S
UNIVERSITY OF BRIGHTON
School of Applied Social Science
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Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
Accredited by the British Association for Counselling and Psychotherapy (BACP)
Affiliated to the University Psychotherapy and Counselling Association (UPCA)
Student Handbook
Intake 2016
CONTENTS
Introduction 3
Philosophy of the course 4
Rational of the course 6
Aims and Learning Outcomes 7
Course Structure and Content 9
Access and Equal Opportunities 20
Attendance 23
Tutorials 25
Private Study 25
Assessment Procedures and Regulations 26
Professional Standards and Requirements 31
Learning and Teaching Strategy 32
Course Management 34
Resources 35
General Information 37
Appendices
Course Specification 38
Modules Year 1
SS713: Introduction to Psychodynamic Counselling; Human Growth and Development 50
SS714: Psychodynamic Counselling Workshops and Personal Development 52
SS707: Themes in Professional Practice 54
Modules Year 2
SS719: Research Methods for Counselling & Psychotherapy 56
SS715: Psychodynamic Counselling Practice 1 59
SS716: Psychodynamic Counselling Practice 2 61
SS717: Critical Perspectives in Psychodynamic Counselling 63
SS718: Non Credit Rated module 65
Table of dates for 2016 – 17 67
Timetable 71
Guidance notes for Writing Essays, Seminars and Case Studies 73
Front-sheet template for submitting assignments 76
Client’s consent letter 78
Assessment criteria 80
Criteria for the approval of therapists/supervisors 83
Supervisor’s progress report template 84
Tutor’s progress report template 86
Professional Log, Personal Journal and Attendance 88
Guidelines on Counselling Practice 89
Counselling Log 91
Professional Log cover sheet 91
Case Study Submission Form 92
Brief description of the Personal Development Groups 93
Writing and using references 95
Written assignment checklist for students 101
Using turn it in to submit assignments 102
1.0 INTRODUCTION
1.1 The Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling is a part-time course extended over a minimum of two years. It provides training in individual counselling and students gaining this award will have completed a course accredited by the British Association for Counselling and Psychotherapy (BACP). Upon completion of the required number of hours of supervised counselling students are eligible to apply to BACP for individual accreditation. The course team are also affiliated to the University Psychotherapy and Counselling Association (UPCA).
1.2 The Course Team consists of staff with relevant knowledge and skills working in the University within the School of Applied Social Science. Its membership is:
|LECTURER |CONTACT INFORMATION |
|Jamie Auld |Mayfield House |
|MA Core Process Psychotherapy, PG Cert Health & Social Care Ed, |Falmer BN1 9PH |
|RMN. |01273 644540 |
|UKCP accredited psychotherapist |jea6@brighton.ac.uk |
|Senior Lecturer | |
|Postgraduate Diploma in Humanistic Therapeutic Counselling | |
|David Bott | |
|PhD; BA(Hons), PGCE, Dip Counselling, Dip. Family and Marital |Room 219 |
|Therapy, BACP Registered Senior Practitioner, UKCP Registered, |Mayfield House |
|Psychotherapist and Supervisor |Falmer BN1 9PH |
|Principal Lecturer |01273643491 |
|Director of Studies – Counselling and Psychotherapy |d.p.bott@brighton.ac.uk, |
|David Hayter |Mayfield House |
|MSc Psychodynamic Counselling |Falmer BN1 9PH |
|MClinSci Psychoanalytic Psychotherapy |01273641817 |
|UKCP Registered Psychoanalytic Psychotherapist |d.hayter@brighton.ac.uk |
|BACP Registered Counsellor and Psychotherapist | |
|Senior Lecturer | |
|Counselling and Psychotherapy | |
|Psychodynamic Course Leader | |
|Pam Howard | |
|BA (Hons), MA Psychoanalysis, MBA |Room 219 |
|UKCP registered Psychoanalytic Psychotherapist, Full Member |Mayfield House |
|Guild of Psychotherapists |Falmer BN1 9PH |
|Senior Lecturer |01273 644521 |
|Counselling and Psychotherapy |p.howard@brighton.ac.uk |
|Psychodynamic Course | |
|Course Leader MSc Psychotherapy. | |
|Dennis Greenwood |Mayfield House |
|RN, BA (Hons), MSc, PhD, MUPCA |Falmer BN1 9PH |
|Accred Cpsychol, AFBPsS |01273 641955 |
|UKCP registered psychotherapist | |
|Senior Lecturer |d.a.greenwood@brighton.ac.uk |
|Counselling and Psychotherapy | |
|Psychodynamic Course | |
|New senior lecturer - humanistic | |
|New senior lecturer – psychodynamic | |
|Sue Sully | |
|BA(Hons), MA Counselling Psychology, PGDip Counselling, Dip Ed.,|Room 220 |
|SRN, RNT, MBACP,MUPCA |Mayfield House |
|Senior Lecturer |Falmer BN1 9PH |
|Counselling and Psychotherapy |01273 643492 |
|Postgraduate Diploma in Humanistic Psychotherapeutic Counselling|s.e.sully@brighton.ac.uk |
|Course Leader | |
|Jon Willows |Mayfield House |
|BSc (Hons), MSc, DClinPsych, MClin Sci |Falmer BN1 9PH |
|BPS, HCPC, UKCP registered |01273 641955 |
|Clinical Psychologist |j.willows@brighton.ac.uk |
|Psychoanalytic Psychotherapist | |
|Senior Lecturer | |
|Counselling and Psychotherapy | |
|Psychodynamic Course | |
3. The School of Applied Social Science is one of three schools which comprise the University of Brighton’s Faculty of Health and Social Science.
4. The academic and organisational management of the course is the responsibility of the Course Board for the Postgraduate Diploma in Humanistic Psychotherapeutic Counselling, the Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling and the MA in Psychotherapeutic Counselling. The membership of the Course Board is as follows:-
Head of School of Applied Social Science Professor Kate Bullen
Deputy Head of School and Director –
Counselling and Psychotherapy Subject Area Pam Howard
Dean of College of Social Sciences Professor David Taylor
Members of the Course Team Pam Howard, David Hayter, Sue Sully, Dennis Greenwood, Jon Willows, Jamie Auld
Course Resources Officer Betheny Hewitt
First Year Student Representatives TBA }
Second Year Student Representatives Charlotte Sharpe
Rachael Claridge
MA Student Representative TBA }
1.5 The University of Brighton reserves complete discretion to modify and amend the structure, content and staffing of the course as necessary. Although staff will try to inform students beforehand, this is not always possible.
2.0 PHILOSOPHY OF THE POSTGRADUATE DIPLOMA COURSE
2.1 The philosophy of the Postgraduate Diploma is based upon the recognition that there is no single presiding theory or model of counselling which commands widespread agreement and support, or holds within it all that is relevant and useful in counselling practice. Nevertheless, it is the Course Team's view that the practice of counselling cannot be separated from underlying values, theoretical assumptions and hypotheses concerning the nature of human experience and change. The core model for the course is the psychodynamic approach. The course has been designed to enable students to examine critically a range of theoretical approaches within the psychodynamic approach to counselling. Other models of counselling are introduced, in particular humanistic counselling, and their relationship to the core model is critically examined.
2.2 The Course Team believes the study of different theoretical approaches to counselling should include a range of psychological theories concerned with human development and change, and an examination of the diverse ideological and philosophical conceptions inherent in these approaches. Counselling also raises questions concerning social responsibility and the sectional and agency interests it serves. The course, therefore, offers scope within the academic and professional components for study of the ideological, philosophical and sociological issues associated with different models of counselling.
2.3 The course also places considerable emphasis on the need to identify, and reflect critically upon, the value judgements associated with different philosophies underpinning psychological approaches to counselling. However, certain central values shared by a number of different counselling approaches have profoundly influenced, and are promoted by, the course. Students are encouraged to: recognise and understand each client's unique qualities; acknowledge the right and need of clients to exercise freedom in making their own choices and decisions; and maintain a sense of a client's dignity and worth as a human being, irrespective of what his or her actions might be.
2.4 The course tutors continue to believe that there is an important distinction between groups of professional workers who, from time to time, find it helpful to offer a counselling relationship to clients or colleagues, and other groups of professional or voluntary workers who are called upon to provide a substantial and regular amount of formal counselling. It is primarily with the needs of this latter group in mind that the Postgraduate Diploma course has been constructed.
2.5 Within this context counselling is construed as a discrete and particular mode of intervention. It is intended to enable clients to improve the ways in which they deal with intra- and inter-personal situations they find difficult and which may form barriers to understanding and development. The Postgraduate Diploma is concerned with the training and education of counsellors who wish to work with a broad range of clients on both intra- and inter-personal issues, and operate within a range of organisational contexts. The Postgraduate Diploma course does not, therefore, restrict itself to the teaching of counselling as it may occur within specific occupational settings such as social work and work within the health service. Nevertheless, course variants designed for such professional groups may be offered providing they are compatible with the philosophy, aims and objectives of the Postgraduate Diploma.
6. We recognise that, as with all disciplines, there is a need for specialisation and the development of particular types of expertise. Such expertise is, in our view, best established upon the kind of general theoretical and practical study that the Postgraduate Diploma aims to provide. We also think it is important that the Postgraduate Diploma should provide scope for students to develop their interests in specialised areas of work such as counselling particular client groups and counselling within specific work settings.
2.7 Counselling is essentially a relational activity and as such relevant experience and knowledge can best be acquired and developed through ongoing practice within the context of a well-designed training programme. In this way both theoretical learning and developing inter-personal skills can be inter-related and be seen to enrich each other. The tutors, therefore, attach particular importance to ensuring that students have opportunities to practice counselling whilst training. Thus, students need some continuous practice which involves offering a counselling relationship to a number of clients throughout the major part of the course. This usually takes the form of offering counselling as part of a voluntary counselling service, or within the context of another professional role which involves providing a regular and formal counselling service. Whatever form this work may take it must, so far as the course requirements are concerned, be adequately supervised and clients assessed as being suitable for a trainee.
8. The Postgraduate Diploma also attaches considerable importance to enabling students to develop their own capacities for self-awareness, self-monitoring and evaluation. Within the course the students have opportunities to reflect upon their own work in workshops, regular tutorial meetings and their own personal journal. Students are also required to keep a log documenting the counselling they have conducted and the supervision they have received (see appendices).
9. Traditionally, education is seen as a competitive activity where helping others and sharing information is not necessarily encouraged. The Course Team believes that the student body contains a wide breadth and depth of experience that can benefit all members, thus great emphasis is placed on the student body forming a learning community where students help each other with all aspects of learning on the course.
3. RATIONALE OF THE COURSE
3.1 The Postgraduate Diploma was originally introduced at University of Sussex in 1996 and was transferred to the University of Brighton in 2004. At Sussex the course quickly established a reputation for excellence and in 2000 it was accredited by the BACP and re-accredited at Brighton in 2005, in 2010 and again in 2016. Former students now occupy key positions as professional counsellors and managers of counselling services in a wide variety of contexts. These include primary care, education, hospitals, hospices, social services, and voluntary organisations, as well as private practice. Furthermore, active participation of staff and student course members in national organisations and conferences has led to the establishment of a wide network of professional contacts.
3.2 The course is taught alongside the Postgraduate Diploma in Humanistic Psychotherapeutic Counselling and the two courses have a similar structure and some shared teaching. This allows students on both courses to critically examine the assumptions and practices being taught within the other modality and for students on this course to use this as part of the critical reflection on the psychodynamic models.
3. The emphasis within the public sector (especially the NHS) and some voluntary counselling agencies is on short-term counselling and there is a significant amount of research evidence on the efficacy of the psychodynamic approach within time-limited models of working. The course therefore offers an alternative and well researched model of counselling within the public and voluntary sector to that already offered (which is mainly cognitive behavioural therapy). Crucially, this course also critiques time-limited and psychodynamic approaches to counselling and offers students the opportunity to explore and understand the cultural pressures that have led to time-limited approaches at the expense of more open-ended work. Through placements in the local area, trainees will be providing up to the equivalent of five whole time counsellor posts into schools, youth centres, the NHS, doctors’ surgeries and other placements, thus making a significant contribution to the mental health of the region.
4.0 AIMS AND LEARNING OUTCOMES OF THE COURSE
4.1 The course is predicated on the premise that counsellor training and education should be conceived as a learning process in which students are fully involved as reflective practitioners. Specifying the outcomes of counsellor training in strictly behavioural terms is, therefore, regarded as limiting and unlikely to assist students to react flexibly in an ever changing environment. However, the course sets out to achieve certain aims and learning outcomes.
4.2 The aims of the Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling are:
• To meet the needs of professionals intending to train or further train in psychodynamic counselling by providing an opportunity for a postgraduate education and training in counselling enabling students to achieve a nationally accredited postgraduate qualification.
Within this first aim, more specific objectives are that students will:
i) demonstrate a rigorous critical understanding of psychodynamic counselling recognising that change occurs in relationship and involves both conscious and unconscious processes in both parties.
ii) synthesise critical theoretical insights to clinical cases in order to provide evidence of a theory-based understanding of practice.
iii) have the capacity for self-reflexivity, interpersonal skills and professional development as demonstrated in clinical practice.
vi) have developed their competence as a counsellor within an agency setting and with a wide range of clients, primarily adults.
v) gain a critical understanding of psychodynamic counselling from the perspective of other modalities of counselling.
vi) critically evaluate current counselling and psychotherapy research in the light of psychodynamic theory and research.
• To facilitate the establishment of a student learning community where collaborative and peer-led learning are supported by group and individual tutorials in addition to formal approaches to teaching.
• To widen access to postgraduate study for suitably experienced and trained candidates, including those with professional and non-graduate qualifications, and to maintain a policy of inclusivity through responsiveness to students’ differing experiences and current learning needs.
• To provide a professionally accredited academic and clinical training that meets the local and regional needs.
• To meet the needs of local counselling agencies and their clients, including the NHS and the voluntary sector, through the provision of students on placements.
4.3 To fulfil these aims the course:
i) provides a systematic and critical grounding in theoretical concepts relevant to psychodynamic counselling.
ii) will instil in students a sense of self-understanding and self-reflectiveness that they may use with their clients.
iii) will develop in students appropriate interpersonal skills for working with clients.
iv) will support students in clinical placements and will provide a critical understanding of the role of supervision;
v) will develop in students an ability and language to relate to other non-counselling colleagues about counselling in order that they identify and overcome areas of confusion and/or conflict about their role (including issues of referral and preparation of necessary letters or reports).
vi) through experiential and theoretical modules, help students develop a critical understanding of the environments in which they counsel in order that they understand the effects of the environment on their work.
vii) will establish and maintain a student-led learning community through informal and formal means including structured groups, peer feedback, group tutorials and informal group meetings. Students will be encouraged to develop peer learning groups to support each other.
viii) will seek BACP accreditation and accreditation from other appropriate national bodies.
ix) will operate an inclusive policy of admission encouraging applications from the widest possible range of backgrounds. Use will be made of advertising and open days.
x) will seek to provide training placements through a number of service level agreements with local agencies providing counselling.
xi) will seek to help students develop an appropriate level of professional autonomy.
4.4 At the end of the Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling students will demonstrate the following learning outcomes. They will be able to:
1. Synthesise and evaluate critically the key notions of psychodynamics and relate these ideas to their clinical practice including in time-limited work.
2. Offer a systematic and critical evaluation of Freudian and post-Freudian theory, including the different positions within psychodynamic and psychoanalytic theory, and relate this critically to their philosophical foundations.
3. Evaluate critically humanistic and psychodynamic theories in terms of core concepts, premises and areas of concern.
4. Evaluate critically the role of language and narrative in the counselling setting.
5. Evaluate critically the feminist critique of psychoanalytic theory.
6. Demonstrate a systematic understanding of, and critical and reflexive approach to, professional counselling practice including: listening skills, interventions and interpretations; boundary setting and contracting; assessment and referral; threats of acting out, suicide, inappropriate proposals of intimacy, aggression; and endings.
7. Work as practitioners of counselling either in an agency or in independent practice with a commitment to critical, reflective practice and continuing professional development.
8. Evaluate critically a range of qualitative methods of research appropriate to counselling and psychotherapy.
9. Evaluate critically a range of alternative psychological interventions.
10. Synthesise and evaluate critically professional, legal, ethical and social issues that are relevant to the practice of counselling.
4.5 In addition to the subject specific skills, by the end of the Postgraduate Diploma course students will have also gained the following transferable skills. Students will have the ability to:
1. Communicate complex ideas and arguments effectively, both orally and in writing
2. Learn and study independently, self-managing academic work with minimal supervision and have developed an ability to critically reflect on academic and professional work
3. Make oral presentations and reports with confidence to knowledgeable colleagues
4. Present critical, summative and formative oral and written feedback to colleagues
5. Write critically and analytically about academic texts and issues
6. Work effectively in groups, including self-motivation, integrity, joint problem solving, joint presentations, and group work skills
7. Work in a professional setting with professional authority and responsibility for their work together with an ability to critically analyse and understand the impact of the setting on their work
8. Work alongside peers in a supportive and mutually enhancing manner to further the learning and understanding of the peer group
9. Formulate research proposals and undertake qualitative research design
10. Handle confidential material and maintain appropriate records
5.0 COURSE STRUCTURE AND CONTENT
5.1 In accordance with the above aims and objectives, the Postgraduate Diploma course incorporates four major themes. These are:
1. Academic and Professional Studies
2. Practical Training
3. Training Supervision
4. Personal Growth and Development
Cutting across and encompassing the above four themes is the development of the student body as a learning community. Academic, clinical, practical and personal support is encouraged between students. Students are encouraged to share reading material and texts, and to read each other’s essays and case studies both before and after submission. In previous years these activities have led to the foundation of reading groups which have continued to meet beyond the end of the course. Formally, space is made each week for a personal development group where students can support each other; a special weekly meeting of all students offers a chance to reflect on the learning process and the students’ role in it; and at the end of the course all students are required to participate in the Peer Feedback exercise which is a collaborative learning process. In the formal teaching activities, including the counselling workshops and study weekends, students are facilitated by tutors to form learning groups and in the latter it is the group that collaborate to research a topic and then co-teach the remaining students. In case discussions, students ‘act’ as supervisors to each other.
5.2 Academic and Professional Studies
Counselling as a practical activity cannot be pursued systematically in the absence of theoretical concepts and frameworks which derive from disciplines such as psychology, philosophy and sociology. Indeed, it is the Course Team's conviction that counselling psychology and other areas of academic and applied psychology have made a major contribution to counselling as it is practised in this country and abroad. The course, therefore, incorporates a programme of study which draws extensively upon relevant areas within psychology and thus aims to provide a firm theoretical foundation for practitioners. In doing so the course meets the professional requirements of, and is accredited by, the BACP.
Students successfully completing the course will have met some of the eligibility criteria needed to apply for individual accreditation with the BACP see:
Completing the course does not mean automatic accreditation with the BACP.
It is undeniably true that within the field of counselling and the other contributing disciplines, there continues to be considerable controversy concerning how helping through counselling can best be conceptualised, executed and evaluated. In these respects counselling draws upon a body of human knowledge which is both uncertain and incomplete. At the same time there are a vast number of competing theories of human behaviour. These considerations have, therefore, led us to construct a course in which comprehensive coverage is made of a range of approaches within psychodynamic counselling. In addition, the course draws on the strengths of being co-located with the Postgraduate Diploma in Humanistic Psychotherapeutic Counselling and the Course Team has created ‘key points of dialogue’ between students on the two courses. This will expose the students on this course to humanistic theories of person from which to critique their own developing, psychodynamic model. The course is designed so that students gain a broad historical approach to psychodynamic models and use the pluralism within psychodynamics to critique the variety of competing models. In doing this the Course Team has capitalised upon the different interests of course tutors and the experience and expertise they possess. The course also provides students with a systematic introduction to evidence-based models of short term counselling.
In considering a range of approaches within psychodynamics, due weight is given to areas of distinction and commonalty and attempts at integration are also examined. Considerable importance is attached to the need for students to adopt a critical perspective and develop ways of assessing the adequacy of different approaches. In particular, the course aims to foster an attitude to theory and research which reflects respect for evidence and evaluation, and a rejection of dogmatism and uncritical acceptance of theoretical propositions. Students are encouraged to appreciate the virtues of frameworks which incorporate multiple perspectives on human change and development. The Postgraduate Diploma as a whole, therefore, aims to help students develop a personal integration of theoretical approaches which offers useful ways of conceptualising the counselling process. Students are helped in this process of striving towards personal integration by course inputs which equip them with skills for evaluating theoretical accounts of counselling.
The Course Team is aware, however, that many of the issues which arise in counselling practice test contemporary theories and knowledge to the limit and beyond. Moreover, psychology and other contributing areas and disciplines continue to change and develop. The process of integration can, therefore, never be final or complete.
In summary, the academic content of the Postgraduate Diploma is selected and taught in ways which aim to provide a facilitative intellectual environment in which differences may exist, but there is agreement on the need for rational and critical evaluation of theories and philosophies of counselling. Students are encouraged to develop their own philosophy and personal conceptualisation of counselling, within the framework offered by the course itself. The theoretical and professional development of a counsellor is, however, seen as a process which continues throughout a career as new insights, theories and research evolve. The course also adheres to the UCL competency training framework for psychological therapies – Psychoanalytic/psychodynamic competencies. See for further details:
Aspects of research are introduced in two ways. Firstly, through regular Counselling and Psychotherapy Research Seminars which are open to all students and staff at the University, and secondly through the research methods module SS719 taught across two weeks before the start of the second year together with the Students’ Research Day which is mid-semester. The critical approaches taught in SS719 not only have relevance to research but the module also helps students adopt a systematic and critical way of viewing their clinical work. The course places considerable emphasis upon a commitment to continual professional development, life-long learning and a willingness to consider new and emerging approaches.
Despite the emphasis upon intellectual rigour which the preceding paragraphs imply, the Course Team believes it is still possible to teach the discipline based components of the Postgraduate Diploma in ways which are not excessively academic in style or mode of presentation. Indeed, the course ethos explicitly discourages an attitude which draws a sharp distinction between 'theory' and 'practice' components of the course. Both are seen as essentially inseparable and integrated. Teaching methods, therefore, reflect this conviction by making extensive use of participatory learning methods to complement traditional modes of presentation such as lecture/discussions and seminars. The integration of theory and practice is also made easier because all of the course tutors are practising counsellors/psychotherapists and/or group facilitators. They are, therefore, able to draw upon a wide range of experiences to illustrate and evaluate theoretical and professional issues. The Course Team believes that in this respect, and by virtue of the emphasis placed upon the need for integration, the Postgraduate Diploma is distinguished from other courses which rely upon a substantial 'servicing' element of teaching drawn from academic psychology departments.
5.3 Practical Training
Although theoretical understanding provides an essential framework for practice, the Course Team regards counselling as an activity requiring a high level of interpersonal skills. The aim of the practical training component of the Postgraduate Diploma is to enable students to acquire a repertoire of interpersonal and counselling skills, and to do so in a way which demonstrates the unity of theory and practice. Thus, throughout the Postgraduate Diploma, particular emphasis is placed on the need to ensure that the content of practical training, and its associated methods of analysis, relate clearly to the theoretical models of counselling considered on the course.
The teaching methods employed in the practical training component of the course reflect the fact that research, and tutors' experience, has shown that interpersonal and counselling skills are best acquired by experiential learning methods involving extensive use of feedback, analysis and evaluation. Within the Postgraduate Diploma, interpersonal workshops and counselling workshops provide these three essential ingredients. They also provide students with a range of experiences which enable students to inter-relate their theoretical, personal and practical learning.
The students first experience a workshop format in the first semester, in which the ‘Psychodynamic Counselling Workshops' draw upon concepts derived from psychodynamic counselling in order to expand and deepen the students' interpersonal skills. The academic underpinning for these workshops is provided by 'Themes in Professional Practice’ (which is a joint module with the PG Diploma in Humanistic Psychotherapeutic Counselling) and 'Introduction to Psychodynamic Counselling: Human Growth and Development’.
In the second semester of the Postgraduate Diploma, the counselling workshops adopt a more systematic focus in which students either present ongoing clinical material and/or role-play specific client presentations and problems. These are evaluated by means of feedback. In the workshops students are encouraged to work inductively from practice to theory and so the presentations and role-plays are related to particular aspects of counselling theory which were studied in semester 1. Within these workshops, students are encouraged to develop confidence in sharing with peers and to examine their client work through presentation of their case material. One of the first year block weekends focuses on models of short-term psychodynamic counselling and in the workshops students are expected to use their learning from this weekend.
In year 2 students also develop their individual counselling skills, particularly those involved in understanding individual client process (transference); clarifying and identifying counselling goals; understanding and handling the counselling relationship (including the counter-transference and impasse); and evaluating and monitoring the course of the counselling work. A variety of teaching approaches are used including role-plays and case-study discussions.
An essential component of the practical training is an emphasis on enabling students to be self-evaluative. Students are encouraged to develop their own capacities for self-monitoring and evaluation within a supportive environment in which a range of perceptions are shared and discussed.
It is acknowledged that although the Postgraduate Diploma incorporates a strong element which is identified as 'practical training', there is significant overlap between counselling development and personal learning and development. Experiential work on the course contributes to both areas of development and there is often considerable transfer of learning between the work students do in professional/practical and personal domains. This realisation is explicitly shared with students and the beneficial effects of personal learning on development as a competent counsellor are stressed.
In addition to the practice undertaken during counselling workshops, students are also required to be involved in counselling either within a job or for a statutory or voluntary agency. The requirement is that students will counsel a minimum of three clients per week (3 x 50 minute sessions) and that this practice will commence and be supervised from the start of semester 2 in the first year and will continue throughout the course. It is also expected that these clients are normally seen on a weekly basis. Adequate training supervision for students is seen as essential and students must have supervision at a ratio of one hour of supervision per six client sessions. Some agencies might offer less intensive supervision than this as part of their normal provision: in such cases the student will have to arrange for additional supervision to bring their hours up to the requirement. Students may be required to pay for this additional supervision. The BACP requirement is for a minimum of 1½ hours supervision per month but whilst in training this is one hour for a maximum of six hours clinical work. The total placement hours by the end of the course should total to a minimum of 100 hours.
Some placement agencies will require a Criminal Records Bureau (CRB) check and/or a health check. At present the course does not normally ask students for a CRB check although we anticipate that with state regulation of the profession this may become a statutory requirement.
Students are required to be supervised by a supervisor who works in a manner consistent with modality of the Postgraduate Diploma (and who would be eligible to be on the register of approved therapists). Because this counselling practice together with supervision is seen as integral and essential to students’ learning, understanding of theory and ability to develop a relationship between theory and practice, the course has adopted an escalating approach to clinical practice hours. To qualify for the award of the Postgraduate Diploma students must have undertaken a minimum of 100 counselling hours however, in order to progress to year 2 students must normally have achieved a minimum of 10 client sessions, and in order to progress from semester 1 to semester 2 of the second year, students must normally have achieved a minimum of 40 client sessions. Case studies that are submitted for assessment must be based on a client seen in an approved counselling placement.
The course is aimed at teaching students to work with clients aged 16+. It is not acceptable for students to be working with children under the age of 16 years unless they have received specific training to enable them to work therapeutically with young people and only then with young people over the age of 13 years. In terms of case study assignments, these will only be permissible with adults (i.e. over the age of 16 years) because of issues of gaining informed consent. Normally no more than 25% of the required 100 hours of counselling practice may be with clients under the age of 16.
An annual meeting with training supervisors and placement managers and the introduction of service level agreements (between the placement agencies and the University) will provide clarity for supervisors, agency managers and students about the location of rights and responsibilities of each of the parties.
Students are responsible for finding a suitable clinical practice agency and will be supported but the staff team to identify these. During the first few weeks of the first year a number of placement agency managers will meet the student group to talk about working in their agency start the recruitment and selection process. Counselling agencies choose trainees on the basis of their own selection criteria and interviews.
Students coming onto the course will normally have undertaken an introductory course in counselling skills (and often more) so will have some basic idea of what to expect to when they begin their placement. This course further helps prepare for work in the placement in a number of ways. The Psychodynamic Counselling Workshops (module SS714) in the first semester focus on a range of issues and topics which are specific to the beginning of practice (e.g. first sessions, particularly difficult clients, the counselling setting) where there is an opportunity to share and resolve concerns. In parallel in semester 1, a number of placement managers normally come to the course to talk about placement opportunities including what is on offer, their expectations of trainees, and supervision. The regular weekly staff/student community meeting also offers an opportunity for students to talk with staff about any concerns they might have. Students are also able to talk with their tutor about their placement on an individual basis.
This is developed further in semester 2 through Themes in Professional Practice (SS707) and the continuing counselling workshops. SS707 explores key themes including supervision, ethics, first meeting and contracting, confidentiality, record keeping, the law, and ethical dilemmas. The workshops focus on the experience of starting work with clients and aim to provide theoretical and practical support. Once a student starts work in their placement they will also be supported by their supervisor: many placements also run in-house training programmes in which you are very strongly encouraged to participate.
Wherever possible on the course and in certain placement contexts (e.g. the NHS) students will be encouraged to learn from other professionals such as psychologists and occupational therapists about the treatment of mental health problems. The emphasis will be on understanding treatment from a range of different professional and theoretical perspectives.
To support their finding a placement, at Induction all students are provided with a copy of the Placement Handbook with details of all the known, regular placement agencies.
5.4 Training Supervision
The personal demands made on the counsellor are considerable and these tend to be exacerbated by the confidential nature of the work. Counsellors are neither free to share feelings with their clients or to discuss their work with clients openly with others. Supervision is seen as an essential way in which these pressures can be dealt with. Its purpose is to enable counsellors: to reflect analytically upon aspects of their work; to clarify aspects of the relationship they have with their clients; to identify unconscious processes and communications; to guard against becoming over-involved or ignoring some aspect of the counsellor-client relationship; to gain support for their work; to explore and clarify important theoretical issues as they arise in work with clients; and to maintain the highest professional and ethical standards of practice.
Potential supervisors will be required to provide the Course Team with details of their training and experience. These service level agreements will make clear the responsibilities and rights of the students, training supervisors, course leader and counselling agency manager.
Within the context of the Postgraduate Diploma supervision is seen as a formal arrangement which affords students regular opportunity to discuss their work within a supportive relationship with an individual who is very experienced and qualified in counselling or psychotherapy. The supervisor is not responsible for the management of the students work but provides a place for exploration and professional development, and the relationship also includes challenge and appropriate confrontation. Genuine support and advocacy is seen as encompassing such challenges, provided that they are handled in ways which can be experienced as helpful and directed at the student’s professional development.
Supervisors are required to submit a progress report at the end of each year and at the end of 100 hours of practice (where this occurs after the end of year 2). The supervisor also signs the student's record of counselling hours to confirm that it is an accurate total and also to confirm the necessary attendance at supervision. These supervision reports are made available to the Examination Board as evidence of progress towards the student becoming an independent practitioner.
The training supervision is concerned with three key elements: professional values, personal issues and, to a lesser extent, didactic input. The supervisor has a responsibility to monitor the values and attitudes of the supervisee and promote those values and attitudes which are appropriate to professional conduct and practice as outlined in the BACP Ethical Framework.
The supervisor is also responsible for providing protection for the supervisee and clients by paying attention to the supervisee’s personal process. This would normally be accomplished by taking account of the principles of transference, projection and parallel process. The supervisee is, therefore, required to look at and respond appropriately to underlying motives, attitudes and defences. If concerned, the supervisor may recommend that the trainee take particular personal issues to their counselling/therapy.
The training supervision has an essential didactic purpose in that it enables students to integrate theory and technical course inputs into his or her conceptual framework. This has implications for the selection of supervisors, for while they may have a commitment to a particular approach, they must be open to the possibilities of a range of ways of working within the psychodynamic modality. Supervisors are expected to encourage trainees to find their own ways of working within the psychodynamic frame.
It is acknowledged that there is some overlap between supervision and other activities on the Postgraduate Diploma. However, while some activities within the time tabled programme of sessions contain elements of supervision, e.g. tutorials, case discussion in counselling workshops, sessions on professional, social and philosophical issues, these are not an alternative to supervision. In the same way that personal growth experiences on the course are no substitute for formal counselling and therapy, supervision, although a requirement is an aspect of the students’ professional practice over and above course teaching. Meetings between supervisors and their supervisees will, therefore, take place at times which are outside the times reserved for the course. The function of the course is to help students how to make effective use of the opportunities supervision affords.
It is each student’s responsibility to choose and establish personal contact with a supervisor prior to starting counselling practice; tutorial support can be made available if assistance in making this choice is requested. Students and supervisors are also responsible for establishing an explicit contract concerning the frequency, timing and meeting place for supervision sessions. Supervision may take place one-to-one or in groups (in accordance with the placement agency policy) and the amount required is linked to the number of clients a student is working with. Students are required to have half-an-hour of supervision for every three hours of counselling. Where there are four or more clients, then the time for supervision must be increased. If supervision takes place in a group, each time a supervisee undertakes a substantial piece of work on a client, it will be judged to be half an hour of supervision. The decision to register a supervisor under the scheme rests with the Course Board.
Students are required to keep a log book and personal journal in order to evaluate their own progress, identify their learning needs and provide their tutors with evidence of their having fulfilled the Postgraduate Diploma course requirements for both practice and supervision. Further details of the format of the logbook and personal journal can be found in the appendices.
Within the constraints outlined above, it is considered important that students should gain experience of different styles of supervision. Hence in particular circumstances students may, if they wish, change their supervisors once during the course.
Whilst the relationship between supervisor and supervisee is separate from the Postgraduate Diploma, the academic tutor and course leader are available for discussion where there are concerns about the student’s progress or professional conduct. Where such concerns arise they are dealt with in accordance with section 11 below.
When submitting a case study, students are required to get confirmation from their supervisor that: they have regularly presented the case at supervision; that the case study fairly represents the work; and that they can confirm that the client has given consent for their material to be included in a case study. The supervisor is not able to say if a case study will pass or fail, that is the sole responsibility of the examiners. To aid the supervisor in this task students are required to prepare a 250 word précis of the case for their supervisor to use in order that they can, in turn, confirm the above. A form for the supervisor to use can be found in the appendices. For the purposes of assessment on the course, only clients seen within an agreed training setting and with an agreed training supervisor may be submitted.
5.5 Personal Growth and Development
Counselling often involves powerful emotional experiences for both clients and counsellors. The counsellor, therefore, requires an awareness of the range of feelings and emotions which may be evoked during counselling, and an ability to recognise ways in which these may influence particular interventions and process issues generally. The Course Team believes that the development of such abilities requires that students possess considerable self-understanding and personal insight. Indeed, these personal qualities are seen as constituting an enormously valuable resource. A considerable part of the Postgraduate Diploma is, therefore, devoted to providing experiences designed to promote the students personal development and growth.
It is thought particularly important that students should have opportunities to expand the range of their interpersonal skills and to become deeply aware of the ways in which they communicate and experience themselves and others in groups. The Postgraduate Diploma, therefore, places considerable emphasis upon experiential work in groups as well as individual exploration and development.
Students are also strongly encouraged to participate in personal work which enables them to examine their own personal difficulties and problems in an individual context. This is seen to be desirable for three principal reasons. First, the opportunity to work through disturbing experiences increases the counsellor’s ability to resist being overwhelmed by the emotionally charged material produced by clients. Second, an awareness of unresolved personal issues lessens the likelihood that defence mechanisms, such as denial and projection, will obscure a counsellor’s understanding of his or hers clients. Thirdly, the experience of counselling enables us to better understand, and empathise with the difficulties, frustrations and distress experienced by clients. Such experience also tends to discourage an 'expert-client' orientation and facilitates the development of an interpersonal relationship based upon respect for the individuality of clients and the recognition of the skills and knowledge provided by the counsellor.
The Postgraduate Diploma provides students with a range of experiences which focus on personal development including a variety of experiential workshops and personal development group meetings. These groups are facilitated by a visiting lecturer and normally meet on a weekly basis. 'Personal Development Groups' are often experienced as emotionally powerful elements of the course and working in depth with personal and sensitive issues can provoke stresses of considerable intensity. It is considered essential that work done in personal development groups be completely free from the pressures of assessment. Accordingly, the visiting lecturers who lead personal development groups do not engage in the assessment or examination of students for whom they act as group facilitators. In addition, and in common with all other trainings within the psychodynamic modality, the visiting lecturers will play no other part in the course. (See Appendix for a brief description of the personal development groups.)
A distinction is drawn between the educational purposes of the personal development work done on the course and students’ need for personal counselling or psychotherapy. Although there may be overlap between educational and therapeutic experiences it is considered important that students should not regard the course or the course tutors as responsible for the conduct of personal counselling or psychotherapy. Personal tutors and supervisors are seen as having a special responsibility for communicating such views, where appropriate, and for affording ample opportunity for students to discuss their personal needs within a relationship of support and confidentiality.
The requirement is that students must have ongoing weekly counselling or psychotherapy with an approved counsellor/therapist throughout the whole of the two years of the course i.e. from the end of the September of the first year through to the beginning of June of the second year. It is expected that students will remain with the same therapist or counsellor throughout the two years and that changes will be allowed only in exceptional circumstances after approval by the Course Leader. It is not unusual for it to be a condition of acceptance onto the course that a student should commence their personal counselling or therapy in advance of the start of the course. If you are intending to carry on to undertake the MSc Psychotherapy then it is advisable to have a UKCP registered psychotherapist for your personal therapy hours so that you do not have to change therapist after the completion of the Postgraduate Diploma.
Tutors who are members of the course team and responsible for the assessment and examination of students, and the visiting lecturers who conduct the Personal Development Groups, refrain from acting as personal therapists to members of the course. Apart from the confirmation of attendance from therapists to the course leader tutors do not communicate with any student's personal therapist on matters concerning their clients.
Students are required to maintain a regular personal journal of their thoughts, feelings and reflections during the course. This journal can be started with the first meeting of the course group and is used at the end of the two years as the basis for the Peer Feedback exercise.
5.6 Limits to confidentiality
Personal Development Groups
The visiting lecturers who conduct the Personal Development Groups maintain a link with the Course Leader to provide feedback from their group(s) on general course matters. If a visiting lecturer has concerns about a member of her/his group, feedback which identifies those students may be given to the Course Leader but normally only after the visiting lecturer has first discussed the matter in the Personal Development Group.
Where the concerns are of such seriousness to call into question whether the individual can practice effectively as a counsellor the following action will be taken:
1) The student's Personal Development Group facilitator, within the group setting, will draw the students' attention to the behaviour causing the tutor's concern and will encourage the student to talk about the concerns.
2) If this does not resolve the concerns then the Personal Development Group facilitator will discuss the individual concerned with the course leader and personal tutor.
4) The student’s personal tutor will discuss the Personal Development Group facilitator’s concerns with the student and record in writing what changes in interpersonal relating tutors feel would be needed in order to restore confidence in the student’s ability to practice counselling.
5) If there continues to be ongoing concerns, a meeting between the student's supervisor, personal development facilitator, academic tutor and the course leader will be held. The course leader will examine the student's level and mode of interaction in a range of contexts within the course and in supervision. If the course leader remains concerned he/she may then initiate the Faculty of Health and Social Science’s procedures concerning ‘Fitness to Practice’.
Counselling Workshops and Experiential Weekends
The facilitator of a counselling workshop or experiential weekend group may decide in his/her professional judgement that a student's values and beliefs would result in discriminatory practice. Such beliefs which run counter to the course philosophy and the course's Anti-discriminatory Policy and will need to be examined in relation to the student’s suitability to be awarded the Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling.
Confidentiality will be broken following a similar procedure to that given for the Personal Development Groups.
5.7 Postgraduate Diploma Course Structure
The academic and counselling practice themes are addressed in an integrated course structure with:
• a first year of two theory modules and one of counselling workshops/personal development groups;
• a second year of one theory module and two counselling workshops/personal development group modules;
• six study weekends together with one Saturday; and
• one intensive block research module.
5.8 Postgraduate Diploma structure by semester. All modules are mandatory.
Year One
Semester One Semester Two
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Exit award: Postgraduate Certificate in Counselling Studies 60 Credits
Year Two
September
Semester One Semester Two
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Exit award: Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling 140 Credits
5.9 Key points of dialogue
The relationship between this course and the Postgraduate Diploma in Humanistic Psychotherapeutic Counselling is an important one. At points in the course students will be exposed to humanistic ideas and will be expected to use these ideas to critique notions within psychodynamics. ‘Key points of dialogue’ have been established between the Postgraduate Diplomas where students are taught as one group - these points are as follows:
Point 1: Weekend Workshop 1 where students are involved in group formation and personal goal setting.
Point 2: Half of Module SS713 (year 1, semester 1) - the seminars relating to Human Growth and Development
Point 3: Significant parts of Themes in Professional Practice (SS707, year 1, semester 2
Point 4: Research module SS719 (at the start of year 2)
Point 5: Research workshop study day (year 2)
Point 6: Part of Module SS716 (year 2, semesters 1 & 2), which explores issues in philosophy and psychopathology.
Point 7: Part of the final Weekend Workshop – “Relationships” (year 2)
Point 8: Part of the occasional community meeting.
Point 9: The regular Counselling and Psychotherapy Research Seminars
In addition to the above, specific seminars will be provided for students on this course to examine in detail humanistic theory from which a more critical approach to the key points is made possible. The key points above present opportunities for students to examine experiential and theoretical differences and similarities between the two modalities. It is also an aim of the Course Team to encourage a mutual respect between students on the two Postgraduate Diplomas.
The psychodynamic course is dedicated to the idea that change occurs in relationship and involves both conscious and unconscious processes in both parties (counsellor and client). It encourages a deep understanding of the trainees themselves, of the communicative processes, and of modes of thinking and emotion. Although the philosophy and epistemology underlying the psychodynamic approach is quite different from that in the humanistic course, the point of commonality is the importance placed upon the counsellor-client relationship and the fact that this is at the heart of counselling. This relationship is construed in quite different ways, for example, the modalities would take quite different approaches to the use of the self by the counsellor in the session or the use of the transference. These and other differences will provide a rich source of discussion and critical analysis during the key points of dialogue
5.10 Community meetings
The BACP requires that all accredited courses allow time in the course for community meetings for the whole cohort of students. These meetings allow an unstructured space for tutors and students to reflect on any aspect of the course over the last semester. This requirement is met in two ways: 30 minutes of each day of attendance at the University is used for a whole group meeting, In relation to the shared module SS707 professional issues a series of meetings are used for planning presentations between students on this course and the Postgraduate Diploma in Humanistic Psychotherapeutic Counselling.
6.0 ACCESS AND EQUAL OPPORTUNITIES
6.1 During the development of the Postgraduate Diploma course the need to provide the widest access was given a high priority. The part-time mode of attendance was specifically adopted to allow mature students in full or part-time employment to attend. Moreover, the admissions regulations acknowledged the value of learning gained through professional experience by providing for entry by students with suitable counselling experience but lacking a degree or equivalent professional qualification.
Experience over the last few years has demonstrated that the majority of non-graduates admitted to the course each year do, in general, attain a satisfactory standard in the formal assessments. The tutors, therefore, feel that this policy has proved successful and the course should continue to value experienced-based learning.
6.2 Accreditation of Prior Learning (APL): students may be accepted on to the course and be credited with prior study provided the prior study was validated at Master’s level and that the content previously studied, learning outcomes and mode of assessment correlate well to the module(s) for which exemption is requested. The General Examination and Assessment Regulations (GEAR) of the University allow for a maximum APL of 50% of the course; this would translate to a maximum of three modules on this course and is the responsibility of the Course Leader to decide if a particular request for APL can be allowed. APL entry to the course will also be based on interview to assess students’ suitability, reflexivity and ability to integrate into the course. The award of the Postgraduate Diploma is based solely on the results of the modules studied on this course.
Accreditation of Prior Experience: exemption for any part of the course is not allowed solely on the basis of prior experience. However, students who join the course through an APL route may, at the discretion of the Course Leader, bearing in mind the course requirements for placements, have some or all of their prior clinical hours credited to the course up to a maximum of 50% of the course requirements, these will not exceed 150 hours. APL students are also required to complete 100 clinical hours whilst on the course
6.3 Anti-Discriminatory Policy
The concept of human diversity is central to the work of counsellors. Counsellors in training need to appreciate the cultural influences which shape and influence the lives of their clients. This requires an awareness of the nature and values associated with a range of cultural, ethnic and racial groups. However, human diversity is not only ethnic or cultural; it includes diversity of age, gender, physical or mental ability, religious affiliation, sexual orientation and social class. Human rights principles are, therefore, emphasized throughout the course in relation to all these forms of diversity. Tutors and students attach great importance to ensuring that the course does not reinforce stereotyping and marginalization. This course, with its emphasis on unconscious processes, also helps students to understand and identify unconscious processes involved in discrimination. Course members, therefore, constantly monitor the teaching, administration and curriculum to detect and rectify bias. The implications of human diversity as it affects the counsellor-client relationship is also regarded as crucially important and is given special attention in the course module SS707 Themes in Professional Practice.
Despite the above statement of policy, course tutors and students have expressed concern that the number of students recruited to the course from the ethnic minorities remains extremely small. This reflects the composition of the population in the south east of England in general, and Brighton and the surrounding areas in particular. The course prospectus emphasizes that applications are particularly welcome from individuals who are members of ethnic, cultural and other minority groups. The gender imbalance on the course also continues to be a matter of concern.
6.4 Equal Opportunities
The University of Brighton has an Equal Opportunities Policy and has made the following commitment to ensure that this is not just a ‘paper policy’ but will result in changes for the better. It will:
1. Ensure staff and students know about the policy and understand their responsibilities.
2. Work to ensure that equality of opportunity is considered in all activities, e.g. in employing staff, in recruitment and supporting students, in teaching and learning, in developing the curriculum, in providing catering and accommodation services.
3. Talk to representatives of groups that may experience discrimination to make sure that their needs are understood.
4. Make sure that time and money are made available to put the policy into practice.
5. Publish statistics to monitor the impact of its policies.
The course adheres to this policy, copies of which can be obtained from the College of Social Sciences office, Student Services or the Students’ Union.
Tutors and students attach great importance to ensuring that the course does not unwittingly discriminate on the basis of gender, ethnicity, religion, or sexual orientation. As indicated above there are practical limitations to the extent to which different groups can be represented in the student cohort. Nevertheless we are constantly vigilant that course curriculum, teaching methods and course administration should not endorse discriminatory practice and thought.
6.5 Student with Disabilities
Students with a disability are an integral part of the student community and should be treated as such. Ensuring that students receive the support they need to undertake the course is given a high priority. The Course Team is used to teaching and assessing students who, for example, have sight impairments, hearing impairments, are wheelchair users, are mobility impaired, or who experience dyslexia. The Course Leader is responsible for implementing procedures at course level to support such students.
6.6 Harassment
It is the personal responsibility of all members of the University community, whether students or staff (full-time or part-time), to ensure that no-one has to suffer any form of harassment; and that everyone reporting harassment is taken seriously. Harassment may be considered to be a disciplinary offence.
Harassment can broadly be defined as any unwanted behaviour which could be abusive, offensive, intimidating, or hostile and which affects an individual's dignity or integrity. Some general examples of harassment might include unwanted physical contact, unwelcome or derogatory remarks about an individual's sexual orientation, racist graffiti, persistent teasing, offensive name calling, sending offensive electronic mail, comments about personal characteristics, constant unfounded criticism or bullying.
Differences of attitude, background or culture and the misinterpretation of social signals can mean that what is perceived as harassment by one person may not seem so to another. The defining feature, however, is that the behaviour is unwelcome or intimidating to the recipient and would be regarded as harassment by any reasonable person. Two important examples of such behaviour are sexual harassment and racial harassment.
What action can you take?
If you believe that you have been subjected to harassment, on whatever grounds, you should make it clear to the perpetrator that their behaviour is unacceptable and that it should stop.
You have the right to approach your Tutor or Course Leader, Student Services (or any other member of the University's staff or Student Union for that matter), with a complaint.
You have the right to seek advice, support and counselling in total confidence from within the University or outside, without the need to take the complaint further. Steps will be taken if at all possible, to stop or prevent the harassment from recurring.
Any individual who suffers harassment will have the full support of the University in putting a stop to it. Anyone who experiences, or witnesses an incident of harassment, should not wait until the situation reaches an intolerable level - action taken at once can be quickly effective.
7.0 ATTENDANCE
7.1 The course is offered in part-time mode and extends over two academic years.
7.2 Students normally complete the two years in succession although exceptionally and at the discretion of the Board of Examiners, students may be a continuing student for up to two years for professional or personal reasons.
7.3 Students are required to attend:
i) one day on a weekly basis for four semesters;
ii) six weekends study blocks (three weekends in year 1 and three weekends and one Saturday in year 2), and
iii) a period of block study at the start of year 2.
The class contact time will be distributed as follows:
One day per week for four semesters 288 hours
Six non-residential weekends 84 hours
One Saturday workshop 6 hours
Research module blocks 24 hours
Out of term and other tutorials 2 hours
Total 404 hours
7.4 Withdrawal from the course
Students must inform the Course Leader in writing if they decide to withdraw from the course, and they are strongly encouraged to meet the whole student group and their personal development group to take their farewells. The regulations concerning withdrawal from the course have two separate aspects: first, relating to whether a student has been deemed to have academically attempted the module, and second, relating to whether the student is required to pay fees after withdrawing part way through a module. The regulations which are applied are different.
Academic regulations
A student who registers for a module will be deemed to have attempted the module unless notice of withdrawal has been given in writing to the Course Leader before the student has attended 40% of the module. This is an exemption to the School policy of 20% attendance and applies to the counselling courses only. What constitutes 40% of the module is at the discretion of the Course Leader.
As a rough guide, for module SS713 this will be after about teaching week 5 (as the module includes Induction and the weekend on Short term models of counselling), for module SS714 it will be after about week 8 of semester 1 (as this module includes the first weekend workshops).
Students withdrawing after having attended 40% of the module will incur an academic penalty (i.e. a fail result) on their transcript.
Financial regulations
The fees department of the University has its own policy of financial requirements and penalties and the School bears no responsibility for this. Students should contact fees@brighton.ac.uk for information on financial penalties for withdrawal.
7.5 Since this course is a professional course involving a substantial amount of experiential work in which students contribute to each other's learning, a high level of attendance is necessary. Students are normally required to achieve a minimum attendance of 80% in each semester at each aspect of the course i.e. each series of seminars (including sub-series of seminars where a module contains two or more series of seminars) counselling workshops and personal development groups. Attendance is expected at all weekend and Saturday workshops: missing a weekend or Saturday (or parts of them) will have a significant impact on a student’s overall attendance and because of this the Course Board has special procedures (see 7.6 below). In the case of clinical practice, supervision and personal therapy, the attendance requirement is in line with professional expectations and is 100%.
7.6 Students who fail the attendance requirement (which is 80% for the whole course and for individual modules) will not normally be allowed to submit the written assessment for the affected module(s) unless they can demonstrate that they have met the learning outcomes for the module(s): they may be required by the Examination Board to retake part or all of a module(s) to redeem the attendance failure (and so be given permission to submit the written assignment(s)) or to withdraw this is at the discretion of the exam board. Students who are unable to attend a weekend or Saturday workshop (or any part of them) may ask the Course Board for permission to demonstrate that they can satisfy the learning outcomes for the workshop. This can be done by attending an alternative but equivalent activity or by either discussing with the course leader how they will make up the missed work, this could include submitting an additional written assignment or assignments on the topic or topics missed, or a plan of how the student intends to meet the learning outcomes through reading and other activities.
7.7 The total student time commitment on this course is as follows:
• Six taught modules usually requiring one day per week attendance at the University over two years;
• Within the modules, three weekend study blocks in the first year and three weekends and one Saturday study block in the second year;
• A four day study block week taught module at the start of the second year (this is usually two block of two days);
• 100 hours (minimum) of counselling practice in an approved placement by the end of the second year;
• 17 hours (minimum) of clinical supervision from an approved training supervisor during their clinical placement;
• Regular weekly personal counselling or psychotherapy from an approved therapist over the whole of the two years of the course (from the end of September of year 1 to the beginning of June of year 2);
• Time for regularly maintaining the personal journal and the professional log over the two years;
• Time for private study, preparation for seminars and for assignments.
8.0 TUTORIALS
8.1 Each student has an academic tutor. This tutor might be a different member of staff in each of the years. Tutors are responsible for:
i) the oversight of a student's progress on the course;
ii) the maintenance of regular contact with the student;
iii) liaison with other members of staff on the student's behalf, when necessary.
8.2 Students can expect two individual tutorials and two group tutorials each year. Students are responsible for arranging these with their tutor. Additional informal tutorial support is provided by tutors within the constraints of availability imposed by the normal teaching timetable.
9.0 PRIVATE STUDY
Students need to undertake private study for at least six hours per week on average to complete reading, essays and practical assignments throughout the two years. Additional time is required to complete the practice and supervision hours, which occur outside the University based study time. It is worth noting that the Research Methods module is taught as an intensive module and you will be expected to undertake a considerable number of hours of private study
10.0 ASSESSMENT PROCEDURES AND REGULATIONS
10.1 Introduction
The assessment regulations and are in accord with the University's General Examination and Assessment Regulations (GEAR).
10.2 The formal methods of assessment fall into six categories:
1. Case studies: students are required to write up a case with a client which provides details of the context of the work, the work itself including substantive verbatim extracts from sessions, the role of supervision, whether any ethical dilemmas occurred and how they were handled, and a critical analysis of the work including appropriate references to theory. The cases are expected to demonstrate increasing complexity and subtlety of understanding across the two years, and in line with this the minimum number of sessions with each client increases. Students must obtain confirmation from their supervisor that the case study is a fair record of the work and in order to help their supervisor in this task students are required to prepare a 250 word précis.
2. Essays: there are two essays which require students to critically present theoretical ideas and to support their arguments with clinical evidence. Again, a complexity and depth of treatment is expected to develop between these essays. There is a third essay for the assignment for the module Themes in Professional Practice where students are required to provide a critical discussion of a professional, social or ethical issue on a topic agreed with a student’s academic tutor. The essays are 3,000 words maximum.
3. Research proposal: a 3,000 word (maximum) research design and proposal as part of SS719.
4. Tutors’ reports: these are prepared by the tutors leading the Counselling Workshops for modules SS714, SS715 and SS716. Feedback on the Counselling Workshops in the first year of the course (module SS714) focuses on the degree to which the student has engaged in the workshops. The report on the latter two modules (and written as a single report at the end of year 2) focuses on the students’ engagement in a creative way in the workshops, that they fully use the training opportunities provided, and that they are meeting the learning outcomes of the module.
5. Supervisor’s reports: one report is required at the end of each academic year (plus a third report in the case of a student having to complete the 100 hours clinical requirement beyond the end of the course). These reports are considered by the Examination Board as part of the profile of the student. The competency areas that will be assessed by these reports are as detailed in the learning outcomes.
6. A portfolio of evidence including a counselling and supervision log, evidence of having participated in the peer review exercise, and maintaining a personal journal.
10.3 Students will submit three case studies, one in year one and two in year two. These assignments are intended to offer an opportunity for students to present evidence of their professional skills and their ability to analyse and critique their counselling practice.
Each of the three case studies will be 3,000 words maximum and must be with three different clients, and will consist of:
1. a detailed description of the work undertaken with a client including verbatim extracts from sessions. The number of sessions reported will increase over the three assignments (a minimum of three sessions for the first case study, five for the second and six for the third);
2. an analysis in which the student demonstrates an awareness of the strengths and weaknesses of the counselling work described; an understanding of the psychological themes and issues raised by the client and an ability to relate theoretical constructs to the content of the work.
Students are also required to supply evidence (normally in the form of confirmation from a supervisor) that clients have agreed that extracts from their counselling sessions may be submitted for assessment purposes. Most placement agencies have suitable procedures for ensuring informed consent and the collection of such consent.
It is Faculty policy for markers to ignore any words in an assignment which take it over the word limit. All assignments must include a word count excluding the references but including any footnotes if used.
The assessment of case studies will be based upon evidence of:
• the appropriate use of a range of counselling techniques;
• a systematic attempt to relate theoretical concepts to practice;
• an ability to classify and identify the purposes of specific counselling interventions;
• a critical awareness of the student's strengths and weaknesses as the counsellor in the reported sessions.
In order to satisfy the requirements for the award of the Postgraduate Diploma, students will be required to demonstrate a progression in the development of their counselling. The criteria for assessing practical assignments will reflect this progression.
The competency of students in counselling practice will be monitored through both direct and indirect means. The indirect means include:
1. the supervisor’s placement reports;
2. a student’s own oral case study presentations;
3. a student’s written case studies (together with analyses) and essays.
The direct means include:
4. observation of the student’s participation in the counselling workshops and the subsequent tutor’s workshop report;
5. observation of the student’s feedback to other students in counselling workshops.
In all three modules which involve workshops (SS714, SS715 and SS716) and during experiential weekends, students will receive extensive ongoing summative and formative feedback from both tutors and peers: this feedback will help students in achieving the stated learning outcomes in addition to the feedback from written assignments. Supervisors also provide regular formative feedback on counselling practice. If a tutor is concerned about the progress of a student based on the above, the tutor will normally offer the student an individual tutorial to provide summative feedback.
10.4 All assignments must be submitted via ‘turn it in’ on student central (see page 95 for details of how to do this) with the approved cover sheet (see appendices). Assignments must be typed using a 12 point font, single-sided and either 1½ or double spaced on numbered pages. A word count excluding the references must be included. Students must also submit an electronic copy of their assignments to the Course Leader.
10.5 Of particular importance in all assignments is the ability of the students to relate theory to practice and vice versa. Case studies which are only practice based or essays which contain little or no reference to clinical material will be given a fail grade by the examiners. Clinical material is taken to be wider than just information from a student’s clinical practice; it could include the student’s personal experience or material from texts. Early in the course clinical material is more likely to be from personal experience or texts. In order to Pass an assignment a student must present work of good quality where the overall attainment across the range of learning outcomes is satisfactory: a Merit grade demonstrates work which is stronger than a Pass. In order to achieve a Distinction grade in an assignment the student must present work that demonstrates very strong evidence of an original, perceptive and critical analysis of both theoretical and clinical issues, together with an integration of these issues, supported by a critical and systematic use of a wide range of relevant literature to locate the argument within a clearly understood and coherent framework. (Details of the assessment criteria can be found in the appendix.)
The emphasis, therefore, in the assignments is on students being able to demonstrate their development as critical, reflective practitioners who can relate theory to practice and visa versa, and who can report on the subjective in a disciplined, systematic and critical manner.
10.6 The overall pattern and relationship of the clinical, academic assignments and other requirements on the course is as follows:
|Module |Assessment |Timing of |Weighting |
| | |assessment | |
|SS713 |An essay of 3000 words which examines critically an |End of semester 1,| |
| |aspect of psychodynamic counselling theory including |year 1 |100% |
| |where appropriate the adequacy of its developmental | | |
| |account. | | |
|SS714 |Students will be required to submit a 3,000 word case |End of semester 2,|Case study/analysis 100% |
| |study and critical analysis of work with one client whom|year 1 |Supervisor’s report 0% |
| |they have seen for at least 3 sessions. | |Tutors’ report 0% |
| |A supervisor’s report based on the placement practice. | |All parts must be passed in |
| |A tutors’ report based on the level of participation in | |order for the module to be |
| |the counselling workshops. | |passed. |
|SS707 |A 3,000 word essay providing a critical analysis of a |End of semester 2,|100% |
| |professional, social or ethical issue counselling. The |year 1 | |
| |precise essay topic of the broader analysis will be | | |
| |chosen with tutorial guidance. | | |
|SS719 |Research proposal – 3,000 words |End of semester 1,|100% |
| | |year 2 | |
|SS715 |Students will be required to submit a 3,000 word case |End of semester 1,|Case study/analysis 100% |
| |study and critical analysis of work with one client whom|year 2 |Tutors’ report 0% |
| |they have seen for at least 5 sessions. | |All parts must be passed in |
| |A tutors’ report based on the workshops. | |order for the module to be |
| | | |passed. |
|SS716 |Students will be required to submit a 3,000 word case |End of semester 2,|Case study/analysis 100% |
| |study and critical analysis of work with one client whom|year 2 |Supervisor’s report 0% |
| |they have seen for at least 6 sessions. | |Tutors’ report 0% |
| |A tutors’ report based on the workshops. | |All parts must be passed in |
| |A supervisor’s report based on the placement practice. | |order for the module to be |
| | | |passed. |
|SS716 |An essay of 3,000 words which examines critically an |End of semester 2,|100% |
| |aspect of psychodynamic counselling. Title to be agreed|year 2 | |
| |with your tutor. | | |
10.7 In order to be recommended for an award, a student must satisfy the Board of Examiners that he/she has achieved a pass in all mandatory modules:
Postgraduate Certificate in Counselling Studies – SS713
SS707
SS714
Postgraduate Diploma in Psychodynamic Psychotherapeutic
Counselling – the above plus
SS719
SS715
SS716
SS716
10.8 Compensation between modules will not be allowed on this course as students are expected to demonstrate competence across the whole range of academic and professional modules. The Board of Examiners when considering supervisors’ reports upon clinical placements may, at its discretion, in the event of a poor report require a student to complete a further period of supervised clinical work and require a satisfactory supervisor’s report before the award of the Postgraduate Diploma.
10.9 Marking
The staff team normally expect assignments that are submitted by the published deadline to be marked and the provisional grades given to students within four weeks (the grades will normally be provisional at this stage as they are subject to approval by the Examination Board).
10.10 Moderation
In order to ensure equality of grading across the course and fairness in the system of assessment there is a process of internal moderation (see GEAR). The student’s academic tutor marks the assignment against the assessment criteria as set out in this Handbook. The course team operates a process of moderation of scripts in order to confirm an equivalence of standards.
As well as an internal system of moderation there is an external one involving an external examiner from another university; see section 13.4.
10.11 Progression
In order to progress from year 1 to year 2 students must normally have achieved a minimum of 10 client sessions. In order to progress from semester 1 to semester 2 of the second year students must normally have achieved a minimum of 40 client sessions. To qualify for the award of the Postgraduate Diploma students must have normally undertaken a minimum of 100 counselling hours.
The General Examination and Assessment Regulations state that students who are referred on more than 50% of their credit at any stage on the course will normally be required to withdraw. The Examination Board will therefore consider the progress on the course of any student who is referred or failed on two or more modules in the first year or three or more modules in year 2.
10.12 Award of the Postgraduate Diploma
To pass the Postgraduate Diploma a student must obtain in a pass mark in all seven modules. To be awarded the Postgraduate Diploma with Distinction, a student must achieve an average of at least 70% across all modules. To be awarded the Postgraduate Diploma with Merit, a student must achieve an average of at least 60% across all modules. Where modules have a number of items of assessment (for example, a written assignment plus a tutors’ report), all items must be passed in order to pass the module, but the final grade on the module will be the percentage grade awarded for the written assignment.
10.13 Resubmissions and referrals
Students who are referred on a module or on an assignment may, at the discretion of the Examination Board, be allowed to rework and resubmit the assignment. The Examination Board may also require or allow a resubmission based on the student repeating (with or without attendance) the module.
The University regulations permit the Examination Board, at its discretion, to allow a student a maximum of three opportunities to submit an assignment for a module so, for example, the Examination Board might allow a resubmission of a referred assignment (second submission) and if that is awarded a refer, allow a further submission (the third and final opportunity) based on a student repeating the module.
The grade for students who are successful in any resubmission is capped at 50%.
10.14 Late submissions and Mitigating Circumstance
If students are unable to submit an assignment, or complete a course requirement, by the due date then they must first talk with their tutor or the course leader. If they are able to complete the assignment or requirement within two weeks of the due date then they will probably be advised to complete an Extension Form (available from the School Reception area) and pass it to the course leader for approval. However if the submission is likely to be later than this then the student must complete and submit a Mitigating Circumstances form (available from the School Reception area) to the course leader. Students must submit the form in advance of the due date and must submit further written evidence in support of their submission (this could be, for example, a doctor’s note, or a supporting letter from a supervisor). The decision about Mitigating Circumstances Forms is not taken by the course leader but, to ensure consistency of treatment, within a School-wide process, so full details must be submitted.
11.0 PROFESSIONAL STANDARDS AND REQUIREMENTS
11.1 There are five aspects to the professional requirements of the Postgraduate Diploma. First, looking towards the requirements of BACP and its Ethical Framework; secondly, looking towards the requirements of the UPCA and its Ethical Code, thirdly, looking towards team’s relationships with placement agencies and their supervisors; fourthly looking towards the course group (students and staff), and finally looking towards members of the public as represented by the client group.
The University is an organisational member of the BACP and an affiliate member of Universities Psychotherapy and Counselling Association (UPCA), and staff and students are expected to comply with their ethical codes. Students are introduced to ethics early in the course and tutors are subsequently available in the case of difficulty.
In most cases, committed students will work diligently and openly, with their practice supervisor and the course team, in promoting good counselling practice. These decisions will be based on one or more of the following circumstances:
1. A practice supervisor report which highlights ethical breaches and/or examples of unprofessional and/or unsafe practice;
2. Ethical breaches and/or examples of unprofessional and/or unsafe practice picked up by the course team in casework supervision;
3. Continual, unsatisfactory summative development which is related to formative difficulties outlined above;
4. Inappropriate and disruptive forms of classroom behaviour which seriously impede the learning process for other students on the course;
5. Evidence from supervisors, written assignments, workshop practice, placement agencies, or a client that the student is no longer psychologically available for the work (see below).
11.2 In clinical placements students must act in a proper professional manner. This means, for example:
they must attend supervision on a regular basis and if, due to some unforeseen circumstances they are not able to attend, they must contact the agency to let the supervisor know.
1. they are not expected to cancel sessions with clients on a casual or arbitrary basis but only after full consultation with the supervisor.
2. they must make themselves familiar with the protocols of the placement agency and must follow them to the letter.
3. they must treat the supervisor and fellow professionals with courtesy and respect.
Students who fail to act professionally in their placement will place both their internship and their continuation and progress on the course in jeopardy.
There is an expectation within the BACP Ethical Framework that students will be in good physical and mental health and their personal circumstances are such that they are able to meet the demands of both ongoing weekly counselling sessions with clients and of regular attendance at clinical supervision. Any illness or difficulty that threatens this stability must be reported to the Course Leader at the earliest opportunity. In the event that a student’s health does not allow them to meet the demands of the course, the student may be required to withdraw either temporarily or permanently from the course.
11.3 In many aspects of the teaching personal information about students, staff and clients will be discussed. All information about clients, students and staff is confidential to the course group and must not be repeated elsewhere. Where staff present clinical information it will always be disguised in such a manner that the client’s right to protection is fully respected whilst at the same time allowing the material to be useful in teaching.
When presenting case material in group discussions or in written case studies students are asked to use a pseudonym and suitably disguise other key non-clinical features that might lead to recognition of the client. In the unlikely event that a student thinks they recognise a client from the material, they must immediately say so and then leave the room for the remainder of the discussion of that material. Breaches of confidence arising from this will be treated as professional misconduct.
As befits a professional training, students are also expected to act professionally in all aspects of the taught course including towards tutors, visiting lecturers and other University staff. This includes, for example, sending apologies to the Course Leader or tutor if unable to attend a particular seminar or day, and behaving in a respectful and responsible manner in seminars and workshops.
11.4 Complaints about a student’s work in a placement can arise from two sources:
• a client (or more rarely, a client’s family or a third party)
• the placement agency itself (either the supervisor or the agency manager)
In the event of a client (or third party) complaint, the normal procedure of the placement agency will be followed and in addition the internal University procedures might also be initiated.
In the event of a complaint from the placement agency (which may follow from the investigation of a client’s or third party complaint) the course leader will, in the first instance, encourage a meeting between the training supervisor and the student to discuss and try to resolve the matter. If the matter remains unresolved the course leader may, if she/he thinks it is appropriate to the circumstances, initiate a ‘Fitness to Practise Procedure’. Any breakdown in a student’s placement is reported to the Examination Board as it is an important professional matter.
12.0 LEARNING AND TEACHING STRATEGY
12.1 Modular learning and teaching
The course will be taught by a range of methods include trigger lectures by module leaders, tutor and student-led seminars, problem-based learning; role-play and feedback, and private study.
The opportunities afforded by the study weekends have been seen as a considerable strength of the Postgraduate Diploma. They provide an intensive period of experiential and theoretical learning, which enables students and tutors to build trusting relationships and to explore personal processes in depth.
The course promotes the notion that professional development is a continual process, and students are encouraged to seek further training throughout their professional life.
An important aspect of the Postgraduate Diploma is an emphasis on maintaining an open dialogue between students and tutors concerning the aims, content and delivery of the course. Considerable weight is given to the views expressed by students at all stages of their progress through the course. Hence, the Postgraduate Diploma is seen as providing a collaborative experience in which students and tutors influence the development of their joint studies. In order to help achieve that objective, the course has created opportunities for consultations between students and tutors whenever this is seen as appropriate. This usually takes the form of a whole group meeting, called by either the students or the tutors. Students are encouraged to meet in the absence of tutors, and in particular prior to Course Board meetings to which they send representatives.
The Course Team recognise that the students on this course will bring a wide breadth and depth and variety of experience to the group. The Team will encourage the group to form a learning community where students may share these experiences and learn to learn from each other. Students will be encouraged to form peer-support groups where texts or ideas for reading may be shared, and drafts of essays and case studies may be discussed before formal submission. In a more formal way, at key points in the course students will rely on each other for feedback and evaluation: this will start early in the course when students prepare a self-portrait and personal learning objectives and at later points when the personal learning objectives will be re-examined in the light of progress. At the end of the course students will participate in a peer-feedback exercise which is the culmination of the two year’s work together.
12.2 Student Support
Students are allocated to a particular member of staff at the beginning of the Postgraduate Diploma who acts as both academic and personal tutor. The duties of the tutor include:
• the oversight of a student's progress on the Postgraduate Diploma
• the maintenance of regular contact with the student
• liaison with other members of staff on the student's behalf, when necessary
• marking the student's assessed essay and practical assignments
The induction programme held at the start of the course includes an opportunity for students to ask questions, meet each other and the staff, and meet with their academic tutor. Opportunities are also offered for students to visit the library and have an introduction to the media centre.
The Personal Development Groups provide a further opportunity to seek support from the student’s peers. The Postgraduate Diploma makes considerable personal demands on students, and it is important that they have every opportunity to address these. Peer support is strongly encouraged.
Students are encouraged to arrange a Peer Support Group with a small number of peers and these Peer Support Groups are encouraged to meet regularly throughout the Postgraduate Diploma, to facilitate each other’s personal and academic learning.
Extensive use is made of Student Central to support students including a discussion forum in which all students and staff can participate; a page will be developed by staff and students which identifies good web-based resources; the Student Handbook including module details and reading lists will be on the web. The Course Team also responds to feedback from students on how the web site may be better used.
As part of Student Central, all students will have a University email address to communicate with each other. In addition, and subject to the agreement of the whole group at induction, the list of student addresses, telephone numbers and home/work email addresses will be circulated to the group to aid communication and peer support.
13 COURSE MANAGEMENT
13.1 The responsibility for this course rests with the Course Leader whose line manager is the Head of the School of Applied Social Science. The course has its own Course Board, jointly with the Postgraduate Diploma in Humanistic Psychotherapeutic Counselling, the MSc in Psychotherapy, and the Course Leaders of the Postgraduate Diplomas and the MSc will be responsible for chairing respective sections of a Course Board convened twice a year. The Board is responsible for all aspects of the three years of the course scheme. Meetings of the Course Team are normally held once per fortnight.
The Course Leader is responsible for the day-to-day running of the course and is supported in this role by the counselling courses team and the Co-ordinator of the Counselling Team. As the course is fairly small, many of the duties are carried out by the Course Leader who is also supported by a member of the School Office administrative staff.
13.2 The Course Board is responsible to the University of Brighton's Board of Study for the School of Applied Social Science. Its responsibilities include:
1. Establishing and maintaining criteria for the selection of students
2. The registration of students and the organisation within the course
3. Implementing the approved curricula
4. Monitoring the operation of the training supervision scheme
5. Providing students with relevant Information at the start of their course, including assessment and other regulations, in the form of a Student Handbook
6. The monitoring and evaluation of the course
7. Liaison with training supervisors and counselling agencies
8. Student progress
13.3 Area and Course Examination Boards
The members of the counselling staff teach on both the Postgraduate Diploma courses and the professional concerns of the two courses are in the main identical: the only differences arise as a result of the different modalities. Therefore the Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling and the Postgraduate Diploma in Humanistic Psychotherapeutic Counselling together with the MSc in Psychotherapy have joint Course and Area Examination Boards. Each PG Diploma course has its own External Examiner. The Examination Board meetings are in line with the pattern of meetings within the College of Social Science.
13.4 External Examiner
One External Examiner is appointed for this course and he/she has a monitoring role for both years of the course and is expected to ensure that standards are maintained, that regulations are applied and that individual students are treated fairly. External Examiners report to the University as well as to the Course Board. The Chair of the Examination Board will brief the External Examiner as to his/her role and changes to the course. The External Examiner is currently Gill Popple, University of Hertfordshire.
13.5 Evaluation of modules and the course
Towards the end of each module you will be asked to complete a module evaluation form. The purpose of these forms is to gather your comments on the content and the delivery of that module. The Course Team then take this into consideration when planning the module again. Once the module evaluation form has been completed it can be either email or handed in as a hard copy to the Course Leader.
At the end of the second year you will also be asked to complete a course evaluation where you are asked for comments on the course as a whole during the two years.
Each cohort elects a Cohort Representative who represents your overview of the course at a Courses Board which takes place each semester so that you can offer comments on the course as a whole at interim points.
14.0 RESOURCES
14.1 Library resources
The library at Falmer is a modern development with texts, journals and on-line computing access to a wide range of electronic journals through SILVER. The library provision for counselling is extensive and many texts for the course are in stock either at Falmer or elsewhere in the library system (in particular the Queenwood library holds many relevant texts accessible via ‘intersite loan’). The library has many study spaces. Students also have reading-access to the library stock at Sussex University. There is a charge for texts requested through the interlibrary loan system. The learning resources officer for the School is Betheny Hewitt. Falmer library opening hours (at the time of going to press):
Term opening hours
0845 – 2000 Monday – Thursday
0845 – 1900 Friday
1300 – 1700 Saturday – Sunday
Usual vacation opening hours except August
0900 – 1900 Monday – Thursday
0900 – 1700 Friday
1300 – 1700 Saturday
Closed Sunday
Usual vacation opening in August
0900 – 1700 Monday, Tuesday, Wednesday and Friday
0900 – 1900 Thursday
Closed Saturday – Sunday
Enquiries 01273 643569
Book renewals 01273 643571
The tutors welcome recommendations of good, helpful texts for addition to the library stock.
14.2 Computing resources
It is not an expectation that students should have a home computer as access to computing resources, including the online library, email, Studentcentral and the internet, are available on campus. It is also possible to use word processing and printing facilities on campus.
Students are supported by a University wide network which provides email and ‘Student central’, a notice board system for all students: students are able to access both from either work or home. Students also have broadband internet access on campus. There are 170 PCs in the library building, 50 of which are in the central pool downstairs, and satellite stations in Mayfield House.
There is open access to all these facilities. At induction all students register with the library, so gain access to the University intranet, and are given induction in both library and computing systems by members of the relevant staff. There is a charge for photocopying and printing.
Opening times
0845 – 2230 Monday - Sunday
Card access when the library is closed
Vacation opening times
0900 – 1900 Monday – Sunday
Mayfield House pooled room
Term Opening Hours
Mon-Fri 0900 - 1700
14.3 Video/TV resources
On those occasions where necessary, video recording and playing equipment is accessible on the Falmer campus.
14.4 Staffing resources
The staff team currently comprises a core team of six members of staff supported by a number of visiting lecturers. Staff members are all practitioners with specialist expertise in relevant fields.
15 GENERAL INFORMATION
15.1 All students are required when completing formal registration to sign a declaration that they agree to comply with the University's Regulations.
15.2 Students who find it necessary to be absent from any lecture or other course commitments are expected to obtain the prior approval of the Course Leader. Cases of continued irregularity will be reported to the Board of Studies and Academic Board where a decision may be reached requiring the student to withdraw. Wherever possible written notice of intended absence should be submitted to the Course Leader.
15.3 Students should not enter into any commitment that would interfere with their academic studies (e.g. another substantial course of study).
15.4 Attention will be drawn to other University regulations relating to specific aspects of the life and work of the University (courses; safety and fire; laboratories and workshops; teaching practice; libraries; etc.,) where relevant.
15.5 Attention is also drawn to the Instrument and Articles of Government of the University (available in all libraries or from the Registrar).
15.6 All students will receive a copy of the University's Student Handbook which gives guidance on examination regulations and procedures.
15.7 The University of Sussex has a large bookshop with an extensive psychology section. If you require a book urgently by post, it is worth contacting Karnac Books, 118 Finchley Road, London NW3 5HT (mail order 0202 8969 4454 or retail 020 7431 1075 or shop@), Changes Bookshop, 242 Belsize Road, LONDON, NW6 (Telephone 0171-328-5161), City Books, 23 Western Rd, Brighton BN3 1AF (01273 725306), or online bookstores such as Waterstones.
15.8 If you change your address or other details (e.g. phone number) during the course it is essential that you inform the Professional Programme Assistant, Katie Batchelor, in the School of Applied Social Science General Office (room M203) in writing (or amend your student profile via Studentcentral).
15.9 If you have any queries about fees or invoices for residential periods they should be directed to the Finance Office, University of Brighton, Mithras House, Lewes Road, Brighton, BN2 4AT.
APPENDICES
s
PROGRAMME SPECIFICATION
|PART 1: COURSE SUMMARY INFORMATION |
|Course summary |
|Final award |PGDip Psychodynamic Therapeutic Counselling |
|Intermediate award |PGCert Counselling Studies |
|Course status | |
|Awarding body |University of Brighton |
|Faculty |Health |
|School |School of Applied Social Science |
|Location of study/ campus |Falmer |
|Partner institution(s) |
|Name of institution |Host department |Course status |
|1. | | |
|2. | | |
|3. | | |
|Admissions |
|Admissions agency | |
|Entry requirements |Normally graduate or equivalent professional qualification, non-graduates will be required to |
|Include any progression opportunities into the|submit evidence of their ability to work at Level 7; have normally completed at least 30 hours|
|course. |of counselling skills training; have experience of working with people in a helping capacity; |
| |normally aged at least 25 years. |
| | |
| |Applicable for 2014 entry. Check the University’s website for 2015 entry requirements. |
|Start date (mmm-yy) |Oct-09 |
|Normally September | |
|Mode of study |
|Mode of study |Duration of study (standard) |Maximum registration period |
|Full-time | | |
|Part-time | 2 - 4 year | |
|Sandwich | | |
|Distance | | |
|Course codes/categories |
|UCAS code | |
|Contacts |
|Course Leader (or Course Development Leader) |David Hayter |
|Admissions Tutor |David Hayter |
|Examination and Assessment |
|External Examiner(s) |Name |Place of work |Date tenure expires |
| |Ms Gill Popple | |30/09/19 |
|Examination Board(s) (AEB/CEB) |Counselling Courses AEB |
| |Counselling Courses CEB |
|Approval and review |
| |Approval date |Review date |
|Validation |December 2014 |2019/20 |
|Programme Specification |Republished Feb 2015 following periodic | |
| |review[1] | |
|Professional, Statutory and Regulatory Body 1 |British Association for Counselling and |Mar 2020[2] |
|(if applicable): |Psychotherapy (BACP) | |
|Professional, Statutory and Regulatory Body 2 | | |
|(if applicable): | | |
|Professional, Statutory and Regulatory Body 3 | | |
|(if applicable): | | |
|PART 2: COURSE DETAILS |
|AIMS AND LEARNING OUTCOMES |
|Aims |
|The aims of the course are: |
|To meet the needs of professionals intending to train or further train in psychodynamic counselling by providing an opportunity for a |
|postgraduate education and training in counselling enabling students to achieve a nationally accredited postgraduate qualification. |
|Within this first aim, more specific objectives are that students will: |
|i) demonstrate a rigorous critical understanding of psychodynamic counselling recognising that change occurs in relationship and involves |
|both conscious and unconscious processes in both parties. |
|ii) synthesise critical theoretical insights to clinical cases in order to provide evidence of a theory-based understanding of practice. |
|iii) have the capacity for self-reflexivity, interpersonal skills and professional development as demonstrated in clinical practice. |
|iv) have developed their competence as a counsellor within an agency setting and with a wide range of clients, primarily adults. |
|v) gain a critical understanding of psychodynamic counselling from the perspective of other modalities of counselling. |
|vi) critically evaluate current counselling and psychotherapy research in the light of psychodynamic theory and research. |
|To facilitate the establishment of a student learning community where collaborative and peer-led learning are supported by group and |
|individual tutorials in addition to formal approaches to teaching. |
|To widen access to postgraduate study for suitably experienced and trained candidates, including those with professional and non-graduate |
|qualifications, and to maintain a policy of inclusivity through responsiveness to students’ differing experiences and current learning needs.|
|To provide a professionally accredited academic and clinical training that meets the local and regional needs. |
|To meet the needs of local counselling agencies and their clients, including the NHS and the voluntary sector, through the provision of |
|students on placements. |
|Learning outcomes |
|The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are |
|mapped to external reference points where appropriate[3]. |
|Knowledge and theory |Students will be able to: |
| |Describe critically the key notions of psychodynamics and relate these ideas to their clinical practice |
| |including in time-limited work. |
| |Offer a systematic and critical understanding of Freudian and post-Freudian theory, including the |
| |different positions within psychodynamic and psychoanalytic theory, and relate this critically to their |
| |philosophical foundations. |
| |Distinguish critically between humanistic and psychodynamic theorising in terms of core concepts, |
| |premises and areas of concern. |
| |Demonstrate a critical awareness of the role of language and narrative in the counselling setting. |
| |Demonstrate a critical awareness of the feminist critique of psychoanalytic theory. |
| |Demonstrate a systematic understanding of, and critical and reflexive approach to, professional |
| |counselling practice including: listening skills, interventions and interpretations; boundary setting and|
| |contracting; assessment and referral; threats of acting out, suicide, inappropriate proposals of |
| |intimacy, aggression; and endings. |
| |Work as independent practitioners of counselling with a commitment to critical, reflective practice and |
| |continuing professional development. |
| |Demonstrate a critical understanding of a range of qualitative methods of research appropriate to |
| |counselling and psychotherapy. |
| |Demonstrate a critical understanding of a range of alternative psychological interventions. |
| |Demonstrate a critical understanding of professional, legal, ethical and social issues that are relevant |
| |to the practice of counselling. |
|Skills |Students will be able to: |
|Includes intellectual skills (i.e. |Communicate complex ideas and arguments effectively, both orally and in writing |
|generic skills relating to academic|Learn and study independently, self managing academic work with minimal supervision and have developed an|
|study, problem solving, evaluation,|ability to critically reflect on academic and professional work |
|research etc.) and professional/ |Make oral presentations and reports with confidence to knowledgeable colleagues |
|practical skills. |Present critical, summative and formative oral and written feedback to colleagues |
| |Write critically and analytically about academic texts and issues |
| |Work effectively in groups, including self motivation, integrity, joint problem solving, joint |
| |presentations, and groupwork skills |
| |Work in a professional setting with professional authority and responsibility for their work together |
| |with an ability to critically analyse and understand the impact of the setting on their work |
| |Work alongside peers in a supportive and mutually enhancing manner to further the learning and |
| |understanding of the peer group. |
| |Formulate research proposals and undertake qualitative research design. |
|QAA subject benchmark statement |The QAA Benchmark for Counselling and Psychotherapy documentation was used to ensure that the Course |
|(where applicable)[4] |meets the requirements for the field, although it is recognised that this is mainly aimed at |
| |undergraduate degrees rather than postgraduate courses. This courses exceeds the minimum requirements. |
| |The link for the documentation is: |
| | |
|PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) |
|Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to |
|undertake, are included. |
|The course is accredited by the British Association for Counselling and Psychotherapy (BACP) as meeting its all its requirements for training|
|standards including: amount of staff/student contact; coherence of all aspects of the curriculum; the amount of theory and practice teaching;|
|the amount of personal therapy required of students; the amount of supervised clinical placement hours; the variety, range and quantity of |
|assessment. |
| |
|There is an expectation within the BACP Ethical Framework that students will be in good physical and mental health and their personal |
|circumstances are such that they are able to meet the demands of both ongoing weekly counselling sessions with clients and of regular |
|attendance at clinical supervision. Any illness or difficulty that threatens this stability must be reported to the Course Leader at the |
|earliest opportunity. In the event that a student’s health does not allow them to meet the demands of the course, the Faculty Fitness to |
|Practice Procedures may be used. |
|LEARNING AND TEACHING |
|Learning and teaching methods |
|This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of |
|practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the |
|course delivered by each method and details where a particular method relates to a particular element of the course. |
|This section should set out the primary learning and teaching methods, including total learning hours and any specific requirements in terms |
|of practical/clinical-based learning) |
| |
|The learning and teaching methods aim to integrate and challenge theory and practice. Critical debate is encouraged at all times, including |
|on ethical, professional, legal and social issues related to counselling. Students are encouraged to share their experiences as well as |
|critically reflect on their own developing abilities in their counselling practice. Methods including self-evaluation, peer-evaluation, and |
|case discussion groups are used to draw out these aspects of learning. |
| |
|The theoretical input in the first year is primary through staff-led lectures and seminars but in the second year the emphasis is more on |
|student-led seminars. These activities are often supported by workshops. |
| |
|The practice input happens on the course and in the student’s placement. On the course there are weekly workshops where students take turns |
|to present their ongoing clinical work which is then critically reviewed by peers and tutors, and students are assisted in working |
|inductively back to theory from the clinical material, thus encouraging integration of theory and practice. |
| |
|The clinical placement provides a central element of the learning and training supervision offers an opportunity for students to talk about |
|their work, gain insight and understanding of client work, learn to relate theory and practice, and gain a working understanding of ethics. |
| |
|Emphasis is placed upon the students forming a learning community in which previous experience, whether work or study, can be used to support|
|the learning of the whole group. This community can also work outside the formal teaching arrangements of the course. |
| |
|Learning hours: |
|Seven taught modules usually requiring one day per week attendance at the University over two years; |
|Within the modules, seven weekend study blocks and one four day intensive block; |
|100 hours (minimum) of counselling practice in an approved placement over the period of course; |
|25 hours (minimum) of clinical supervision from an approved training supervisor over the period of course; |
|Once weekly personal counselling or psychotherapy from an approved therapist over the period of course; |
|Time for regularly maintaining the personal journal and the professional log over the two years; |
|Time for private study, preparation for seminars and for assignments. |
| |
|Give an indicative list of methods and, where appropriate, an indication of the proportion of the course delivered by each method. Where a |
|particular method relates to a particular element of the course, this can be stated. |
| |
|The theory modules (SS707, SS713 and SS717) are taught by a combination of lectures, tutor-led and student-led seminars with more of the |
|latter in the second year of the course. The counselling workshops are in smaller groups of 8 – 9 students facilitated by a tutor and |
|include role play, exercises and case discussions. The personal development groups are also in groups of 8 – 9 facilitated by a visiting |
|lecturer. (The workshops and groups are modules SS714, SS715 and SS716.) The research module (SS719) is taught through lectures and |
|workshops. The student group is also strongly encouraged to form a peer learning community. |
|ASSESSMENT |
|Assessment methods |
|This section sets out the summative assessment methods on the course and includes details on where to find further information on the |
|criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the |
|volume of assessment in the course. |
| |
|Students will submit three case studies, one in year one and two in year two. These practical assignments are intended to offer an |
|opportunity for students to present evidence of their professional skills and their ability to evaluate and critique their counselling |
|practice, and to demonstrate their ability to relate their practice to theory. |
| |
|Students will also submit three essays: |
| |
|1 An essay of 3,000 words which examines critically an aspect of psychodynamic counselling theory including where appropriate the adequacy of|
|its developmental account. |
| |
|2. An essay of 3,000 words which combines a critical analysis of a given professional dilemma with a broader critical analysis of the |
|professional context of counselling. The precise essay topic of the broader analysis will be chosen with tutorial guidance. Through this |
|essay students can demonstrate their critically understanding of social, professional, legal and ethical issues. |
| |
|3. An essay of 3,000 words which examines critically an aspect of psychodynamic counselling and allows students to demonstrate their ability |
|to critique psychodynamic ideas and also to demonstrate their ability to integrate theory and practice. |
| |
|The Research Methods module is assessed by a research proposal of 3,000 words. |
| |
|There are also tutors’ report at the end of semesters 2, 3 and 4, and clinical supervisor’s reports at the end of each academic year. |
| |
|Students must also complete all the requirements of the Non Credit Rated module, SS718. |
| |
|The Board of Examiners when considering supervisors’ reports upon clinical placements may, at its discretion, in the event of a poor report |
|require a student to complete a further period of supervised clinical work and require a satisfactory supervisor’s report before the award of|
|the Postgraduate Diploma. |
|SUPPORT AND INFORMATION |
|Institutional/ University |All students benefit from: |
| |University induction week |
| |Student Handbook: the University and you |
| |Course Handbook |
| |Extensive library facilities |
| |Computer pool rooms |
| |E-mail address |
| |Welfare service |
| |Personal tutor for advice and guidance |
|Course-specific |In addition, students on this course benefit from: |
|Additional support, specifically |Please refer to information held in studentcentral. |
|where courses have non-traditional |Course induction day |
|patterns of delivery (e.g. distance|Student and Supervisor Handbook |
|learning and work-based learning) |Course information and discussion groups on Studentcentral |
|include: |Advice and guidance from clinical supervisors |
| |Peer learning support groups |
|PART 3: COURSE SPECIFIC REGULATIONS |
|COURSE STRUCTURE |
|This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may |
|choose to include a structure diagram here. |
| |
|STRUCTURE DIAGRAM: |
|Year One |
|Semester One Semester Two |
| |
|[pic] |
| |
|Exit award: Postgraduate Certificate in Counselling Studies 60 Credits |
| |
|Year Two |
| |
|September |
| |
|Summer break |
| |
| |
| |
|Semester One Semester Two |
|[pic] |
| |
|Exit award: Postgraduate Diploma in Psychodynamic Therapeutic Counselling 140 |
| |
|Modules |
|Level[5] |Module code |Status |Module title |Credit |
|7 |SS713 |M |Introduction to Psychodynamic Counselling; Human Growth and Development |20 |
|7 |SS707 |M |Professional, Social and Ethical Issues in Counselling |20 |
|7 |SS714 |M |Psychodynamic Counselling Workshops and Personal Development |20 |
|7 |SS715 |M |Psychodynamic Counselling Practice 1 |20 |
|7 |SS716 |M |Psychodynamic Counselling Practice 2 |20 |
|7 |SS717 |M |Critical Perspectives in Psychodynamic Counselling |20 |
|7 |SS718 |M |Non Credit Rated Module, Portfolio of Evidence: Psychodynamic Counselling |N/A |
|7 |SS719 |M |Research Methods for Counselling and Psychotherapy |20 |
|Status: |
|M = Mandatory (modules which must be taken and passed to be eligible for the award) |
|C = Compulsory (modules which must be taken to be eligible for the award) |
|O = Optional (optional modules) |
|A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including|
|any non-credit bearing modules) |
|AWARD AND CLASSIFICATION |
|Award type |Award* |Title |Level |Eligibility for award |Classification of award | | |
| |PG Cert |Counselling Studies | |Total credit |Minimum credit at level of award | | |
| | | | | | | | |
| | | | |Total credit |Minimum credit at level of award | | |
| | | | | | | | |
| | | | |Total credit |Minimum credit at level of award | | |
| | | | | | | | |
| | | | |Total credit |Minimum credit at level of award | | |
| | | | | | | | |
|*Foundation degrees only | |
|Progression routes from award: | |
|Award classifications |Mark/ band % |
| |Foundation degree |
| |Honours degree |
| |Postgraduate[9] degree (excludes PGCE and BM BS) |
| | |
| |70% - 100% |
| |Distinction |
| |First (1) |
| |Distinction |
| | |
| |60% - 69.99% |
| |Merit |
| |Upper second (2:1) |
| |Merit |
| | |
| |50% - 59.99% |
| |Pass |
| |Lower second (2:2) |
| |Pass |
| | |
| |40% - 49.99% |
| | |
| |Third (3) |
| | |
| | |
|EXAMINATION AND ASSESSMENT REGULATIONS |
|The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment |
|Regulations for Taught Courses (available from staffcentral or studentcentral). |
|Specific regulations which |The course regulations are in accordance with the University's General Examination and Assessment |
|materially affect assessment, |Regulations (available from the school office or the Registry). |
|progression and award on the course| |
|e.g. Where referrals or repeat of |Course specific regulation: |
|modules are not permitted in line |Because of the professional nature of the course students are normally required to attend a minimum of |
|with the University’s General |80% of all module seminars and workshops, including any series or strand of seminars within a module, and|
|Examination and Assessment |normally achieve 100% attendance at all weekend and Saturday workshops. Students whose attendance falls |
|Regulations for Taught Courses. |below these levels will not normally be allowed to submit their written assignments unless they can |
| |demonstrate that they have met the learning outcomes for the module(s). In exceptional circumstances the|
| |Counselling Courses Board may permit a student to meet the learning objectives of a weekend or Saturday |
| |workshop through an approved alternative activity. |
| | |
| |In order to qualify for the award, by the end of the course, in addition to the academic requirements, |
| |students are required to have: |
| | |
| |• Accrued a minimum of 100 hours of counselling practice in an approved counselling setting |
| |• Accrued a minimum of 25 hours of counselling supervision with an approved supervisor |
| |• Maintained a detailed log evidencing of the above clinical work and supervision sessions |
| |• Engaged in weekly personal counselling or psychotherapy with an approved counsellor/psychotherapist |
| |throughout the course (from the end of September of year 1 to the end of May in year 2) |
| |• Maintained a personal journal, with a minimum of 50 entries, throughout the course |
| |• Engaged in a peer feedback exercise at the end of the course |
| |• Engaged in a self-evaluation, based on their personal journal, as part of the peer feedback exercise. |
| | |
| |In order to progress on the course, in addition to the academic requirements, students must normally have|
| |achieved the following number of clinical hours in an approved counselling setting: a minimum of ten |
| |hours by the end of semester 2 and forty by the end of semester 3 of the course. Because of the |
| |professional nature of the progress requirements and other requirements listed above, this element of the|
| |course is monitored by the Counselling Courses Examination Board. A student, who for reasons agreed with |
| |the Course Leader cannot submit the required number of hours on the due date, will negotiate a submission|
| |date with the Course Leader. |
| | |
| |Continuing students (those who take a break from studies during the course or those who have conditions |
| |to meet beyond the normal end of the course) are normally required to maintain their weekly personal |
| |counselling or psychotherapy, their supervised counselling practice in an approved setting and attend for|
| |tutorials during the period of continuation. |
| | |
| |The Board of Examiners when considering supervisors’ reports upon clinical placements may, at its |
| |discretion, in the event of a poor report require a student to complete a further period of supervised |
| |clinical work and require a satisfactory supervisor’s report before the award of the Postgraduate |
| |Diploma. |
|Exceptions required by PSRB | |
|These require the approval of the | |
|Chair of the Academic Board | |
| |
| |Comments/notes |
|Title |Introduction to Psychodynamic Counselling; Human Growth and Development |
|Code |SS713 |
|Level |7 |
|Credit rating |20 |
|Pre-requisites |Enrolment on the Postgraduate Diploma in Psychodynamic Therapeutic Counselling |
|Type of module |Extensive over 1 semester |
|Aims |To examine at depth psychodynamic theory and its relevance to the process and practice of |
| |counselling. |
| |To examine critically theories and models of human growth and development, including |
| |contemporary attachment and neuro-scientific evidence. |
| |To integrate aspects of human growth and development and psychodynamic/humanistic theory and |
| |their practical implications |
| |To provide opportunities for students to explore their attitudes and responses to theories |
| |taught in the module. |
|Learning outcomes/objectives |On successful completion of the module, the students will be able to:- |
| |Evaluate Freudian and post-Freudian theory, including different positions within psychodynamic|
| |and psychoanalytic theory |
| |Integrate theoretical understanding and research as a guide to short-term psychodynamic |
| |counselling practice. |
| |Show a critical understanding of the importance of maturational processes and the impact of |
| |life transitions and their relevance to human relationships. |
|Content |The philosophical underpinnings of psychodynamic counselling. |
| |Models of the unconscious mind and its dynamics including Freud, Klein and Object Relations |
| |Critiques of Freudian and post-Freudian psychoanalytic theory by Lacan and feminists. |
| |A critical introduction to models of short-term psychodynamic counselling including the |
| |research bases for such models including Malan, Siphneos, and Davanloo. |
| |A review of theories and research concerned with psychological development and change across |
| |the life span. |
| |Theories of attachment, dependency, separation and loss. |
| |The process of socialisation and the growth of early relationships. |
| |Contemporary neuroscientific evidence regarding the link between attachment relationships and |
| |physiological development. |
| |The nature and challenges of adolescence. |
| |Transitions and adjustments in early and mid-adulthood. |
| |Ageing and adaptations in late adulthood. |
| |Dying and bereavement. |
| |Transitions and adjustments in the family life cycle. |
| |Ageing and adaptations in late adulthood. |
| |Dying and Bereavement. |
|Teaching and learning strategies |The main theoretical content will be presented in the form of interactive lectures supported |
| |by small group discussions, and work in pairs. Students will be required to some read key |
| |papers in advance of the lectures. |
| |An intensive block weekend providing a series of structured exercises designed to help |
| |students develop a working model for short-term counselling. |
|Learning support |Tutorial support from module team |
| |Peer Learning Group |
| |Student support tutor |
| | |
| |Indicative Reading: |
| | |
| |Bowlby, J. 1969. Attachment, Vol 1: Attachment and Loss. Harmondsworth: Pelican. |
| |Breen, D. ed. 1993. The Gender Conundrum: Contemporary Psychoanalytic Perspectives on |
| |Femininity and Masculinity. Oxford: Routledge in association with the Institute of |
| |Psycho-Analysis. |
| |Chodorow, N. J. 1994. Femininities, Masculinities, Sexualities: Freud and Beyond. London: |
| |Free Association Books. |
| |Davanloo, H. 1994. Basic principles and techniques in short-term dynamic psychotherapy. |
| |Northfield: Aronson. |
| |Freud, S. 1976. The Interpretation of Dreams. PFL vol. 4. Harmonsdsworth: Pelican. |
| |Lacan, J. 1977. Ecrits: A Selection. Hove: Routledge. |
| |Nobus, D. 2000. Jacques Lacan and the Freudian Practice of Psychoanalysis. Hove: Routledge |
| |Stern, D. 1998. The Interpersonal World of the Infant. London: Karnac Books |
| |Gerhardt, S. 2014. Why Love Matters.2nd edition Hove: Routledge Mander, G. 2010 2nd edition. |
| |A psychodynamic approach to brief therapy. London: Sage. .uk |
|Assessment tasks |An essay of 3000 words which examines critically an aspect of psychodynamic counselling theory|
| |including where appropriate the adequacy of its developmental account |
| |(LO1, LO2 and LO3). |
|Brief description of module content and/or |The aim of this module is to examine critically the principles of psychodynamic counselling, |
|aims (maximum 80 words) |including models of short-term counselling, and human growth and development at a level of |
| |theoretical depth. Through this examination, students will be equipped to develop a coherent, |
| |reflective and creative theoretical foundation for their counselling practice. |
|Area examination board to which module relates|SASS Counselling & Psychotherapy Programmes AEB |
|Module team/authors/ |David Bott |
|Coordinator |Pamela Howard |
| |David Hayter (module co-ordinator) |
| |Sue Sully |
|Semester offered, where appropriate |1 |
|Site where delivered |Falmer |
|Date of first approval |21 April 2004 |
|Date of last revision |n/a |
|Date of approval of this version |September 2009 |
|Version number |2 |
|Replacement for previous module |n/a |
|Course(s) for which module is acceptable and |Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling – Mandatory |
|status in that course | |
|School home |SASS |
|External examiner |Gill Popple |
| |
| |Comments/notes |
|Title |Psychodynamic Counselling Workshops and Personal Development |
|Code |SS714 |
|Level |7 |
|Credit rating |20 |
|Pre-requisites |Enrolment on the Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling. |
| |Module to be studied concurrently with modules SS707 and SS713. |
|Type of module |Extensive over 2 semesters |
|Aims |To develop an in-depth understanding of the components of interpersonal communication and |
| |their relevance to the frame from within which psychodynamic counselling operates. |
| |To locate psychodynamic theory in the context of the person-centred and humanistic approaches.|
| | |
| |To promote group cohesiveness and trust by the process of understanding self in relation to |
| |the group. |
| |To develop students’ self-evaluative skills and ability to reflect on their own practice with |
| |rigour. |
| |To promote students ability to work inductively from practice back to theory. |
| |To promote a supportive environment in which students may explore their experiences of their |
| |emerging clinical practice. |
|Learning outcomes/objectives |On successful completion of the module, the students will be able to:- |
| |Analyse at depth psychodynamic counselling theory with reference to its application to |
| |practice. |
| |Demonstrate significant self-evaluative skills showing insight into the strengths and |
| |weaknesses of their practice and of themselves in relation to others. |
| |Show an ability to reflect upon their feelings and how these may have influenced their |
| |interventions. |
| |Demonstrate their learning through written and oral case reports and presentations. |
| |Provide critical summative and formative feedback to peers. |
|Content |This is a practice based module of the course, which takes the theory from modules SS707 & |
| |SS713 and applies it to clinical practice. |
| |Consolidation of psychodynamic counselling skills. |
| |Critical examination of the use of unconscious process to inform psychodynamic counselling in |
| |practice. |
| |Counselling practice between peers; giving and receiving of feedback and self-evaluation. |
| |Weekend study-block providing opportunity for intensive study of the founding principles of |
| |the psychodynamic approach. |
|Teaching and learning strategies |Teaching strategies will model the attitudes and values fundamental to the psychodynamic |
| |approach. |
| |Predominantly experiential; occasional lectures; videotape presentation with discussion; |
| |demonstration. |
| |Student led discussions and feedback on student case material. |
| |Peer and tutor feedback. |
| |Experience of working with different tutor practitioners. |
| |The provision of a weekly, experiential Personal Development Group facilitated by a visiting |
| |lecturer. |
|Learning support |Tutor support from Module Team,Peer Learning Group, Student Support Tutor |
| |Indicative Reading: |
| |Bateman, A. & J. Holmes. 1995. An Introduction to Psychoanalysis: Contemporary Theory and |
| |Practice. Hove: Routledge. |
| |Casement, P. 1986. On learning from the patient. Hove: Routledge. |
| |Coren, A. (2009) Short-Term Psychotherapy: A Psychodynamic Approach 2nd edition Palgrave |
| |Macmillan |
| |Fink, B. 1997. A Clinical Introduction to Lacanian Psychoanalysis: Theory and Technique. |
| |Boston: Harvard University Press. |
| |Freud, S. 1977. Case histories ll. PFL vol 9. Harmondsworth: Pelican. |
| |Jacobs, M. 2010. Psychodynamic counselling in action 4th edition. London: Sage. |
| |Mander, G. 2000. A Psychodynamic Approach to Brief Therapy. London: Sage. |
| |Howard, S. 2010 Skills in Psychodynamic Counselling and Psychotherapy London: Sage |
| |Maroda, K. 2010 Psychodynamic Techniques: working with Emotion in the Therapeutic Relationship|
| |New York: Guilford |
|Assessment tasks |Students will be required to submit a 3,000 word case study and critical analysis of work with|
| |one client whom they have seen for at least 3 sessions (LO1, LO2, LO3, LO4) (weighting 100%). |
| |A supervisor’s report based on the placement practice (LO2, LO3, LO4) (weighting 0%). |
| |A tutors’ report based on participation in the workshops (LO4, LO5) (weighting 0%). |
| |All parts must be passed in order for the module to be passed. The case study will be |
| |percentage marked; the reports will be pass/fail. |
|Brief description of module content and/or |This module provides students with the opportunity to develop their skills as practitioners. |
|aims (maximum 80 words) |It also provides an opportunity to develop insights into how students relate to others and to |
| |themselves through participation in a personal development group. The block weekend provides |
| |opportunities for further intensive learning. The continuous period of time over a weekend or|
| |week allows students to undertake practice, receive feedback and utilise that feedback in a |
| |further session within the weekend, thus reinforcing learning. |
|Area examination board to which module relates|SASS Counselling & Psychotherapy Programmes AEB |
|Module team/authors/ |Pamela Howard |
|Co-ordinator |David Hayter (Module Co-ordinator) |
|Semester offered, where appropriate |1 and 2 |
|Site where delivered |Falmer |
|Date of first approval |21 April 2004 |
|Date of last revision |June 2005 |
|Date of approval of this version |September 2009 |
|Version number |3 |
|Replacement for previous module |n/a |
|Course(s) for which module is acceptable and |Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling – mandatory |
|status in that course | |
|School home |SASS |
|External examiner |Gill Popple |
| |
| |Comments/notes |
|Title |Themes in Professional Practice |
|Code |SS707 |
|Level |7 |
|Credit rating |20 |
|Pre-requisites |Enrolment on the Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling and |
| |completion of SS713 |
|Type of module |Extensive over one semester |
|Aims |To develop an advanced understanding of counselling as a profession and the implications of |
| |this for the counsellor. |
| |To enhance students' awareness of their ethical responsibilities in their emerging practice. |
| |To examine at depth a range of professional, legal and ethical issues posed by the practice of|
| |counselling |
| |To identify the aetiology and impact of stereotypical thinking on counselling practice. |
| |To enable students to identify and critically evaluate the influence of sociological issues on|
| |the development and practice of counselling. |
|Learning outcomes/objectives |On successful completion of the module students will be able to:- |
| |Critically evaluate a range of professional, legal and ethical issues posed by the practice of|
| |counselling. |
| |Reflect critically on the impact of society and its institutions on individuals and its |
| |relevance for counselling practice. |
| |Critically evaluate the role of supervision in relation to counselling practice. |
| |Evaluate the impact of oppressive and discriminatory practice upon the therapeutic |
| |relationship. |
|Content |Critical examination of British Association for Counselling and Psychotherapy’s (BACP) |
| |Framework for Good Practice. |
| |An exploration of the four ethical principles (autonomy, non-maleficence, beneficence and |
| |confidentiality) and their relevance to counselling practice. |
| |Power in the counselling relationship |
| |The nature of oppression and discrimination and its relevance to counselling. |
| |The purpose of counselling supervision and how to make best use of it. |
| |Counsellor responsibilities regarding contract setting, record keeping, referrals and ending |
| |the counselling relationship. |
| |The legal context for counselling. |
|Teaching and learning strategies |Some formal teaching in lectures, small group experiential work, student-led seminars and |
| |presentations, an intensive weekend. |
|Learning support |Tutor support from Module Team |
| |Peer Learning Groups |
| |Student Support Tutor |
| |Indicative reading: |
| |Bond, T. 2010. Standards and Ethics for Counselling In Action. 3rd edition. London: Sage |
| |Bond, T. 2008. Confidentiality and Record Keeping in Counselling and Psychotherapy. London: |
| |Sage. |
| |Bor, R. & M. Watts. 2006. The Trainee Handbook – a |
| |Guide for Counselling and Psychotherapy Trainees. 2nd edition. London: Sage. |
| |Carroll, M. 1998. Counselling Supervision in Context. London: Sage |
| |Pilgrim, D. 1997. Psychotherapy and Society. London: Sage |
| |Thompson, N. 2006. Anti-Discriminatory Practice. BASW |
| |4th revised edition. Basingstoke: Palgrave. |
| |Proctor, G., M. Cooper, P. Saunders & B. Malcolm. eds. 2006. Politicising the Person-Centred |
| |Approach: An Agenda for Social Change. Ross-on-Wye: PCCS Books. |
| |bacp.co.uk |
|Assessment tasks |A 3,000 word essay which critically evaluates the professional context of counselling. The |
| |precise title is chosen with tutorial support (LO1, LO2, LO3, LO4) |
|Brief description of module content and/or |The emphasis of this module is to provide opportunities for students to examine the complex |
|aims (maximum 80 words) |ethical, social, legal and professional issues involved in the practice of therapeutic |
| |counselling. |
|Area examination board to which module relates|SASS Counselling & Psychotherapy Programmes AEB |
|Module team/authors/ |TBA (module co-ordinator) |
|coordinator | |
|Semester offered, where appropriate | 2 |
|Site where delivered |Falmer |
|Date of first approval |2003 |
|Date of last revision |21 April 2004 |
|Date of approval of this version |September 2009 |
|Version number |3 |
|Replacement for previous module |n/a |
|Course(s) for which module is acceptable and |Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling – mandatory |
|status in that course |Postgraduate Diploma in Humanistic Psychotherapeutic Counselling – mandatory |
|School home |SASS |
|External examiners |Gill Popple |
| |Comments/notes |
|Title |Research Methods for Counselling and Psychotherapy |
|Code |SS719 |
|Level |7 |
|Credit rating |20 |
|Pre-requisites |Must normally be enrolled on the Postgraduate Diploma in Humanistic Psychotherapeutic |
| |Counselling or the Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling |
|Type of module |Intensive over 5 days |
|Aims |To enable students to: |
| |Develop critical evaluation of the relationship between the clinical practice of counselling |
| |and psychotherapy and research |
| |Develop an critical understanding of qualitative research strategies and research designs and |
| |methods employed in counselling and psychotherapy research and their relationship to different|
| |epistemological positions |
| |Explore critically epistemological underpinnings of qualitative research methods as applied to|
| |counselling and psychotherapy research |
| |Develop a critical ability to formulate qualitatively-based research questions and develop |
| |viable counselling and psychotherapy research proposals |
| |Develop research skills in a range of qualitative techniques for the collection, critical |
| |analysis and interpretation of qualitative data and presentation of research findings. |
|Learning outcomes/objectives |On successful completion of the module the student will be able to: |
| |Understand the principles of qualitative research strategy and research design in counselling |
| |and psychotherapy and how these relate to different epistemological positions |
| |Formulate a qualitative research question within counselling and psychotherapy and select an |
| |appropriate research methodology and research methods to address it |
| |Understand ethical principles and how they relate to the conduct of research in counselling |
| |and psychotherapy |
| |Understand and apply a range of techniques for the collection of qualitative data, including |
| |sampling methods, participant observation and interviewing |
| |employ a range of methods for the analysis of qualitative data and generation of theory from |
| |qualitative data |
| |explore quantitative approaches |
|Content |Participant observation |
| |Qualitative interviewing |
| |Qualitative data analysis and theory generation |
| |Validation of qualitative data |
| |Ethical issues in counselling and psychotherapy research |
| |Critical evaluation of research |
| |Presentation of research findings |
| |Epistemological and ontological issues in counselling and psychotherapy research |
| |Research conference |
| |Team presentations |
| |Quantitative methods and approaches |
|Teaching and learning strategies |Prior to the intensive period of study, students will be provided with reading material and a |
| |learning pack which provides guidance for the reading. This initial reading and supporting |
| |material will introduce the main methodological approaches covered on the module and will also|
| |include a number of research articles which will be discussed during the intensive study block|
| |The intensive study block will comprise lectures, seminars and workshops. In addition, |
| |students will be entitled to individual and group tutorials. |
|Learning support |A detailed module programme and a set of module reading will be sent to students in advance of|
| |the study block. This will include the programme and guided reading material for individual |
| |study before, during and after the intensive block. |
| | |
| |Indicative Reading: |
| |Cooper M. 2008 Essential Research Findings in Counselling and Psychotherapy: The Facts are |
| |Friendly London: Sage |
| |Creswell J.W. 2008 Research Design: Qualitative, Quantitative and Mixed Method Approaches (3rd|
| |Ed) Sage |
| |Dallos, R. & A. Vetera 2005 Researching Psychotherapy and Counselling. Buckingham: Open |
| |University Press |
| |Denzin, N. and Y. Lincoln. Eds. 2000 Handbook of Qualitative Research. London: Sage |
| |Gilbert, N. ed. 2001 Researching Social Life. London: Sage |
| |Hesse-Biber, S. N. and P. Leavy. 2004. Approaches to Qualitative Research: A Reader on Theory |
| |and Practice. Oxford: Oxford University Press |
| |Lowenthal D. 2007 Case Studies in Relational Research: Qualitative Research Methods in |
| |Counselling and Psychotherapy London: Palgrave MacMillan |
| |McLeod, J. 2009 Qualitative Research in Counselling and Psychotherapy 2nd Ed. London: Sage |
| |McLeod, J. 2003 Doing Counselling Research. 2nd ed. London: Sage |
| |Counselling and Psychotherapy Research. BACP |
| |Timulak L. 2008 Research in Psychotherapy and Counselling London: Sage |
| |Vossler, A. and Moller, N. (2015) The Counselling and Psychotherapy Research Handbook London: |
| |Sage |
|Assessment tasks |A research proposal of 3,000 words (LO1, LO2, LO3, LO4, LO5) |
|Brief description of module content and/or |This module provides students with an understanding of research strategies and the principles |
|aims (maximum 80 words) |of qualitative research design for counselling and psychotherapy research. It enables |
| |students to develop research skills in the formulation of research questions, development of |
| |research proposals, collection and analysis of qualitative data and interpretation and |
| |presentation of research findings |
|Area examination board to which module relates|School of Applied Social Science Counselling and Psychotherapy AEB |
|Module team/authors/ coordinator |Sue Sully |
| |Pam Howard |
| |David Hayter |
| |David Bott |
|Semester offered, where appropriate |n/a |
|Site where delivered |Falmer |
|Date of first approval |September 2009 |
|Date of last revision |n/a |
|Date of approval of this version |September 2009 |
|Version number |1 |
|Replacement for previous module |SSM03 |
|Course(s) for which module is acceptable and |Mandatory for: Postgraduate Diploma in Humanistic Psychotherapeutic Counselling, Postgraduate |
|status in course |Diploma in Psychodynamic Psychotherapeutic Counselling. |
|School home |SASS |
|External examiners |Gill Popple |
| |Comments/notes |
|Title |Psychodynamic Counselling Practice 1 |
|Code |SS715 |
|Level |7 |
|Credit rating |20 |
|Pre-requisites |Successful completion of year 1 of the Postgraduate Diploma in Psychodynamic |
| |Psychotherapeutic Counselling. |
| |To be studied concurrently with Module SS716. |
|Type of module |Extensive over 1 semester |
|Aims |To enable students to expand and deepen their competence as a psychodynamic |
| |counsellor. |
| |To enable students to critically reflect on their personal involvement in their |
| |clinical practice. |
| |To enable students to effectively develop integrate theory and practice. |
| |To provide an opportunity for students to experience and reflect on processes of |
| |group dynamics. |
|Learning outcomes/objectives |On successful completion of the module, the students will be able to:- |
| |Demonstrate an enhanced understanding of and critical and reflexive approach to |
| |professional counselling practice including: use of supervision; contact with |
| |clients; therapeutic environment; capacity to work with own feelings; awareness of |
| |unconscious process; intervention skills; professional practice; and integration of |
| |theory and practice. |
| |Demonstrate an ability to provide critical summative feedback to peers. |
|Content |Analysis of counselling practice sessions from a variety of theoretical models. |
| |Consolidation of psychodynamic counselling skills. |
| |Critical examination of the use of unconscious process to inform psychodynamic |
| |counselling in practice. |
| |A critical examination of transference and counter-transference. |
| |Through the use of student and tutor case material, relating theoretical and |
| |clinical concepts to the students’ own counselling practice. |
|Teaching and learning strategies |Teaching strategies will model the attitudes and values fundamental to the |
| |psychodynamic approach. There will be topic based discussions around theoretical |
| |concepts. Peer and tutor feedback providing ongoing summative feedback and |
| |experience of working with different tutor practitioners. The use of student |
| |contributed case material in order to gain a critical understanding of links between|
| |theory and practice. Theory and principles taught inductively from issues arising |
| |from practice. |
| |The provision of a weekly, experiential Personal Development Group facilitated by a |
| |visiting lecturer. |
|Learning support |Tutor support from Module Team |
| |Peer Learning Group |
| |Student Support Tutor |
| | |
| |Indicative Reading: |
| |Burgoyne, B. & M. Sullivan. eds. 1997. The Klein-Lacan Dialogues. London: Rebus |
| |Press. |
| |Casement, P. 1986. On learning from the patient. Hove: |
| |Routledge. |
| |Casement, P. 1990 Further learning from the patient. Hove: Routledge. |
| |Brown, L.J. 2011 Intersubjective Processes and the Unconscious: An Integration of |
| |Freudian, Kleinian and Bionian Perspectives Hove: Routledge |
| |Kirshner, A. 2011 Between Winnicott and Lacan: A Clinical Engagement Hove: Routledge|
| |Fonagy, P. et al. 2004.Affect Regulation, Mentalization and the Development of the |
| |Self London: Karnac |
|Assessment tasks |Students are required to submit a 3,000 word case study and critical analysis of |
| |work with one client whom they have seen for at least 5 sessions (LO1) (weighting |
| |100%). |
| |A tutors’ report based on the workshops (LO1, LO2) (weighting 0%). |
| |All parts must be passed in order for the module to be passed. The case study will |
| |be percentage marked; the reports will be pass/fail. |
|Brief description of module content |This module is taught in a small group workshop format, which enables students to |
|and/or aims (maximum 80 words) |synthesise aspects of psychodynamic theory and practice, while deepening and |
| |expanding their competence as a psychodynamic counsellor. Students’ practice will be|
| |located within the context of relevant theory. Through participation in personal |
| |development groups, students will develop a profound level of self-awareness. |
|Area examination board to which module |SASS Counselling & Psychotherapy Programmes AEB |
|relates | |
|Module team/authors/ |David Hayter (Module Co-ordinator) |
|Co-ordinator |Pamela Howard |
|Semester offered, where appropriate |1 |
|Site where delivered |Falmer |
|Date of first approval |21 April 2004 |
|Date of last revision |June 2005 |
|Date of approval of this version |September 2009 |
|Version number |3 |
|Replacement for previous module |n/a |
|Course(s) for which module is acceptable |Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling – mandatory |
|and status in that course | |
|School home |SASS |
|External examiner |Gill Popple |
| |
| |Comments/notes |
|Title |Psychodynamic Counselling Practice 2 |
|Code |SS716 |
|Level |7 |
|Credit rating |20 |
|Pre-requisites |Successful completion of year 1 of the Postgraduate Diploma in Psychodynamic |
| |Psychotherapeutic Counselling. |
| |To be studied concurrently with Module SS716. |
|Type of module |Extensive over 1 semester |
|Aims |To enable students to further deepen and synthesise the theory and practice that |
| |underpin psychodynamic counselling: theory, practice and personal development. |
| |To engage students in self-examination at a level of depth. |
| |To enable students to develop a critical approach to psychodynamic counselling |
| |practice. |
| |To provide an opportunity for students to further experience and reflect on |
| |processes of group dynamics. |
|Learning outcomes/objectives |On successful completion of the module, the students will be able to:- |
| |Demonstrate a deepened and systematic understanding of and critical and reflexive |
| |approach to professional counselling practice including: use of supervision; contact|
| |with clients; therapeutic environment; capacity to work with own feelings; awareness|
| |of unconscious process; intervention skills; professional practice; and integration |
| |of theory and practice. |
| |Demonstrate an ability to provide critical summative feedback to peers. |
| |Demonstrate self-evaluative skills showing insight into the strengths and weaknesses|
| |of their practice including a significant awareness of themselves in relation to |
| |others. |
|Content |This is a practice-based module of the course, which further develops and deepens |
| |the learning in Module SS715. |
| |Analysis of counselling practice sessions from a variety of theoretical models. |
| |Consolidation of psychodynamic counselling skills. |
| |Critical examination of the use of unconscious process to inform psychodynamic |
| |counselling in practice. |
| |A critical examination of transference and counter-transference. |
| |Through the use of student and tutor case material, relating theoretical and |
| |clinical concepts to the students’ own counselling practice. |
|Teaching and learning strategies |Teaching strategies will model the attitudes and values fundamental to the |
| |psychodynamic approach. There will be topic based discussions around theoretical |
| |concepts. Peer and tutor feedback providing ongoing summative feedback and |
| |experience of working with different tutor practitioners. The use of student |
| |contributed case material in order to gain a critical understanding of links between|
| |theory and practice. Theory and principles taught inductively from issues arising |
| |from practice. |
| |The provision of a weekly, experiential Personal Development Group facilitated by a |
| |visiting lecturer. |
|Learning support |Tutor support from Module Team |
| |Peer Learning Groups |
| |Student Support Tutor |
| | |
| |Indicative Reading: |
| |The Boston Change Process Study Group 2010 Change in Psychotherapy a Unifying |
| |Paradigm New York: Norton |
| |Fonagy, P. 2001 Attachment Theory and Psychoanalysis London: Karnac |
| |Greenson, R.R. 1985. The technique and practice of psycho-analysis. London: Hogarth |
| |Press. |
| |Grigg, R., D. Hecq & C. Smith. Eds. 1999. Female Sexuality: The Early Psychoanalytic|
| |Controversies. London: Rebus Press. |
| |Roth, A. & P. Fonagy. 2004. What works for whom? 2nd edition. New York: Guilford. |
|Assessment tasks |Students will be required to submit a 3,000 word case study and critical analysis of|
| |work with one client whom they have seen for at least 6 sessions (LO1, LO3) |
| |(weighting 100%). |
| |A tutors’ report based on the workshops (LO1, LO2, LO3) (weighting 0%). |
| |A supervisor’s report based on the placement practice (LO1, LO3) (weighting 0%). |
| |All parts must be passed in order for the module to be passed. The case study will |
| |be percentage marked; the reports will be pass/fail. |
|Brief description of module content |This module is taught in a small group workshop format, which enables students to |
|and/or aims (maximum 80 words) |synthesise aspects of psychodynamic theory and practice, while further deepening and|
| |expanding their competence as a psychodynamic counsellor. Students’ practice will be|
| |located within the context of relevant psychodynamic theory. Through participation |
| |in personal development groups, students will develop a profound level of |
| |self-awareness. |
|Area examination board to which module |SASS Counselling & Psychotherapy Programmes AEB |
|relates | |
|Module team/authors/ |David Hayter (Module Co-ordinator) |
|Co-ordinator |Pamela Howard |
|Semester offered, where appropriate |2 |
|Site where delivered |Falmer |
|Date of first approval |21 April 2004 |
|Date of last revision |June 2005 |
|Date of approval of this version |September 2009 |
|Version number |3 |
|Replacement for previous module |n/a |
|Course(s) for which module is acceptable |Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling – mandatory |
|and status in that course | |
|School home |SASS |
|External examiner |Gill Popple |
| |Comments/notes |
|Title |Critical Perspectives in Psychodynamic Counselling |
|Code |SS717 |
|Level |7 |
|Credit rating |20 |
|Pre-requisites |Successful completion of year 1 of the Postgraduate Diploma in Psychodynamic |
| |Psychotherapeutic Counselling. |
| |To be studied concurrently with Modules SS715 and SS716. |
|Type of module |Extensive over 2 semesters |
|Aims |To evaluate critically themes within psychodynamic theory and their relevance to the|
| |process and practice of counselling |
| |To develop a critical position in relation to the underpinning philosophies which |
| |inform both humanistic and psychodynamic therapies |
| |To locate psychodynamic approaches within the wider context of alternative |
| |therapeutic paradigms |
| |To enhance students’ skills of assessment through the study of the nature and |
| |characteristics of atypical development and psychiatric disorders |
| |To help students develop a synthesis between philosophical/theoretical underpinnings|
| |and their contemporary application in the counselling context |
|Learning outcomes/objectives |On successful completion of the module, the students will be able to:- |
| |Demonstrate the capacity to critically evaluate themes within psychodynamic theory |
| |and their relevance to the process and practice of counselling. |
| |Develop a critical position informed by the philosophical underpinnings of their |
| |chosen modality and how it is related to practice |
| |Locate psychodynamic approaches within the wider context of alternative therapeutic |
| |paradigms |
| |Articulate the tensions between psychodynamic and other therapeutic paradigms |
| |Show the capacity to work within their competence as a therapeutic counsellor. |
|Content |A critical examination of humanistic and other models of counselling |
| |A critical introduction to working with psychopathology including limits of |
| |competence |
| |A critical examination of themes within psychodynamic theory and their relevance to |
| |the process and practice of counselling |
| |Evidence based practice |
|Teaching and learning strategies |Student presentations based on a critical understanding of a paper or papers. |
| |Discussion groups will be used to explore themes arising from the papers or |
| |lectures. There is an intensive weekend workshop. |
|Learning support |Tutorial support from module team |
| |Peer Learning Group |
| |Student support tutor |
| | |
| |Indicative Reading: |
| |Bentall, R. 2004 Madness Explained: Psychosis and Human Nature London Penguin |
| |Brown, D. & L. Zinkin. 1994. The psyche and the social world. Hove: Routledge. |
| |Cushman, P. 1996 Constructing the self, Constructing America: A Cultural History of|
| |Psychotherapy De Capo Press |
| |Frosch, S. 2006 For and Against Psychoanalysis London: Routledge |
| |Howard, A. 2000 Philosophy for Counselling & Psychotherapy Basingstoke: Palgrave |
| |Johnson, S & S. Ruszczynski. 1999. Psychoanalytic psychotherapy in the independent |
| |tradition. London: Karnac. |
| |Lemma A. 1996. Introduction to Psychopathology. London: Sage. |
| |Parker, I. ed. 1999 Deconstructing Psychotherapy. |
| |London: Sage. |
| |Pilgrim, D. 1997. Psychotherapy and Society. London: Sage. |
|Assessment tasks |An essay of 3000 words which evaluates critically a theme or an aspect of the |
| |philosophical and theoretical underpinnings of the psychodynamic approach, drawing |
| |on examples from your own practice. (LO1, LO2, LO3, LO4 and LO5). |
|Brief description of module content |The aim of this module is to enhance students’ understanding of the underlying |
|and/or aims (maximum 80 words) |philosophies of therapeutic counselling in general and psychodynamic counselling in |
| |particular. Through the study of the nature and characteristics of psychodynamic |
| |psychopathology students deepen their understanding of work relating to counselling |
| |in areas other than those with which they have a specific involvement. |
|Area examination board to which module |SASS Counselling & Psychotherapy Programmes AEB |
|relates | |
|Module team/authors/ |Pam Howard |
|coordinator |David Hayter (module co-ordinator) |
| |David Bott |
| |Sue Sully |
|Semester offered, where appropriate |1 & 2 |
|Site where delivered |Falmer |
|Date of first approval |21 April 2004 |
|Date of last revision |19 April 2006 |
|Date of approval of this version |September 2009 |
|Version number |3 |
|Replacement for previous module |Previous title: Themes in Psychodynamic Counselling |
|Course(s) for which module is acceptable |Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling – Mandatory |
|and status in that course | |
|School home |SASS |
|External examiner |Gill Popple |
| |Comments/notes |
|Title |Non Credit Rated Module, Portfolio of Evidence: Psychodynamic Counselling |
|Code |SS718 |
|Level |7 |
|Credit rating |0 |
|Pre-requisites |To be taken concurrently with all other modules of the Postgraduate Diploma in |
| |Psychodynamic Psychotherapeutic Counselling |
|Type of module |Extensive over 4 semesters |
|Aims |To record students’ personal and professional development in counselling practice |
| |and supervision. |
|Learning outcomes/objectives | |
|Content |In order to qualify for the award, by the end of the course, in addition to the |
| |academic requirements, students are required to have: |
| |Accrued a minimum of 100 hours of counselling practice in an approved counselling |
| |setting |
| |Accrued a minimum of 25 hours of counselling supervision with an approved supervisor|
| |Maintained a detailed log evidencing of the above clinical work and supervision |
| |sessions |
| |Engaged in weekly personal counselling or psychotherapy with an approved |
| |counsellor/psychotherapist throughout the course (from the end of September of year |
| |1 to the end of May in year 2) |
| |Maintained a personal journal, with a minimum of 50 entries, throughout the course |
| |Engaged in a peer feedback exercise at the end of the course |
| |Engaged in a self evaluation, based on their personal journal, as part of the peer |
| |feedback exercise. |
| | |
| |In order to progress on the course, in addition to the academic requirements, |
| |students must normally have achieved the following number of clinical hours in an |
| |approved counselling setting: a minimum of ten hours by the end of semester 2 and |
| |forty by the end of semester 3 of the course. Because of the professional nature of|
| |the progress requirements and other requirements listed above, this element of the |
| |course is monitored by the Counselling Courses Examination Board. A student, who for|
| |reasons agreed with the Course Leader cannot submit the required number of hours on |
| |the due date, will negotiate a submission date with the Course Leader. |
| | |
| |Students who intermit from the course are normally required to maintain their weekly|
| |personal counselling or psychotherapy, their supervised counselling practice in an |
| |approved setting and attend for tutorials during the period of intermission. |
|Teaching and learning strategies |A minimum of three hours of counselling practice per week commencing at the start |
| |the second semester of the course, with one hour of counselling supervision for |
| |every six hours of practice. |
| |Provision of a structure which supports student self-evaluation. |
| |Encouragement and support of peer support networks. |
|Learning support |Academic tutorials |
| |Register of approved counselling supervisors |
| |Register of approved counsellors/psychotherapists |
| |Tutorial guidance concerning selection of a personal counsellor |
| |Counselling supervision |
| |Teaching team liaison with placements |
| |Peer Learning Group |
|Assessment tasks |All aspects of the content of the module must be completed satisfactorily in order |
| |to pass the module. |
|Brief description of module content |This module provides the professional practical underpinning of all other modules, |
|and/or aims (maximum 80 words) |while developing sophisticated skills of self-evaluation. Students will learn how to|
| |make effective use of supervision in support of their practice. |
|Area examination board to which module |SASS Counselling & Psychotherapy Programmes AEB |
|relates | |
|Module team/authors/ |David Hayter |
|coordinator | |
|Semester offered, where appropriate |This module runs alongside the other modules on the PG Diploma in Psychodynamic |
| |Therapeutic Counselling |
|Site where delivered |Falmer |
|Date of first approval |April 2004 |
|Date of last revision |September 2009 |
|Date of approval of this version |April 2011 |
|Version number |4 |
|Replacement for previous module |n/a |
|Course(s) for which module is acceptable |Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling – mandatory |
|and status in that course | |
|School home |SASS |
|External examiner |Gill Popple |
Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
Year 1 – Wednesday 2016-2017
|Study Date |Notes |Modular Organisation and Course Teaching weeks |
|21/9/16 |10 – 4pm |Induction |
|24th and 25th |Weekend Workshop |Beginning to work together: |
|September 2016 |Sat 10.00-17.00 |Humanistic and Psychodynamic Groups |
| |Sun 10.00-17.00 |& |
| | |‘The unconscious’ |
|5/10/16 | |SS713 |
| | |Introduction to Psychodynamic Counselling; Human Growth & Development |
| | |SS714 |
| | |Psychodynamic Counselling Workshops |
| | |14:00-14:30 Staff/student meeting |
| | |14:30-16:30 Psychodynamic Counselling Workshops |
| | |16:45-18:00 Personal Development Groups |
| | |Teaching week 1 |
|12/10/16 | |Teaching week 2 |
|19/10/16 | |Teaching week 3 |
|26/10/16 | |Teaching week 4 |
|2/11/16 | |Teaching week 5 |
|9/11/16 | |Reading Week |
|16/11/16 | |Teaching week 6 |
|23/11/16 | |Teaching week 7 |
|26th and 27th |Weekend Workshop |Models of short-term psychodynamic counselling |
|November 2016 TBC |Sat 10.00-17.00 |Mel Withers |
| |Sun 10.00-16.00 | |
| | | |
|30/11/16 | |Teaching week 8 |
|7/12/16 | |Teaching week 9 |
| | |Group Tutorials SS713 14.30-15.30 |
|14/12/16 | |Teaching week 10 |
|21/12/16 | |Christmas and |
|28/12/16 | |New Year |
|04/1/17 | |Vacation |
|11/1/17 |Assignment hand-in SS713by|Teaching week 11 |
| |16.00 via Turnitin | |
|14th and 15th |Weekend Workshop |Jung/Psychesoma |
|January 2017 |Sat 10.00 – 17.00 |Bob Withers |
| |Sun 10.00-16.00 | |
|18/01/17 | |Teaching week 12 |
| | |End of Semester |
|25/1/17 | |Inter Semester week |
|1/2/17 | |Inter Semester week |
|8/2/17 | |Inter Semester week |
| | |08/02/17 10.30 AEB/CEB |
| | |14.00 Course Board |
|15/02/17 |Start of semester 2 |SS707 |
| | |10.00-11.30 and 11.45-13.00 |
| | |Themes in Professional Practice |
| | |14.00-14.30 Community Meeting |
| | |SS714 14.30-16.30 |
| | |Psychodynamic Counselling workshops |
| | |16.45-18.00 Process Groups |
| | |Teaching week 1 |
|22/02/17 | |Teaching week 2 |
|01/03/17 | |Teaching week 3 |
|08/03/17 | |Teaching week 4 |
|15/03/17 | |Teaching week 5 |
|18th and 19th |Weekend Workshop |Sexuality and Diversity |
|March 2017 |Sat 10.00 – 17.00 |Staff Team |
| |Sun 10.00-17.00 | |
| | | |
|22/03/17 | |Teaching week 6 |
| | |Group Tutorials 14.30-15.30 |
|29/03/17 | |Teaching week 7 |
|05/04/17 |Good Friday 25/3/16 |Spring Break |
|12/04/17 | |Spring Break |
|19/04/17 | |Spring Break |
|26/04/17 | |Teaching week 8 |
|03/05/17 | |Teaching week 9 |
|10/05/17 |SS714 by 16.00 via |Teaching week 10 |
| |Turnitin | |
|17/05/17 |Assignment hand-in SS707by| Teaching week 11 |
| |16.00 via Turnitin | |
|17/05/17 |End of Semester 2 |Teaching week 12 |
| | | |
| | |Thursday 15th June 2017 |
| | |14.00 Courses Board |
| | |Thursday 22nd June 2017 10.30 Area Examination Board/ Counselling Courses |
| | |Examination Board |
| | | |
Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
Year 2 – Thursday 2016-2017
|Study Date |Notes |Modular Organisation and Course Teaching weeks |
|14th and 15th |2-day workshop |SS719 |
|September 2016 |10.00-17.00 |Research Methods for Counselling and Psychotherapy |
|21st and 22nd |2-day workshop |SS719 |
|September 2016 |10.00-17.00 |Research Methods for Counselling and Psychotherapy |
|06/10/16 | |Teaching week 1 |
|13/10/16 | |Teaching week 2 |
|20/10/16 | |Teaching week 3 |
| | |Group tutorials re:SS719 |
|23rd October 2016 |Weekend Workshop |Research Day |
| |Sunday 10.00-17.00 | |
|27/10/16 | |Teaching week 4 |
|3/11/16 | |Reading Week |
|10/11/16 | |Teaching week 5 |
|17/11/16 |Assignment SS719 by |Teaching week 6 |
| |16.00 via Turnitin | |
|24/11/16 | |Teaching week 7 |
|26th and 27th |Weekend Workshop |Working with the Erotic in the Relationship |
|November 2016 |Saturday 10.00-17.00 | |
| |Sunday 10.00-17.00 | |
|1/12/16 | |Teaching week 8 |
|8/12/16 | |Teaching week 9 |
| | |Group Tutorials SS715 |
|15/12/16 | |Teaching week 10 |
|23/12/16 | |WINTER BREAK |
|30/12/16 | |WINTER BREAK |
|06/01/17 | |WINTER BREAK |
|12/01/17 |Assignment hand-in SS715|Teaching week 11 |
| |by 16.00 via Turnitin | |
|19/01/17 | |Teaching week 12 |
|21st and 22nd |Weekend Workshop |Groups |
|January 2017 |Saturday 10.00-17.00 |Pam Howard and David Bott |
| |Sunday 10.00-16.00 | |
|26/01/17 | |Inter Semester week |
|02/02/17 | |Inter Semester week |
|09/02/17 | |Inter Semester week |
| | |8/2/17 10.30AEB/CEB |
| | |8/2/17 14.00 Course Board |
|16/02/17 |Start of semester 2 |Teaching week 1 |
|23/02/17 | |Teaching week 2 |
| | | |
|02/03/17 | |Teaching week 3 |
|09/03/17 | |Teaching week 4 |
|16/03/17 | |Teaching week 5 |
|23/03/17 | |Teaching week 6 |
| | |Group Tutorials SS716 and SS717 |
|30/03/17 | |Teaching week 7 |
|06/04/17 | |SPRING BREAK |
|13/04/17 | |SPRING BREAK |
|20/04/17 | |SPRING BREAK |
|27/04/17 | |Teaching week 8 |
|04/05/17 | |Teaching week 9 |
|11/05/17 |Assignment hand-in |Teaching week 10 |
| |SS716 by 16.00 via | |
| |Turnitin | |
|18/05/17 |Assignments hand-in |Teaching week 11 |
| |SS711 by 16.00 via | |
| |Turnitin | |
| |Assignment hand-in SS717| |
|20th and 21st |Weekend Workshop | |
|May |Sat 10.00-17.00 |Working with the relationship |
|2017 |Sun 10.0016.00 | |
|25/05/17 |End of Semester 2 |Teaching week 12 |
| | | |
| | | |
| | | |
| | |Thursday 15/6/17 10.30 Courses Area Examination Board |
| | |15/6/17 14.00 Courses Board |
| | |Thursday 22/6/17 10.30 Counselling Courses Examination Board |
| | | |
| | | |
| | | |
|Week commencing | |Degree Award Ceremonies |
|17/7/17 | |(Provisional date – Award ceremony for this course to be confirmed) |
|and 24/07/17 | | |
NB: WHILST WE MAKE EVERY EFFORT TO KEEP TO THE DATES SHOWN ABOVE THESE CAN BE SUBJECT TO CHANGE
PG DIPLOMA IN PSYCHODYNAMIC THERAPEUTIC COUNSELLING
TIMETABLE 2015-2016
YEAR 1 Wednesday
SEMESTER 1
|TIME |CONTENT |
|10.00 – 11.00am |SS713 |
| |HUMAN GROWTH AND DEVELOPMENT |
|11.00 – 11.45am |COFFEE |
|11.45 – 1pm |SS713 |
| |INTRODUCTION TO PSYCHODYNAMIC COUNSELLING |
|1 – 2pm |LUNCH |
|2 – 2.30pm |STAFF/STUDENT MEETING |
|2.30 – 4.30pm |SS714 |
| |PSYCHODYNAMIC COUNSELLING WORKSHOPS |
|4.30 – 4.45pm |TEA |
|4.45 – 6pm |SS714 |
| |PERSONAL DEVELOPMENT GROUP |
YEAR 1 Wednesday
SEMESTER 2
|TIME |CONTENT |
|10.00 – 11.00am |SS707 |
| |THEMES IN PROFESSIONAL PRACTICE |
|11.00 – 11.45am |COFFEE |
|11.45 – 1pm |SS707 |
| |THEMES IN PROFESSIONAL PRACTICE |
|1 – 2pm |LUNCH |
|2 – 2.30pm |STAFF/STUDENT MEETING |
|2.30 – 4.30pm |SS714 |
| |PSYCHODYNAMIC COUNSELLING WORKSHOPS |
|4.30 – 4.45pm |TEA |
|4.45 – 6pm |SS714 |
| |PERSONAL DEVELOPMENT GROUP |
PG DIPLOMA IN PSYCHODYNAMIC THERAPEUTIC COUNSELLING
TIMETABLE 2016-2017
YEAR 2 THURSDAY
SEMESTER 1
|TIME |CONTENT |
|10.00 – 11.00am |SS717 |
| |CRITICAL PERSPECTIVES IN PSYCHODYNAMIC COUNSELLING |
| |(Lecture/seminar series) |
|11.00 – 11.45am |COFFEE |
|11.45 – 1pm |SS717 |
| |CRITICAL PERSPECTIVES IN PSYCHODYNAMIC COUNSELLING (Reader) |
|1 – 2pm |LUNCH |
|2 – 2.30pm |STAFF/STUDENT MEETING |
|2.30 – 4.30pm |SS715 |
| |PSYCHODYNAMIC PRACTICE 1 |
|4.30 – 4.45pm |TEA |
|4.45 – 6pm |SS715 |
| |PERSONAL DEVELOPMENT GROUP |
YEAR 2 Thursday
SEMESTER 2
|TIME |CONTENT |
|10.00 – 11.00am |SS717 |
| |CRITICAL PERSPECTIVES IN PSYCHODYNAMIC COUNSELLING |
| |(Lecture/seminar series) |
|11.00 – 11.45am |COFFEE |
|11.45 – 1pm |SS717 |
| |CRITICAL PERSPECTIVES IN PSYCHODYNAMIC COUNSELLING (Reader) |
|1 – 2pm |LUNCH |
|2 – 2.30pm |STAFF/STUDENT MEETING |
|2.30 – 4.30pm |SS716 |
| |PSYCHODYNAMIC PRACTICE 2 |
|4.30 – 4.45pm |TEA |
|4.45 – 6pm |SS716 |
| |PERSONAL DEVELOPMENT GROUP |
Guidance Notes for Writing Essays
1. The present scheme of assessment for the Postgraduate Diploma in Psychodynamic Counselling ensures that a significant proportion of the total assessment is based on the grades received on essays completed over the two years of the course. The writing of essays is a means of learning. It is a medium through which the student is expected to undertake new reading and thinking and to organise her/his developing ideas for appraisal by tutors. The notes below are intended as general guidance for students throughout their course. Tutors may also offer additional guidance at the time of setting a particular assignment.
2. In both reading and planning the essay the general approach recommended is to cover the whole ground broadly at first, going into detail afterwards.
i) Read the title with great care. There may be more implications in the title than at first appear. Make sure you think carefully about the title. You should give special considerations to any particular 'slant' or application necessarily involved, or you may not even get the point. You may wish to deconstruct the title and discuss any underlying assumptions before you define how you intend to interpret the title (this is quite a skilled activity and you will find it discussed in Study Skills by Kate Williams, published by MacMillan). You should then explore the relationship between the pre-existent literature and your own views, and finally, consider the relationship between these two and your own practice. On this course it is essential in all assignments to demonstrate your understanding of links between theory and practice.
In some instances you may be asked to select your own title; define your area as accurately as you can and choose the title with care and precision.
ii) Select relevant reading material bearing the essay title in mind. Making use of recommended book lists, get hold of at least three books, and preferably more, which deal as directly as possible with the subject. Consult any lecture notes you may have which bear on the topic. If in doubt, ask a member of the course team or your academic tutor, for advice.
iii) First read right through the relevant portion of this material fairly quickly. When appropriate, see the book is up-to-date and check on the credentials of the author. The table of contents and index will direct you to what you should read and will help you to avoid having to read what is irrelevant.
iv) Re-read the material more closely, making notes. This can be done either by expressing the gist of important paragraphs in a sentence or two, or by jotting down an occasional particularly well-expressed phrase. The former method has particular value as a way of learning the material. Avoid copying out whole passages when making notes. Record the page and paragraph numbers of what you think may be very significant references for the essay. Some people find that spider diagrams are a good way of making notes and forming the structure of an essay. There is no one way of learning that suits everyone so try to find your own particular way.
v) Examples of references
Rogers, C.R. (1957) The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology 21, 95 - 103.
Chester, P. (1972) Women and madness. New York: Avon.
Manthei, R.J. & Matthews, D.A. (1982) Helping the reluctant client engage in counselling. British Journal of Guidance and Counselling 10, 44 - 59.
Meicherbaum, D. & Gerest, M. (1980) Cognitive behavioural modification: an integration of cognitive and behavioural methods. In: Kanfer, F.H. & Goldstein, A.P. (eds.) Helping People Change: A textbook of methods (2nd Edition) Pergamon.
vi) Always double check that all references noted in your essay actually do appear in your bibliography (and get someone else to check for you).
2. You are strongly advised to discuss your ideas for your written work with peers and for you to share a first draft with your peer support group. Collaborative working is not the same as cheating (or copying).
Guidance notes for seminars
1. It intended that the modules are cumulative and it is therefore important to keep up to date and where indicated to pursue the further reading. Generally you will get most from the seminars if you come prepared and there will be an expectation that these will be participatory. At the beginning of the course, seminars may have a lecture based format, but later on you may be expected to take turns in co-leading the seminars. The form of seminars will vary from tutor to tutor but generally there may be some brief introduction or more extended lecture followed by questions to promote discussion.
2. If you are asked to lead a seminar and are unused to doing so it is helpful to produce either handouts or overheads so that you have a skeleton structure to work from. It is important to consider whether your task is to impart information or to provide some commentary on information that people might already have read or to stimulate others to a mutual attempt at understanding. You might want to give out the handout the week before for instance. It is likely that the greatest learning will result from you questioning and taking apart things that you found obscure or difficult and leaving the factual load to overheads or prior reading. The task is not to be perfect since your attendance on the programme would be presumably be pointless; the most important learning aid is the capacity to make mistakes and to ask ‘stupid’ questions in order to pull out features of the writer’s theory
Guidance notes for case studies
1. The role of personal experience and anecdote is especially difficult in this field. Generally in academic writing the writers do not present themselves in the first person unless making a specific and personal claim, and the subject of the sentence is customarily the concept under discussion. This does help mark a distinction between general claims and personal specific ones to which it is worth adhering. However in psychodynamic writing one’s thoughts and feelings in and about the process of writing may constitute a parallel process to the issues discussed in the text. So your client’s struggle to find expression may be mirrored in your own struggle to write about the case, which might indicate some larger issues of repression or counter-transference for example. Parallel texts, footnotes or embedded texts may all be ways of trying to catch the indescribable and we would like to encourage you to experiment in your writing, but do discuss your intentions with your tutor and peers and make clear these intentions in the text.
2. One way to think of a case history is as a story, which like all stories positions both writer and reader and excludes as much as it reveals. You will be expected to reflect on these positionings and exclusions, like a careful detective weighing the evidence, assessing people’s motives, wondering about what is concealed and considering how the same facts might be altered by telling the story differently (often the role of supervision).
3. The use of supervision and the issues raised in supervision are often crucial to the understanding of the clinical material. Ideas that emerge in discussion and evidence of parallel process issues all have an important place in a case study: the omission of any reflections on supervision is likely to be treated as a serious omission.
See also: Higgins, R. (1993) Approaches to Case-Study. London: Jessica Kingsley.
4. The second and third case studies should demonstrate enhanced levels of understanding and practice, particularly of the use of the transference, interpreting defences and resistance, and the use of the counter-transference.
Study support on Student central
There are web based resources on student central under ‘Help and Advice’ – ‘My Studies’ to support students in a number of areas in tems of general support and advice through to more specialist support for particular needs such as dyslexia, see this link:
School of Applied Social Science
Front-sheet template for submitted CASE STUDY assignments
Please follow the format below as closely as possible – this is to ensure that the distribution, filing and retrieval of your essays runs smoothly.
__________________________________________________________________________-
UNIVERSITY OF BRIGHTON
SCHOOL OF APPLIED SOCIAL SCIENCE
Post-graduate Diploma in Psychodynamic Psychotherapeutic Counselling
Assignment number:* Case Study 1 2 3
Student:
Date of Submission:
Module Code:* SS714 SS715 SS716
Title of the module being assessed:
Number of words (excluding bibliography):
* delete as appropriate
School of Applied Social Science
Assignment cover sheet for
PG Diploma in Psychodynamic Psychotherapeutic Counselling
TO BE USED FOR ESSAYS
|Student name: | |
|Module number: | |
|Module title: | |
|Number of words: | |
|(excluding bibliography) | |
|Date submitted: | |
School of Applied Social Science
Mayfield House
University of Brighton
Falmer
Brighton BN1 9PH
Draft Client’s consent letter. SOME AGENCIES WILL ASK STUDENTS TO USE A COPY OF THEIR OWN LETTER. The completed copy of this form (or its equivalent) should be kept in the agency and the supervisor should confirm that it is being held.
Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
Counsellor's Name:
The above named person is at present completing a postgraduate course of training in personal counselling. This course extends the counsellor's initial knowledge and experience of counselling to a more advanced level.
To successfully complete this course trainees are required to submit written material of their work with clients for assessment. This is to ensure that the counsellor can meet the highest standards of professional practice in his/her work and discuss the effectiveness of their work with clients with an experienced supervisor. The assessment of the counsellor's work is the responsibility of the tutors and examiners on the University of Brighton Postgraduate Course in Psychodynamic Therapeutic Counselling.
By its very nature counselling involves helping people with very personal and confidential issues and for this reason the counsellor's tutors seek your permission to have access to the case study submitted by your counsellor. You should feel no pressure to agree to this request. If you feel reluctant to give your permission please say so to your counsellor and he/she will not attempt to influence your decision.
The examiners, will of course, treat the subject matter discussed in this case study as private and highly confidential. They are only concerned with assessing the counsellor's skills and understanding and will in no circumstances communicate with any other individual about the issues you have discussed with your counsellor.
The tutors who will read the case study of your counselling are all highly experienced counsellors who observe the Framework for Ethical Practice for Counsellors published by the British Association for Counselling and Psychotherapy. If you wish, your counsellor will supply you with a copy of this code of practice. Your counsellor will answer any questions you may have about this matter before asking you to sign the consent form below. Should you still require further information please do not hesitate to write to me at the above address.
Yours sincerely,
David Hayter
Course Leader
Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
I agree to grant (Counsellor's Name)
______________________________________
permission to use material from our counselling interviews as part of his/her case study which will be submitted to his/her tutors for assessment purposes. This permission is given on the strict understanding that neither the counsellor nor the tutors will reveal any information concerning me to any other person or through any public medium.
I also understand that my identity and name will be disguised in the case material.
Client's Signature:
Date:
CRITERIA FOR ASSESSMENT IN GRADING CASE STUDIES
|Grade |Content |Analysis of the work |Understanding of Theory and its Application to |Presentation |
| | | |Practice | |
|Distinction |A comprehensive understanding of |Extensive critical analysis and evaluation of the |The clinical work critically analysed with respect to |Excellence of style and organisation |
|70%+ |theoretical and professional issues |clinical work including evidence of excellent use of |theoretical approaches resulting in an excellent, |including grammar, spelling, referencing,|
| |relevant to the clinical work. |supervision. Use of relevant verbatim extracts to |creative and innovative assignment. |length |
| | |support the analysis. | | |
|Merit |A sound understanding of the main |Ability to formulate a coherent, critical analysis and|The clinical work critically analysed in the light of |A very well structured and organised |
|60-69% |issues relating to the clinical work.|evaluation of the clinical work including evidence of |theoretical approaches and to use it to illuminate an |assignment, making accurate use of the |
| | |good use of supervision. A clear evaluation of the |argument. Demonstration of a very sound understanding |Harvard System of referencing. |
| | |interventions used. Verbatim extracts used to support |of how practice informs theory and vice versa. | |
| | |the analysis. | | |
|Pass |An understanding of the main issues |Ability to formulate a coherent analysis and evaluation |The ability to reflect upon the clinical work in the |A well structured and organised |
|50-59% |relating to the clinical work. |of the clinical work including evidence of use of |light of theoretical approaches and to use it to |assignment, making accurate use of the |
| | |supervision. Verbatim extracts used to support the |illuminate an argument. Ability to argue how practice |Harvard System of referencing. |
| | |analysis. An evaluation of the interventions used. |informs theory and vice versa. | |
|Refer/Fail |A lack of understanding of the |Inability to formulate a well-informed discussion of the|Purely descriptive or incoherent, irrelevant, |Disorganised, badly presented, poor proof|
|49% or less |fundamental issues relating to the |clinical work and little evidence of the use of |prejudiced or uninformed opinion about theory and |reading, consistent inaccuracies in |
| |clinical work. |supervision. Either no or inappropriate use of verbatim |practice. A tendency to use unsupported value |method of referencing, over or under |
| | |extracts. |judgements. Little evidence of how practice informs |length. |
| | | |theory. | |
The first case study must be based on a client who has been seen for at least 3 sessions, case study 2 with a client who has been seen for at least 5 sessions and case study 3 with a client who has been seen for at least 6 sessions.
CRITERIA FOR ASSESSMENT GRADING OF ESSAYS
|Grade |Content |Analysis |Understanding of Theory and Application |Presentation |
| | | |to Practice | |
|Distinction |A comprehensive understanding of issues|Extensive critical analysis of relevant theory and current |Synthesis of the theoretical approaches |Excellence of style and organisation |
|70%+ |relevant to the focus of the |research. An ordering and attempted resolution of the central |with professional practice resulting in a|including grammar, spelling, referencing,|
| |assignment. |problems. |creative and innovative assignment. |length |
|Merit |A very sound understanding of the main |Ability to formulate a very sound coherent argument utilising and |The ability to reflect upon personal and |A well structured and organised |
|60-69% |issues relating to the focus of the |evaluating relevant theory and research. An understanding of |professional experience and use it in an |assignment, making accurate use of the |
| |essay. |attendant problems and their ramifications. |ordered way to illuminate an argument. |Harvard System of referencing. |
| | | |Ability to argue how theory informs | |
| | | |practice. | |
|Pass |A sound understanding of the main |Ability to formulate a coherent argument utilising and evaluating |The ability to reflect upon personal and |A well structured and organised |
|50-59% |issues relating to the focus of the |relevant theory and research. An understanding of attendant |professional experience and use it to |assignment, making accurate use of the |
| |essay. |problems and their ramifications. |illuminate an argument. Ability to argue |Harvard System of referencing. |
| | | |how theory informs practice. | |
|Refer/Fail |A lack of understanding of the |Inability to formulate a well-informed discussion and |Purely descriptive or incoherent, |Disorganised, badly presented, poor proof|
|49% or less |fundamental issues relating to the |misunderstanding of source material. Inadequate conceptual |irrelevant, prejudiced or uninformed |reading, consistent inaccuracies in |
| |focus of the assignment. |framework. |opinion about theory and practice. A |method of referencing, over or under |
| | | |tendency to use unsupported value |length. |
| | | |judgements. Little evidence of how theory| |
| | | |informs practice. | |
CRITERIA FOR ASSESSMENT IN GRADING RESEARCH PROPOSALS
(SS719)
|Grade |Content – Research Proposal |Understanding of Qualitative Research |Ethical Issues |
| | |Theory and its Application to the | |
| | |chosen Project | |
|Distinction |A comprehensive, realistic and |The research proposal is critically |Ethical issues are analysed with |
|70%+ |ordered qualitative research |analysed with respect to qualitative |a critical approach and a |
| |proposal. |theoretical approaches in an excellent,|comprehensive plan for dealing |
| | |creative and innovative assignment. |with these issues. |
|Merit |A sound and realistic |The research proposal is critically |Ethical issues are analysed with |
|60-69% |qualitative research proposal. |analysed with respect to qualitative |a critical approach and a sound |
| | |theoretical approaches resulting in a |plan for dealing with the issues.|
| | |demonstration of a very sound | |
| | |understanding of the use of qualitative| |
| | |approaches in the research proposal. | |
|Pass |A proposal demonstrating an |The ability to reflect upon the |Ethical issues are analysed in a |
|50-59% |understanding of the main |research proposal in the light of |methodical way and with a plan |
| |issues relating to qualitative |qualitative theoretical approaches and |for dealing with the issues. |
| |research. |their use to support the chosen | |
| | |research method. | |
|Referral |An inadequate understanding of |Purely descriptive, incoherent or |Little serious attempt to |
|49% or less |the fundamental issues relating|irrelevant. |understand the underlying ethical|
| |to the development of a | |issues emerging from the project.|
| |qualitative research proposal. | | |
|Fail |Little evidence of effort or application |
UNIVERSITY OF BRIGHTON
SCHOOL OF APPLIED SOCIAL SCIENCE
Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
Criteria for approval as a supervisor and counsellor/psychotherapist for trainees on the Postgraduate Diploma in Psychodynamic Counselling
The Postgraduate Diploma is a two-year part-time programme that focuses on models of long and short-term counselling and particularly, although not exclusively, on psychodynamic models of working. Approved therapists and supervisors are expected to work within a psychodynamic frame consistent with the teaching on the programme. Students are required to be in weekly counselling/therapy for the duration of the course. They are also required to arrange supervision at the rate of at least one supervision session per six client sessions.
The Course Team has agreed that the counsellors and therapists that our trainees see for therapy or supervision must satisfy the following criteria:
1. Be registered (or eligible for registration) with the UKCP, College for Psychoanalysis and Jungian Analysis; or
2. Be registered (or eligible for registration) with the BPC; or
3. Have a satisfactory training in psychodynamic counselling of at least two years duration together with at least three years post-qualifying experience plus accredited membership of BACP or a comparable professional association together with at least two years of weekly personal psychoanalytic psychotherapy or psychodynamic counselling and have received at least two years of weekly psychoanalytic or psychodynamic supervision; or
4. Be a BPS Chartered Clinical or Counselling Psychologist having undertaken significant training in psychodynamic theory together with at least two years of weekly personal psychoanalytic psychotherapy or psychodynamic counselling and have received at least two years of weekly psychoanalytic or psychodynamic supervision.
AND
5. Have an understanding and experience of, and a commitment to, the value of psychodynamic counselling including low intensity work.
Therapists wishing to be approved for the purposes of the programme are required to submit to the Course Leader a full CV including details of their own personal therapy and supervision. In some cases they might be invited to meet some of the course tutors to discuss their application. Only in exceptional cases are therapists allowed to take more than one student as a client/patient from a cohort.
School of Applied Social Science, University of Brighton
Falmer Brighton BN1 9PH
|UNIVERSITY OF BRIGHTON | | | | | | | | | |
|Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling | | | | | |
| | | | | | | | | |
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| | | | | | |by this report: | | | |
|Brief details of clients seen during this period: | | | | | | | |
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|the start of the their second semester. In practice students are encouraged to start their placement |
| as early as possible in the course. Reports are required at the end of each year that | | |
|a student is in a placement (and at the completion of their 100 hours of counselling if this does | |
|not coincide with the end of the course) so a student might typically have two or three | | |
|reports during the course. | | | | | | | | | |
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|the student has demonstrated a satisfactory level of attainment and use the box or append a further |
|sheet to detail areas of concern or future development. | | | | | | |
| | | | | |Sat|Not yet | | | |
| | | | | |isf|satisf- | | | |
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| |Ability to reflect on issues discussed | | | | | | | |
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| |Ability to confront appropriately | | | | | | | | |
| |Ability to manage endings | | | | | | | | |
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| |Use of boundaries in the work | | | | | | | | |
| |Confidentiality | | | | | | | | |
| |Issues of gender, race, sexuality etc. | | | | | | | |
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| |Self exploration of areas of difficulty | | | | | | | |
| |Counter-transference | | | | | | | |
| |Transference | | | | | | | | |
|Intervention | | | | | | | | | |
|skills: | | | | | | | | | |
| |Making of interpretations | | | | | | | | |
| |Reframing | | | | | | | | |
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| |Non-defensive use of theory | | | | | | | | |
| |Capacity to think through issues | | | | | | | | |
| |Congruence between theory and action | | | | | | | |
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|to recommend to the Course Leader their continuation on the course? | | |Yes / No |
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|sufficient standard that you can recommend to the Course Leader the award of the Diploma? |Yes / No |
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| | | |Progress: YES / NO | | |Award: YES / NO | | |
|UNIVERSITY OF BRIGHTON | | | | | | | | | |
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| | | | | | |Not yet | | | |
| |Ability to reflect on issues discussed | | | | | | | |
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| |Ability to confront appropriately | | | | | | | | |
| |Ability to manage endings | | | | | | | | |
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| |Use of boundaries in the work | | | | | | | | |
| |Confidentiality | | | | | | | | |
| | |professio| | | | | | |
| | |nals | | | | | | |
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| |Self exploration of areas of difficulty | | | | | | | |
| |Counter-transference | | | | | | | |
| |Transference | | | | | | | | |
|Intervention | | | | | | | | | |
|skills: | | | | | | | | | |
| |Making of interpretations | | | | | | | | |
| |Reframing | | | | | | | | |
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| |Non-defensive use of theory | | | | | | | | |
| |Capacity to think through issues | | | | | | | | |
| |Congruence between theory and action | | | | | | | |
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|sufficient standard that you can recommend the award of the Diploma? | | |Yes / No |
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| |Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling | |
| | | | Counselling Log | | | |
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|Student Name . . . . . . . . . . . . . . . . . Supervisor's Name . . . . . . . . . . . . . . . . . . Location . . . . . . . . . . . . |
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|It is a requirement of the programme and of the BACP if you seek accreditation that you keep a record of all client contact. You should |
|photocopy this form as you need them and submit them at the end of the course to the Programme Convenor. After each group of sessions please |
|indicate on the next line the date supervision occurred and what was discussed. |
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|PLEASE USE A SEPARATE PAGE FOR EACH CLIENT. | | | | | |
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|Client |Age and |Date |Major theme of session or supervision (very brief notes | |Contract and cumulative |
|initial or |gender | |only) | |number of sessions |
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|I agree this record is correct Supervisor's Signature . . . . . . . . . . . . . . . . . . . . . . . Date . . . . . . . . . . . |
UNIVERSITY OF BRIGHTON
Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
Professional Log Cover Sheet
This sheet is to be completed at the end of each academic year.. Remember to keep personal copies of everything you submit.
|Student’s Name | |
CLIENT WORK
|Client Identifier |Total number of sessions |Location of clinical work |Supervisor |
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|TOTAL | | | |
SUPERVISIONS
|Supervisor’s Name |Total number of sessions attended |
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|Signed by student |Date |
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|Signed by supervisor (Year 1 students only) |Date |
UNIVERSITY OF BRIGHTON
School of Applied Social Science
Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
Case Study Submission Form
A copy of this form must be completed and handed in with each of the Case Study assignments. You must submit a 250 word précis of your case study to your supervisor along with this form. A copy of the précis MUST also be submitted with the Case Study.
You must obtain the signature of your supervisor who is being asked to confirm
• that you have reported regularly in supervision on this client, and
• that the Case Study, as detailed in the précis, represents a fair reflection of the work you have done with the client.
• that the agency holds an appropriate consent from the client for the use of her/his material for this case study.
THE SUPERVISOR IS NOT EXPECTED TO MAKE ANY JUDGEMENT ABOUT WHETHER THE CASE STUDY IS A PASS OR FAIL.
Student’s Name : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
__________________________________________________________________
For the supervisor:
I can confirm the above:
Supervisor’s Signature : . . . . . . . . . . . . . . . . . . . . . . . . . .
Date : . . . . . . . . . . . . . . . . . . . . . . . . . .
University of Brighton
School of Applied Social Science
Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
The Personal Development Group
The psychodynamic course is based on the idea that change occurs through meaningful contact with people, including between counsellor and client. How we are as people affects the relationships we have with those around us and with those with whom we work. We therefore place self understanding and developing personal awareness as central to the course – both through individual therapy and the PD group. We encourage students to approach the PD group with an open mindedness and sense of shared responsibility.
The personal development group is an adjunct to personal therapy for trainees, and can provide an invaluable complementary experience. Being in a group can offer a safe environment in which to explore how one interacts with others, and to learn about the ways in which we influence each other. There is no compulsion to reveal more about oneself than feels comfortable, especially as in a personal development group, the emphasis is not on ‘getting better’, and also because , unlike a ‘stranger’ group, the members will be seeing each other in different contexts throughout the training.
Students sometimes ask why have a PD group on a training that is aimed at individual work with clients as though these two options are incompatible. It can be easy to imagine a split of ‘good individual therapy’ versus ‘bad group therapy’ but we would invite you to watch out for such splitting and think about how these two aspects of the course can be creatively brought together.
Turning to the PD groups themselves, how do they differ from a stranger therapy group? Members of therapy groups come together for help to improve the quality of their lives and they need someone (or a group of ‘someones’) to give them a hand. Therapy groups do not usually spend weeks asking the question ‘Why are we here?’ or ‘What are we supposed to be doing?’ – there is a common purpose of getting better. Members of PD groups are not overtly there for these reasons: rather than ‘We are all here because we need help’, PD group members are there precisely because they want to help!
In many groups, members have fears about ‘not being good enough’ but these are not usually about writing about their ideas and experiences, and having them marked. Nor are therapy groups about seeking a qualification in order to develop a career. Students are caught up in attainment and assessment and this can play a big role in a PD group.
Initially, group members may feel some anxiety at being together in an unstructured way, which is completely different to the rest of their training. This is entirely understandable, but it is hoped that as sessions continue, there will be a growing feeling of cohesiveness and willingness to share. The group can provide an opportunity to explore aspects of the training and their impact on you in greater depth with the advantage of getting feedback from others. It can be very helpful to discover that fears about one’s competence or success in the training are shared by others.
There are other differences between therapy groups and PD groups: for the former clients are assessed as being suitable for the group (whereas you were assessed as being suitable for the course), and they usually have more information and more opportunity to explore their attitudes before joining a group than a student would have. Therapy groups are normally ‘stranger’ groups, that is, the members never meet outside the group – in contrast to a PD group where you are all on the same training course and may also meet other students socially. These differences place two key ideas in counselling at the centre of the PD group: containment and confidentiality. You will hear a lot about the two ideas on the course. Because there can be less clarity of purpose in a PD group, and students meet outside the group, issues of confidentiality can be harder to negotiate and maintain.
Sometimes the quest for self-knowledge is called a journey and it may be helpful to think about the PD group as a journey with other passengers. Journeys can be exciting, challenging and anxiety provoking – we each have our own characteristic way of dealing with them. Some try to plan for all eventualities whereas others will throw caution to the wind and hope for the best: the PD group can work best when students find a middle way between these two extremes. Some thought before and between sessions can reap rewards.
The group is not assessed but like all other aspects of the course, there is an 80% attendance requirement. It goes without saying, but I will say it, that groups actually work best if everyone attends every week! The group conductor does not generally report back to the course leader about the detailed content of the group unless there is some helpful, general feedback about the course (but not about individual members of the group). The group facilitator is not involved in any other part of the training, and will preserve confidentiality, except in the unlikely event of concerns regarding the trainee’s ability to work safely or ethically – in which case a protocol including informing the Course Leader will be followed.
In individual therapy there is a general agreement that anything may be spoken about and groups, including PD groups, are the same. However we might imagine that in a PD group some (but not all) the issues will have arisen by virtue of the group being on this course. And just in the way that you could not (indeed would not wish to) predict the outcome of individual therapy, so with the PD group we cannot know what will happen or what the outcome will be until the end.
In summary then, the PD group is a particular sort of group within the larger class of therapy groups. It differs by its selection criteria and the fact that its members are not strangers. These create particular tensions on the group which need to be explored and worked through in the PD group.
I am indebted to The Personal Development Group: The Students’ Guide by Chris Rose and published in 2008 by Karnac, London from which many of the above ideas are taken. This text is in the University library and those who wish to read more may borrow it from the library.
Writing and using references
Faculty of Health
Why referencing?
Referencing is essential to show that you have researched your material, that the ideas that you present have been considered in the light of documented material on the subject, to differentiate between your own opinions and the views of those who have greater knowledge and wider experience of the given subject. References are necessary to substantiate the knowledge, theories and discussions that you present in your papers.
You may refer to literature in order to:
• Give factual information
• Illustrate a point
• Present a theoretical perspective
• Present an argument or counter argument
• Support an argument or a counter argument of your own
References are necessary to acknowledge the source of your information, ideas and arguments. The reader should be able, from your reference list, quickly to follow up your source of information. References need to be cited in two places – once in abbreviated form when you refer to the document in the text, and then in full at the end of the work.
A reference is a description of a published work that you have referred to either directly or indirectly in your text.
A bibliography lists books and articles which are relevant to a piece of work and have been used in your research as a source of information or inspiration; no direct or indirect reference is made to this work in the text. (A bibliography is not a requirement for our assignments.)
There are two common ways of linking abbreviated references in the text to a full description of the published work – either numeric (i.e. a number in the text which is linked either to a footnote or to a numbered list at the end of the paper) or author/date (also known as the Harvard or parenthetical system) where the briefest author/date information appears in parentheses (brackets) in the text and the full description in an alphabetical list at the end of the paper. The Harvard method is in use in the Faculty of Health and must be used at all times. The particular interpretation or convention of the Harvard method used in the Faculty of Health is the Chicago Manual of Style.
If you look on the library shelves at guides to writing theses, student papers etc., you will find a bewildering array of style conventions (British Standard, APA, MLA etc.). The Faculty of Health recommends the use of the Chicago Manual of Style: books and online guides that use this convention are listed at the end of this guide. In the examples that follow, the punctuation and italicisation follows the Chicago style: you should also follow this style, but if you cannot produce italic text, underlining may be substituted.
Under no circumstances should another writer’s material or ideas be presented without acknowledging the source – if you do so it is plagiarism and your work will be penalised.
References in the text
In the body of the text the surname of the author(s) is given followed by the year of publication, all in brackets. Only if you are giving a direct quote from your source should you provide the page number as well. If the author’s name appears naturally in your text, only cite the date in brackets.
Examples
a One author
The Thatcherite bias against the more environmentally benign option of public transport reinforced the institutionalised position of the road lobby (Dudley 1983).
In one study (Coser 1963) it was found that...
Jones (1994) has argued forcefully that…
"Rheumatoid arthritis holds a unique position among the connective tissue diseases" (Hughes 1977, 24).
b Two authors of one work
Visual deprivation has been found to increase postural sway (Brown and Dickinson 1972).
In the course of this discussion, Cohen and Abrahams (1985) commented that the prison system had nothing to do with turning offenders into honest citizens.
c Authors of two different works
Note: The references in brackets are in alphabetical order.
Deregulation of bus services and cuts in subsidy to road and rail were accompanied by large increases in road traffic (Dudley 1983; Hamer 1987)
d More than three authors of one work
In contrast to the present study Panzer et al. (1995) found that lateral sway did not increase with eyes closed.
e An author with more than one cited publication in the same year
Distinguish these by adding lower case letters (a, b, c, etc.) after the year and within the brackets:
Anthony (1989a) proposed that…
It has been argued by Anthony (1989b) that…
Citing secondary sources
Whenever possible, quote from the original source. When this is not possible (e.g. when the original is unpublished, or for some other reason is not readily available) use the semester ‘cited by’ followed by the reference for the work in which it is quoted.
Evidence from test results by Johnson and Appleby is cited by Neale (1993) to show that parental attitudes to children's footwear changes.
When you refer to this in the reference list, it should be listed under Neale:
Neale, D. (1993) Neale’s Common Foot Disorders: diagnosis and management. Edinburgh: Churchill Livingstone.
Reference list
At the very end of the essay or dissertation, references should be given in full in alphabetical order. Do not depend on the cover of a book for accurate bibliographical information. Use the information on the title page (for author, title, volume number if relevant, place of publication and publisher) and its reverse or ‘verso’ (for publication date and edition).
A book reference should contain:
1. Author’s surname followed by initials (second and third authors are not inverted and if there are more than three authors, use first author plus ‘et al.’)
2. Year of publication.
3. Title of book in italics (or underlined if italics are not available).
4. Edition of book if not the first.
5. Volume number if there is more than one.
6. Place of publication.
7. Publisher’s name.
Examples: (Please note and follow the punctuation!)
Andrews, A. (1975) Greek society. Harmondsworth: Penguin.
Brown, E.L. (1971) Nursing reconsidered. Philadelphia: Lippincott.
Harris, A. and M. Super (1991) Cystic fibrosis: The facts. 2nd ed. Oxford: Oxford University Press.
Marsh, D. and R.A.W Rhodes (1989) Policy networks in British government. Oxford: Oxford University Press.
Melzack, R. and P. Wall (1988) The challenge of pain. Harmondsworth: Penguin Books.
When the author and publisher are the same, the name should be repeated e.g.
Nuffield Provincial Hospitals Trust (1953) The work of nurses in hospital wards. London: Nuffield Provincial Hospitals Trust.
Where the book is an edited collection of material with no author listed on the title page, use the abbreviation ‘ed’ or ‘eds’ for editor(s) or ‘comp’ or comps’ for compiler:
Neale, D. (ed.) (1993) Common foot disorders. 4th ed. Edinburgh: Churchill Livingstone.
If, however, the reference is to a specific chapter then it must be put under the name of the author of the chapter:
Jones, G. (1993) Nail conditions. In: Common foot disorders, edited by D. Neale. 4th ed. Edinburgh: Churchill Livingstone.
A journal reference should contain:
1. Author’s surname, followed by initials.
2. Year of publication.
3. Title of article.
4. Title of journal, italicised (or underlined if italics are not available).
5. Volume number
6. Issue number, in brackets.
7. The number of the first and last pages on which the article appears.
Examples
Abdel-Al, H. (1974) An approach to nursing education. Nursing Mirror 139 (4): 68-70.
Blackburn, T.A. (1985) Rehabilitation of anterior cruciate ligament injuries. Orthopaedic Clinics of North America. 16 (2): 241-267.
Chapman, C.N. (1975) The graduate in nursing. Nursing Times 71: 615-617.
Newell, K.M., R.E.A. Emmerik and R.L.Sprague (1993) On postural stability and variability. Gait and Posture 4: 225-230.
Reiner, R. (1992) Policing a post-modern society. The Modern Law Review 55 (6): 761-781.
Popular weekly or monthly magazines often do not have volume numbers and should be cited by date only. Page numbers follow, separated from the date by a comma – but if the article jumps from one part of the magazine to another, page numbers may be omitted.
Example
Arthur, Charles (1995) Just pick up the phone and say aah. New Scientist. 6 May 1995, 23.
Journals should be referred to by their full name, even if the journal title is very long.
Corporate authors, reports, etc.
Reports which are not the responsibility of one individual should be listed under the name of the body responsible for their publication. They should not be listed under the name of the chairman of a committee, in spite of the fact that they are commonly referred to in this way.
Example: the ‘Platt’ report:
Royal College of Nursing and National Council of Nurses of the United Kingdom (1964) A reform of nursing education: first report of special committee on nurse education. [Platt report] London: Royal College of Nursing and National College of Nursing in the U.K.
Note that with lengthy corporate authors such as the example above, the citation in the text may be abbreviated to something that agrees with the start of the name – e.g. (Royal College 1964) but not (Platt report 1964).
Miscellaneous examples
Central Health Services Council (1970) Domiciliary, midwifery & maternity bed needs: Report of the Sub-Committee of the Standing Maternity & Midwifery Advisory Committee. [Chairman: Sir John Peel] London: HMSO.
Department of Health and Social Security and Welsh Office (1971) Better services for the mentally handicapped. Cmnd. 4683. London: HMSO.
Industrial Relations Act (1971) London: HMSO.
Interdepartmental Working Party on the Recruitment & Training of Nurses (1947) Report of the working party on the recruitment and training of nurses. [Chairman: Sir Robert Wood] London: HMSO.
Scottish Home and Health Department (1970) Duties & training of nursing auxiliaries and nursing assistants. Edinburgh: Scottish Home & Health Department.
Sequence of references by the same author
These should be in date order within the alphabetical sequence with the oldest reference first:
Peters, R. (1935) Corns I have known. London: Kluwer.
Peters, R. (1959) Bunions on my toes. London: Elsevier Science.
Peters, R. (1985) Warts and all. New York: Mosby.
Referencing from electronic sources
There is no agreed method for citing electronic sources yet and the key text on the subject (Li and Crane 1996) does not cover the Chicago style. But it is possible to adapt the conventions for print material to electronic sources. The following elements should be included if available:
Author’s name and initials (as for book or journal article)
Year of publication
Title of document cited
Type of medium (e.g. CD-ROM, online)
Location (URL, ftp address etc.)
Date accessed (essential for online documents which may change location but not necessary for ‘stable’ sources such as CD-ROM)
From CD-ROM sources
To cite a full-text article from a CD-ROM, follow the style used for journal or magazine articles (see above) and add [CD-ROM], CD-ROM title used, version and date:
Arthur, Charles (1995) Just pick up the phone and say aah. New Scientist. 6 May 1995, 23. [CD-ROM] New Scientist, Winter 1997
From email
Cite Author (Year) Subject line from email posting. [Email] Type of posting (personal, to group, memo) [date accessed]:
Jones, K. (1998) Nurse education in Sussex. [Email] Personal email to J. Smith. [28 Feb 1998].
WWW document
Cite Author (Year) Title of document. [Online] Place of publication: Publisher (if you can ascertain this). Available from: (i.e. location of document) [date accessed]:
Cross, P. and K. Towle (1996) A guide to citing Internet sources. [Online] Poole: Bournemouth University. Available from:
[10 May 1998]
Note: don’t put in any extra punctuation after the URL which might be misread as a part of the address. For this reason, it is sensible to put the URL on a separate line.
Electronic journal
To cite a full-text article from an Internet source, follow the style used for journal or magazine articles (see above) and add [Online] Location and date accessed:
Pulsford D. (1997) Therapeutic activities for people with dementia - what, why... and why not? Journal of Advanced Nursing. 26 (4): pp 704-709 [Online] JournalsOnline on BIDS. Available at:
[10 May 1998]
Further reading
Books
Li, X. and N.B. Crane (1996) Electronic styles: A handbook for citing electronic information. 2nd ed. Medford, N.J: Information Today.
This is the most cited book on the subject but it does not cover the Chicago style. It does, however, include every type of electronic source you are likely to encounter and once you have grasped the principles of the Chicago style, you can adapt the examples given in the first half (APA style) of this book.
Turabian, K.L. (1996) A manual for writers of semester papers, theses and dissertations. 6th ed. Chicago: University of Chicago Press.
Much more digestible than the Chicago Manual of Style on which all the examples are based. See in particular Chapter 8 on ‘Parenthetical references and reference lists’.
University of Chicago Press (1993) The Chicago manual of style. 14th ed. Chicago: University of Chicago Press.
The ‘bible’ of the Chicago style and over 900 pages long but you can get by on chapter 16 on author-date citations and reference lists. Unfortunately, it is weak on electronic sources.
Internet sources
Cross, P. and K. Towle (1996) A guide to citing Internet sources. [Online] Poole: Bournemouth University. Available from:
[10 May 1998]
Uses Harvard method and something similar to Chicago for citations
Hunter College Writing Center. (1997). The documented essay/research paper: Chicago Manual of Style documentation. [Online] New York: Hunter College. Available from:
[Accessed 9 May 1998]
Read section headed ‘Documentation two: author-date style’
Learning and Information Services (1997) Referencing electronic sources. [Online] London: South Bank University. Available from:
[11 May 1998]
Wide range of examples, though not in Chicago style.
Written assignment checklist for students
As you prepare your next assignment, ask yourself the questions below. Tick the appropriate box, honestly, before asking for help from your peer group in developing your work and certainly before submitting it.
|Not true of me and |Partly true of me |Totally true of me and|
|my work |and my work |my work |
|I have procrastinated over this assignment and have not left enough | | | |
|time for peer review prior to the preparation of the final draft. | | | |
|I have an investment in procrastinating which I have not | | | |
|sufficiently engaged with or addressed. | | | |
|I believe that written assignments are nasty hurdles that I have to | | | |
|leap through at the end of semesters rather than reflective learning| | | |
|tools that could help me move more in the direction of being a | | | |
|reflective and reflexive practitioner. | | | |
|In spite of the thousands of times tutors have said ‘you must proof | | | |
|read’, I have not proof read in an adequate way. Consequently my | | | |
|assignment is peppered with errors of presentation, grammar, syntax,| | | |
|punctuation, spelling, in-text citation, quoting and referencing | | | |
|(possible link to procrastination here). | | | |
|I have not followed the guidelines for presenting this assignment. | | | |
|My assignment pages are not adequately secured together. | | | |
|I have not numbered the pages. | | | |
|I have not provided a cover sheet. | | | |
|I have not spent an adequate amount of time planning this | | | |
|assignment. | | | |
|My assignment lacks structure. | | | |
|My essay or analysis lacks an academic argument in the sense of a | | | |
|developing story line where points are synthesised towards a clear, | | | |
|logical argument. | | | |
|My essay or analysis is mostly pitched at a descriptive rather than | | | |
|at a critically evaluative and synthetic level. | | | |
|I have used footnotes extensively rather than incorporate important | | | |
|ideas fully into the text of my assignment. | | | |
|I have not followed the style guide for referencing. | | | |
USING TURNITIN TO SUBMIT ASSIGNMENTS
University of Brighton
School of Applied Social Science
Postgraduate Diploma in Psychodynamic Psychotherapeutic Counselling
How to submit your essay on turn it in
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Turnitin Submission Guide for Students.
This guide describes how to submit an assignment to Turnitin in studentcentral; and how to
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How to submit your work:
1. Find your Turnitin submission point in the module or course area on
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This is usually in a menu item called Assessment. Ask your tutor if you are
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How to Review Your Submission
You can go back and revisit your submission at any time.
Click on the same View /Complete link to see your assignment.
How to View the Originality Report
If your tutor has allowed you to view the Originality Report for the assignment, you will see a percentage mark under Similarity. Click this to open the report and check you have correctly referenced and cited your work.
How to Re-submit Your Assignment.
Click Resubmit to upload a revised version of your assignment before the Due Date.
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How to View your Grade and Feedback.
Click View to see how your full assignment will look to the tutor.
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How to Download Your Assignment
Click the Download icon to retrieve a copy of your assignment in the original format, a PDF version or a digital receipt.
Getting feedback on Essays
How to view your feedback when your assignment has been marked
1. Go to the link you used to submit your assignment originally and click View/Complete, as before
[pic]
2. Wait a few moments for the Turnitin page to appear
3. Click View
[pic]
4. You will now be taken to the Turnitin Document Viewer window where you can view any feedback and grade given to you by your tutor
How to download your assignment with feedback for printing or saving
1. In the Document Viewer page, click on the Print or Download paper buttons as appropriate (bottom left)
[pic]
2. If you chose to download, in the pop up box that appears, you would click the ‘Click here to download your file’ link
3. The paper would then be saved to your computer as a PDF file which can then be opened and printed
4. The file includes:
• A title page with submission title and student name
• The body of the paper submitted by the student with numbered comment bubbles
• A page at the end of the file that shows the grade, general comments and a list of numbered comments that were made in the body of the text.
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[1] Month and year this version of the programme specification was approved (normally September).
[2] Date of most recent review by accrediting/ approving external body.
[3] Please refer to Course Development and Review Handbook or QAA website for details.
[4] Please refer to the QAA website for details.
[5] All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.
[6] Total number of credits required to be eligible for the award.
[7] Minimum number of credits required, at level of award, to be eligible for the award.
[8] Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award.
[9] Refers to taught provision: PG Cert, PG Dip, Masters.
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Module SS714
Psychodynamic Counselling Workshops and Personal Development: 20 Credits
Module SS719 Research Methods for Counselling and Psychotherapy
Intensive block 20 credits
Module SS715
Psychodynamic Counselling Practice 1 20 Credits
Module SS716
Psychodynamic Counselling Practice 2 20 Credits
Module SS716
Critical perspectives in Psychodynamic Counselling 20 Credits
Module SS714
Psychodynamic Counselling Workshops and Personal Development: 20 Credits
Module SS713
Introduction to Psychodynamic Counselling; Human Growth and Development: 20 Credits
Module SS707
Professional, Social and Ethical Issues in Counselling: 20 Credits
Module SS719 Research Methods for Counselling and Psychotherapy
Intensive block 20 credits
Module SS715
Psychodynamic Counselling Practice 1 20 Credits
Module SS716
Psychodynamic Counselling Practice 2 20 Credits
Module SS716
Critical perspectives in Psychodynamic Counselling 20 Credits
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