MA in Counselling and Pastoral Care

Transcription

1 MA in Counselling and Pastoral Care Please note that the Module Overview contained herein is subject to periodic review, and details including recommended textbooks and some aspects of the outlined modules, including the indicative syllabus and learning outcomes, may change from time to time. This information is provided only as a guideline for potential students to familiarise themselves broadly with the aims and objectives of this programme and its modules. 1

2 Introduction This is a Masters programme in Counselling & Pastoral Care and is designed to provide participants with higher order and specialised knowledge skills, knowledge breadth, knowledge kind and knowledge know how in the areas of Counselling & Pastoral Care. The programme is designed to give participants more specialised knowledge, skills, knowledge breadth, knowledge kind and how in the areas of Counselling & Pastoral Care. Students who successfully complete the programme will be expected to be able to demonstrate a systemic understanding of the theoretical basis for Counselling & Pastoral Care. They will be expected to demonstrate that they have a comprehensive knowledge of the current evidence basis for supporting people in need of pastoral care; a critical awareness of the opportunities and challenges people face in dealing with difficult situations but especially those in need of pastoral and spiritual support. They should be able to make choices relating to resource selection and utilisation based on a critical awareness of alternative choices. They should be capable of demonstrating reflective skills at a higher order level and be capable of leading others as role models of best practice and change management for others. They likewise should be able to appropriately support partners, parents, guardians siblings, concerned persons and other professional carers in best practice when working with those in need of pastoral care and/or guidance. The programme leads to an academic award at Masters level. Where successful graduates wish to achieve professional accreditation for practice, they must seek such accreditation from the relevant body in accordance with their guidelines. Those successfully completing the programme will have access to further educational opportunities. The programme is expected to contribute to the academic and professional competence and profile of successful applicants. Acceptance onto the programme is contingent on participants acceptance that they are required to adhere at all times to the highest ethical standards and codes of professional conduct in the teaching/learning environment and practicum settings as well as in their conduct of research throughout their participation in the programme. 2

3 Aims, Objectives and Learning Outcomes of the Programme: On completion of the programme, graduates will be able to / have: Developed professionally and personally through participative and experiential learning Recognise that each person is respected as an individual with their own values, beliefs and attitudes, and has the fundamental right to maintain their individuality as a member of a family, group, society or as a client of health care across their life span. Conduct appropriate research in chosen aspects of Counselling & Pastoral Care within relevant practice and social environments Recognise that each individual has the right to freedom, dignity and autonomy to determine their own destiny. Critically evaluate the knowledge base of Counselling & Pastoral theories as applied within appropriate environments. Be able to apply the principles of Counselling & Pastoral Care models appropriately within health & social care settings. Demonstrate through their knowledge, attitude and skill an ability to critically apply research to practice. Recognise their role and scope of accountability within the context of their professional background and their code of professional conduct. Function effectively within a multi-disciplinary team. Demonstrate skills in reflection, problem solving, creative, analytical and critical thinking in order to enhance their interpersonal and professional growth 3

4 Programme Modules Personhood, and Pastoral Practice Life Crises and Pastoral Care Evidence Based Practice and Research Research Methods & Design Practicum Module Dissertation Elective Options (5 Credits) (5 Credits) (5 Credits) (5 Credits) (20 Credits) (30 credits) (5 Credits) 4

5 Subject Title: Personhood and Pastoral Practice HETAC Pre-Requisite Subjects: None Level 9 Number: On completion of the module students will be able to: Critically discuss various concepts of personhood Identify aspects of the human condition and evaluate denominational responses to these Critique a range of principles which inform ethical debate in Christian and non Christian traditions Demonstrate an understanding of the concept of hope and its relevance to contemporary life Demonstrate an understanding of the main theological teachings about the Last Things. Describe and critically evaluate an understanding of the way in which hope and teaching on the Last Things effects pastoral practice INDICATIVE SYLLABUS: In this module students will explore concepts of personhood and the nature of the human condition within a range of religious traditions. Particular emphasis will be placed on distinctively Christian accounts. The module will critique concepts including the imago Dei, relational personhood and the distinction between humans and other species. It will explore the nature of human freedom and the concept of sin and humanity. The module will examine the idea of fulfilled or perfected humanity and seek to discern the role pastoral care plays in that process. It will examine the relevance and influence of both Christian and non- Christian doctrines in increasingly multicultural and secular societies. RECOMMENDED TEXT (S): Duffy, S. The Graced Horizon, Collegeville, (1992) The Liturgical Press Graham, Elaine Making the Difference (1995) Continuum Rahner, K. Foundations of Christian Faith, (1992) Crossroad Wright, Tom Surprised by Hope (2008) SPCK OTHER RELEVANT TEXT (S): Hoose, B. (ed.), Christian Ethics: An Introduction (1998) Continuum REASON FOR INCLUDING THIS MODULE: Pastoral care is underpinned by beliefs about the nature of the human person and the purpose of human life. In this module students will be enabled to critically reflect on assumptions about the human person and to contrast these with teachings about personhood drawn from a range of doctrinal traditions. The module will explore this in the context of hope and will draw from this the responsibilities that accompany pastoral care. Students will be equipped to develop their understanding of pastoral care and apply the material of the module to the practice of pastoral care. 5

6 Life Crises and Pastoral Care HETAC Subject Title Pre-Requisite Subjects: None Level 9 Number: On completion of the module students will be able to: Critically discuss a range of cultural and religious attitudes towards life crises and pastoral care needs Critically examine denominational understandings of life crises and their relevance for pastoral practice Critically engage with ethical issues and challenges in relation to life and life crises Critically explore resources required for caring in pastoral care environments Critically analyse current practices in pastoral care in various life crises Critique the evidence for best practice in pastoral care INDICATIVE SYLLABUS: In this module students will explore evolving religious and cultural attitudes towards living and life crises and the practices surrounding those meeting the needs of those needing pastoral care. The module will examine a range of denominational understandings of life crises with particular emphasis on death and theological debates concerning dying. Students will learn about a range of insights on loss, grieving, developmental crises across the lifespan and also explore pastoral care in the context of crises across the life continuum,. A key component of the module will be that of self-care and supervision to ensure best practice in this area of work. The module will include an exploration of: Models of care provision for the dying and their accompaniers Cultural understandings of life crises Christian and non Christian understandings of death Loss, crisis and the process of grieving Best practice in caring for those experiencing significant turmoil and/or change Ministry and self-care RECOMMENDED TEXT (S): Davies, D. (2002) Death, Ritual and Belief Continuum Davies, D. (2004) A Brief History of Death Blackwell Hick, J. (1996) Death and Eternal Life Stock Kellehear, A. (2007) A Social History of Dying Cambridge University Press Kübler- Ross, E. (2008) On Death and Dying Routledge Parkes, C. M.(1998) Bereavement Penguin Tilby, A. (1992) Science and the Soul: New Cosmology, the Self and God SPCK Tillich, P. (2000) The Courage to Be Yale REASON FOR INCLUDING THIS MODULE: A primary area of pastoral care is working with those experiencing life crises. This module seeks to equip students with a range of theoretical and practical understandings of issues that surround crises with particular emphasis on aspects relating to death and dying. It also has a core focus on self-care for those who accompany people through life crises and at the end of their lives or work closely with the bereaved 6

7 Subject Title Evidence Based Practice and Research HETAC Pre-Requisite Subjects: None Level 9 On completion of the module students will be able to: Number: Critically discuss the relationship between evidence, research and professional practice; Critique a range of research approaches and traditions. Critically discuss ethical issues in research. Critically appraise the contribution of evidence to care interventions and outcomes INDICATIVE SYLLABUS: Understanding epistomology; foundations of knowledge. Scope and extent of differing ways of knowing; including scientific, empirical, ethical, personal ways of knowing. Ontological perspectives and the nature of reality. Research paradigms and their influence on enquiry. Positivism and post positivism. Naturalistic paradigms. Evidence and the nature of evidence based practice in the context of professional practice and caring occupations. Evolution and influence of the Evidence based movement. Introduction to specific research approaches commonly used in helping professions, e.g. phenomenology, ethnography, grounded theory, in addition to positivist/post positivist approaches such as non- experimental and experimental research designs. Ethical aspects of research. The meaning of evidence and evidence generation and testing. Budgetary and resource aspects of research activity. RECOMMENDED TEXT (S): Timulak, L. (2008) Research in Psychotherapy and Counselling. Sage. London. Neutens, J.J. and Rubinson, L (2009) Research Techniques for Health Sciences. OTHER RELEVANT TEXT (S): McLeod, J. (2003) Doing Counselling Research. Sage. London Freeman, C. and Power, M. (2007) Handbook of Evidence-based Psychotherapies: A Guide for Research and Practice. Wiley. Chichester. REASON FOR INCLUDING THIS MODULE: It is considered vital that students have a higher order appreciation of the nature of knowledge, the nature of reality and the differing paradigms that underpin evidence and knowledge as a pre-requisite to engaging in research activity. This module is intended to facilitate their development of critical thinking in relation to knowledge and its generation and testing. 7

8 Subject Title Research Methods & Design HETAC Pre-Requisite Subjects: None Level 9 On completion of the module students will be able to: Number: Select appropriate research design to address specific research topics/questions. Critically evaluate the contribution of research to knowledge generation and testing. Critique relevant literature. Critically appraise a research report Critically discuss differences between research paradigms INDICATIVE SYLLABUS: Research design and methodology. Influencing factors on Research Design. The distinctive aspects of the researcher s role in differing paradigms, including positivist/postpositivist and naturalistic research approaches. Sampling within different traditions, e.g issues relating to randomisation, stratification, convenience sampling, snowballing etc.. Issues specific to using mixed methods/triangulation. Ensuring rigour in differing research traditions e.g. reliability, validity, trustworthiness or authenticity etc.. Ethical practice in research. Negotiating access to research sites, ensuring participant rights. Data collection, storage, and management. Designing research based on approaches such as ethnography, phenomenology, grounded theory, experimental and non experimental design. Design and use of survey methods. Levels of measurement using quantitative data. Interpretation and/or construction of meaning using qualitative data. Experiments, trials, audit and evaluation. Making a research proposal: planning and writing research based articles Writing research reports/a dissertation. Design and application of interviews in qualitative data collection and analysis. Data analysis and interpretation of research findings. RECOMMENDED TEXT (S): Timulak, L. (2008) Research in Psychotherapy and Counselling. Sage. London. Neutens, J.J. and Rubinson, L (2009) Research Techniques for Health Sciences. OTHER RELEVANT TEXT (S): McLeod, J. (2003) Doing Counselling Research. Sage. London Freeman, C. and Power, M. (2007) Handbook of Evidence-based Psychotherapies: A Guide for Research and Practice. Wiley. Chichester. REASON FOR INCLUDING THIS MODULE: Choosing appropriate research approaches is fundamental to the development and testing of appropriate knowledge. Likewise conducting appropriate research and writing to disseminate knowledge are important skills at this level of study. 8

9 Subject Title Dissertation Module HETAC Pre-Requisite Subjects: None Level 9 On completion of the module students will be able to: Number: Consolidate theoretical knowledge with a practical project implementing a chosen research approach. Critically describe the steps involved in planning and carrying out research. Critique the data collection and analysis techniques undertaken in the relevant area of research and justify the rationale. Critically evaluate criteria for ensuring methodological rigour. INDICATIVE SYLLABUS: Students will select a topic of their choice that has relevance to the area of study. Students will work under supervision of an academic supervisor who will provide advice and feedback on progress and the development of the work. The work undertaken must involve research which will be of an investigative nature with all research principles obeyed. The dissertation and research activity must meet the conditions of ethical research practice. RECOMMENDED TEXT (S): As recommended by Supervisor or specific programme of study being undertaken. OTHER RELEVANT TEXT (S): As above REASON FOR INCLUDING THIS MODULE: Choosing appropriate independent study recognises adult learning as a fundamental aspect of the programme. It facilitates students to supplemental their own personal learning needs and or professional development and allows them integrate independent learning within their structured programme. 9

10 Subject Title Practicum Module HETAC Pre-Requisite Subjects Level 9 Number: 1 Learning Outcomes: On completion of this module students will be able to:- Provide an in depth analysis of future personal or academic development and how this may be achieved Provide evidence that in depth reflection has occurred Provide evidence of the capacity to select and apply evidence appropriately Provide evidence of critical thinking relating to personal and professional development Provide evidence of the ability to generate a new or alternative perspective based on learning Provide a critique of the role of clinical practice within ICHAS and how it may be advanced INDICATIVE SYLLABUS: This module is designed to ensure that the student applies the theoretical principles of the programme. In association with the Institute the student will be expected to identify suitable cases with whom they will work under the supervision of a Clinical Supervisor on both an individual and group basis as appropriate. They will demonstrate evidence of negotiating access to the client/group for appropriate assessment and intervention. They will be expected to demonstrate critical evaluation of their own practice through structured reflection. RECOMMENDED TEXT (S): Moon, J. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. Routledge Falmer. London. OTHER RELEVANT TEXT (S): Zubizarreta, J. (2009)The Learning Portfolio: Reflective Practice for Improving Student Learning. Jossey-Bass Higher and Adult Education. San Francisco. REASON FOR INCLUDING THIS MODULE: The module will provide the student with an essential opportunity to develop and apply a range of skills within practice settings under supervision and synthesise their theoretical and practice based learning in the context of clients. 10

11 Clinical practice is a special aspect of the Level 9 Masters Degree programme in which each student is asked to spend a period of time in a work related situation, directly related to their course for 200 hours. Before the clinical supervision commences each student must have been approved for Garda Clearance and if working within their own practice with one to one client s students must also have their own certificate of insurance. As part of the requirements of the programme each person working with clients must complete clinical practice hours under supervision. Supervision for the programme is at the rate of 7:1 i.e. for every 7 hours of client work you are required to take 1 hour of supervision. The module requires 200 hours of client work and consequently this will involve 30 hours of supervision by a recognised/accredited supervisor. Management of the Practicum Module will fall under the remit of the Director of Academic Affairs. Clinical supervision will be closely monitored and supervised with an agreement in place between the Institute and the providing bodies / student supervisor covering: Commencement date of clinical supervision Concluding date of clinical supervision Hours of clinical supervision Health and Safety on clinical supervision Key workplace contact-designated supervisor to the student while on work experience Key objectives, learning outcomes to be met during the clinical supervision The completion of a comprehensive workplace diary in relation to the period duly signed and authorised by both parties and or the student supervisor With one to one counselling all of the above apply with records being kept by the supervisee which includes all the above information and client contracts 11

12 Elective Modules Students select an elective modules from the below suite of options. Modules will only be offered with viable numbers. The following is an indicative list and may be amended from time to time. Health Promotion 5 Credits This module will focus on health promotion and illness prevention as key areas of contributing to health and wellbeing Critically Discuss the theories and principles underpinning health promotion Critique the socio-political philosophy of health promotion Critically evaluate the relevance of health promotion within broader society Critically examine the key concepts including empowerment, community development and partnership approaches Inter/Trans Cultural Care 5 Credits This module will emphasise the requirements for inter/trans cultural aspects of care. Critically Discuss the theories and principles underpinning Intercultural Care. Critique the socio-political implications of Trans-culturalism Critically evaluate the contribution of multiple cultures within broader society. Critically examine the key concepts of cultural diversity, cultural sensitivity, integration and challenge stereotypes Therapeutic Communication & Engagement 5 Credits This module will enhance knowledge of therapeutic engagement as a fundamental aspect of therapeutic communication Critically discuss the theories and principles of therapeutic communication Critique the importance of power within relationships Critically evaluate the reliance on self within therapeutic engagement Critically examine the key factors influencing the therapeutic meilieu Critique strategies to enhance the use of therapeutic engagement in healthcare settings Critically evaluate elements of therapeutic dialogue and the process of therapeutic engagement 12

13 Theory and Application of Reflective Practice 5 Credits This module will provide theoretical knowledge of reflection as a means of enhancing higher order practice. Critically discuss the theories and principles of Reflective Practice Critique the importance of Structured Reflection within professional practice Critically evaluate a range of models of reflection Critically distinguish between clinical supervision and structured reflection Critically evaluate the relative merits of individual or group reflection Ethics, Health and Social Care Practice 5 Credits This module will promote understanding of Ethical practice and research Critically discuss the fundamentals and principles of ethical conduct Critique the importance of ethical guidelines within professional practice Critically evaluate the influence of historical philosophers on current theory and practice Critically examine the key factors influencing ethical decision making Critically evaluate the relative merits of contemporary debates on ethical issues in professional practice Critique the role of the individual and society in ethical decision making 13