BSc (Hons) Counselling University Centre Weston · The programme offers a platform for critical reflection and debate enhancing your confidence to become articulate about your professional

BSc (Hons) Counselling

University Centre Weston in partnership with

Bath Spa University

Academic Year: 2016/17

Student Handbook

UCAS code: B941

Programme Leader: Barbara Feldtkeller

Contents

1. Introduction ................................................................................. 2 Welcome .............................................................................................................. 2 Purpose of Handbook ............................................................................................. 2

2. Course content ............................................................................. 3 Course Distinctiveness ........................................................................................... 3 Programme team .................................................................................................. 5 Course Structure ................................................................................................... 6

3. Course Aims ................................................................................. 7 4. Assessment ................................................................................ 11

Assessment scheme .............................................................................................. 11 Marking criteria .................................................................................................... 12 Feedback ............................................................................................................ 12 Anonymity ........................................................................................................... 13 Extensions to deadlines ......................................................................................... 13 Examinations and Assessment Periods ..................................................................... 13 Mitigating Circumstances ....................................................................................... 14 Submission of written work .................................................................................... 15 House Style ......................................................................................................... 15 Submission .......................................................................................................... 16 Word Count ......................................................................................................... 17 Assessment Offences / Unfair Practice ..................................................................... 18 Appeals ............................................................................................................... 19 Your Degree classification ...................................................................................... 19

5. Learning Environment .................................................................. 21 Learning and Teaching Methods .............................................................................. 21 Work-based Learning ............................................................................................ 21 Learning Resources Available ................................................................................. 22

6. Support Services ......................................................................... 25 HE Student Support .............................................................................................. 25 HE Learning Support Services ................................................................................ 25

7. How Quality is assured ................................................................ 27 Quality monitoring and evaluation .......................................................................... 27 External examiners ............................................................................................... 27 Student Engagement ............................................................................................ 28 External references ............................................................................................... 29

8. Employability .............................................................................. 31 Career Opportunities ............................................................................................. 31

9. General course information .......................................................... 33 Staff Profiles ........................................................................................................ 33 Methods of Communication .................................................................................... 34

10. Complaints ................................................................................ 36 Complaints Policy and Procedure ...................................... Error! Bookmark not defined.

11. Recommended reading ............................................................... 37 Reading Strategy .................................................................................................. 37

Course Handbook, University Centre Weston 2016/17

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12. Module Descriptors ..................................................................... 38 13. Appendices .................................................................................. i

Appendix 1. Marking Criteria .................................................................................... i Appendix 2. HE Student Policies and Procedures ........................................................ iv


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1. Introduction

Welcome

Welcome to the BSc (Hons) Counselling (Work-based) Degree. This course is offered in partnership between Bath Spa University and Weston College.

Purpose of Handbook

This handbook gives you essential background information that will be of help in your studies on the BSc (Hons) Counselling (Work-based) programme. It provides links to the definitive data sources wherever possible. The handbook can be accessed via your Moodle account: https://moodle.weston.ac.uk/course/view.php?id=40&section=1

Please note that the electronic version will be kept up to date and you will be notified of any significant changes. If you have taken a hard copy of any information please remember to refer back to the electronic version to ensure that you are working with the most up to date information.

For module information please see the respective Module Handbook.

Ctrl+Click here to return to the table of contents

2. Course content Major, Joint, Minor or Specialised Specialised Delivered at Weston College Faculty Service Sectors Campus Knightstone Campus Final award BSc (Hons) Intermediate awards available Not applicable UCAS code B941 Details of professional body accreditation

Not applicable

Relevant QAA Benchmark statements

Counselling and Psychotherapy

Date specification last updated 2013

Course Distinctiveness

The BSc Counselling is a 1-year full-time (F/T) or a 2-years part-time (P/T) programme. It sets out to develop you as an independent and reflective practitioner capable of managing your own learning progress. During this Level 6 programme you will build on transferable skills and will extend your professional network with counsellors and relevant organisations in counselling, psychological therapy and psychotherapy. You are encouraged to work in partnerships that you may have developed during your Foundation Degree (or equivalent qualification) to further your employment career and counselling expertise. As a competent professional you are able to adapt and respond to changing foci in the health and social care service provisions. This course will enhance your ability to respond to specific business needs in the counselling field as well as work across wider field of health, care and education disciplines in order to offer a complete and more strategic service to potential employers and your clients. Keeping in touch with changes to health and social care policies will become a crucial element to your success.

The progress and success of your counselling career needs to be informed by the profession’s representation and application at grass root level. Therefore our choice for this degree is a work-based learning pathway, suitable to those who have been in practice for some time as well as those who have been more recently involved in academic study (e.g. Foundation Degree or equivalent). Work-based learning focuses on learning you have gained from past work and experiences and the development of new learning in the form of work based project(s). Work-based learning encourages you to update existing counselling knowledge and skills, review your current practice and attain new, possibly more specialist skills, within your field of counselling practice. This in turn increases your value to employers and can also act as a stepping stone to new and better career paths, for example with our provision of mindful and compassionate Cognitive Behavioural Therapy (CBT)


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training during this top-up year. The programme encompasses work-based modules alongside subject specific modules in order to enhance your commercial awareness and professional experience within the field of counselling.

The programme is designed to enable you to develop relevant professional skills in research, critical appraisal of literature, management, marketing, negotiation, business and freelance skills which will enhance your career prospects within the counselling and psychological therapies sector and enable you to contribute to the region’s health and social care economy. The CBT-based module provides you with an additional certificate which will strengthen your access to counselling positions within NHS settings and education settings. However, to keep your mind challenged and open we also introduce you to other psychological therapies, such as acceptance and commitment therapy, mindfulness approaches and compassion-focused therapy.

The programme offers a platform for critical reflection and debate enhancing your confidence to become articulate about your professional orientation, aspiration and your effectiveness. Also, your research project may inspire you to pursue an academic career in parallel with your growing counselling practice.

Figure 1: Framework for Higher Education Qualifications

This course has been designed with employability in mind and has been written to enable students to engage with the issues and developments affecting the counselling profession and its contemporary practice. Its vocational focus allows students to spend a significant amount of time within the workplace (e.g. specific


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counselling agencies, NHS, health and social care settings, private practice) in order to develop expertise, management skills and develop organisational, administrative as well as research skills relevant to their research project. A vocational approach is underpinned by academic theory and counselling practice standards which allow students to assess situations, make comparative judgments and suggest a range of alternative approaches. The modules have been designed to deliver a balance of theory, research and practical experience to advance all aspects of counselling practice.

Programme team

The people below are staff who have specific responsibilities for your course.

Name Role Email Tel

Barbara Feldtkeller Programme Coordinator

[email protected] 01934411491

Nicky Grass Lecturer [email protected] 01934411491

Irena Judkowska Lecturer [email protected] 01934411491

Steve Heigham Lecturer [email protected] 01934411491

Mandy Dewer Curriculum Manager

[email protected] 01934 411484

Wendy Slade HE Library Plus

[email protected]

HE Academic

Registry Team

(HEART)

[email protected]

Link Tutor

Each programme has an identified link tutor from its validating partner University whose role it is to support the Weston team and students.

The link tutor will attend Student Staff Liaison Committee meetings to engage with staff and students, and they will moderate samples of all assignments to ensure that academic standards are met and maintained. We have a strong and long-standing working relationship with our link tutor at Bath Spa University. His rigorous scrutiny of programme documentations, assessment schedules and


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students assignments have contributed to the development of an excellent, high quality professional programme that is unique in the UK.

The link tutor for your programme is Dr Robert Irwin:

Name Email Tel

Dr Robert Irwin [email protected] 01225 876539

Course Structure

Full time

Level Title Credits Code

6 Planning and Research Methods 20 PS6501

6 Counselling Practice: Work-based Project 40 PS6502

6 Foundations in Cognitive Behavioural Therapy

(CBT): Theory, Principles and Methods

40 PS6503

6 Contemporary Debates in Psychological Therapy 20 PS6504

If you are using the electronic version please click on the module title for the full module descriptors for each unit.

All HE programmes at Weston College are delivered as a collection of modules, which build on each other to form a complete programme of study. Each module carries a credit rating, defining how much study time it takes to complete. Notionally, 1 credit equates to 10 hours study time (so 10 credits = 100 study hours). “Study hours” includes lectures, seminars, tutorials, group work, independent study and research – in fact, any time that contributes to your learning on the module.


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3. Course Aims

This programme is designed to give you the opportunity to:

• Develop counselling skills in mindful and compassionate Cognitive Behavioural Therapy (CBT);

• Develop counselling skills linked to contemporary psychological therapies; • Develop understanding of evidence-based practice and practice-based evidence

in the counselling and psychological therapies field; • Commit to continuing professional development (CPD) and lifelong learning

required for your professional membership with British Association for Counselling and Psychotherapy (BACP);

• Progress towards accreditation with BACP; • Develop your freelance counselling practice; • Make informed critical judgements relating to your counselling practice; • Critically respond to the changing demands of the contemporary counselling and

psychological therapies field; • Gain a critical understanding of the requirements of commercial and professional

practice within your chosen area; • Build upon the work-based learning principles of the foundation degree by

providing you with management and decision-making skills deemed necessary for career progression within the workplace;

• Develop research and project management skills through the undertaking of the work-based project module relevant to the counselling and psychological therapies field;

• Apply a range of practical and problem-solving skills in a work-based setting; • Apply research skills whilst adhering to the ethical procedures and practices of

the workplace; • Take responsibility for your personal and professional development.

Knowledge

Generic Work-based Learning Programme Outcomes

You will gain knowledge and understanding of: • The application of research methods to the context of your work-based setting

through the planning, management and implementation of a project; • The ability to identify, critically evaluate and make appropriate use of a wide

range of sources of knowledge and evidences; • The ethical awareness of the specialised work contexts in which a project is

being undertaken; • Evaluating and making critical recommendations from research findings; • Theories and models of learning and your application in practice, including

social, economic and cultural factors that influence learning.


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Programme Outcomes Specific to Counselling

You will gain knowledge and understanding of: • A broad range of concepts values and debates that inform and influence

contemporary counselling practice; • The roles of the counsellor in the developing counselling and psychological

therapies field; • Evidence-based practice and practice-based evidence in the counselling and

psychological therapies field; • The benefits of expertise in a counselling area of your interest • The broader socio-cultural contexts within which contemporary counselling

practice operates and emerges • The reflective and critical processes required to successfully achieve projects

within the counselling and psychological therapies field that meet clients, service provider and other stakeholders needs;

• The applied contemporary CBT and psychological therapies within their historic contexts;

• Regulatory and legislative frameworks applicable to the counselling and psychological therapies field.

Thinking skills


You will acquire and develop thinking skills to enable you to: • Reason and develop argument, arrive at judgments and decisions using a

variety of evidences; • Identify appropriate ideas, models, theories, frameworks and principles and

apply them to practice; • Summarise and critically evaluate information, ideas and data from multiple

sources; • Engage with and utilise critical reflection as a tool to debate and demonstrate

own work-based learning; • Research and relate literature from a range of professional and theoretical

perspectives to present and develop arguments that draws on evidence-based practice and practice-based evidence.

Programme Outcomes Specific to Applied Counselling

You will acquire and develop thinking skills to enable you to: • investigate and critically evaluate own work and the work of others within

Counselling; • develop an individual articulation of your counselling practice supported by

appropriate theories and working practice;


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• demonstrate reflexivity as a counselling research and practitioner.

Subject-based Practical Skills


You will acquire and develop subject-based practical skills to enable you to: • Manage, plan and implement projects; • Assess your own academic and professional performance through reflective

practice; • Analyse and evaluate your own skills and those of others and provide

constructive feedback; • Identify suitable questions for research and develop methods to address them

whilst taking into account the ethical procedures and practices of the workplace; • Apply project management skills within work-based setting to enhance career

potential.

Programme Outcomes Specific to Counselling

You will acquire and develop subject-based practical skills to enable you to: • Apply contemporary CBT skills to counselling practice • Integrate counselling and psychological therapies skills based on theory and

research • Develop evidence-based practice and practice-based evidence in counselling

and psychological therapies settings • Engage in a critical debate about contemporary counselling approaches • Present work to an audience/client in a coherent and professional manner; • Utilise a range of practical skills and equipment in an effective and professional

manner within a variety of situations and contexts; • Develop a practical awareness of the requirements of a freelance counselling

practitioner.

Skills for life and work (general skills)

You will enquire and develop the key life skills to enable you to: • Use ICT and digital technology critically and confidently to support own

development; • Work independently and in collaboration with others; • Manage your time effectively in order to meet deadlines; • Negotiate and collaborate with outside agencies and professions; • Produce clear and well-argued reports that draw on current evidence-based

practice and practice-based evidence; • Demonstrate professional behaviour at all times in a work-based environment; • Critically interpret and analyse information and evidence from a variety of

sources;


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• Negotiate and develop individual learning; • Evaluate own abilities, achievement and understanding and critically reflect on

own learning.


4. Assessment

Assessment scheme

Each module has an agreed and clear assessment scheme which will be explained to you at the beginning of the module. This will tell you what kinds of assessment you can expect, when it is scheduled and how much it will contribute to the assessment of your learning in the module overall. Depending on the type of learning content being assessed, you can expect either continuous assessment (coursework) only or a combination of continuous assessment and a written examination.

Formative and Summative Assessment

These two distinct aspects are embedded and reflected in formative and summative assessment.

Formative assessment focuses on current learning and performance in relation to the assessment requirements, and on approaches to future learning. Its purpose is to develop students to learn more effectively. There is no formal grading at this stage.

Summative assessment deals directly with the allocation of marks, grades and (where applicable) classification based on the extent to which the students have been successful in meeting the learning outcomes. Summative assessment may include a formative element that will enable students to understand their strengths and areas for improvement.

Feedback is critical to informing the student learning experience. It can also place assessment in context to the overall aims of the programme, leading to greater engagement, understanding and improved learning.

Type/Module PS6501 PS6502 PS6503 PS6504

Indicative - Summative

Tutor-marked individual assignments including case studies, case reviews and reflective work

ü

Tutor-marked individual assignments including literature reviews and essays

ü ü ü


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Tutor-marked individual assignments including presentations and marketing material

ü ü

Work-based assessment including project proposal, project report and practice evaluation

ü ü ü

Work-based assessment ü ü

Tutor-assessed presentations/debate ü ü ü

Indicative - Formative

Rough drafts and mini assignments ü ü ü ü

Development work and research ideas ü ü ü ü

Group debates ü ü ü ü

Peer and tutor feedback from presentations ü ü ü

Marking criteria

Set out in the appendix are a set of standard marking criteria. Marking criteria in individual modules will be based on these.

Feedback

Feedback is an essential part of education and training programmes. It helps learners to maximise their potential at the different stages of the learning cycle, it helps to raise awareness of the strengths and areas for improvement. It also helps to identify actions to be taken to improve performance.

Feedback can be seen as:

• Informal (for example in day-to-day encounters between teachers and students or trainees, between peers or between colleagues) or

• Formal (for example written)

You will receive helpful and succinct informal and formal feedback on your progress from tutors. We are able to offer instant, verbal feedback as you propose or report on a project or a practical task you have been set, whilst at other times after the submission of coursework, you will receive written feedback on your work as well as


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a grade which contributes to the formal assessment but importantly enables you to measure your progress.

Formal feedback will be provided within 15 working days of your submission.

The written feedback we prepare for you indicates where you did well and where you need to improve as each assessment item has a set of published assessment criteria. All feedback is then mapped against these criteria. The module leader will provide 1:1 feedback after major assignments have been returned. You are expected to prepare an action plan that addresses issues raised in the feedback requiring improvement. This process enables you to continually develop our academic skills throughout the programme.

Anonymity

Weston College accepts the principle that anonymous marking of coursework should be adopted wherever possible. Where a module has a particular assessment, which cannot be conducted anonymously for example a presentation or performance, then it would be beneficial if other form(s) of assessment in the module were conducted anonymously.

Examinations are marked anonymously.

It must be noted that it is not possible to maintain anonymity in all cases. Thus, a breach of anonymity cannot in itself be grounds for a complaint or appeal.

Extensions to deadlines Staff are not able to extend deadlines for individuals - deadlines are non-negotiable.

The exception to this is where it has been previously agreed that you may have an extension as part of your technical needs assessment.

On occasion there could be a whole group deadline extension as a consequence of a factor beyond the tutor’s control, for example, when the college is shut due to extreme weather.

Examinations and Assessment Periods

A full list of examination dates (including resit dates), times and rooms is published at least 6 weeks before the examinations take place.


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Arrangements cannot normally be made for students to take examinations at times other than those specified.

It is the responsibility of students to inform the HE Support Coordinator, via their tutor, should they require any special arrangement regarding examinations. This needs to occur at least 10 academic working days before the date of the examination, or when they are in receipt of their Disabled Students Allowance (DSA). Academic working days exclude holidays as detailed in the HE Weston College Academic calendar.

Resit Assessment Period

All learners will be offered a mandatory exit tutorial during the first two weeks of June and will be expected to attend. All grades will be provisional until the Award Board, however this tutorial may highlight any resits which students need to do. The resit assessment dates have been set to follow in line with the universities reassessment timeframe and dates of submission are non-negotiable. However learners can submit any assessed resit coursework early. Students who wish to submit coursework assessments before the University deadline may do so, these will need to be handed in to the HE Academic Registry Team, where a receipt will be provided.

Seminar Presentations: 4th- 5th July 2017 (Time slots will be allocated and will be non-negotiable - seminar slots can be arranged before this date with the module leaders if requested at the June exit tutorial)

Examinations: Monday 10th July to 20th July 2017 (exams and dates to be confirmed at exit tutorial in June- students should not book a holiday during this period)

Coursework: Monday 17th July 2017 by 14.00pm in room 615. An electronic copy of the submission must also be emailed to the module leader.

Failure to submit any resit’s if required during this period will result in the module being failed.

Mitigating Circumstances

If you experiencing problems outside of your control that are affecting your studies you can advise UCW and you will be given advice.

All students taking a module will have had similar learning opportunities and will be assessed according to the same criteria. Assessment is solely on the basis of the academic standard achieved; marks and award classifications will not be modified according to the circumstances of the individual student. The submission of mitigating circumstances should therefore be seen as a request to delay the assessment point, not modify assessment standards. The panel will also consider


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requests to suspend, repeat or change modes of study in response to student circumstances.

A Mitigating Circumstances form is available, both electronically and from HE Student Services for students to use when they consider their performance to have been adversely affected by personal or medical problems. It is essential that students make any claim for mitigating circumstances promptly, in writing, and supported by appropriate evidence. Unsupported self-certification will not be accepted under any circumstances. The Mitigating Circumstances Panel will take all documented evidence into account, but are not allowed to consider word-of-mouth evidence.

A panel chaired by the HE Academic Registry Team (HEART), and consisting of at least two other members of staff nominated by the Director of Higher Education, will meet to review claims of mitigating circumstances prior to the formal meeting of the Programme Board. The panel will make a recommendation, which will be communicated to the Programme Board as to whether a claim should be accepted or rejected. The Assistant Director HE: Academic Registry will communicate the outcome of the Panel to the Programme Board.

Where mitigating circumstances have been accepted, the Programme Board may defer the assessment to a later point. The deadline for the submission of the required coursework will be communicated to students via the HE Student Records Officer. Deferred examinations will be taken in the designated resit period. In both cases, the Resit Boards will consider deferred results.

In the event that assessment items are passed, but a student’s performance has fallen below that expected of them, and mitigating circumstances have been accepted, Programme Boards will offer the student the option of a deferral. If the student accepts the offer, the original mark will be disregarded and the later one will be used, regardless of which is the better mark.

HEART at UCW can assist you with this process.

You may wish to talk initially with your tutor or alternatively contact: [email protected].

Submission of written work

House Style The instructions below set out the house style for written assignments. Other types of assessment may require different formats or styles, for which Module Leaders will provide guidance. Unless you are specifically required to do otherwise, failure to follow these straightforward guidelines will render your work liable to penalty.


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Please note that there may be different requirements that reflect the conventions and demands of other disciplines.

There are three components to the House Style: Presentation, Referencing and Submission.

Presentation: Arial, 12pt, 1.5 line spacing

Your work must be formatted so that all text is presented in Arial font.

Your work must appear in a font size of 12.

All text (including quotations) must be printed with a line spacing of 1.5 and justified to the left of the page

Your essays should be printed on one side of A4 paper only and should contain page numbers centred at the bottom of the page.

Referencing system

All submitted work should conform to the appropriate reference system for your course and your partner university. You will find the current guidelines for Harvard Referencing on the HE.LP pages of Moodle.

Check whether your assignment requires a bibliography or a reference list. There is a difference. A reference list includes only those sources cited directly in the text whereas a bibliography may include additional sources consulted or used as background reading that are not cited in the work.

Submission

Submission: unstapled, using a clear plastic sleeve

Module Leaders are responsible for informing students of the due dates for each assignment; these are identified in the module handbooks/assignment briefs.

The final submission time is 2.00pm on the due date. If you fail to submit coursework by the specified deadline, it will be marked as a non-submission. All written assignments must be submitted via Turnitin; text is automatically checked for plagiarism. Where the means of assessment make a Turnitin submission impractical, students must refer to the module handbook/assignment brief for specific details.

Assignments will be returned to students within 15 academic working days from submission.


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If, on the due date for the assignment, Turnitin is unavailable for any reason, then students must submit the electronic version of their work as soon as notified by Weston College of the new deadline.

Coursework submitted via Turnitin must comprise a single file of no more than 20MB. Turnitin will only accept files in the following formats: Word, Test, Postscript, PDF, HTML and RTF.

Submission of work by fax or email is not permitted.

Tutors may make copies of any work submitted by students for assessment for purposes including external examination, external moderation and/or external review. No personal data will be made available to any third party outside of the assessment process.

Please ensure:

• That any written work is submitted in a clear plastic sleeve with an opening at the top only (please do not use clip folders or zip pockets)

• That the pages are not stapled or pinned together. Submit your work loose-leaf. Make sure you include page numbers on each page.

• Make sure to also retain at least one digital and complete paper copy of each coursework submission for your reference. Ensure that both are identical before submitting them.

• When you submit work you retain your receipt.

Word Count

Word counts for all written work will be specified in module handbooks/assignment briefs and are clearly communicated to the student by the module leader. If an abstract or summary is required a separate word count will be indicated. The purpose of this word count is to provide students with guidance for each piece of written work as to the amount of time and detail required in response to the demands of the assessment. It is important to develop the academic skills of writing within set word limits and students will be expected to observe the word count set within a module handbook/assignment brief. A maximum tolerance of 10% above and below the word count is allowed. Once the upper limit of the word count has been reached, no further work will be taken into account when awarding marks. Work falling below the required word count risks being self-penalising as it is unlikely that students will cover sufficient material to meet the intended learning outcomes.


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The word count includes everything in the main body of the text including: headings/titles, tables, citations, quotations, in-text references, lists. Appendices, foot notes and the bibliography are not included in the word count. Students must clearly indicate the precise word count on the title page of each assignment

Use of Appendices

Please note that appendices are not counted as part of the word count. Their sole purpose is to provide supplementary supporting evidence for the assessment. They should be referred to in your assessment but will not form any part of your overall mark.

Assessment Offences / Unfair Practice

Good academic practices and standards are seen as critical to the maintenance of trust and integrity within the learning environment. Students are expected to apply these standards when producing their own academic work and in particular when referencing/crediting the work of others.

Unacceptable academic practice, particularly in response to assessment, is known as unfair practice.

Unfair practice may take a variety of forms including the following and will be considered as assessment offences:

• Plagiarism • Collusion • Direct cheating: examinations/experiments/field reports/contract cheating • Falsification • Fabrication

Assessment offences including plagiarism, collusion and cheating, are an offence under Weston College’s regulations and where suspected will be investigated under official procedures.

Even though a large number of assignments are marked every year, all assignments are checked for evidence of plagiarism and/or collusion and action is taken if an assessment offence appears to have been committed. Every year a substantial number of students are identified as submitting coursework as their own when they have copied from other students or the internet. Penalties vary depending on the severity of the offence but can be very severe including expulsion from Weston College.


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Appropriate citation or acknowledgement of source documents is essential when presenting written work. It is very important that you quote the books, journals, newspapers, etc., that you used whilst researching your coursework, project or dissertation.

Information and downloadable handouts about referencing at Weston College are available on the Moodle VLE HE LibraryPlus pages at: https://moodle.weston.ac.uk/course/view.php?id=136

Please remember that unfamiliarity with referencing standards and/or assessment offence rules will not be considered as mitigating circumstances if an assessment offence allegation is brought against you. DON’T RISK IT!

You must therefore NOT:

• Use source material (e.g. websites, books, periodicals) without acknowledging the fact in a bibliography OR referencing the text (please see, above, the Library’s guidelines on how to reference).

• Present other people’s work as if it were your own (this includes reproducing lecture notes).

• Collaborate to produce assessed work unless specifically authorised to do so (e.g. a group assignment). You may work together in collecting information and discussing sources, but the final submission must be clearly independent.

• Forget that when producing group assignments you are jointly responsible for that work and any assessment offence penalties may therefore apply to all group members.

For more information please contact HE Student Services.

Appeals

You are not permitted to appeal against academic judgment properly exercised, but under certain circumstances students can appeal against the decisions of Examining Boards. Please note that you have 10 working days from the publication of your results (on the notice board - not the day you receive them by post) to lodge an appeal. Requests submitted out of time will not be considered.

Detailed information about the grounds for appeal and the procedures to be obtained from HE Student Services.

Your Degree classification

The three level 6 modules that make up your course count for 40 credits and the pass mark for each is 40%. You gain the credits by passing each module overall. You must achieve 120


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credits to be awarded an honours degree. Your final degree classification is determined by taking the average of your 3 level 6 module marks. The class of degree follows the established percentage bands:

70% + First class (I)

60-69% Upper Second Class (IIi)

50-59% Lower Second Class (IIii)

40-49% Third Class (III)

39% or below Fail (F)

To be precise, all overall percentages are calculated and printed to two decimal places. The exact bands are:

69.50% and above First Class

59.50-69.49% Upper Second Class

49.50-59.49% Lower Second Class

39.50-49.49% Third Class

39.49% and below Fail


5. Learning Environment

Learning and Teaching Methods

Weston College has a Learning and Teaching Strategy for Higher Education, which underpins our approach.

We intend that the learning programme should be both stimulating and demanding, and should lead you through progressive stages of development, towards increasingly complex and open-ended tasks, increasingly sophisticated application of intellectual/conceptual and personal (transferable) skills, and increasingly independent study.

A variety of learning methods will be used, which might include:

• Lectures • Seminars • Experiential learning • Reflective learning • Skills practice • Group work and group discussions • Workshops • One-day retreat at Ammerdown Centre • Fieldwork • Case studies • Student presentations • Information and communications technology (ICT) based activities • Visiting speakers/expert practitioners will be used during the programme

Weston College actively encourages the development of technology enhanced learning and you will find staff utilising new teaching methods to enhance your learning experience.

Work-based Learning

BSc (Hons) Counselling (Work-based) programme aims to build upon the work-based learning ethics (e.g. BACP Code of Ethics) already established during previous qualifications such as the Foundation Degree in Counselling or on equivalent programme (e.g. HND in Counselling; AQA Level 5 Diploma in Counselling) and counselling practice as a qualified counsellor. For this programme you undertake two work-based modules (PS6501 ‘Planning and Research Methods’ and PS6502 ‘Counselling Practice: Work-based Project’) which are informed by your practice in the workplace, either in a paid or voluntary position.


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Project work

The course has been designed with work placement opportunities in mind. You will have the opportunity to work within the tourism industry. Placements can include visitor attractions, hotels, transport services, local authorities, airports etc. Please discuss suitability of placement with the Work Based Learning module leader.

When undertaking a work placement you will be issued with a work placement handbook. The handbook will clearly outline the roles and responsibilities of the student, the work placement host and the University/College. The handbook will also contain guidance on how to make the most of your work placement opportunity.

Work placements are organised by the student however Weston College have a work placement code of practice and conform to the Bath Spa University Work Based and Placement Learning Policy.

For the two work-based modules you are supported by a College Project Supervisor who regularly meets with you in research tutorials to monitor and assess the progress of your research project. The project supervisor will assist you in the development of your Work-based research proposal and project. For the Work-based Project module you will need to complete an action plan for your Work-based project report which will need to be agreed and signed off by your project supervisor and include a written confirmation from your workplace line-manager or director. Your research project will have to comply with Weston College research ethics guidelines and you will need to complete a Weston Ethical Principles form which requires approval and written confirmation from your project supervisor before commencing work on your Work-based project.

Learning Resources Available

Library resources

HE LibraryPlus at Weston College is based on two sites, Knightstone Campus and University Campus. The two sites provide a wealth of physical resources, and electronic resources which are available for students to access remotely. Library Plus at both sites opens at 8.15am each morning, and stays open until 8.00pm four evenings a week at Knightstone, and 6.00pm two evenings at University Campus, giving students the opportunity to use the facilities before and after their taught sessions. All of our electronic resources are available externally 24/7.

HE learners may have access to the e-resources and print resources we provide at Weston via Heritage Online (Library catalogue) and SearchPlus on Moodle. Lecturers request resources throughout the academic year and learners are encouraged to suggest new additions. Our HE Reading Strategy ensures that staff request key resources for each module and that student expectations are managed


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on the resources available. Each HE programme area has a unique reading list code on Heritage Online to enable a search which lists all items available for that course. Learners are automatically enrolled in Library Plus when enrolled on their course, ensuring that access to resources is immediate.

Learners may borrow up to 6 items including books, laptops, ipads, CDs, DVDs, back copies of journals and other pieces of equipment. The standard loan period is three weeks. Staff can request that items in high demand are limited to short loan (one week). All learners have full access to our 3,000+ eBook collection, eJournal database (EBSCOHost Academic Search) and further specialist eResources including Mintel and Britannica. Library Plus has fixed PCs and Macs which are available on a drop-in basis, plus laptops, Mac Books and iPads for students to carry out independent research. The University Study Room off Library Plus at Knightstone Campus has PCs and space for laptops; a collection of study skills books and guides. It is for the exclusive use of HE learners. Library Plus provides wireless Internet access for learners wishing to use mobile devices. A wide variety of equipment is available for loan, including HD video cameras, Flip cameras, Kindles, iPads and a USB microscope. As with other resources a budget is available for buying additional equipment. A full printing and finishing service is available at both campuses.

HE students are supported by a team of 20 professional staff in Library Plus, with a dedicated HE Librarian. Look for the Where’s Wendy posters and signposting in LibraryPlus and on Moodle for information about finding and contacting Wendy for support.

All first year HE learners benefit from our mandatory HE.LP programme. The Higher Education LibraryPlus (HE.LP) course on Moodle has been designed to support HE learners in their use of learning resources at both Weston College and their partner HEI. It includes guidance, links and interactive activities and is designed to support our user education programme. The SearchPlus on Moodle provides links to our e-Resources, catalogue, help sheets and subject guides which recommend appropriate e-books and journals for specific courses. Library Plus events and services are promoted to learners through Moodle, the HE termly newsletter Peer Press and via the College’s Facebook and Twitter pages.

HE.LP pages on moodle: https://moodle.weston.ac.uk/course/view.php?id=136

SearchPlus on moodle: https://moodle.weston.ac.uk/mod/page/view.php?id=76571

We also have a number of specific counseling training DVDs available in the library which you can borrow. Additional module-relevant resources have hyperlinks on Moodle.


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Other resources

To develop and enhance presentations skills and counselling practice skills, e.g. CBT-specific techniques, the library has a range of recording devices (e.g. audio and video recorders) that you can book in the library.


6. Support Services

HE Student Support

HE Academic Registry Team (HEART) are the first port of call for any issues, particularly those relating to student support. We have an open door policy, so please feel free to go along and visit HEART at any time.

HEART can offer help and advice with a variety of issues, including:

• Pastoral matters • Mental health specialist support • Student finance • Student accommodation • Disabled Student Allowance (DSA) • Careers • Mitigating/extenuating circumstances • Proof of study and council tax exemption letters We are available at our Knightstone campus Monday – Friday in room 510 and at University Campus in room A125, feel free to pop in for any advice or even just a chat!

HE Learning Support Services

If you think you have a specific learning difficulty (SPLD), a long term medical condition, mobility issue or mental health issue such as anxiety and depression, and there is professional evidence of this (for example doctor or psychologists report) you may be eligible for additional support in your degree. This support might be mentoring, study skills support, technological equipment or extra time in exams. It can be invaluable and may help you toward successful completion of your degree. If you are eligible, you are advised to apply for a Disabled Students’ Allowance (DSA).

This support is free and does not need to be re-paid after you complete your course.

If you want to investigate this, please contact HE Learning Support. We are friendly and approachable; we will listen and do what we can.

There are a variety of ways to contact us:

• In person - we are based in room 510 at the Knightstone Campus and in room A125a, University Campus

• By phone 01934 411 228 • By text 0789 1618057


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• By email [email protected]

More information can be found on our website:

http://www.weston.ac.uk/what-can-i-study/university-level-courses/he-student-support/disabled-student-allowance-he


7. How Quality is assured

Quality monitoring and evaluation

The programme you are studying was approved by Bath Spa University. As part of the approval process it was assured that

• the content of the programme met national benchmark requirements; • the programme met any professional/statutory body requirements; and • the proposal met other internal quality criteria covering a range of issues such

as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This was done through a process of programme approval which involves consulting academic experts including subject specialists from other institutions and industry.

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

• external examiner reports (considering quality and standards); • statistical information (considering issues such as the pass rate); and • student feedback including the National Student Survey (NSS).

Drawing on this, and other, information programme teams undertake an annual monitoring process, in accordance with the University's quality policy.

Once every six years an in-depth review of the subject area is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.

The role of the Programme Committee

This course has a Programme Committee comprising all relevant teaching staff, student representatives and others who make a contribution towards its effective operation (e.g. library/technician staff). The Programme Committee has responsibilities for the quality of the programme and plays a critical role in the University's quality assurance procedures.

External examiners

The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:


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• To ensure the standard of the programme; and • To ensure fairness and equity.

The external examiner for your programme:

Name (including prefix e.g. Dr.)

Role in institution Name of institution

Dr Kathy Raffles Director Kathy Raffles Counselling Services; Training, Supervision and Consultancy

As part of their role, external examiners complete an annual report for the University commenting on the learning, teaching and assessment standards of the modules and the programme overall. The report will highlight areas of good practice and identify areas for development, as well as provide assurance that your programme is of an equable standard to similar HE provision nationally.

External examiner reports, and the University’s response, are shared with students. They are normally discussed at Staff/Student Liaison Committees and made available online, via Moodle.

Student Engagement

We are committed to providing you with a quality learning experience and we undertake regular reviews to ensure the quality of the programme. Our quality checks follow well-established principles and practices, including regular Staff-Student meetings and student and staff module evaluations.

The following methods for gaining student feedback are used on this programme:

• Module evaluations; • Student representation on Programme Committees (meeting twice each

academic year); • Annual student analysis (‘SWOT’) where student views on strengths and

weaknesses of the programme are fed into the Department’s annual report; • Comments sent to the Course Leader and/or Module Leader and/or your

Personal Tutor; • The National Student Survey

Students are notified of the action taken through:

• In-class reports and discussion; and


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• Posting of information via Moodle and/or by other appropriate means.

Module evaluation questionnaires

Forms are circulated towards the end of each module. These are completely anonymous. Tick-box grading covers aspects of delivery, support and assessment allowing suggestions and comments to be entered also. Student opinions have been a great help to us in refining the programme to meet your needs and to remedy problems. You have benefited from previous students' likes, dislikes and suggestions.

Staff-Student Meetings

Your college tutors will arrange a meeting three times a year for you to air your views either in person or through class representatives, depending on the size of your class. Items and issues are fed back to your college teaching team and to our validating University, and action will be taken as appropriate. Your feedback and suggestions are valuable in assisting the development of the programme.

Student Representative Committees

These meetings are held once per term; their role is to provide discussion on the HE student experience at UCW, examine any issues and concerns and share good practice. The forum also provides discussion of resources and facilities, and allows students to make suggestions as appropriate.

College tutors

You will be allocated to a college tutor who will monitor your progress, and meet up for regular chats. This way we can make sure any personal needs are met as far as possible. Regular meetings provide an opportunity to discuss your progress, views and opinions with a member of staff.

External references

The following methods are used for gaining the views of other interested parties:

• Feedback from former students; • Employers; • British Association for Counselling and Psychotherapy (BACP); • QAA (2013)Subject Benchmark Statement: Counselling and Psychotherapy; • QAA (2015) UK Quality Code for Higher Education; • Frameworks for Higher Education Qualifications: England, Wales and

Northern Ireland.


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8. Employability

Career Opportunities All students benefit from tutorials focused on Careers Information, Advice and Guidance (CIAG). This will complement your personal development planning (PDP), which may be completed as a formal part of your programme. This system has been designed to allow you to record a series of transferable achievements such as health and safety training etc., alongside reflection on relevant work experiences. These achievements will complement the portfolio of Work-based Learning (WBL) embedded in the design of your programme which will underpin your effective career development.

You will discuss aspects of careers and employability throughout your programme. In our experience, students who have some idea of what they are going to do at the end of their studies have greater motivation and perform better than those who do not.

Throughout your time with us you will be encouraged to build your portfolio of skills. As you progress with us, the tutorial system incorporates careers advice and progression sessions.

Careers Coaching

We also have a dedicated careers service for degree students. The service provides resources to help you explore your career options, group workshops, and one-to-one careers coaching through drop-in sessions and bookable appointments. The careers advisors are available on Mondays at University Campus and Wednesdays and Thursdays at Knightstone Campus. For more information, email [email protected]

We have also developed a themed ‘Employability Week’ to help you take steps towards your career goals. During this week, there will be additional 1:1 information, advice and guidance sessions, along with mock interviews with employers and a range of workshops covering topics related to CVs, covering letters and job searching. We will also post tips on our social media throughout the week.

Prospects

Prospects is an excellent tool that will help make career planning and job hunting easier. Prospects has two elements; a national graduate vacancy page and also a ‘My Prospects’ feature which can help you explore careers which may suit you. Both are completely free! Please visit their website www.prospects.ac.uk.


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9. General course information

Staff Profiles

All counselling lecturers and tutors have an extensive track record of counselling experience with a range of expertise in counselling approaches. They have teaching qualifications appropriate to the level of this programme and remain active as counselling practitioners.

The programme team:

Barbara Feldtkeller

Barbara has been Programme Co-ordinator for the HE course programmes in counselling since May 2006. Her academic and professional qualifications include an MSc in Psychology, a Postgraduate Diploma in Dance and Movement Psychotherapy, and a Professional Graduate Diploma in Education. Prior to coming to Weston College she has developed MA and FDA programmes in the Creative Arts, Health and Therapy field with City of Bristol College and Dance Voice Therapy and education Centre, Bristol. She has completed a Trauma Therapy training and is currently developing psychotherapy skills working with Dissociative Identity Disorder. Barbara is a member of the Association for Dance Movement Psychotherapy (ADMP UK). She works in for the NHS mental health settings as a clinician and as the Research and Development Specialist for the Arts Psychotherapies, is guest lecturer at Newport University and External Examiner for a practice-based MA for Play Therapy at Leeds Beckett University.

Nicola Grass

Nicola has taught counselling at Weston College since 2004. Her qualifications include a Diploma in Counselling, a Postgraduate Diploma in Supervision and a Professional Graduate Diploma in Education. She is currently studying for a Masters in Counselling and Psychotherapy. She trained as a humanistic counsellor and has subsequently developed expertise in contemporary CBT approaches, including compassionate focussed therapy and mindfulness. She is an accredited member of the BACP and has extensive experience of working in a number of GP surgeries and has a growing private practice in counselling and supervision in Somerset. Nicola has experience of working in several organisations in North Somerset, including the Woman’s Project and Crossroads Carers. She now supervises the work of counsellors in these organisations.

Irena Judkowska

Irena has been involved in education since the start of her career. She joined Weston College in 2012. She has a Bachelor of Education in teaching and years of


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experience working with children and young people ranging from 2-18 years of age. She has a Master’s Degree in Counselling from Bristol University and her MSc research involved ways of working with traumatic memories using artwork and creativity. Irena is BACP Accredited and has accumulated extensive counselling hours employed initially with Wellspring as Core Counsellor but is currently in private practice at Oakspring Clinic in Clevedon. Irena works with both adults and children and young people in her counselling occupation and had previously been contracted by North Somerset through the Behaviour Improvement Programme (BIP) to work as counsellor/play therapist with children and young people. Irena has a Diploma in Counselling Supervision and also practices as a supervisor.

Steve Heigham

Steve has taught counselling at Weston College since 2005 part time, at level 2, level 3, Diploma and foundation degree level. He has a degree in teaching (Bed), a degree in Psychology (BSc), an Advanced Post graduate diploma in Integrative Psychotherapy, and an MSc in Evolutionary psychology. He was a special needs teacher for 22 years before lecturing in Psychology and counselling in further and higher education colleges. Steve has a small private practice in Bristol, offering Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, and integrative counselling. He is also a volunteer counsellor for HELP organisation. Steve is currently developing his research interest and practice on empathy and its evolutionary origins.

Wendy Slade

Wendy is the HE Librarian for Weston College’s degree level courses. She is educated to Masters Level with an MSc in Information and Library Management from Bristol University (2005). She also holds a teaching qualification and BA (Hons) in Language and Communication from Cardiff University. Wendy has carried out research projects in the field of learning environments, the needs of the learner and study skills delivery. Wendy delivers the HE LibraryPlus ‘HELP’ study skills programme which introduces the key skills and core resources learners require for HE level research.

Methods of Communication

The majority of the material and information you need will be available via the relevant Virtual Learning Environment (VLE) for your programme. You will be introduced to the use of the VLE during the early stages of your study.

As part of your programme you may be asked to use social media sites, such as Facebook, Twitter or Pinterest, in a context that reflects current industry practice.


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As such your engagement with such sites should be of a professional standard at all times.

You should keep the UCW informed of any change in your postal addresses (home and/or term time). Please inform HE Academic Registry Team of any change to these addresses.

10. Complaints The HE Complaints Policy and Procedure at University Centre Weston is broad and covers any aspect of the student experience. Students should seek advice from the HEART ([email protected]) with regard to if and how you should proceed with a complaint and which procedure is appropriate.


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11. Recommended reading

Reading Strategy

Degree level learners are expected to engage in and explore subjects beyond taught lectures. Reading lists compiled by programme leaders identify the core reading material which is essential, and any recommend further reading required for assignments. Journal titles and websites may also be given. Reading lists are reviewed and updated annually to ensure currency, relevancy and to reflect research developments.

LibraryPlus will aim to provide a copy of every text on a reading list. Where eBooks are available, these will be purchased in the first instance to enable multiple, remote access at all times. Databases for eJournals and reports are provided. Guidance on accessing eResources is given to all first year learners through the HE.LP programme. Further support is available within LibraryPlus and on the LibraryPlus Portal on Moodle. Printed copies of books, journals and DVDs are available for loan or reference in the LibraryPlus facilities and can be located through the Library catalogue. Learners are expected to independently use, explore and familiarise themselves with electronic and printed formats. Programme leaders and lecturers will inform learners of any essential resources or texts that they are expected to purchase themselves.

Essential and recommended reading lists for the BSc Counselling programme are in the individual module handbooks.

12. Module Descriptors

Code PS6501-20

Title Planning and Research Methods

Subject area Counselling

Pathway Single Honours

Level 6

Credits 20

Contact time Work-based via tutorials and project supervision

Pre-requisites None

Acceptable for BSc (Hons) Counselling (Work-based)

Excluded combinations

None

Core/Optional Core

Module Leader Barbara Feldtkeller

Description & Aims

Any health and care environment requires evidence-based practice and practice-based evidence, to ensure that services are effective, needs are met and service gaps are addressed. The interpretation and the use of research are key to being able to articulate the effectiveness and benefit of counselling practice. Moreover, the understanding, interpretation of data, when competently and persuasively employed can make all the difference between a ‘gut feeling’ or knowledge-informed counselling practice.

In this module you will learn how to plan and formulate a research proposal for a work-based learning project. The module will cover both qualitative and quantitative research as well as practical issues of topic selection, access and data collection. Topics covered will include research design principles, philosophies of research, analysis and interpretation of research, ethical considerations and the impact of different methodological approaches. These research skills will enable you to locate, select and collate information from primary and secondary sources, which are relevant to your creative practice as well as heightening your


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sensitivity to the needs of the counselling practice either in your area of work of to develop counselling services.

You will carry out a literature search review related to your chosen field of study and explain your choice of research methodologies and procedures used in the development of a research proposal. You will need to complete an ethical consideration form to demonstrate that your research proposal takes into account ethics best practice, this will need to be signed off by your work-based mentor.

Outline Syllabus & Teaching & Learning Methods

Outline Syllabus

• The principles of conducting a Systematic Literature Review

• Research Design and Methodology – approaches to data collection

• Research Design and Methodology – techniques of data collection

• Questionnaire design, interview and survey methods

• How to plan a research project: formulating your question, evidencing results

• An introduction to quantitative and qualitative methods

• Ethical considerations in the counselling sector

• Research methodology relevant to counselling practice and service provision

• Reading research reports critically

• Validity and reliability

Teaching and Learning Methods

Work-based modules will take place in your work setting. However, you will be provided with tutorial support from the College and this will occur on your college-based day. Initially, there will be a number of formal lecturers and seminars at the beginning of the programme followed by regular weekly group tutorials to aid learners in understanding research methodologies and how to formulate a research proposal.

Intended Learning Outcomes How assessed*

By the end of this module you will be able to:

• Demonstrate an ability to locate, select and collate appropriate sources of information from a variety of sources.

Literature Review


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• Demonstrate an ability to critically investigate, analyse and interpret research within the Counselling Sector.

• Manage and organise own work time, resources and information to support decision-making.

• Use ICT to design a research proposal in a professional and effective manner.

• Demonstrate an awareness of the ethical issues directly related to research processes in Counselling practice.

• Prepare a research proposal in accordance with the ethics, practice, systems and procedures of the workplace.

• Demonstrate recognition of different research approaches, making appropriate judgments which have informed the planning and design of a research proposal; demonstrating rationale for methodologies chosen.

Literature Review

Literature Review / Research Proposal

Literature Review / Research Proposal

Literature Review/ Research Proposal

Research Proposal

Research Proposal

Assessment Scheme Weighting %

Formative:

• Tutorial Records

• Ongoing Reflective Tasks

Summative:

• 1, 500 word Research Proposal including rationale for methodologies chosen; this includes considerable preparation and research practice activities.

• 3, 500 word Systematic Literature review on chosen counselling subject

50%

50%

Reading Lists/Key Texts & Websites

Cooper, M. (2003) Essential Research Findings in Counselling and Psychotherapy: The Facts are Friendly. London: Sage Publications Ltd.

Creswell, J.W. (2002) Research Design: Qualitative, Quantitative, & Mixed Methods Approaches. 2nd edition. London: Sage Publications Ltd.


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Etherington, K. (2004) Becoming a Reflexive Researcher - Using Our Selves in Research. London: Jessica Kingsley Publishers

Gregory, I. (2003) Ethics in Research. London: Continuum International Publishing Group Ltd.

Howard, K., Sharp, J.A., Peters, J. (2002) The Management of a Student Research Project. 3rd edition. London: Gower Publishing Ltd.

McLeod, J. (2003) Doing Counselling Research. 2nd edition. London: Sage Publications Ltd.

McLeod, J. (2010) Case Study Research in Counselling and Psychotherapy. London: Sage Publications Ltd.

McLeod, J. (2011) Qualitative Research in Counselling and Psychotherapy. London: Sage Publications Ltd.

King, J.H. and Otis, H.G. (2004) Bridging the Research-Practice Gap: Using Applied Inquiries to Promote Client Advocacy. Available from: counselingoutfitters.com/vistas/vistas04/28.pdf [accessed 03/04/3012]

Rowland, N. and Gross, S. (2000) Evidence-based Counselling and Psychological Therapies. Research and Applications. London: Routledge.

Rowland, N., Bower, P., Mellor-Clark, J., Heywood, P. and Hardy, R. (2000) Counselling in primary care: A systematic review of the research evidence. British Journal of Counselling and Guidance, 28, (2), 215-231.

Sanders, P. And Wilkins, P. (2010) First Steps in Practitioner Research: A guide to understanding and doing research projects in counselling and health and social care. Ross-on-Wye: PCCS Books.

www.bacp.co.uk www.cochrane.org.uk www.dh.gov.uk www.nice.org.uk

Learning Resources

ICT

Access to e-books/ e-journals


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Code PS6502-40

Title Counselling Practice: Work-based Project



Level 6

Credits 40

Contact time Work-based via tutorials and project supervision

Pre-requisites None



None

Core/Optional Core


Description & Aims

Students will undertake the implementation and management of a research project based upon a topic/issue related to their practice and reflect upon the value of this project to their professional and personal development. The student’s action plan for the project report will need to be approved and signed off by the Project Supervisor and Work-based Mentor. Students will demonstrate project management skills by learning to plan and manage a project within an agreed timescale. Students will demonstrate that appropriate ethical issues have been taken into consideration during the formation of their project. The Work-based Project will consist of a project report and presentation of the project to peers.


Outline Syllabus

• Developing a Work-based Project action plan

• Implementing and managing a Work-based Project

• The evaluation of findings


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• Oral presentation of research findings to peers

• Time Management

• Reflective practice

Teaching & Learning Methods

Work-based modules will take place in your work setting. You will identify a Work-based Project which is partly self-managed and supported by academic supervision. You will be designated a project supervisor and given tutorial support for your Work-based Project which will occur on your College-based day. Weekly group tutorials offer reflective practice and critical debate on research methods, research design and data interpretations.



• Plan and manage a project within an agreed framework, addressing and solving problems using evidence-based practice.

• Present the project report using own ideas and innovative responses, demonstrating effective presentation and report writing skills.

• Manage and organise own work time, resources and information to support decision-making.

• Use ICT to formulate a Work-based Project in a professional and effective manner.

• Apply appropriate theories, frameworks and principles relevant to the issues/situations addressed in the project.

• Conduct a Work-based Project relevant to the Counselling sector in accordance with the ethics, practice, systems and procedures of the workplace.

• Produce a project report evaluating the outcomes of the project, making recommendations from the research findings of the report to inform the Counselling sector.

• Develop effective project management skills to inform learning and professional development.

Project Report

Presentation

Project Report

Project Report/ Presentation

Project Report


Project Report



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• Enhance your skills, knowledge and career potential through reflective practice.



Formative:

• Work-based Project Action Plan

• Tutorial Records

Summative:

• 8,000 word Project Report

• Presentation on Project

80%

20%


Cottrell, S. (2005) Critical Thinking Skills: Developing Effective Analysis & Argument. London: Palgrave Macmillan.

Denscombe, M. (2007) The Good Research Guide. 3rd edition. Milton Keynes: Open University Press.

Fassinger, R. E. (2005) Paradigms, Praxis, Problems, and Promise: Grounded Theory in Counseling Psychology Research. Journal of Counseling Psychology, 52, (2), 156-166.

Feltham, C. (2010) Critical Thinking in Counselling and Psychotherapy. London: Sage Publications Ltd.

Kvale, S. And Brinkmann, S. (2008) InterViews: Learning the Craft of Qualitative Research Interviewing. 2nd edition. London: Sage Publications Ltd.

Silverman, D. (2004) Doing Qualitative Research: A Practical Handbook. 2nd edition. London: Sage Publications Ltd.

Silverman, D. (2006) Interpreting Qualitative Data: Methods for Analyzing Talk, Texts and Interactions. London: Sage Publications Ltd.

Smith, J. A., Flowers, P. and Larkin, M. (2010) Interpretative Phenomenological Analysis. London: Sage Publications Ltd.

www.bacp.co.uk www.cochrane.org.uk www.dh.gov.uk www.nice.org.uk


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Learning Resources

ICT



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Code PS6503-40

Title Foundations in Cognitive Behavioural Therapy (CBT): Theory, Principles and Methods



Level 6

Credits 40

Contact time 135

Pre-requisites None



None

Core/Optional Core

Module Leader Nicola Grass

Description & Aims

There is increasing demand and expectation for counsellors to work with a range of therapeutic models and interventions. The Government has increased the provision of Cognitive Behaviours Therapy (CBT) services in the community with programmes such as Improving Access to Psychological Therapies (IAPT) providing employment opportunities. Contemporary approaches to CBT have moved a long way from the origins of CBT practice and now incorporate person-centred qualities of counselling, in particular the importance of the relationship between client and counsellor. Also, compassionate aspects, mindfulness, working on self acceptance and challenging the willingness to change have become integral parts of CBT practice.

This module will deepen your knowledge and understanding of contemporary CBT and its application to counselling practice. This will enable you to recognise and broaden your employment potential beyond a more traditional remit of counselling practice. You will explore potentials of working with various sectors (e.g. social care, education, organisations) and create working partnerships with counselling professionals.


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For this module you are required to work with real clients (minimum of 5 clients over a period of 6 sessions with each client) applying your CBT skills, develop case formulations and an intervention manual. You present your case formulations and intervention manual to your peers and tutors. You will also be required to produce a case study demonstrating multi-disciplinary working, for example, working with management consultants, scientists, health service - opening up the possibilities available for counsellors to be part of a multidisciplinary team.


Outline Syllabus

• Seminars with Skills Practice Sessions

• Developing contemporary CBT skills

• Group work and reflections

• Work-based CBT practice

• Group and one to one tutorials

• Talks from visiting CBT practising professionals

• Case study


Lectures, seminars, experiential sessions, work-based practice and tutorials. The module will focus on knowledge development obtained from experiential sessions, workshops and work-based practice with contemporary CBT counselling practitioners.



• Understand and evaluate contemporary CBT approaches

• Critically debate contemporary CBT approaches

• Evaluate evidence for contemporary CBT approaches

• Apply contemporary CBT counselling skills

• Articulate a coherent CBT-based case formulation

• Develop a manual for CBT-based interventions

Essay/Case Study

Essay

Essay/Practice Evaluation/Case Study

Practice Evaluation/ Case Study

Case Study

Case study

Practice Evaluation/


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• Recognise how to broaden your counselling interventions with clients

• Develop relationships with other agencies and organisations

• Explore potential business ventures, and networking opportunities in the counselling field

• Produce a case study demonstrating multi-disciplinary working partnerships. An example of current good practice

Case Study

Case study

Case Study

Case Study


Formative:

• Professional skills development and reflective debate of counselling and psychological therapies practice

Summative:

• 2,000 word Essay on Contemporary CBT and Related Approaches

• 2,000 word Practice Evaluation (Role-play based)

• 4,000 word Case Study on CBT Practice; this includes a case formulation and a manual for your interventions with this client

20%

20%

60%


Germer, C. K. (2009) The Mindful Path to Self-Compassion: Freeing Yourself from Destructive Thoughts and Feelings. London: Guilford.

Gilbert, P. (2010) The Compassionate Mind. London: Constable.

Gilbert, P. and , Leahy, R. L. eds. (2009) The Therapeutic Relationship in Cognitive Behavioral Psychotherapies. London: Routledge.

Grant, A., Townend, M. and Mill, J. (2008) Assessment and Case Formulation in Cognitive Behavioural Therapy. London: Sage Publications Ltd.

Hayes, S. C., Strosahl, K. D. and Wilson, K. G. (2011) Acceptance and Commitment Therapy: The Process and Practice of Mindful Change. 2nd edition. London: Guilford Press.

Padesky, C. and Greenberger, D. (1995) Clinician’s Guide to Mind over Mood. London: Guilford Press.


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Padesky, C. and Greenberger, D. (1995) Mind over Mood: Change How You Feel by Changing the Way You Think. London: Guilford Press.

Smith, S. And Hayes, S. C. (2005) Get Out of Your Mind and Into Your Life: The New Acceptance and Commitment Therapy. Oakland, CA: New Harbinger Publications.

Westbrook, D., Kennerly, H. and Kirk, J. (2011) And Introduction to Cognitive Behavioural Therapy. 2nd edition. London: Sage Publications Ltd.

Williams, M. And Penman, D. (2011) Mindfulness: A Practical guide to find peace in a frantic world. London: Piatkus.

www.bacp.co.uk

Learning Resources

ICT


Visiting CBT Practitioners


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Code PS6504-20

Title Contemporary Debates in Psychological Therapy



Level 6

Credits 20

Contact time 68 hours

Pre-requisites None

Acceptable for BSc (Hons) Counselling (Work-Based)


None

Core/Optional Core


Description & Aims

Counselling and Psychological Therapy approaches are a growing field of integration and diversification covering virtually any people-focused work. As a counselling professional you may already have substantial practice experience that you bring to the discussions and debates that will form the foundation of this module.

This module will encourage you to adopt informed critical perspectives on counselling as you examine the application of counselling and psychological therapies approaches in practice. For all future career pathways an understanding and critical examination of counselling and psychological therapies approaches within their wider social contexts will greatly enrich the subject specific learning, enhancing your ability to apply your knowledge and understanding about those approaches to a variety of institutions, practices and social problems.

Visiting counselling and psychological therapies practitioners with diverse backgrounds and practices will facilitate your critical thinking and challenge your knowledge and assumption on contemporary practice.



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Outline Syllabus

• Developing informed perspectives on Counselling and Psychological Therapies

• Understand the differences between integration versus eclecticism

• Articulating your theoretical approach

• Implement your own marketing

• Professionally manage your counselling practice

• Understanding practice-based evidence

• Ethical considerations in counselling practice

• Counselling practice and service provision

• Reading counselling literature critically


Lectures, Seminars, workshops and tutorials. Initially you are introduced in a number of brief lectures to a range of theoretical and practice approaches. This is followed by workshops and seminars that are shaped by visiting practitioners who bring their expertise to the class-room. Each practitioner will facilitate the learning environment with their own style that reflects their personal background, their practice approach and professional presentation. Aspects such as marketing, developing your own practice, planning your professional development will play an integral part.



• Critically analyse contemporary counselling approaches

• Demonstrate awareness of the ethical, social and practical context within which these different approaches operate

• Produce a business start-up proposal for a counselling service and the rationale for its content.

• Identify employment opportunities

• Develop management skills to adapt to a variety of contexts.

Essay

Presentation/Essay

Marketing Material

Presentation/ Marketing Material

Marketing Material/Presentation


52


Formative:

• In-class critical debates

Summative:

• 3,000 word Essay

• Marketing Material

• Presentation

30%

30%

40%


Bondi, L. (2005) Working the Spaces of Neoliberal Subjectivity: Psychotherapeutic Technologies, Professionalisation and Counselling. Antipode, 37, (3), 497-514.

Bondi, L., Fewell, J. and Kirkwood, C. (2003) Working for free: A fundamental value of counselling. Counselling and Psychotherapy Research: Linking Research with practice, 3, (4), 291-299.

Borders, L. D. (2002) School counseling in the 21st century: Personal and professional reflections on the four focus articles. Professional School Counseling, 5, 180-185.

Department of Health (2011) No health without mental health: a cross-Government mental health outcomes strategy for people of all ages - a call to action. Available from www.dh.gov.uk [accessed 03/04/2012]

Edey, W. and Jevne, F. (2003) Hope, Illness and Counselling Practice: Making Hope Visible. Canadian Journal of Counselling and Psychotherapy, 37, (1), 44-51.

Feltham, C. (2010) Critical Thinking in Counselling and Psychotherapy. London: Sage Publications Ltd.

Hansen, J.T. (2008) Copying and Coping Conceptualizations of Language: Counseling and the Ethic of Appreciation of Human Differences. International Journal for the Advancement of Counselling, 30, (4), 249-261.

Hoskins, W. J., & Thompson, H. C. (2009, March). Promoting international counseling identity: The role of collaboration, research, and training. Paper based on a program presented at the American Counseling Association Annual Conference and Exposition, Charlotte, NC.

Rochlen, A.B., Zack, J.S. and Speyer, C. (2004) Online Therapy: Review of Relevant Definitions, Debates and Current Empirical Support. Journal of Clinical Psychology, 60, (30), 269-283.


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Sanders, P., Frankland, A. and Wilkins, P. (2009) Next Steps in counselling Practice. A students’ companion for degrees, HE diplomas and vocational courses. 2nd edition. Ross-on-Wye: PCCS Books. Vontress, C.E. and Jackson, M.L. (2004) Reactions to the Multicultural Counseling Competencies Debate. Journal of Mental Health Counseling, 26, (1), 74-80. Weinrach, S. and Thomas, K.R. (1998) Diversity-Sensitive Counselling Today: A Postmodern Clash of Values. Journal of Counselling and Development, 76, (2), 115-122. Wosket, V. (1999) The Therapeutic Use of Self. Counselling Practice, Research and Supervision. London: Routledge. www.bacp.co.uk www.cochrane.org.uk www.dh.gov.uk www.nice.org.uk

Learning Resources

Workshops with freelance professionals

Visiting speakers

Journals

13. Appendices

Appendix 1. Marking Criteria

Marks will be allocated using the following qualitative guidelines:

70% +

A

An outstanding first (100-80) Work of outstandingly high quality and originality. An excellent first (79-77) Work, which fulfils all the criteria of the A, grade, but at an exception standard for the level concerned. Substantial originality and insight, very few minor limitations. A good first (76-74) Work of distinguished quality, which is based on extensive research and/or strong technical and creative competence. Clear and logical organisation; consistent scheme of references, used entirely appropriately. An authoritative grasp of concepts, methodology and content appropriate to the subject/discipline and to the assessment task will be demonstrated. There is a clear evidenced of originality and insight and an ability to sustain an argument and/or solve discipline-related problems, based on critical analysis and/or evaluation. The ability to synthesise material effectively and the potential for skilled innovation in thinking and practice will be evident. A first (73-70) The qualities of an A grade but with more limitations. Work of very good quality which displays most, but not all, of the A grade characteristics for the level concerned.

60% - 69%

B

A high upper second (69-67) Work, which clearly fulfils all the criteria of the B grade for the level concerned, but shows greater insight and/or originality. A good upper second (66-64) Work of good quality, which is based on a wide range of properly referenced sources and/or creative input, demonstrating a sound and above average level of understanding of concepts, methodology and content appropriate to the subject/discipline and to the assessment task. There is clear evidence of critical judgement in selecting, ordering and analysing content to construct a sound argument based on responses, which reveal occasional insight and/or originality. Ability to solve discipline-related problems will be effectively and consistently demonstrated. Draws on an appropriate range of properly referenced sources. An upper second (63-60)


ii

Work of good quality, which contains most, but not all, of the B grade characteristics for the level concerned.

50% - 59%

C

A high lower second (59-57) Work, which clearly fulfils all the criteria of the C grade for the level concerned, but shows a greater degree of critical analysis and/or insight. A high lower second (54-56) Work, which clearly fulfils all the criteria of the C grade for the level concerned, but shows a greater degree of critical analysis and/or insight. A good lower second Work of sound quality which is based on satisfactorily reference sources and/or creative input and which demonstrates a grasp of relevant material and key concepts, together with ability to structure and organise arguments or materials effectively. The work may be rather standard, but will be mostly accurate, clearly communicated and provide some evidence of ability to engage in critical analysis and/or evaluation. There will be no serious omissions or irrelevancies. In dealing with solutions to technical problems, appropriate methods will be chosen. Coherent organisation in general with effective use of references and acknowledgement of sources. A lower second (50-53) Work of sound quality, which contains most, but not all, of the C grade characteristics for the level concerned.

40% - 49%

D

A high third (49-47) Work of a satisfactory standard demonstrating a reasonable level of understanding, and competent organisation, but lacking sufficient analysis and independence to warrant a C grade at the level concerned. A good third (46-44) Work of satisfactory quality, which covers the basic subject matter adequately and is appropriately organised and presented, but which is primarily descriptive or derivative rather than analytical or creative. Study may be limited and narrowly focussed. There may be some misunderstanding of key concepts and limitations in the ability to select relevant material or techniques, and/or in communication or other relevant key skills, so that the work may be flawed by some errors, omissions or irrelevancies. There will be some evidence of appropriate research and ability to construct an argument, but it may be narrowly focused. In dealing with solutions to technical problems, established and appropriate methods will generally be chosen, but these may be applied uncritically.


iii

A third (43-40) Work of bare pass standard demonstrating some familiarity with relevant subject matter and application of relevant academic capabilities, but only just meeting threshold standards in research, analysis, organisation, focus or other skills essential to the assessment task, and/or with significant errors or omissions.

39% or below

F

A fail (39-30) Work which indicates some evidence of engagement with the subject material and learning process, but which is essentially misinterpreted, misdirected, misunderstood or poorly organised and sketchy or otherwise just failing to meet threshold standards at the level concerned. A clear fail (29-20) Work which indicates little engagement with the subject material and learning process; which contains substantial errors or irrelevancies; which shows minimal evidence of planning and hardly any use of references and acknowledgement of sources; which clearly fails to meet threshold standards at the level concerned. A bad fail (19-10) Work of poor quality, which is based on only minimal effort and/or contains little of relevance. It will offer hardly any evidence of familiarity with subject materials or skills appropriate to the discipline or task at the level concerned. A very poor fail (9-1) Some work submitted, but containing virtually nothing of any relevance, depth or merit.

F 0 - Nothing submitted, and extension not agreed before due date; or work containing nothing of any relevance or merit.

L 0 - Late submission; extension granted before due date.

UP 0 - Work failed due to unfair practice.

Appendix 2. HE Student Policies and Procedures

The following Weston College Policies and Procedures apply to students:

• Code of Conduct and Disciplinary Policy and Procedure

• HE Complaints Policy and Procedure

• Drug and Alcohol Policy

• Guaranteed Levels of Information

• Guaranteed Tutorial Entitlement Policy and Procedure

• HE Enhancement Strategy

• HE Quality Assurance Policy and Procedure

• Peer Observation of Teaching Policy and Procedure

These can be accessed in the HE Zone on Moodle via the link below:

https://moodle.weston.ac.uk/mod/glossary/view.php?id=93970

Documents

BSc (Hons) Counselling University Centre Weston · The programme offers a platform for critical reflection and debate enhancing your confidence to become articulate about your professional