Awards
Target Award
Award Description:Master of Arts - MA
Alternative Exit
Programme Offerings
Part-Time
F2F-JMU-SEP
Educational Aims of the Course
• To provide students with the opportunity to engage in the academic study of counselling and psychotherapy. • To facilitate the development of students' Person-Centred-Experiential counselling competencies. • To provide the conditions to enable students to integrate theory, personal development, and ethical awareness into their counselling practice. • To provide students with an understanding of disciplinary perspectives in the study of counselling, psychotherapy, and mental health. • To enable students to view and understand client distress through an intersectional lens, paying attention to local, regional, national, and global systems which marginalise specific identities, whilst privileging others. • To link theoretical analysis with empirical enquiry in considering issues related to counselling and psychotherapy while nurturing students' intellectual and creative potential. • To enable students to become rigorous, critical, and analytical in their thinking about the interplay between client distress, policy, and societal factors. • To provide the opportunity for students to achieve full academic potential through master’s level study which encourages a high degree of initiative, independent judgement, self-motivation, critical self-awareness, and self-education. • To develop students' abilities in research, data selection, organisation, evaluation, and analysis so this can be fully utilised in the application of their skills within the field of counselling and psychotherapy. • To equip students with the requisite knowledge and skills to practice as a qualified person-centred-experiential counsellor/psychotherapist. Alternative Exit/ Interim Award Learning Outcomes - Postgraduate Certificate in Counselling Studies A student who is eligible for this award will be able to: • Make and sustain psychological contact in the relational encounter and relate person-centred-experiential therapy to both self and the therapeutic context using counselling skills. • Develop an understanding of ethical frameworks and the application of evidence-based practice and practice-based evidence. • Critically reflect on the impact of their own process and personal material in developing a person-centred-experiential supportive relationship. • This involves demonstrating active engagement in Personal Development and exploration of self which is perceived. • Demonstrate an understanding of the commonalities and distinctions of contemporary person-centred-experiential theory and practice and its historical developments and applications. • Critically reflect on how intersectional identities impact on self and others and the ethical principles relevant to contemporary culturally sensitive, anti-oppressive counselling and psychotherapy practice.
Learning Outcomes
1.
Explicate the ability to apply methodological approaches and analyses across a range of psychotherapeutic contexts and settings.
2.
• Analyse ethical issues in research and identify appropriate research protocols
3.
• Consider and contribute to current debates and developments in the field of counselling/ psychotherapy
4.
• Plan, conduct and report a programme of original research
5.
• Critically evaluate and apply a model of personality theory and psychotherapeutic change when working therapeutically with clients.
6.
• Carry out a clinical audit as part of professional competence.
7.
• Apply research-based information to clinical practice.
8.
• Critically debate matters of effective therapeutic interventions and theoretical concepts, considering other professional and contexts, where appropriate.
9.
• Initiate and develop research enquiry into psychotherapeutic practice.
10.
• Use and apply a range of therapeutic skills when working with clients.
11.
• Manage a therapeutic relationship including assessment, contracting, attention to boundaries, modification and ending.
12.
• Adhere to ethical principles and practice governing research and those specific to research within counselling and psychotherapy.
13.
• Reason critically and deal with complex issues both systematically and creatively.
14.
• Apply independent thought to a range of situations involving ethical considerations.
15.
• Critically evaluate information gathered using a range of media.
16.
• Evaluate critically documents and texts for their reliability, validity, and criticality.
17.
• Form respectful working relations with others, recognising and valuing difference and diversity.
18.
• Give honest, sensitive, and supportive feedback to colleagues and fellow students.
19.
• Develop written and spoken English, numerical skills, skills in information technology, problem management skills, communication skills, skills in working with others and skills in personal and professional development.
20.
• Communicate, challenge, and collaborate with others in clinical contexts.
21.
• Critique documents for their reliability and validity.
22.
• Evidence knowledge and understanding of current research evidence relating to therapeutic methods and processes.
23.
• Demonstrate the knowledge and understanding of qualitative and quantitative research paradigms including their respective strengths and limitations.
24.
• Demonstrate the ability to identify gaps in research evidence and make recommendations for future research.
25.
• Critically evaluate theoretical models and concepts pertaining to human development, understanding of
26.
• distress and psychotherapeutic change processes.
27.
• Consider and understand qualitative and quantitative research methodologies.
28.
• Critical evaluation of research design and outcomes.
Teaching, Learning and Assessment
This is a professional programme in counselling and psychotherapy; as such, a group contract between the academic team and students will be co-produced in the first semester. The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities, and other attributes concerning professional practice, research, and professional ethical frameworks. The programme utilises a variety of learning strategies including: • Presentation methods • Critical debate • Interactive, experiential lectures reinforced by discussion, linking theory to personal experience. • Exercises and case material designed to encourage students to critically examine the information and apply theory to practice. • Critiquing research articles. • Whole cohort community meetings • Independent study Students will be assessed using a variety of methods including: • Essays • Ethical analysis of practice • Case studies • Audio and video recordings assessed with PCEP’s outcome scale, • Independent research dissertation • Professional portfolio of placement practice (including supervisor's reports, evidence of personal therapy, portfolio log and other items as detailed in the supervised practice handbook).
Programme Structure
Programme Structure Description
7024COCPSY, 7025COCPSY, 7026COCPSY, 7027COCPSY Students must pass both assignments to pass 7025COCPSY 60 credits = Postgraduate Certificate Counselling Studies Students cannot progress to Year 2 of the programme unless they have passed all Year 1 modules. Students can be considered for FMA's at the end of Year 1. 7028COCPSY, 7029COCPSY, … For more content click the Read More button below.
Structure
Level 7
Approved variance from Academic Framework Regulations
The following variances to the Academic Framework apply: The following modules have an approved variance for year-long delivery 7024COCPSY; 7025COCPSY; 7026COCPSY; 7027COCPSY; 7028COCPSY; 7029COCPSY; 7030COCPSY; 7031COCPSY; 7032COCPSY (reapproved 15/2/21) Students need to pass all 60 credits in year one to progress to year two (approved 16/6/21) Students must pass both … For more content click the Read More button below.
HECoS Code(s)
(CAH02-06) allied health