Counselling and Psychotherapy

Partner Details

Nelson and Colne College Group

Awards

Target Award

Award Description:Bachelor of Arts with Honours - BAH

Programme Offerings

Full-Time

F2F-NCA-JAN

F2F-NCA-SEP

Educational Aims of the Course

The main educational aims of the programme are to: • Enable students to critically engage with the various theoretical frameworks and concepts relevant to the context and practice of counselling and psychotherapy work • Facilitate students’ work towards the relief of psychological suffering and to enable them to support clients in developing their self-awareness, self-worth and self-confidence in order to manage their lives more effectively • Enable students to develop their own skills, knowledge and competence in order to provide the most effective service to their clients while maintaining their own well-being • Promote critical reflection which independently applied will lead to improved counselling practice • Develop relevant transferable skills such as critical enquiry, argument and analysis, and capacity for independent learning • Develop proactive and flexible graduates who can respond to rapidly changing environments thereby enhancing their employment prospects • Enhance life-long learning skills and personal development in order to contribute to society at large and to prepare students for a career in the field of counselling work or further academic study

Learning Outcomes

Critically evaluate the key conceptual frameworks and techniques central to counselling and psychotherapy

Demonstrate a depth of communication skills including active listening, reflecting skills and challenging

Critically analyse, evaluate and apply a range of theoretical debates and concepts, to identify a range of solutions to a problem in relation to counselling practice

Facilitate a personal development group

Demonstrate independent thought, judgement and initiative

Demonstrate critical engagement with the academic conventions of citation, referencing and the presentation of bibliographies

Demonstrate competence in clear communication and presentation, in speech and writing and in other media

Apply a range of Information Technology skills as a means of communication, presentation and learning

Apply time management skills

10.

Analyse the importance of personal awareness and professional development for the counsellor/psychotherapist

11.

Critically appraise the process of the therapeutic relationship for the counsellor and client

12.

Analyse and evaluate a range of approaches, strategies and interventions used to manage a diversity of clients

13.

Analyse and apply the BACP ethical framework and organisational practice standards

14.

Identify and critically assess a range of explanations of mental health issues, well-being and the promotion of mental well-being within individuals, human service organisations, communities and society

15.

Analyse and evaluate the principles of research design and main methods of data collection used by social and health researchers

16.

Synthesise information and data from a variety of sources

17.

Develop and promote the skills of critical, analytical and reflective thinking.

Teaching, Learning and Assessment

Learning is promoted through a variety of methods including lectures, seminars, presentations, case studies, group work, group tutorials, project work, work placement/s, observation and demonstration and independent self-directed study and research. Lectures present relevant subject information in a structured manner in order to outline key themes, issues and debates and thus provide students with the underpinning knowledge from which to conduct further self-directed learning. Seminars, group work and group tutorials offer more potential for a purposely student led interactive forum for knowledge sharing and acquisition. Individual tutorials facilitate student learning by addressing specific knowledge and understanding needs on an individual basis and remains an integral aspect of the relationship between staff and students. Throughout students are encouraged to undertake independent reading and research using both printed and electronic material to complement, widen, deepen and consolidate their knowledge and understanding. Students are assessed via both oral and written coursework (such as essays, projects, seminars, role plays, portfolio and a dissertation).

Opportunities for work related learning

Work-related learning is included within this programme, so students will have the opportunity to engage in real world projects and activities. The programme has active links with industry and involves employers in the industrial projects, utilising real world case studies wherever possible. As this is a part time programme, students will be apply knowledge attained in their employment to their academic studies.

Programme Structure

Programme Structure Description

This programme has been developed for students who have successfully completed the LJMU FdA Counselling Studies at the Nelson and Colne College Group, normally within 5 years of application. These students will be awarded 120 level 4 credits and 120 Level 5 credits via RPL before commencing level 6. Entry to the programme is therefore at level 6 only for suitably qualified candidates. At Level 4 students should be able to: • Identify the key concepts, theoretical debates and the approaches used in therapeutic relationships. • Recognise the purpose of self-reflection, personal awareness and development. • Develop techniques to support clients to bring about effective change and enhance well-being. • Communicate and present work clearly and reliably both in writing and orally, developing lines of argument within their work and produce effective presentations. • Analyse the process and importance of building therapeutic relationships. • Access, retrieve and process information from both paper based and electronic sources and apply appropriate academic conventions to their written work. At level 5 student should be able to: • Explore and analyse the key concepts and techniques of various counselling approaches and theories • Analyse the importance of personal awareness and development for the counsellor • Analyse the process of the therapeutic relationship for the counsellor and client • Analyse and evaluate a range of approaches strategies and interventions used to manage a diversity of clients • Analyse and apply the BACP ethical framework and organisational practice standards • Identify and discuss a range of explanations of mental health issues wellbeing and the promotion of mental well-being within individuals human service organisations communities and society • Explain the principles of research design and main methods of data collection used by social and health researchers • Develop and promote the skills of critical, analytical and reflective thinking • Demonstrate a depth of communication skills including active listening, reflecting skills and challenging. • Analyse, evaluate and apply a range of theoretical debates and concepts in relation to counselling practice • Demonstrate independent thought, judgement and initiative • Demonstrate competence in clear communication and presentation, in speech and writing and in other media • Apply Information Technology skills, such as word-processing and structured searching of the internet

Structure

Level 6

Entry Requirements

Alternative qualifications considered

Applicants who have successfully complete FD in Counselling (Liverpool John Moores University) may be considered for entry into Level 6 of the programme. Candidates holding other level 5 qualifications may be admitted subject to a satisfactory mapping of their prior learning and the approval of the Faculty Recognition Group (FRG). We would typically expect students to have completed their level 5 programme within 2 years of applying for the top-up. Additional non-academic entry requirements: • Interview. • Most employers in this field expect their staff to have a current Disclosure and Barring Service (DBS) certificate. This is not a formal entry requirement, but candidates are advised that having criminal convictions (even if spent) may severely limit their employment prospects.

Course Catalogue