MA IN COUNSELLING STUDIES HANDBOOK

Transcription

1 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 WITH THE CURRENT FACULTY OF EDUCATION POSTGRADUATE STUDENT HANDBOOK PROVIDED ON ENROLMENT. 1

2 CONTENTS The School of Education/The Counselling Team. 3 Aims of the MA in Counselling Studies The Nature of the MA in Counselling Studies 6 Time and Location.. 7 Telephone Numbers of Academic & Administration Staff 7 Description of Course Units Guidelines for Written Assignments. 14 Marking Criteria Assessment.. 17 Resources. 18 Practice and Procedures Ph.D. and Professional Doctorate Information

3 THE SCHOOL OF EDUCATION EDUCATIONAL SUPPORT & INCLUSION The MA January Intake course is based within the School of Education in Educational Support & Inclusion (ESI) Research Training Group (RTG). Award Bearing Courses M.A. in Counselling Studies (January Intake) M.A. in Counselling Studies (including Postgraduate Diploma in Counselling BACP Accredited) Post Graduate Certificate in the Supervision of Counselling and in the Helping Professions Professional Doctorate in Counselling Studies In addition to teaching on award bearing courses, Counselling staff are involved in supervising a number of Ph.D. students. The Counselling Team All tutors are actively working within the field of Counselling. Course members are drawn from many different professional groups, including Social Work, Medical, Education, Pastoral, Organisation Management and those engaged as Private Practitioners and Consultants. 3

4 An Introduction AIMS OF THE MA IN COUNSELLING STUDIES (January Intake) The counselling courses at the University of Manchester are well established and respected nationally. The University prides itself on having a dynamic and diverse counselling team that consists of both counselling practitioners and counselling researchers. In getting accepted onto the course and taking a place we hope that you can tap into these resources at the University. The Masters programme is aimed particularly (but not exclusively) at counselling practitioners who wish to develop their skills as counsellor trainers and counselling researchers. More specifically the January intake provides an opportunity for counsellors who have already completed a professional training (e.g. Diploma in Counselling) at another institution to further their studies. Students can carry over a maximum of 60 credits (four units) from their previous studies. Following this (and the first step towards the MA through the January intake route) students must successfully complete three 15 credit units before entering onto the research element of the course - for a student to progress at least one of the assignments submitted during these three initial modules must have received a grade of 60% or more. Finally students are required to complete a further 15 credit research skills module and a dissertation worth 60 credits within a two year period (further information regarding these modules will be given on completion of the initial January intake modules). The course itself intends to: build upon practitioners existing training in Counselling and aid individuals in becoming professionally accredited; build an in-depth academic base in specialist areas by keeping abreast with current developments in the field and by encouraging a critical analysis of such developments; establish the links between theory, research and practice by emphasising the centrality of the concept of the reflective practitioner. Objectives: It is assumed that prior study up to diploma level have provided students with a full professional training focussing on counselling theory and research; theories of life-span development in relation to practice; the development of skills competencies; selfdevelopment, particularly as this relates to practice; regular practice under supervision, and issues related to ethics and standards of professional practice. The programme objectives of the additional study that leads to the Master s qualification are: To deepen academic understanding of recent developments in the field of counselling theory and integration (Modules: Theories of Counselling; Theories of Integration). To make explicit the links between Theory, Research and Practice in the thinking and professional practice of the students (Module: Research and Evaluation). To provide a broad introductory knowledge of the mainstream methods of research, namely Quantitative, Qualitative and Combination, and the philosophy which underlies them. (Module: Research and Evaluation). 4

5 To give a fuller knowledge of those methods that are most compatible with practice based enquiry in the field of counselling i.e. Qualitative Design and Analysis. (Module: Research and Evaluation). 5

6 THE NATURE OF THE MA IN COUNSELLING STUDIES The MA in Counselling Studies is a part-time course with the majority of the taught units taking place at the University in the late afternoon. The course provides the opportunity to explore the theoretical and philosophical underpinning of counselling models and to discuss issues relevant to the application of theory to practice. On successful completion of the initial January intake modules the research dissertation is intended to introduce course members to practice based enquiry and to stimulate interest in undertaking further research as an applied activity. The MA in Counselling Studies is not intended to be training in counselling and it is important that applicants have undertaken a substantial counsellor training before entry on to the MA. For Whom? The MA is for counselling practitioners who have an interest in developing their skills in offering counsellor training courses and/or counselling research. The degree is comprised of 180 module credits. Entry Requirements (Basic Criteria For Entry) 1. A relevant first degree and /or substantial and relevant professional qualifications and life experience. 2. In addition to (1.) candidates should hold: A substantial qualification in counselling, consisting of at least 350 contact hours and awarded by a recognised body. 3. It will generally be expected that candidates will be engaged in counselling in an appropriate setting and that their practice will be supervised according to BACP requirements. 4. All students must to being CRB checked by the University before progressing onto the Research Skills module. The MA in Counselling Studies is for candidates who have obtained a substantial counselling qualification, or combination of qualifications, other than the Postgraduate Diploma, provided they also meet the basic criteria for entry set out above. A further 120 credits will be needed for the award of MA. These will be made up of: 15 credits from the Theories of Counselling module 15 credits from the Theories of Integration module 15 credits from Research and Evaluation module 15 credits from the Practitioner Based Research module 60 credits for the research dissertation, which includes research, tutorial support and seminars. 6

7 TIME AND LOCATION This will be offered over 5 terms (1.5 academic years), usually commencing in January. The sessions are held during the late afternoon/early evening and are on a weekly basis from January to June. It is also necessary for students to attend a full day student research conference on 6 th July It is advisable to confirm the dates and times when applying. Core Academic Staff Terry Hanley, Director of MA (Jan intake), Room A6.16, Tel: Fax: [email protected] Clare Lennie, Director of MA (3 rd Year), Room A6.13, Tel: Fax: [email protected] William West, Course Tutor, Room A5.18, Tel: Fax: [email protected] Visiting lecturers are invited for specialist subjects. Administration Staff Jonathan Herbert, Secretary to the Counselling Courses, Room A5.6 Tel: [email protected] Shelley Darlington,RTG Admin Secretary, Room A5.7, Tel: Fax [email protected] Technical Staff Peter Leigh, Room CG 48, Tel: Fee: The course fee includes a registration fee, tuition, supervision and course material. Employing bodies may be prepared to fund course members. Since fees are subject to changes from year to year it is advisable to establish the amount at the time of application. The current fee for 2009/2010 is in the region of 1,130. Attendance: Course members are required to attend at least 80% of the sessions. Occasional research seminars will be organised and attendance at these is encouraged but optional. Supervision: Academic supervision will be given as part of the course in the form of a group tutorial. Separate from this, and additional to it, it is expected that course members will be receiving supervision for their counselling practice in line with BACP requirements. This is not provided as part of the course. 7

8 DESCRIPTION OF COURSE UNITS THEORIES OF COUNSELLING: EDUC Tuesday Evening January March 2010 Table of Hours and Credits: Activity Time (Hours) Lectures 24 Private study/assignment preparation 60 Directed reading 60 Group tutorial 6 Total Hours 150 Credits 15 Aims: This module will examine the major theories of counselling and their application to practice. Learning Outcomes: On successful completion of the unit students will be able to: demonstrate knowledge and understanding of a specific theory of counselling, showing some critical awareness of the relevant literature and research apply the theory to the student s own recent counselling practice, and evaluate process and outcomes Content: Postmodernism and current key debates in the field of counselling Issues of difference in counselling: race and ethnicity Working with ethical dilemmas Research into counselling Main models and theories of counselling: humanistic, psychodynamic and cognitivebehavioural Innovative and transpersonal models of counselling Teaching Methods: The module will be delivered via a mixture of lectures, tutor led seminars and case presentations by course members. Assessment: 8

9 1. Students will complete a written assignment which includes (a) a brief outline and analysis of a recognised theory of counselling (1,500 words) (b) a case study, based on the application of this theory of counselling to the student s own client work, with a systematic evaluation of process and outcomes (1,500 words) Alternatively 2. Compare and contrast two different approaches to counselling (3,000 words) Total word length: 3,000 words Weighting: 100% Submission date: 16 th March, 2010 Core texts: McLeod, J. (2009). An Introduction to Counselling: Fourth Edition. Buckingham: Open University Woolfe, R., Strawbridge, S., Douglas, B. & Dryden, W. (2009). Handbook of Counselling Psychology: Third Edition. London: Sage Specific topics: Cooper, M. O Hara, M., Schmid, P. & Wyatt, G. (eds) (2008). The Handbook for personcentred psychotherapy and counselling, London: Sage Davey, G. (2008). Psychopathology: Research, Assessment and Treatment in Clinical Psychology, London: Wiley Blackwell Gillon, E. (2007). Person-Centred Counselling Psychology, London: Sage Jacobs, M. (2004). Psychodynamic Counselling in Action: Third edition, London: Sage Mearns, D. & Thorne, B. (2007) Person Centred Counselling in Action: Third edition, London: Sage Rowan, J. & Dryden, W. (Eds).(1988). Innovative Therapy in Britain. Buckingham: Open University Tarrier, N. (2006). Case Formulation in Cognitive Behaviour Therapy, London: Routledge Trower, P., Casey, A., & Dryden, W. (2000). Cognitive-Behavioural Counselling in Action: Second edition. London: Sage West, W. (2004). Spiritual Issues in Therapy: Relating experience to practice, London: palgrave 9

10 THEORIES OF INTEGRATION: EDUC Tuesday Evening March May 2010 Table of Hours and Credits: Activity Time (Hours) Lectures 24 Private study/assignment preparation 60 Directed reading 60 Group tutorial 6 Total Hours 150 Credits 15 Aims: This module will examine how the differing approaches to counselling may be integrated, together with the issues raised by the whole process of integration. Learning Outcomes: On successful completion of the unit students will be able to: demonstrate knowledge and understanding of a specific integrative model of counselling, showing some critical awareness of the relevant literature and research apply the theory to the student s own recent counselling practice, and evaluate process and outcomes Content: The Nature of Integration in Counselling Current Trends and Obstacles to Integration Integrative and eclectic approaches. Research into integration Models of integrative approaches: Skilled Helper model, Cognitive Analytic Therapy, Conversational Model Developing a personal approach to integration. Teaching Methods: The module will be delivered via a mixture of lectures and tutor led seminars. Assessment Strategy: 1. Students will complete a written assignment which includes (a) a brief outline and analysis of a recognised integrative model of counselling (1,500 words) 10

11 (b) a case study, based on the application of this integrative model of counselling to the student s own client work, with a systematic evaluation of process and outcomes (1,500 words) Alternatively 2. Students will complete a written assignment which includes: (a) a brief outline and analysis of a recognised integrative model of counselling (1,500 words) (b) a discussion which highlights and evaluates how the model fits with your existing counselling practice (1,500 words) Total word length: 3,000 words Weighting: 100% Submission date: 8 th June, 2010 Core Reading: Norcross, J. & Goldfried, M. (2005). A Handbook of Psychotherapy Integration: Second Edition. Basic Books. Palmer, S. & Woolfe, R. (Eds).(2000). Integrative and Eclectic Counselling and Psychotherapy. Sage. Specific topics: Clarkson, P. (2003). The Therapeutic Relationship: Second Edition. Whurr Publishing Culley, S. & Bond, T. (2004). Integrative Counselling Skills in Action: Second Edition. London: Sage Egan, G. (2009). The Skilled Helper: A Problem-management and Opportunity Development Approach to Helping (Ninth Edition). Thompson Learning Hobson, R. (1985). Forms of Feeling: The Heart of Psychotherapy. London: Routledge Mearns, D. & Cooper, M. (2005). Working at Relational Depth in Counselling and Psychotherapy, London: Sage O Brian, M. & Houston, G. (2007). Integrative Therapy: A Practitioner's Guide (Second Edition). London: Sage Ryle, A. & Kerr, I. (2002). Introducing Cognitive Analytic Therapy: Principles and Practice. London: Wiley Wosket, V. (2006). Egan s Skilled Helper Model: Developments and Applications in Counselling, London: Routledge 11

12 RESEARCH AND EVALUATION: EDUC Tuesday Evening June July full day on the 6 th July 2010 Table of Hours and Credits: Activity Time (Hours) Lectures 25 Private study/assignment preparation 60 Directed reading 60 Group tutorial 5 Total Hours 150 Credits 15 Aims: The unit is designed to provide an introduction to research and evaluation for counsellors. It will provide a broad introductory knowledge of mainstream methods of research, namely quantitative and qualitative. It will also address the question of evaluation of counselling practice including the use of evaluation packages such as CORE It is intended to develop a critical understanding of research and evaluation including relevant literature. Learning Outcomes: On completion of the module, successful students will be able to: demonstrate an ability to critically examine research papers show awareness of the value of research and evaluation for their counselling practice demonstrate knowledge of research and evaluation approaches relevant to counselling practice. Transferable skills and Personal Qualities: On completion of the unit, course members will have shown evidence of: Written communication: assignment Oral communication: participation in groupwork, class discussion Interpersonal skills: active listening Working with others Problem solving: choosing appropriate research and evaluation approaches relevant to their practice IT skills: literature and library searches, word processing Content: 12

13 What is research? What is evaluation? An introduction to research methods Qualitative, Quantitative and Combination Use of evaluation packages including CORE Critical approaches to research and evaluation Teaching and learning methods: Lecture/discussion or seminar. Skills training, e.g. using CORE, carrying out electronic literature search Small group work Reflective practice, using a personal learning journal to record significant areas of learning, personal growth and insights from this course unit. Assessment Strategy: Students will answer one of the following questions in the form of a written assignment: 1. What place does research have in the counselling world? and what challenges do researchers working in this area face? 2. What place do outcome measures have in the counselling world and what are the challenges associated with using them? Total word length: 3,000 words Weighting: 100% Submission date: 14 th July, 2010 Core texts: Cooper, M. (2008). Essential Research Findings in Counselling and Psychotherapy Research: The Facts are Friendly, London: Sage McLeod, J. (2003) Doing Counselling Research: Second edition. London: Sage Specific Topics BACP. (2002). Ethical Framework for Good Practice in Counselling and Psychotherapy. Rugby: BACP Bond, T. (2004). Ethical Guidelines for Researching Counselling and Psychotherapy. Counselling and Psychotherapy Research, 4(2), pp Dallos, R. & Vetere, A. (2006). Researching Psychotherapy and Counselling, OU Press Hubble, M., Duncan, B. & Miller, S. (1999). The Heart and Soul of Change: what works in therapy. American Psychological Association Roth, A. & Fonagy, P. (2006). What works for whom: a critical review of psychotherapy research (Second Edition), Guildford Publications Rowland, N. & Goss, S. (2000). Evidence-Based Counselling and Psychological Therapies. Routledge Timulak, L. (2008). Research in Psychotherapy and Counselling, London: Sage Wampold, B. (2001). The Great Psychotherapy Debate: Models, Methods and Findings, Lawrence Erlbaum Associates Inc 13

14 GUIDELINES FOR WRITTEN ASSIGNMENTS All assignments required on the MA in Counselling Studies should show evidence of critical appraisal of the literature and should demonstrate an ability to apply your thinking and your reflections on practice to a particular essay title. It should also show some capacity to link theoretical ideas with practice and your own personal experience. Specific guidance will be offered on each assignment and individual tutorials can be arranged. All academic work is given a percentage mark according to Faculty criteria and guidelines. The units on Theories of Counselling, Theories of Integration and The Counsellor as Researcher are designed to prepare students for work at postgraduate level on the MA in Counselling Studies. In order to progress from these units to the MA, students need to achieve pass grades of at least 50%. It is also expected that at least one of the three January intake initial modules receives a grade of 60% or above. Any grades between 40% and 49% indicate a pass at unit level, but not at a level sufficient for progression to the MA. Except in extreme circumstances, students who have not completed all three January intake modules before the start of the Research module in September will not be able to continue their studies after consulting with a course tutor students may be offered the option to defer a year. The tutors will double mark a selection of all assignments, giving appropriate feedback and a sample will be sent to the external assessor. Assignments will be returned as soon as possible and usually within four weeks. Please refer to the Faculty Handbook for information about creating a bibliography and referencing appropriately. 14

15 MARKING CRITERIA See course unit outline for learning outcomes and transferable skills assessed in this assignment FORMATIVE MARKING - The following criteria and scales are intended to provide more focused feedback. Please note that criteria may not be equally weighted and so the overall mark may not represent the aggregate of the analytic grades. Achievement of learning outcomes A B C D E % overall mark Comment: Rationale & analysis A B C D E Comment: Use of literature A B C D E Comment: Lots of people forget to reference properly!!!!!! Application of principles to practice A B C D E Comment: Organisation & structure A B C D E Comment: Please use sub-headings!!!! Include a short introduction and conclusion to the piece!!! Transferable skills A B C D E Comment: Check spellings and grammar unless you have a good reason to do not use abbreviated informal language such as don t and can t!!!! 15

16 LEARNING OUTCOMES RATIONALE & ANALYSIS USE OF LITERATURE APPLICATION OF PRINCIPLES TO PRACTICE ORGANISATION & STRUCTURE TRANSFERABLE SKILLS A (70%+) B (60-69%) C (50-59%) D (40-49%) E (below 40%) A (70%+) B (60-69%) C (50-59%) D (40-49%) E (below 40%) A (70%+) B 60-69%) C (50-59%) D (40-49%) E (below 40%) A (70%+) B (60-69%) C (50-59%) D (40-49%) E (below 40%) A (70%+) B (60-69%) C (50-59%) D (40-49%) E (below 40%) A (70%+) B (60-69%) C (50-59%) D (40-49%) E (below 40%) Fully meets the objectives/learning outcomes for this module Meets most of the objectives/learning outcomes for this module. Meets some of the objectives/learning outcomes for this module; serious limitations in some objectives/learning outcomes. Fails to meet most or all of the objectives/learning outcomes for this module. Work is inappropriate/inconsistent with the objectives of this module, and/or failure to achieve them. Shows originality in conceptualisation of study; rationale is clear and cogent; analysis is powerful and persuasive. A clear rationale and analysis, showing some originality; generally well argued and convincing. Satisfactory rationale and analysis, but lacking in originality or critical insight. Weak rationale, suffering from a lack of originality or limitation in critical thinking. Rationale extremely weak, irrelevant or missing altogether. Skilled synthesis of material referring to a wide range of appropriate and recent sources; highly judicious in use of evidence and sources. A good range of appropriate and recent sources and data, and judicious in use of evidence. Uses a reasonable range of appropriate and recent sources; applications are not always well controlled. Insufficient, irrelevant or poorly-used sources and references. Inadequate reading, with insufficient sources and references. Powerful and original application of principles to relevant experience, facts, issues and creation of learning materials. Good application of principles to present situation and future practice. Satisfactory application of principles to present situation and future practice. Weak in application of principles to present situation and future practice. Application of principles to practice is irrelevant, misconceived, extremely weak or totally absent. Clear, logical, original and persuasive; guides the reader at all times. Generally well organised; integrates detail into a coherent whole and guides reader to a reasoned conclusion. Parts of assignment are linked together but fall short of a coherent whole; does not always have a clear conclusion; does not always guide the reader adequately. Shows little regard for reader; links parts of assignment together but does not create a coherent whole; does not come to a justifiable conclusion. Fails to link parts to each other and to reach a justifiable conclusion. Demonstrates entirely appropriate and accurate use of the full range of transferable skills applicable to this module and assignment. Assignment demonstrates a good range of appropriate transferable skills. Assignment demonstrates a range of relevant transferable skills. Assignment demonstrates few transferable skills; mastery of transferable skills is weak or inappropriate. Assignment demonstrates little competence in the expected transferable skills; extremely weak. 16

17 ASSESSMENT Length of Assignments and Submission Dates Each module will be assessed through a 3,000 word assignment, to be submitted by a date agreed with the module tutor. Assignments that exceed the word limit will automatically be penalised. Should an extension be required, this should be requested in writing to the module tutor, clearly stating the reasons for the request. Any request for an extension beyond the prescribed limits of the course should be made in writing to the course tutor for consideration at the Board for Taught Masters. Re-Submissions In the event of an assignment failing to satisfy the examiners, one re-submission will be allowed. Appeals If a course member considers there are ground for an appeal related to the mark awarded for an assignment an appeal can be made. In the first instance this should be done informally to the tutor explaining the reasons for the appeal. If a final appeal is to be made, this should be done in writing stating clearly the grounds on which the appeal is being made and indicating any mitigating circumstances the course member wished to be taken into account. This will then be considered at the meeting of the examination board on a reserved agenda. The decision of the board will be communicated to the course member as soon possible after that meeting. Student Representation and Feedback Each module will be evaluated by course members using feedback sheets and questionnaires. This feedback is a valuable part of future planning and course members are asked to ensure that all feedback sheets and questionnaires are carefully completed. An elected course member will be appointed to sit on the counselling Courses Advisory Board as a representative of course members. She/he will be asked to give verbal feedback and to raise issues that are of concern to the body of course members. Support and Guidance The course tutors provide tutorial support which can be requested at any time. At least one individual tutorial per module is recommended. Some useful numbers are: Education Faculty Office University Counselling Service Central Academic Advisory Service Centre Office (Counselling)

18 RESOURCES 1. Libraries The major library holding educational literature is the John Rylands University Library (JRUL). Staff in the JRUL provide training in the use of its facilities, including literature searches through the databases. Approximately 14,000 books are held on open shelves, and there are many relevant journals and periodicals. It is advisable to become familiar with other libraries in the area, such as the City of Manchester Central Reference Library. They are particularly valuable at times of high demand on the stock at JRUL. 2. Computing Facilities Students have access to the personal computers and word processing facilities in the School. There are over 60 PCs available for simple data analysis and word processing. The school Computer Unit based in Room B3.5 is responsible for servicing the PC's and will also advise on all matters related to data analysis and can arrange for advanced data analysis using the MCC mainframe. The person in charge of the Computer Unit is Mrs Ivy Brember ( /2). 3. Audio-visual Facilities Extensive facilities are available, especially for photographic and video work. The counselling team have 3 camcorders, a video camera and fully equipped recording studio, which can be used on-site for recording research interviews with individuals or groups, such as focus groups. 18

19 PRACTICE AND PROCEDURES Attendance Course members are expected to attend 80% of all classes. This is because learning depends on the course member being an active part of the learning community. Experience has shown that course members are severely disadvantaged when the continuity of their involvement is broken. Should illness arise, course members are requested to telephone Jonathan Herbert (Counselling Courses Secretary) on ( ) and leave a message for the course director. A register will be taken at every course meeting. Presentation of Written Materials Assignments must be legible, word processed or typed. There should be a margin of at least one inch on the left hand side. All quotations should be single-spaced, indented and correctly referenced. Please refer to the Faculty Handbook for information about creating a bibliography and referencing appropriately. Feedback to Course Members Tutors normally return written work to course members within four weeks of submission. The assessed work will be returned with carefully considered feedback, usually one page of A4, written by the course member s tutor and in a percentage of the work, with feedback by a second tutor as well. A percentage of each cohort of essays is sent to the external examiner and any work regarding which there is conflicting views on the part of the two markers. At the end of this process, should the work be deemed to be a fail, the course member can request a resubmission. The course member s tutor will work with them to find ways to improve the piece of work, prior to resubmission. All academic work, including the dissertation will be graded according to the Guidelines for Written assignments (see pages 14-16). Policy on Extensions Should an extension be required for essays during the course teaching period, the course member should see their individual tutor. However should an extension of any kind be required beyond the end of the course, the extension should be sought in writing from the Board of Examiners. Complaints and Appeals Procedures Information regarding the University s complaints and appeals procedure can be found on page 66 of the School Student Handbook. 19

20 Withdrawal from the Course The carefully designed intake procedure aims to ensure that course members have the necessary elements in place to make their journey through the course a successful one; therefore withdrawals from the MA are rare. However, people s circumstances can and do change and can prevent the continuation of study. If a course member s circumstances do change, they are advised to discuss the situation with the Course Director as soon as possible. The sooner a problem is recognised and confronted, the easier it is to support the course member and to search for a solution. However should withdrawal become necessary, course staff will work with the course member to make this transition out of the course as smooth as possible. The External Examiner In all University assessments, external examiners play a vital role. They see a selection of all written work, plus the assessed skills work. They are responsible for ensuring that assessment procedures have been fairly and properly implemented and that the standard of the degree is comparable with those at institutions of a similar academic level. As well as monitoring the work of course members, the external examiner s role is to moderate the course as a whole and to advise teaching staff on its development. External examiners can comment on the appropriateness of examination questions and course work assignments. Currently the external examiner is Dr Sophia Balamoutsou from Chester University College. 20

21 Ph.D. AND PROFESSIONAL DOCTORATE PROGRAMME IN COUNSELLING STUDIES PhD IN COUNSELLING We now have a well established a Ph.D. programme. We are keen to attract students interested in pursuing research in the following areas: 1. Professional training of counsellors; evaluation of counsellor training and practice; counselling supervision; 2. Issues related to eclectic and integrative approaches to counselling and psychology; 3. The relationship between counselling, psychotherapy, spirituality and religion; counsellor s spirituality; counselling and complementary medicine; counselling and healing. 4. Counselling and culture. 5. Counselling in educational and other settings 6. Ethical, professional and legal issues in counselling. This is by no means a comprehensive list. Besides these particular topics we welcome prospective students with other counselling related research interests. Prospective students are invited to contact either William West ( ) or Clare Lennie ( ) for an informal exploration of their proposed research. PROFESSIONAL DOCTORATE A professional doctoral programme in Counselling is offered to those who are already qualified and experienced practitioners, and who are concerned to explore in depth the issues facing counselling as we move into a new century. This provides a unique opportunity both for professional development at a high level, and to pursue original lines of research in conjunction with others in the group. The programme combines: taught elements covering new and innovative developments in counselling training in contemporary approaches to applied research and evaluation regular professional seminars for in-depth exploration of current issues a substantial research project in an area of direct relevance to professional practice. Duration: 4 6 years part-time, with built-in flexibility to accommodate the working conditions of participants. Entry Criteria: Applicants should be qualified and experienced practitioners who have a Masters degree in counselling, or an equivalent in a related discipline. 21