in Clinical and Health Psychology)

More information

Programme Title: MSc/Diploma/Certificate in Advancing Nursing Practice

Programme Title: MSc/Diploma/Certificate in Advancing Nursing Practice THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION FOR MSc in Advancing Nursing Practice Awarding Institution: The University of Edinburgh Teaching Institution: The University of Edinburgh Programme accredited

More information

PROFESSIONAL TRAINING IN TRANSACTIONAL ANALYTIC PSYCHOTHERAPY (TA-202) BROCHURE OF THE TRAINING

PROFESSIONAL TRAINING IN TRANSACTIONAL ANALYTIC PSYCHOTHERAPY (TA-202) BROCHURE OF THE TRAINING PROFESSIONAL TRAINING IN TRANSACTIONAL ANALYTIC PSYCHOTHERAPY (TA-202) BROCHURE OF THE TRAINING The training meets requirements of European Association for Transactional Analysis (EATA), International

More information

PROGRAMME SPECIFICATION MSc Psychology

PROGRAMME SPECIFICATION MSc Psychology PROGRAMME SPECIFICATION MSc Psychology 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited by British Psychological Society 4. Final

More information

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING

THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING THE PSYCHOLOGICAL SOCIETY OF IRELAND CUMANN SÍCEOLAITHE ÉIREANN ACCREDITATION CRITERIA FOR POSTGRADUATE PROFESSIONAL TRAINING IN EDUCATIONAL PSYCHOLOGY DATE: 22 ND FEBRUARY 2010 Date for review: February

More information

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

Faculty of Education, Health and Sciences. PROGRAMME SPECIFICATION MSc Integrative Counselling and Psychotherapy (BACP Accredited) Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION MSc Integrative Counselling and Psychotherapy (BACP Accredited) Valid from September 2012 Contents Section One: General Information 2 Programme

More information

PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology)

PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) Awarding Institution: Institute of Education, University of London Teaching Institution: Institute of Education,

More information

COURSE OR HONOURS SUBJECT TITLE: PgDip / MSc in Health Psychology (with PGCert exit award)

COURSE OR HONOURS SUBJECT TITLE: PgDip / MSc in Health Psychology (with PGCert exit award) 154 COURSE OR HONOURS SUBJECT TITLE: PgDip / MSc in Health Psychology (with PGCert exit award) PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning

More information

MSc International Management & International Relations

MSc International Management & International Relations Programme Specification MSc International Management & International Relations Valid from: September 2015 Faculty of Business & Faculty of Humanities & Social Sciences SECTION 1: GENERAL INFORMATION Awarding

More information

University of Cambridge: Programme Specifications

University of Cambridge: Programme Specifications University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information contained in this programme specification. At the time of publication, the programme

More information

Valid from: September 2016 Faculty of Technology Design & Environment/ Solihull College

Valid from: September 2016 Faculty of Technology Design & Environment/ Solihull College Programme Specification BSc Honours Electronic Engineering (Final Year Programme) Valid from: September 2016 Faculty of Technology Design & Environment/ Solihull College SECTION 1: GENERAL INFORMATION

More information

COURSE OR HONOURS SUBJECT TITLE: Postgraduate Certificate/Postgraduate Diploma/MSc in Counselling and Therapeutic Communication

COURSE OR HONOURS SUBJECT TITLE: Postgraduate Certificate/Postgraduate Diploma/MSc in Counselling and Therapeutic Communication PROGRAMME SPECIFICATION COURSE OR HONOURS SUBJECT TITLE: Postgraduate Certificate/Postgraduate Diploma/MSc in and Therapeutic Communication 1 AWARD INSTITUTION/BODY: University of Ulster 2 TEACHING INSTITUTION:

More information

SPECIALIST ARTICLE A BRIEF GUIDE TO PSYCHOLOGICAL THERAPIES

SPECIALIST ARTICLE A BRIEF GUIDE TO PSYCHOLOGICAL THERAPIES SPECIALIST ARTICLE A BRIEF GUIDE TO PSYCHOLOGICAL THERAPIES Psychological therapies are increasingly viewed as an important part of both mental and physical healthcare, and there is a growing demand for

More information

Psychology, Early Childhood Studies, Counselling Date specification last up-dated May 2014

Psychology, Early Childhood Studies, Counselling Date specification last up-dated May 2014 Child Psychology Final award Intermediate awards available UCAS code Details of professional body accreditation BSc (Hons) Cert. HE, DipHE, BSc C823 British Psychological Society Relevant QAA Benchmark

More information

Diploma in Drugs Counselling Theory & Intervention Skills (NFQ Level 7) 2013/2014 (Year 2 Dublin)

Diploma in Drugs Counselling Theory & Intervention Skills (NFQ Level 7) 2013/2014 (Year 2 Dublin) Diploma in Drugs Counselling Theory & Intervention Skills (NFQ Level 7) 2013/2014 (Year 2 Dublin) This professional training course offered by Merchants Quay Ireland in conjunction with University College

More information

SCHOOL OF NURSING. FdSc in Healthcare Practice. Programme Specification. December 2011

SCHOOL OF NURSING. FdSc in Healthcare Practice. Programme Specification. December 2011 FACULTY OF HEALTH, SOCIAL CARE AND EDUCATION SCHOOL OF NURSING FdSc in Healthcare Practice Programme Specification December 2011 Updated 24.10.2014 Foundation Degree Healthcare Practice - Programme Spec

More information

For students entering in 2004 Date of specification: September 2003

For students entering in 2004 Date of specification: September 2003 MSc Speech and Language Therapy Awarding Institution: The University of Reading Teaching Institution: The University of Reading Relevant subject benchmarking group: Speech and Language Therapy Faculty

More information

Doctorate in Professional Educational, Child and Adolescent Psychology (DEdPsy)

Doctorate in Professional Educational, Child and Adolescent Psychology (DEdPsy) Programme Specification Doctorate in Professional Educational, Child and Adolescent Psychology (DEdPsy) Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute

More information

Graduate Profile. DipHE Mental Health Nursing

Graduate Profile. DipHE Mental Health Nursing Graduate Profile DipHE Mental Health Nursing The following information, in conjunction with the graduate's individual practice portfolio and C.V., constitutes the graduate profile for the named award.

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION

ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION This document describes the Doctorate in Clinical Psychology. This specification is valid for new entrants and current students from September

More information

MSc, PG Dip, PG Cert in Advanced Nursing Practice

MSc, PG Dip, PG Cert in Advanced Nursing Practice Programme Specification MSc, PG Dip, PG Cert in Advanced Nursing Practice Valid from: January 2016 Faculty of Health and Life Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution

More information

MSc Security Management (Campus based)

MSc Security Management (Campus based) MSc Security Management (Campus based) Programme Specification Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and employers.

More information

Applied Psychology. Course Descriptions

Applied Psychology. Course Descriptions Applied Psychology s AP 6001 PRACTICUM SEMINAR I 1 CREDIT AP 6002 PRACTICUM SEMINAR II 3 CREDITS Prerequisites: AP 6001: Successful completion of core courses. Approval of practicum site by program coordinator.

More information

PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION

PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation MSc Accounting, Accountability & Financial Management For undergraduate programmes only Single honours Joint

More information

Postgraduate Diploma in Practice Education (Social Work) For students entering in 2008

Postgraduate Diploma in Practice Education (Social Work) For students entering in 2008 Postgraduate Diploma in Practice Education (Social Work) For students entering in 08 Awarding Institution: University of Reading Teaching Institution: University Of Reading Faculty of Social Sciences Relevant

More information

Programme Specification and Curriculum Map for MA Global Governance and Public Policy

Programme Specification and Curriculum Map for MA Global Governance and Public Policy Programme Specification and Curriculum Map for MA Global Governance and Public Policy 1. Programme title MA / PGDip / PG Cert Global Governance and Public Policy: International Development 2. Awarding

More information

In line with the QAA criminology benchmark statements on learning outcome thresholds the programme aims to:

In line with the QAA criminology benchmark statements on learning outcome thresholds the programme aims to: Course Record Information Name and Level of final and Intermediate Awards Awarding Body Location of Delivery Mode of Study UW Course Code JACS Code UCAS Code QAA Subject Benchmarking Group Professional

More information

Programme Specification 2015/16

Programme Specification 2015/16 Programme Specification 2015/16 1. Awarding body University of Surrey 2. Teaching institution (if different) N/A 3. Final award BSc (Hons) 4. Programme title/route/pathway International Events Management

More information

HCMG02 ADVANCED CHILD CARE PRACTICE 2. - Therapeutic Communication with Children & Young People 30 M

HCMG02 ADVANCED CHILD CARE PRACTICE 2. - Therapeutic Communication with Children & Young People 30 M MA/PGDip/PGCert in Therapeutic Child Care Awarding Institution: The University of Reading Teaching Institution: The University of Reading Programme length: part-time over 24 months, including 2 residential

More information

1. Awarding Institution: Imperial College London. 2. Teaching Institution: Imperial College London

1. Awarding Institution: Imperial College London. 2. Teaching Institution: Imperial College London Programme Specification for the MSc in Mathematics and Finance PLEASE NOTE. This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical

More information

Code: COU707 Title: Counselling and Mental Health

Code: COU707 Title: Counselling and Mental Health ` Faculty of Arts and Business School of Social Sciences Teaching Session: Semester 1 Year: 2016 Course Coordinator: Neil Mellor Office: T2.32 Phone No: (07)5430 1265 Email: NMellor@usc.edu.au UCourse

More information

Spring Terms. To qualify for the Diploma of Higher Education in Management, all modules (including the project) must be passed at 40%

Spring Terms. To qualify for the Diploma of Higher Education in Management, all modules (including the project) must be passed at 40% DIPLOMA OF HIGHER EDUCATION IN MANAGEMENT (part-time, day-time) Awarding Institution: Teaching Institution: Relevant QAA subject benchmarking group: Faculty of Arts and Humanities The University of Reading

More information

Programme Specification

Programme Specification Programme Specification MSc in Forensic Psychology Entry Requirements: Applicants for this course must have a good Honours degree (2:1 or better) in Psychology that confers Graduate Basis for Registration

More information

PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology. Teaching Institutions: UCL Institute of Education

PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology. Teaching Institutions: UCL Institute of Education PROGRAMME SPECIFICATION MSc Developmental and Educational Psychology Awarding body: University College London Teaching Institutions: UCL Institute of Education Name of final award: Master of Science (MSc)

More information

Master of Counselling with nested Graduate Diploma of Counselling

Master of Counselling with nested Graduate Diploma of Counselling Master of Counselling with nested Graduate Diploma of Counselling Transforming lives through excellence in Christian higher education Master of Counselling with nested Graduate Diploma of Counselling The

More information

MA IN COUNSELLING STUDIES HANDBOOK

MA IN COUNSELLING STUDIES HANDBOOK MA IN COUNSELLING STUDIES HANDBOOK JANUARY 2010 THIS PROGRAMME HANDBOOK CONTAINS INFORMATION SPECIFIC TO THE JANUARY INTAKE ENTRY ROUTE TO THE MA IN COUNSELLING STUDIES. IT MUST BE READ IN CONJUNCTION

More information

COURSE APPROVAL GUIDELINES APS COLLEGE OF SPORT PSYCHOLOGISTS

COURSE APPROVAL GUIDELINES APS COLLEGE OF SPORT PSYCHOLOGISTS COURSE APPROVAL GUIDELINES APS COLLEGE OF SPORT PSYCHOLOGISTS Updated October 2000 Page 2 1. General Introduction and Principles The following principles provide the bases and framework for the development

More information

Psychology, Social Work and Human Sciences

Psychology, Social Work and Human Sciences School of, Social Work and Human Sciences UG PG Our courses provide our students with an exciting and diverse education in scientific discovery and social and health studies, based at our Brentford site

More information

Teaching Institutions: Institute of Education, University of London

Teaching Institutions: Institute of Education, University of London PROGRAMME SPECIFICATION MA Higher and Professional Education Awarding body: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Name of final

More information

PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION. Any special criteria Accounting, Accountability MSc. value Equivalent. Credit.

PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION. Any special criteria Accounting, Accountability MSc. value Equivalent. Credit. PROGRAMME APPROVAL FORM SECTION 1 THE PROGRAMME SPECIFICATION 1. Programme title and designation MSc Accounting, Accountability & Financial Management 2. Final award Award Title Credit value ECTS Equivalent

More information

MBA/PGDip/PGCert in Construction and Real Estate N/A For students entering in 2009

MBA/PGDip/PGCert in Construction and Real Estate N/A For students entering in 2009 MBA/PGDip/PGCert in Construction and Real Estate N/A For students entering in 2009 UCAS Code: Awarding Institution: The University of Reading Teaching Institution: College of Estate Management Faculty:

More information

School of Health in Social Science. Counselling and Psychotherapy MASTER OF COUNSELLING (INTERPERSONAL DIALOGUE) INFORMATION BOOKLET, 2015 2017

School of Health in Social Science. Counselling and Psychotherapy MASTER OF COUNSELLING (INTERPERSONAL DIALOGUE) INFORMATION BOOKLET, 2015 2017 Introduction School of Health in Social Science Counselling and Psychotherapy MASTER OF COUNSELLING (INTERPERSONAL DIALOGUE) INFORMATION BOOKLET, 2015 2017 The Master of Counselling (Interpersonal Dialogue)

More information

Programme Specification. Graduate Diploma in Professional and Clinical Veterinary Nursing

Programme Specification. Graduate Diploma in Professional and Clinical Veterinary Nursing Programme Specification Graduate Diploma in Professional and Clinical Veterinary Nursing 17 1. Awarding institution The Royal Veterinary College 2. Teaching institution The Royal Veterinary College (University

More information

Programme Specification

Programme Specification School of Life and Medical Sciences Title of Programme: MSc Research in Clinical Psychology MSc Clinical Psychology Practice Programme Code: HHMCLP Programme Specification This programme specification

More information

Foundation Degree in Supporting Childrens Development and Learning-Newbury College X313 For students entering Part 1 in 2009/0

Foundation Degree in Supporting Childrens Development and Learning-Newbury College X313 For students entering Part 1 in 2009/0 Foundation Degree in Supporting Childrens Development and Learning-Newbury College X313 For students entering Part 1 in 2009/0 UCAS code: Awarding Institution: Teaching Institution: Relevant QAA subject

More information

THE PROGRAMME SPECIFICATION. value equivalent

THE PROGRAMME SPECIFICATION. value equivalent THE PROGRAMME SPECIFICATION 1. Programme title and designation Medical 2. Final award Award Title Credit ECTS Any special criteria value equivalent MSc Medical 180 90 N/A 3. Nested award Award Title Credit

More information

Masters in Public Administration

Masters in Public Administration Masters in Public Administration Programme Specification Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff and employers.

More information

Faculty of Health & Human Sciences School of Psychology

Faculty of Health & Human Sciences School of Psychology Faculty of Health & Human Sciences School of Psychology Programme Specification for Psychology Undergraduate Programmes BSc (Hons) Psychology BSc (Hons) Psychology major with approved minor subjects Each

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MA 4 Programme Title MA in the History of the Americas 5 UCAS/Programme Code

More information

PROGRAMME SPECIFICATION MSc in Child Development. Awarding body: University College London. Teaching Institution: UCL Institute of Education

PROGRAMME SPECIFICATION MSc in Child Development. Awarding body: University College London. Teaching Institution: UCL Institute of Education PROGRAMME SPECIFICATION MSc in Child Development Awarding body: University College London Teaching Institution: UCL Institute of Education Details of accreditation by a professional/statutory body The

More information

PGCert/PG Dip/MSc Higher Professional Education

PGCert/PG Dip/MSc Higher Professional Education Programme Specification PGCert/PG Dip/MSc Higher Professional Education Incorporating NMC standards to support learning and assessment in practice (2008) practice teacher and teacher Valid from: September

More information

MSc International Banking and Financial Services For students entering in 2006

MSc International Banking and Financial Services For students entering in 2006 MSc International Banking and Financial Services For students entering in 2006 Awarding Institution Teaching Institution Faculty of Economic and Social Sciences Date of specification: October 2006 Programme

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MA (Master of Arts) 4 Programme Title Media and Public Relations 5 UCAS/Programme

More information

Arts, Humanities and Social Science Faculty

Arts, Humanities and Social Science Faculty MA in Education (full-time) For students entering in 2013/4 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification: Programme

More information

COURSE OR HONOURS SUBJECT TITLE: BSc Hons Information Technologies with/without DPP/DPP(I)/DIAS with CertHE and AB exit awards (FT)

COURSE OR HONOURS SUBJECT TITLE: BSc Hons Information Technologies with/without DPP/DPP(I)/DIAS with CertHE and AB exit awards (FT) UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION COURSE OR HONOURS SUBJECT TITLE: BSc Hons Information Technologies with/without DPP/DPP(I)/DIAS with CertHE and AB exit awards (FT) BSc Hons Information Technologies

More information

THE UNIVERSITY OF EDINBURGH. PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1

THE UNIVERSITY OF EDINBURGH. PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 THE UNIVERSITY OF EDINBURGH PROGRAMME SPECIFICATION M.A. Honours in Psychology and Business Studies1 1) Awarding Institution: University of Edinburgh 2) Teaching Institution: University of Edinburgh 3)

More information

Programme Specification (Undergraduate) Date amended: February 2014

Programme Specification (Undergraduate) Date amended: February 2014 Programme Specification (Undergraduate) Date amended: February 2014 1. Programme Title(s) and UCAS code(s): BSc in Human Resource Management 2. Awarding body or institution: University of Leicester 3.

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification 1. 2. 3. 4. 5. Basic Course Information Awarding Institution: School/Campus: Final Award, Course Title and Modes of Study: Normal Duration: UCAS Code: Nottingham

More information

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes

More information