Counselling and Counselling Skills Year 2 Student Handbook 2012-2013

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    Department of Psychosocial Studies

    CERTIFICATE OF HIGHER EDUCATION

    IN

    COUNSELLING AND COUNSELLING SKILLS

    Modules 2, 3 and 4

    STUDENT HANDBOOK

    2012-2013

    In addition to this Student Handbook, further information is available from

    My Birkbeck Student Centre (Ground Floor, Birkbeck Main Building on Malet Street) or

    electronically from http://www.bbk.ac.uk/mybirkbeck/

    There is a particularly useful guide for all Certificate students on My Birkbeck

    http://www.bbk.ac.uk/mybirkbeck/guides/certificate

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 1 

    1. WELCOME FROM THE STAFF

    Welcome to our course at Birkbeck College.

    We look forward to meeting you and hope you will enjoy your time with us.

    Administrative Team

    The Counselling Administrator deals with: fees, enrolments, application forms, general enquiries,

    availability of places, change of course, room bookings, contact/messages for tutors, and general

    information.

    Contact anyone on our course team through

    Fatima Hanif

    Tel: + 00 44 (0207) 079 0609 (direct line)

    Email: [email protected] Website: www.bbk.ac.uk/psychosocial 

    For advice and information on confidential matters and guidance, late submissions, submission of

    mitigating circumstances and missed deadlines, contact the Counselling Administrator who will

    direct your query to the appropriate person.

    Academic and teaching staff  

    Course Director and Award Co-ordinator: Derek Hook 

    Lecturers (course tutors): Catherine Bray, Clive Carswell, Hilary Dodson, Annie Hoile, Giovanna

    Iannaco, Mary Burke, Asuncion Lopez and Sandra Adjei-Wilson

    Our academic staff are part-time and may be contacted via the Counselling Administrator.

    2. GETTING STARTED

    Your ID Card

    You need a Birkbeck College ID Card which is also used for the main Library at Malet Street. Once

    you have enrolled, go to this web link: http://www.bbk.ac.uk/mybirkbeck/services/you/cards .

    This gives you instructions and the form you need to get the Birkbeck College ID Card. Or go in

    person to the My Birkbeck Helpdesk at Malet Street where an advisor will help you get your ID

    Card.

    If you are a student at Stratford, you will need a second ID card so you can use the University of

    East London (UEL) facilities. The Stratford administration team will ensure you get this UEL card

    when you start the course. If there is any problem, contact them on tel: 020 8223 4387 or email:

    studentservices@ birkbeckstratford.ac.uk

    mailto:[email protected]:[email protected]:[email protected]://www.bbk.ac.uk/psychosocialhttp://www.bbk.ac.uk/psychosocialhttp://www.bbk.ac.uk/psychosocialhttp://www.bbk.ac.uk/mybirkbeck/services/you/cardsmailto:[email protected]:[email protected]://www.bbk.ac.uk/mybirkbeck/services/you/cardshttp://www.bbk.ac.uk/psychosocialmailto:[email protected]

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 2 

    Computer Log-in

    Birkbeck will email you your new username and password once you have accepted a place on a

    Birkbeck course, using the email address you provided when you applied. (If you did not provide

    details of your personal email account with your application, they will send your login details toyou by post.) If there are any problems with this contact the ITS Helpdesk tel: 020 7631 6543,

    email: [email protected] or go in person: ITS Helpdesk, ground floor, Birkbeck Main Building

    at Malet Street. This web link is also helpful for any computer questions:

    http://www.bbk.ac.uk/mybirkbeck/services/facilities/computing

    If you are a student at Stratford, you will need a separate username and password to log onto

    computers at UEL Library. Your UEL user name will be a lowercase ‘u’ followed by the number that

    appears on your UEL student card, and the pass word will be your birth date written like this: dd-

    mon-yy (e.g. 02-jan-83).

    Dates for your diary

    (See Appendix 2 for the term dates and reading weeks for your group.

    The end of term is the last day your class meets in that term.)

    Autumn Term: 1st October-14th December

      First journal report due in at your first class after reading week

      Saturday School 24th

      November 10 - 4

      Person-centred essay due in by the end of term

    Spring Term: 7th January-22nd March

      Second journal report due in at your first class after reading week

      Saturday School 9th

     March 10 - 4

      Psychodynamic essay due in by the end of term

    Summer Term: 22nd April-5th July:

      Third journal report due on the week before reading week

      Saturday School 11th

     May 10 - 4

      Agency Report due in the week 10th – 15 June in your class (for example if your class is on

    Wednesday you deadline for submission is that Wednesday of this week )

    Books etc.

    You will need to bring with you on the first day a suitable blank notebook for your learning journal.

    It is probably easier to keep this separate from any notebook you use for class notes, class

    exercises and homework notes.

    You should have a look at the Book List and if you have time browse a few of these in the Library

    or in a bookstore, but perhaps wait until you have talked with your tutor before buying anything.

    mailto:[email protected]://www.bbk.ac.uk/mybirkbeck/services/facilities/computinghttp://www.bbk.ac.uk/mybirkbeck/services/facilities/computingmailto:[email protected]

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 3 

    3. EQUALITY STATEMENT

    Birkbeck is committed to providing the highest quality academic and working environment where

    all staff, students, visitors and contractors are welcomed respected and treated in a consistent andnon-discriminatory manner. This approach will be applied irrespective of race, gender, disability,

    age, sexual orientation, religion\faith, political belief and social status. We underpin this by

    ensuring our policies, procedures, academic courses, and training and development programmes

    are consistently applied, monitored regularly and all breaches treated seriously.

    4. DISABILITY STATEMENT

    At Birkbeck there are students with a wide range of disabilities including dyslexia, visual or hearing

    impairments, mobility difficulties, mental health needs, HIV, M.E., respiratory conditions etc.

    Many of them have benefited from the advice and support provided by the College’s disabilityservice.

    The Disability Office

    The College has a Disability Office located on the main corridor of the Malet Street building. We

    have a Disability Service Manager, Mark Pimm, and a Disability Advisor, Steve Short.

    Mark is your first point of referral for disability enquiries at the College whilst Steve is for dyslexia.

    They can provide advice and support on travel and parking, physical access, the Disabled Students

    Allowance, special equipment, personal support, examination arrangements etc. If you have adisability or dyslexia, we recommend you come to our drop in session where we can discuss

    support and make follow up appointments as necessary. The drop in sessions are between 4pm

    and 6pm Monday to Friday.

    At your first appointment at the Disability Office they will ask you to complete a Confidentiality

    Consent Form. This allows you to state who in the College can be informed of your disability.

    Remember, if you wish, we do not need to inform people of the exact nature of your disability,

     just your disability related needs.

    They will also complete an Individual Student Support Agreement form, confirming your support

    requirements and send this to your School and relevant Departments at the College so they are

    informed of your needs.

    Access at Birkbeck

    Birkbeck's main buildings have wheelchair access, accessible lifts and toilets, our reception desks

    have induction loops for people with hearing impairments and we have large print and tactile

    signage. Disabled parking, lockers, specialist seating in lectures and seminars and portable

    induction loops etc can all be arranged by the Disability Office.

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 4 

    The Disabled Students Allowance

    UK and most EU students with disabilities on undergraduate and postgraduate courses are eligible

    to apply for the Disabled Students' Allowance (DSA). The DSA usually provides thousands of

    pounds worth of support and all the evidence shows that students who receive it are more likely

    to complete their courses successfully. The Disability Office can provide further information on

    the DSA and can assist you in applying to Student Finance England for this support.

    The Personal Assistance Scheme

    Some students need a personal assistant to provide support on their course, for example a note-

    taker, sign language interpreter, reader, personal assistant, disability mentor or dyslexia support

    tutor. Birkbeck uses a specialist agency to recruit Personal Assistants and they can assist you with

    recruiting, training and paying your personal assistant. Please contact Steve for information on

    this scheme.

    Support in your School

    The provision which can be made for students with disabilities by Schools is set out in the

    Procedures for Students with Disabilities. This is available from the Disability Office and the

    Disability website (see below).

    As mentioned above your School will receive a copy of your Individual Student Support Agreement

    from the Disability Office. This will make specific recommendations about the support you should

    receive from the School.

    Whilst we anticipate that this support will be provided by the Programme Director, tutors and

    School Administrator the School of Social Science, History and Philosophy also has a Student

    Disability Liaison Officer. If you experience any difficulties or require additional support from the

    School then they may also be able to assist you. They may be contacted through the School Office

    or the Disability Office.

    Support in IT Services and Library Services

    There is a comprehensive range of specialist equipment for students with disabilities in IT Services.

    This includes software packages for dyslexic students (TextHELP Read and Write and Inspiration),

    screen reading and character enhancing software for students with visual impairments, specialist

    scanning software, large monitors, ergonomic mice and keyboards, specialist orthopaedic chairs

    etc. For advice and assistance please contact Disability IT Support. There is also a range of

    specialist equipment in the Library including a CCTV reading machine for visually impaired

    students as well as specialist orthopaedic chairs and writing slopes. The Disability Office refers all

    students with disabilities to the Library Access Support service who provides a comprehensiverange of services for students with disabilities.

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 5 

    Specific Learning Difficulties (Dyslexia)

    Mature students who experienced problems at school are often unaware that these problems may

    result from their being dyslexic. Whilst dyslexia cannot be cured, you can learn strategies, which

    make studying significantly easier. If you think you may be dyslexic you should contact Steve, he

    can screen you and where appropriate refer you to an Educational Psychologist for a dyslexia

    assessment. These assessments cost £215. Some students can receive assistance in meeting this

    cost from their employer. In exceptional cases students may receive assistance from the Access to

    Learning Fund.

    Examinations

    Students with disabilities and dyslexia may be eligible for special arrangements for examinations

    e.g. extra time, use of a word processor, amanuensis, enlarged examination papers etc. In order

    to receive special arrangements a student must provide Medical Evidence of their disability (or an

    Educational Psychologists Report if you are dyslexic) to the Disability Office. For School

    examinations you should contact your Programme Director to request special arrangements at

    least 2 weeks before the examination. For main College summer examinations you are given the

    opportunity to declare that you require special provision on your assessment entry form. Students

    who require provision should then attend an appointment with the Disability Office to discuss and

    formalise the appropriate arrangements. The closing date for making special examination

    arrangements in College examinations is the 15th

     March and beyond this date consideration will

    only be given to emergency cases.

    The Disability Handbook

    The Disability Handbook provides detailed information on the support available from the College.

    Copies are available from all main reception areas, the Disability Office and from the College

    disability web site at: http://www.bbk.ac.uk/mybirkbeck/services/facilities/disability

    For further information or to make an appointment to see Mark or Steve, please call Steve Short

    (Disability Advisor) on 020 7631 6336 or email [email protected]

    5. ENTRY REQUIREMENTS for Modules 2, 3 and 4

    These modules are suitable for people wishing to develop their skills and knowledge of

    counselling. Students must have successfully completed the Introduction to Counselling Module 1

    of the Certificate, or an equivalent. Students need to be willing to face the emotional demands of

    the course, be prepared to participate in class, be interested in developing their self-awareness

    and willing to reflect on and share their own experiences and skills.

    Each module is accredited at first year undergraduate level (Level 4) and is worth 30 CATS points.

    Students should note that this award does not provide a professional training in counselling.However, for those students who wish to train as counsellors the course provides an essential

    basis for proceeding to professional training.

    http://www.bbk.ac.uk/mybirkbeck/services/facilities/disabilitymailto:[email protected]:[email protected]://www.bbk.ac.uk/mybirkbeck/services/facilities/disability

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 6 

    6. AIMS

    The overall aims of Modules 2, 3, and 4 of the course are:

      to offer an advanced study of counselling and a pre-qualifying course in which students

    learn in some depth about two of the main approaches to Counselling: the Person-Centred

    and Psychodynamic;

      to study these two approaches with a view to learning how to apply aspects of theory and

    practice to various helping relationships whether in formal work roles or informal social or

    voluntary activities;

      to offer brief introductions to Attachment Theory and to Cognitive Behavioural Therapy

    (CBT);

      to further the development of the capacities for self-reflection in order to increase self-

    awareness, enhance personal skills in helping relationships and to support planning for

    students’ own personal education and career development.

    7. LEARNING OBJECTIVES

      At the completion of the three Modules students should have developed:

      knowledge of the key aspects of theory and practice in Person-Centred and

    Psychodynamic approaches to counselling;

      skills in the helping relationship which are enhanced by understanding of the Person-Centred and Psychodynamic approaches;

      a variety of skills for self reflection developed by use of the Learning Journal and by

    understanding of the Person-Centred and Psychodynamic approaches;

      knowledge of some key aspects of attachment theory and CBT;

      evidence of self-awareness which is enhanced by the development of skills for self-

    reflection and counselling skills practice;

      abilities to recognise and work with the impact on the helping relationship of class, race,

    ethnicity, gender, sexual orientation, and disability;

      a sound basis on which to successfully complete coursework for assessment and gain

    national accreditation with the Credit Accumulation and Transfer Scheme (CATS);

      a sound preparation for applying to a professionally qualifying counselling course including

    the use of Personal Development Planning, and including an awareness of the place of

    research in the profession.

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 7 

    8. COURSE OUTLINE

    Below is a list of specific aims for each module, and the topics which will be covered in the various

    modules. The list is not exhaustive. Tutors may include additional topics and may return to sometopics at different times in the year.

    Module 2 (Autumn term): Person-centred Counselling with Counselling Skills:

    Module code: FFCS101S4

    The AIMS of Module 2 are to:

      provide a sound understanding of the Person Centred approach in counselling

      develop counselling skills informed by the Person Centred framework

      develop an understanding of the core concepts of Person Centred theory

      provide a critical introduction to how issues of class, race, gender, sexual orientation,disability and age impact on the helping process, particularly in the Person Centred

    approach

      develop self-awareness through the use of a learning journal

      introduce a critical understanding of ethical and professional issues relevant to the practice

    of Person Centred counselling

      provide a framework within which to successfully complete coursework for assessment

    and gain national accreditation with the Credit Accumulation and Transfer Scheme

    Topics of Module 2:

    Knowledge and Understanding:  History of the development of the Person-Centred approach

      The concept of Self-actualisation

      The Core Conditions: Empathy, Congruence, Unconditional Positive Regard

      Beginnings

    Skills:

      Methods of using a journal to develop self-reflection

      Study and essay writing skills, including accurate referencing

      Using the library and professional journals and periodicals

      Counselling skills, informed by the Person-centred approach

      Managing first meetings: setting boundaries, contracts and assessment

    Saturday school theme: Difference and Diversity

    Saturday School Lecture 24th

     November: Seizing the potentialities of race, diversity and

    difference in the counselling relationship.The speaker is Colin Lago. Colin was Director of the

    Counselling Service at the University of Sheffield from 1987-2003. He now works as an

    independent counsellor, trainer, supervisor and consultant. Colin trained initially as an engineer.

    Colin went on to become a full time youth worker in London and then a teacher in Jamaica. He is a

    fellow of the BACP, an accredited counsellor and trainer and a UKRC registered practioner. Deeply

    committed to transcultural concerns he has had articles, videos and books published including:Race, Culture and Counselling: The ongoing challenge (2

    nd edition)(2006) Maidenhead; Open

    university /McGraw –Hill.

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 8 

    Module 3 (Spring term): Psychodynamic Counselling with Counselling Skills:

    Module code: FFCS102S4

    The AIMS of Module 3 are to:

      provide a sound understanding of the history and core concepts of the Psychodynamic

    approach in counselling, including Brief Dynamic Therapy

      develop counselling skills informed by the Psychodynamic approach

      introduce a critical understanding of ethical and professional issues relevant to the practice

    of Psychodynamic counselling

      develop understanding of how issues of class, race, gender, sexual orientation, disability

    and age impact on the helping process, with reference to the Psychodynamic approach

      develop self-awareness within the context of the Psychodynamic approach

      provide a brief introduction to Attachment Theory

      provide a framework within which to successfully complete coursework for assessment

    and gain national accreditation with the Credit Accumulation and Transfer Scheme (CATS)

    Topics of Module 3:

    Knowledge and Understanding

      History of the Development of the Psychodynamic Approach

      Core Psychodynamic Concepts: The Unconscious, Transference and Counter-Transference,

    Defence Mechanisms, Containment, the Oedipus Complex and Object Relations

      Bowlby’s concept of Attachment 

      Brief Dynamic Therapy

      Comparison of Psychodynamic and Person-centred approaches

    Skills

      Further practice in Counselling Skills informed by knowledge of psychodynamic concepts

      Working with ethical dilemmas

      Further development of methods for self-reflection

    Saturday School theme: Attachment Theory

    Saturday School Lecture 9th

     March: Attachment Theory and Practice – Amanda Carpenter

    Amanda Carpenter is a Group analyst and a Social worker with twenty five years of experience of

    working with young people and families and she has extensive knowledge of Attachment theory.

    Amanda has also worked as a Primary Mental health worker for Looked after children and trained

    Foster carers and adopters on Attachment theory and therapeutic re-parenting courses. Amanda

    is currently Team manager for a community based therapeutic service for young people who

    display sexually problematic or harmful behaviour. Amanda is U.K.C.P accredited and an Associate

    Member of the national Organisation for the Treatment of Abusers.

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 9 

    Module 4 (Summer term): Comparative Counselling Approaches with Observation and

    Counselling Skills:

    Module code: FFCS103S4

    The AIMS of Module 4 are to:

      develop understanding of how issues of class, race, gender, sexual orientation, disability

    and age impact on organisations

      develop an understanding of the process of counselling including differing counselling

    approaches, in different settings in the community

      provide a brief introduction to Cognitive Behaviour Therapy (CBT)

      develop counselling skills in relation to loss and grief

      develop observational skills as an aid to learning

      develop self-awareness through continued observation and reflection

      provide a framework within which to successfully complete coursework for assessment

    and gain national accreditation with the Credit Accumulation and Transfer Scheme (CATS)

    Topics of Module 4:

    Knowledge and Understanding

    (Students’ visits to counselling agencies will provide a focus for most of these topics) 

      Introduction to Group and Organisational Dynamics

      Supervision in Counselling

      Confidentiality and the Law

      Record Keeping

      Equality, Diversity and Difference and Multi-Cultural Counselling

      Brief introduction to CBT

      Endings

    Skills

      Further development of observation and reflection skills through a visit to a counselling

    agency

      Making a presentation to a group

     Report Writing

      Working with change; action planning

      Working with loss and grief

    Saturday school theme: Cognitive Behaviour Therapy (CBT) 

    Saturday School Lecture 11th

     May: Cognitive Behaviour Therapy – Andrew Nicholls

    Andrew Nicholls is a Consultant Clinical Psychologist. He has 20 years experience in the NHS and

    is a specialist in Cognitive Therapy (Dip. Cognitive therapy, Oxon, 1996). He currently works in a

    CMHT in Hertfordshire. His special interests are integrative approaches and obsessional states ofmind.

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 10 

    9. TEACHING AND LEARNING

      The course takes place over three terms. There are 30 sessions of three hours each, plus

    three Saturday schools of one morning and one afternoon each term. The Saturdayschools include a lecture from an expert guest speaker, as well as work with your group on

    the speaker’s topic.

      Students should allow 2-4 hours of additional study time per week for their reading and

    coursework. Additionally, students are expected to make a single visit (probably an hour or

    two) to a counselling agency.

      Teaching involves student-centred approaches to learning and includes practical exercises

    such as role play, lectures, use of visual material, discussions, seminars and oralpresentations, observations, individual and group work. Individual tutorials may be

    arranged for some students at the tutor’s discretion.

    Whilst the course includes these usual teaching methods, because the course is studying personal

    and emotional experience as understood in counselling theory and practice, the teaching is less

    about the dissemination of facts and figures and more about developing an understanding of

    people and relationships, and the ineffable mysteries of the mind. Hence the course will also draw

    upon the experiences of the students and tutor on the course, and inevitably the learning will have

    a personal and emotional impact. 

    10. SUPPORT FOR YOUR LEARNING

    The My Birkbeck Helpdesk in the Birkbeck Main Building at Malet Street, Bloomsbury, London

    WC1E 7HX (entrance on Torrington Square) and the My Birkbeck website

    http://www.bbk.ac.uk/mybirkbeck/  give you access and links to a very wide range of support,

    including financial aid, study skills workshops and one to one study skills support, answers to

    administrative questions, library facilities, IT help. You can also ring them on 0845 601 0174.

    Financial Aid

    There is a very helpful step by step guide for Certificate Students seeking financial aid. It is located

    at this part of the My Birkbeck website:

    http://www.bbk.ac.uk/mybirkbeck/services/facilities/studentfinance/certhe_finance

    Study Skills

    Some study skills support will be offered as part of your class, but there is also a study skills team

    at Birkbeck who offer on-line resources, workshops and one to one support. You can. Email them

    at [email protected] or ring 020 7631 6683. Details about their offer are explained at this part

    of the My Birkbeck website: http://www.bbk.ac.uk/mybirkbeck/services/facilities/support/contact 

    http://www.bbk.ac.uk/mybirkbeck/http://www.bbk.ac.uk/mybirkbeck/http://www.bbk.ac.uk/mybirkbeck/services/facilities/studentfinance/certhe_financemailto:[email protected]://www.bbk.ac.uk/mybirkbeck/services/facilities/support/contacthttp://www.bbk.ac.uk/mybirkbeck/services/facilities/support/contacthttp://www.bbk.ac.uk/mybirkbeck/services/facilities/support/contacthttp://www.bbk.ac.uk/mybirkbeck/services/facilities/support/contactmailto:[email protected]://www.bbk.ac.uk/mybirkbeck/services/facilities/studentfinance/certhe_financehttp://www.bbk.ac.uk/mybirkbeck/

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 11 

    At Stratford, one-to-one support and study skills sessions are available through the Stratford CLPD

    staff. Email [email protected]. Or Tel: 020 8223 4389 or 020 8223 4386.

    Personal support

    Birkbeck subscribes to the Gower Street Practice, a health centre located at 20 Gower Street, just

    around the corner from the Birkbeck Main Building on Malet Street. Students living in central

    London can register with the doctors at the Gower Street Practice for full NHS general practitioner

    services, but other students can also benefit from the facilities there. Consultations are free and

    completely confidential. In addition to normal GP services, the Gower Street Practice offers

    psychotherapy and cognitive behaviour therapy, and is experienced in helping students. Call the

    health centre on 020 7636 7628 for further information or visit their website at

    http://gowerstreetpractice.org.uk/counselling.htm

    There is also a free Counselling Service run by the Birkbeck Student Union, and the Union has anadvice centre – a drop-in service offering general advice and referrals.

    Students’ Union 

    As a Certificate student you are automatically a member of the Birkbeck Students’ Union. For

    further details of their support services and activities please visit their website www.bbk.ac.uk/su. 

    Should you wish to contact the Students’ Union Office directly you can telephone on 0207 631

    6335 or alternatively send an e-mail to [email protected]

    Library Facilities

    There is a very good guide especially for Certificate Students, which will answer your questions

    about using the main Birkbeck College Library (at Malet Street) Go to this web link:

    http://www.bbk.ac.uk/lib/about/userinfo/fcestudents/FCEStudguide. 

    To use the main Library at Malet Street, you need a Birkbeck College ID Card. Once you have

    enrolled, go to this web link: http://www.bbk.ac.uk/mybirkbeck/services/you/cards . This gives

    you instructions and the form you need in order to get the Birkbeck College ID Card. Or you can

    go in person to the My Birkbeck Helpdesk at Malet Street where an advisor will help you..

    If you are a student at Stratford, you will need a second card so you can use the UEL facilities. The

    Stratford administration team will ensure you get this UEL card when you start the course. If thereis any problem, contact them on tel: 020 8223 4387 email: studentservices@

    birkbeckstratford.ac.uk. 

    Stratford students will use their UEL Student Card to enter the UEL Stratford Library, use all the

    reference materials and the computers there, and borrow books from the Birkbeck collection (in a

    special room in the Library). Birkbeck Learning Support Advisors are there in the evenings and at

    weekends to help you with Library and IT questions, or you can contact them by email:

    [email protected] or tel. 020 92234218.

    Computers and electronic resources

    How to log in: Birkbeck will email you your ITS username and password once you have accepted a

    place on a Birkbeck course. They will use the email address you provided when you applied. (If you

    mailto:[email protected]://gowerstreetpractice.org.uk/counselling.htmhttp://www.bbk.ac.uk/sumailto:[email protected]://www.bbk.ac.uk/lib/about/userinfo/fcestudents/FCEStudguidehttp://www.bbk.ac.uk/mybirkbeck/services/you/cardsmailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]://www.bbk.ac.uk/mybirkbeck/services/you/cardshttp://www.bbk.ac.uk/lib/about/userinfo/fcestudents/FCEStudguidemailto:[email protected]://www.bbk.ac.uk/suhttp://gowerstreetpractice.org.uk/counselling.htmmailto:[email protected]

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    did not provide details of your personal email account with your application, they will send your

    login details to you by post.) If there are any problems contact the ITS Helpdesk tel: 020 7631

    6543, email: [email protected] or in person: ITS Helpdesk, ground floor, Birkbeck Main

    Building at Malet Street. The following web link is also helpful for any computer questions:

    http://www.bbk.ac.uk/mybirkbeck/services/facilities/computing. 

    You can use the computers in the Library and also access the Library’s electronic resources from

    outside College by using your ITS username and password from any computer. This means for

    example that you can access the Library Catalogue from home and reserve books to collect later.

    If you are a student at Stratford, you will need a separate username and password to log onto

    computers at UEL Library. Your user name will be a lowercase ‘u’ followed by the number that

    appears on your UEL student card, and the pass word will be your birth date written like this: dd-

    mon-yy (e.g. 02-jan-83). Birkbeck Learning Support Advisors are there in the evenings and at

    weekends to help you with any library or computer problems, or you can contact them by email:[email protected] or tel. 020 92234218.

    Blackboard Virtual Learning Environment

    Tutors use Blackboard to provide course-related on-line resources for you. On enrolment you are

    automatically given access to your course on Blackboard. Our shared Bloomsbury Blackboard site

    is located at www.ble.ac.uk. You log in with your normal IT S username and password (either the

    Birkbeck or the UEL one).

    You may use Blackboard to share with your fellow students any information, articles, links etcwhich are directly relevant to the course. If you wish to do so but are unsure of the relevance of

    the information, please consult your tutor.

    Networked printing facilities at Malet Street

    Having activated your ITS account as a new student, you have £2.50 worth of free printing.

    Additional credits can be purchased and printing costs 5p per A4 sheet. Pay at the ITS Help Desk

    next to the Library, or top up via the machine on the ground floor or by debit/credit card from the

    ITS web site

    11. LEARNING JOURNAL

    The purpose of the learning journal is to help you develop self-awareness by reflecting on your

    learning experiences during the course.

    Your journal should include:

      a personal record of your thoughts, ideas and feelings on how your knowledge, understanding

    and skills are developing on the course;

      thoughts on the various concepts and theories you encounter;

      observations about your visits and/or counselling experiences outside the class.

    You are recommended to complete a minimum of a page a fortnight. Please bring a suitable blank

    note-book to the first class and bring the journal into class each week.

    mailto:[email protected]://www.bbk.ac.uk/mybirkbeck/services/facilities/computingmailto:[email protected]://www.ble.ac.uk/http://www.bbk.ac.uk/its/printing/http://www.bbk.ac.uk/its/printing/http://www.ble.ac.uk/mailto:[email protected]://www.bbk.ac.uk/mybirkbeck/services/facilities/computingmailto:[email protected]

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    The learning journal will not be read or marked by the tutor, but the termly written Reports on

    your self-observation and self-reflection are marked. These reports are based largely on the

    learning journal.

    12. BOOK LIST

    There are no specific books or articles which must be read by all students. The reading list

    includes a range of books which tutors and students have found helpful in covering the topics on

    the course outline. They will all be in the Birkbeck Library. Tutors will assign reading from them

    from time to time, and students will find them helpful in understanding theories and skills, and for

    preparing essays. At a minimum, students have generally bought one person-centred and one

    psychodynamic text. Several useful books are available on-line as e-books in the Birkbeck

    Library. Your tutor may have specific recommendations for your group.

    Precourse reading

    De Board, R. (1997), Counselling for Toads: A Psychological Adventure, London: Routledge.

    Salzberger-Wittenberg, Isca (2005), The Emotional Experience of Teaching and Learning, London:

    Routledge.

    Skills throughout the year

    Aldridge, Sally & Rigby, Sally (eds.) (2001) Counselling Skills in Context, London: Hodder &

    Stoughton/BACP. E-book 

    Cottrell, Stella (2008) The Study Skills Handbook, Basingstoke: Palgrave Macmillan.

    Frankland, A. & Sanders, Pete (2009) Next Steps in Counselling: a students’ companion for

    certificate and counselling skills courses, Ross-on-Wye: PCCS.

    Higdon, Juliet (2004) From Counselling Skills to Counsellor: A Psychodynamic Approach,

    Basingstoke: Palgrave.

    Hough, Margaret (2006) Counselling Skills and Theory (second edition), Leicester: Willis

    McLeod, John (2007) Counselling Skill, Maidenhead: Open University Press.

    Moon, Jennifer (2006) A Handbook of Reflective and Experiential Learning: theory and practice,

    London:Routledge e-book 

    Moon, Jennifer (2006) Learning journals: a handbook for reflective practice and professional

    development, London: Routledge, 2006. E-book

    Module 2: Person-centred theory

    Brazier, David (2003), Beyond Carl Rogers, London: Constable & Robinson Ltd

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    Cooper, M.,  O’Hara , M.,  Schmid, P. and  Wyatt G. (eds.) (2007) The Handbook of Person-Centred

    Psychotherapy and Counselling, Basingstoke, Palgrave.

    Kirshenbaum, H. & Land-Henderson, V. (eds) (1989) The Carl Rogers Reader, Boston: Houghton-

    Mifflin.

    Mearns, D. & Thorne, B. (2007), Person-Centred Counselling in Action, London, Sage

    Merry, T. (2002) Learning and being in person-centred counselling, Ross-on-Wye: PCCS

    Rogers, Carl (2004), On Becoming A Person, London: Constable & Robinson Ltd

    Module 3: Psychodynamic theory

    Bateman, B., Brown, D., and Pedder, J. (2010) Introduction to Psychotherapy, An outline of

    psychodynamic principles and practice, Hove: Brunner-Routledge

    Bowlby, John (1998) A Secure Base: Clinical Applications of Attachment Theory, London:

    Routledge.

    Brown, R. and Stobart, K. (2008) Understanding Boundaries and Containment in Clinical Practice,

    London: Karnac Books.

    Howard, Susan (2005) Psychodynamic Counselling in a Nutshell, London: Sage.

    Jacobs, M. ( 2004) Psychodynamic Counselling in Action, London: Sage.

    McLoughlin, Brendan (1995) Developing Psychodynamic Counselling, London: Sage.

    Noonan, E. (1983) Counselling Young People, Hove: Routledge e-book 

    Salzberger-Wittenberg, Isca (1970) Psycho-Analytic Insight and Relationships, London: Routledge.

    Spurling, L. (2004): Introduction to Psychodynamic Counselling (Basic Texts in Counselling and

    Psychotherapy), Basingstoke: Palgrave.

    Terry, P. (2008) Counselling and Psychotherapy with Older People: A Psychodynamic Approach,

    Basingstoke: Palgrave Macmillan

    Waddell, M. (2002) Inside Lives: Psychoanalysis and the Growth of the Personality, London: Karnac

    Module 4: Counselling approaches, organisations, diversity and difference

    Barwick, N. and Hazler, R. (2001) The therapeutic environment: core conditions for facilitating

    therapy, Maidenhead: Open University Press.

    De Board, Robert (1978) The Psychoanalysis of organisations: a psychoanalytic approach to

    behaviour in groups and organisations, London: Routledge. E-book 

    http://www.palgrave.com/products/results.aspx?SC=Maureen%20O%27Hara&Type=AUhttp://www.palgrave.com/products/results.aspx?SC=Maureen%20O%27Hara&Type=AUhttp://www.palgrave.com/products/results.aspx?SC=Maureen%20O%27Hara&Type=AUhttp://www.palgrave.com/products/results.aspx?SC=Peter%20F.%20Schmid&Type=AUhttp://www.palgrave.com/products/results.aspx?SC=Gill%20Wyatt&Type=AUhttp://www.palgrave.com/products/results.aspx?SC=Gill%20Wyatt&Type=AUhttp://www.palgrave.com/products/results.aspx?SC=Peter%20F.%20Schmid&Type=AUhttp://www.palgrave.com/products/results.aspx?SC=Maureen%20O%27Hara&Type=AU

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    Dryden, W and Neenan, M (2010), Cognitive Therapy in A Nut Shell, London: Sage

    Hirschhorn, Larry (1990), The Workplace within Psychodynamics of Organizational Life:, MIT Press

    Lago, Colin (2006) Race Culture and Counselling: the ongoing challenge, Maidenhead: Open

    University Press e-book 

    Obholzer, A. & Roberts, V. (1994) The Unconscious at Work, London: Routledge e-book 

    Kennerley, D., Kirk, H., and Westbrook, J. (2007) An Introduction to Cognitive Behaviour Therapy:

    Skills and Applications, London: Sage.

    McKenzie, Isha (2009), Black Issues in Therapeutic Process, Basingstoke: Palgrave Macmillan

    Wheeler, S. (Ed.) (2006), Difference and Diversity in Counselling, Contemporary Psychodynamic

    Perspectives, Basingstoke: Palgrave.

    13. COURSE WORK ASSIGNMENTS

    If you have difficulties with writing essays, please talk with your tutor and consult Birkbeck’s Study

    Skills Team. Many students in past years have found their help essential in overcoming lack of

    experience with essay writing. See section 10 in this Handbook for more details.

    3.  (Three) Reports on Self-Observations and Self- Reflections

    Maximum 1000 words each term

    The purpose of these three reports is to demonstrate how you have used the learning journal to

    develop your self-awareness from term to term. (See Section 11 about the Learning Journal)

    Each report is due at the first class meeting after each reading week.

    Guidelines:

    The Reports should include your reflections about:

      The main skills you think you have learnt or consolidated so far this year

      The skills you think you still need to develop and why

      Your participation in the group this term; e.g. your presence and absence, your contributions;

    (in term 2 and 3) comparisons with previous terms

      Ways you enjoyed learning on the programme this term, when you didn’t, and why; (in term 2

    and 3) comparisons with previous terms

      Barriers to your own learning and how you have been overcoming them this term; (in term 2and 3) comparisons with previous terms

      The ways in which your own gender, ethnicity, religion, age, disability, social class, sexual

    orientation influence your experiences in a helping relationship – offering or receiving help,

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    inside and outside the classroom; development of your thinking about this

      In the last term, you might also reflect on your future plans.

    B. Person-centred Essay, maximum 3000 words. (due at end of Autumn Term)

    Discuss your understanding of the theory and practice of Person-Centred counselling.

    Illustrate your understanding with reference to your observation of helping relationships (your

    own or others).

    Guidelines

    The purpose of this essay is to illustrate how your understanding of the Person-Centred approach

    to counselling has contributed to the development of your counselling skills. The essay should

    include:

      A general introduction to Person-Centred counselling which expresses your understanding of

    the theoretical framework involving discussion and critique of this particular counselling

    approach

      Two examples of aiming to help others, from counselling practice sessions in class or from

    experience elsewhere. Describe and reflect on one example where you consider the Person-

    Centred approach successfully aided you in thinking about the interaction, and another

    example where you experienced difficulty .

    C. Psychodynamic Essay, Maximum 3000 words. (due at end of Spring term)

    Discuss your understanding of the theory and practice of psychodynamic counselling. Demonstrate

    in particular your understanding of one of the following psychodynamic concepts:

      Transference and counter transference

      Defence mechanisms

      The unconscious

      Containment

    Illustrate with examples from your experience.

    Guidelines:

    The purpose of this essay is to illustrate how your understanding of the Psychodynamic approach

    has contributed to the development of your counselling skills. The essay should include:

      a general introduction to psychodynamic counselling which expresses your understanding of

    the theoretical framework and of one of the key concepts listed above, using discussion and

    critique of this particular counselling approach;

      Describe and reflect on one example where you consider the psychodynamic approach

    successfully aided you in thinking about the interaction.

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    D. Report of Counselling Agency Visit/Organisation, Maximum 3000 words. (due 11-15 June)   A written report based on a visit to a counselling agency/organisation. You are advised to

    select an agency/organisation in your local area where you will be able to consider its contextin the wider community.

      You should not have any personal ties or relations to the agency/organisation that you visit.

      Your tutor can give you a letter of introduction to use in contacting them.

      You will be expected to give a report to the class about the learning from your visit. You will

    need to discuss with your tutor the form of the presentation to the class. The oral report is not

    itself assessed; only the written report.

    Guidelines:

    The written report of your visit to a counselling agency/organisation should demonstrate a critical

    understanding of theory and practice as applied to organisations and observation of them, andshould include:

      Your thoughts and feelings about process of negotiating your visit and your experience

    about organisational boundaries

      Your observations and thoughts about the physical environment

      Your observations and thoughts about the way you were received and treated during the

    visit

      Reflections on your feelings during the visit and what these reflections might indicate

    about the organisation

      The theoretical orientation of the agency, if applicable

      The case load of the agency and types of services offered  Ethical practice, equal opportunity and anti-discrimination

      The aims of the agency/organisation and whether or not you think these are fulfilled

    It is important that you respect confidentiality in writing the report; for example, the name of the

    agency/organisation and people working and receiving counselling there should not be included in

    the report.

    14. GUIDELINES FOR THE PRESENTATION AND REFERENCING OF YOUR

    COURSE WORKPresentation

    Unless otherwise advised, you should hand in two copies of your written work to your tutor. One

    copy should have a green cover sheet (your tutor will supply this). Also please keep your own

    copy of your work. Papers should be type-written if at all possible, double spaced on A4 paper,

    and the pages should be numbered. If you cannot use a word processor or typewriter then speak

    with your tutor. Your work if hand-written should be on lined paper and double spaced. At the end

    of the main text of the essay you should show the word count, and record this on the green cover

    sheet as well. Please corner-staple or treasury-tag your work, and clip on the green sheet. Do not

    submit individual pieces of work in a folder or file.

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    WARNING:

    Please do not rely on Wikipedia in writing and referencing your essays. Wikipedia articles

    may help you get an overview of a topic when you are first learning about it, but you need

    to check information in more reliable sources and use that in your essays and referencing.For help in using the Internet appropriately for your research, see the Library’s on-line

    mini-courses: http://www.bbk.ac.uk/lib/about/learn/evaluating, or discuss with your tutor

    or with Birkbeck Study Skills staff.

    Referencing in the text of your essay

    You should use the following system for referencing. You will find it best to note and type out in

    full your referencing as you read, make notes and write your papers. This will save you time and

    effort later.

    Identify all references to books, articles and other sources at a suitable point in the maintext by the author’s last name, year of publication, separated by commas within

    parentheses. Include page numbers where the material referred to comes from specific

    pages.

      If the author’s name is already in the text use the year  and pages only in parenthesis

    e.g. According to Rogers (1989, 44-45), there are three important……...

      If the author’s name is not mentioned in the text at that point, include both the

    author’s name and year of publication e.g. In Person-centred therapy, empathy is very

    important (Rogers, 1989, 44-45).

      With dual authorship use both names: e.g. (Mearns and Thorne, 2007).

      For more than two authors use “et al.” e.g. (Bateman et al, 2000).

      If there is more than one reference to the same author and year distinguish them with

    the use of letters: e.g. (Freud, 1915a).

      A series of references can be shown within parentheses separated by semi-colons: e.g.

    (Freud 1915; Klein 1923; Spurling 2004).

      An article from a book is done like this: e.g. (O’Hara in Cooper et.al, 2007, 46) 

    How to use quotations in your essays -- some examples:

    1.  Put short direct quotations (i.e. a single word or sentence or two) of someone else’s words

    in single inverted commas. In the box is an example from a sample student essay:

    Rogers (1989, 135-136) frequently drew attention to the need for particular conditions to be met

    for any counselling to be effective in helping a person tap into their own resources for self-

    understanding. He described these conditions in various ways, often using the terms of

    ‘congruence’, ‘unconditional positive regard’ and ‘empathy’. 

    2.  Put a longer direct quotation (i.e. more than two or three sentences) of someone else’s

    words in an indented paragraph without inverted commas. In the box is an example from a

    sample student essay:-

    http://www.bbk.ac.uk/lib/about/learn/evaluatinghttp://www.bbk.ac.uk/lib/about/learn/evaluatinghttp://www.bbk.ac.uk/lib/about/learn/evaluatinghttp://www.bbk.ac.uk/lib/about/learn/evaluating

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    (In the above quotation, the dots . . . show that some words or sentences have been left out of

    the full quotation.) 

    If you paraphrase or summarise someone else’s ideas in your essay, you must give them

    credit for their ideas, so in addition to referencing quotations, if you summarise anotherperson’s ideas then you should refer to that person in the text  and give a reference. Here

    in the box is an example from a sample student essay:

    It is interesting to note the similarities and differences in the feelings and expectations that

    counsellors and clients may bring to their first meeting. For examples the both may have anxieties

    about harming or being harmed. (Salzberger-Wittenberg, 1970, Chapters 1 and 2)

    How to do the Reference List at the end of your essay

    Every reference in the text should appear in a reference list at the end of your essay, listed

    alphabetically by author and year of publication as shown in the examples below. Note that the

    Reference List should only include references you have cited in your essay, not everything you may

    have read.

    For book and journal references, note the order of the reference as follows:

    a)  Surname, Forename(s)/initial(s)

    b)  (Date in parentheses)

    c)  Title of paper in quotes

    d)  Title of Book or Journal in italics

    (if a journal, then show the volume and edition number)e)  Place of publication

    f)  Name of publisher

    g)  Page numbers for journal references.

    Here is an example for a journal reference:

    Rogers, Carl (1989), ‘A Client-centred/Person-centred Approach to Therapy.’ In H. Kirschenbaum

    and V. Henderson (editors) The Carl Rogers Reader. New York: Houghton Mifflin. Pp. 135-152

    Here is an example for a book reference:Mearns, Dave and Thorne, Brian (2007), Person-Centred Counselling in Action. London: Sage.

    I have learned that it may be important to remember that empathy involves more than

    understanding the content of what the person is saying. As Mearns and Thorne put it:

    In fact, the counsellor’s understanding is not the aim of the endeavour—  the aim is to create the conditions where the client comes to understand

    himself . . . Early in training, counsellors can be found interrupting

    the client’s flow to check their own understanding. Generally 

    their client politely affirms or corrects the counsellor’s understanding and then

    tries to et back on to his track. 2007.83

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    Electronic References

    Electronic sources include online journals, websites or web pages, web- or e-mail-based discussion

    groups and newsletters.

      Online Journals

    Always add the date the Journal was retrieved to the main reference, e.g.

    Freud, Sigmund (1910) The Origin and Development of Psychoanalysis

    in American Journal of Psychology, 21, 181-218. Retrieved 1 July 2008 from

    http://psychclassics.yorku.ca/Freud/Origin/index.htm: 

      Websites/webpages

    Always add date the site was accessed, e.g.:

    http://psychclassics.yorku.ca/Freud/Origin/index.htm: accessed on 1 July 2008.

    15. PLAGIARISM

    Using the work of others without acknowledging it is known as plagiarism. This applies to printed

    sources, electronic sources (e.g. websites) or getting someone else to write your coursework for

    you. Academic institutions treat plagiarism very seriously and it can result in a loss of marks or

    work not being marked. For the College Policy on Assessment Offences see

    http://www.bbk.ac.uk/mybirkbeck/services/rules/assmtoff.pdf . 

    In your essays or reports, any reference to information from a book, journal or website, whether it

    is a literal quotation or your paraphrase of the theory or idea, must be attributed to the original

    author, using the methods described above in Section 14.

    16. CRITERIA FOR MARKING AND GRADING COURSE WORK

    Written Course Work

    Your written coursework determines the final mark and grade of each Module of the Certificate.  For

    each Year 2 Module, you must receive a Pass grade for your Report on Self-Observations and Self-

    Reflections, but no numerical mark will be awarded for this Report.

    For each of the 3000 word essays, you will receive a numerical mark, and this will determine the

    overall mark for that Module. You must pass both essays of each Module in order to progress to the

    next Module. The final grade of the Certificate averages the numerical marks for Module 1

    Introduction to Counselling and Modules 2, 3 and 4. For students who did not take Module 1

    Introduction to Counselling and were awarded credit for it, the final grade of the Certificate

    normally averages the numerical marks for Modules 2, 3 and 4. If the average grade is 70 or above,

    a Distinction may be awarded.

    Assessment of counselling skills

    You will receive formative feedback from your tutor and fellow students throughout the course to

    http://psychclassics.yorku.ca/Freud/Origin/index.htmhttp://psychclassics.yorku.ca/Freud/Origin/index.htmhttp://www.bbk.ac.uk/mybirkbeck/services/rules/assmtoff.pdfhttp://www.bbk.ac.uk/mybirkbeck/services/rules/assmtoff.pdfhttp://www.bbk.ac.uk/mybirkbeck/services/rules/assmtoff.pdfhttp://psychclassics.yorku.ca/Freud/Origin/index.htmhttp://psychclassics.yorku.ca/Freud/Origin/index.htm

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    help you develop your skills. To be awarded the Certificate, students must pass each element on the

    Assessment of Counselling Skills form (see Appendix 1). Assessment by your tutor takes place

    throughout the year.

    Attendance

    It is most important that students attend at least 75% of the classes, including Saturday schools.

    Tutors will arrange individual tutorials for any students who miss two or more consecutive classes,

    or whose absences or lack of punctuality are a source of concern.

    Criteria for marking the written coursework

    In general, to pass:

    All course work should where appropriate, show some understanding of issues of equality as theyaffect, for example race, gender, class, sexual orientation, religion, disability, age or political belief.

    All course work must remain within the word limit. If work is more than 10% over the limit then

    only the words within the limit will be considered.

    In addition:

    To achieve a Pass (40% and above)

      The assignment should attempt to present coursework using the relevant prescribed format

    (essay or report)

      show some evidence of knowledge gained from regular attendance and participation in class

      indicate some use of the recommended reading and class materials

      show some evidence of understanding in planning, ordering of thoughts, selecting and

    describing material in relation to the assignment task.

    To obtain a mark of 40-49%:

    The assignment should fulfil the requirements described above and in addition:

      present the work in a clear and legible format

      focus on the topic  begin to acknowledge and draw on the work of others and provide references

      show written fluency

      draw on one’s own and others’ experiences as appropriate 

      not be purely descriptive, but show some critical awareness when expressing personal views,

    evidence or experience.

    To obtain a mark of 50-59%:

    The assignment should fulfil the requirements described above and in addition:

      develop a coherent presentation of relevant information and views based on and illustrated by

    appropriate reading and other relevant sources and where appropriate reach a logical

    conclusion

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      identify some issues raised by the topic and show evidence and understanding of some further

    reading

      make appropriate use of personal views, evidence and experience and show an awareness of

    their relevance and limitations.To obtain a mark of 60-69%:

    The assignment should fulfil the requirements described above and in addition:

      present interesting sources and materials in creative ways

      cite all sources and provide accurate and complete references using an acceptable system

      identify and address the significant issues raised by the topic

      make selective use and show understanding of up-to-date reading and resources

      show evidence of ability to use own and others’ experience critically. To achieve a Distinction (70% and above)

    The assignment should fulfil the requirements described above and in addition:

      show the ability to use theory / concepts to underpin, interrogate and reflect on own and

    others’ practice 

      use a wide range of sources that includes and goes beyond class and recommended material

      show critical analysis and independent discussion of theoretical and conceptual issues and

    perspectives

      make original observations and connections for example by linking theories or theory andpractice.

    17. PRESENTING YOUR COURSEWORK FOR FINAL ASSESSMENT

    Final Coursework Submission

    Students should prepare a coursework portfolio consisting of both pieces of marked written

    coursework at the end of each module. The Assessment of Counselling Skills form should be filled

    in at the end of Module 4 and should be included with the other two pieces of coursework. The

    portfolio should be ready on or before the date of the last class in each term. For each Module,

    some classes will be moderated; in these cases coursework portfolios will need to be submitted to

    the tutor at the end of the Module. Your tutor will let you know if your class is being moderated.

    Please keep copies of all work submitted.

    Cover Sheets

      individual green cover sheet for each piece of marked written work;

      the cover sheets must be signed by you and your tutor;

    Quality AssuranceIn order to ensure fairness and objectivity, samples of course work for selected classes are

    moderated by Internal Moderators and an External Examiner.

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    All marks are provisional until they have been confirmed by the Exam Board at the end of the

    academic year. Your final results will be sent out to you after this. The work of the sampled groups

    will be returned.

    Late work/ Mitigating Circumstances

    Students must submit each piece of coursework by its published deadlines in Section 2 of this

    Handbook. Individual tutors are not able to grant extensions.

    Any work submitted after the published deadline will be given two marks  – one mark capped at

    the pass mark of 40%, assuming it is of a pass standard, and the ‘real’ mark that would have been

    awarded if the work had not been late. There is an absolute date for each Module beyond which

    late work for that Module will not be accepted at all  –  please contact the Counselling

    Administrator for this. (These dates do not replace the published deadlines for each of the six

    pieces of coursework as indicated in Section 2).

    If you submit late work and wish mitigating circumstances to be taken into account you shouldsubmit a Mitigating Circumstances form http://www.bbk.ac.uk/reg/regs/mitcircsform to the

    Counselling Administrator. Your claim will be considered by the Mitigation Sub-committee of the

    Exam Board. If your claim is upheld you will be awarded the ‘real’ mark.

    Further information on mitigating circumstances, including guidance on what grounds might

    constitute mitigating circumstances, can be found at

    http://www.bbk.ac.uk/mybirkbeck/services/rules/mitcircspol.pdf  

    18. COURSE EVALUATION

    We take students’ views seriously and we are always interested in hearing creative and

    constructive comments for use in future course development. You will be asked by your tutor to

    complete course evaluations at the end of the course. Evaluations may be conducted individually

    or in small groups and may be anonymous if you wish.

    Students are also asked to elect or appoint two student representatives who have a short informal

    meeting with the tutor each term. The student reps feed back views from all the students and we

    have found the meetings a very useful way of noting students’ suggestions.

    If you feel there are any problems on your course, please discuss them with your tutor in the first

    instance and try to arrive at a solution. If you are unable to resolve differences locally, contact theCounselling Administrator (see Section 1).

    19. PROGRESSION

    Applying for Further Professional Training or University

    Having completed the Certificate course, students who have a first degree are eligible to apply for

    a British Association for Counselling and Psychotherapy (BACP) accredited professional training in

    Psychodynamic Counselling through the MSc; students will also be able to apply to the Foundation

    degree in Psychodynamic Counselling and Cognitive Behaviour Therapy. The Fd is designed tofulfil BACP requirements for accreditation. The MSc and Fd are taught in Birkbeck College’s

    Department of Psychosocial Studies. For details tel: 020 3073 8011 email: psychosocial-

    [email protected] or look online at www.bbk.ac.uk/sps . There will also be talks about these

    http://www.bbk.ac.uk/reg/regs/mitcircsformhttp://www.bbk.ac.uk/mybirkbeck/services/rules/mitcircspol.pdfhttp://www.bbk.ac.uk/mybirkbeck/services/rules/mitcircspol.pdfmailto:[email protected]:[email protected]://www.bbk.ac.uk/spshttp://www.bbk.ac.uk/spsmailto:[email protected]:[email protected]://www.bbk.ac.uk/mybirkbeck/services/rules/mitcircspol.pdfhttp://www.bbk.ac.uk/reg/regs/mitcircsform

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 24 

    courses at the Saturday School in February.

    Further advice and guidance about professional training will be available during the course.

    General Careers Advice is available to Birkbeck students from the Specialist Institutions’ Careers

    Service (SICS), located next door to Birkbeck’s main building on Malet Street in Central London.See www.careers.lon.ac.uk/sics for full details.

    Please note that if you wish to continue in your education then contact the planned department,

    university or organisation in May or June, or earlier, of the year you wish to start as places fill up

    quickly on some courses.

    20. Awarding of Certificates

    Marks for all the coursework are provisional until they are confirmed by the exam board at the

    end the academic year. The marks are then published on the student’s profile which can be

    accessed from www.bbk.ac.uk/mybirkbeck. Students should check the ‘My Birkbeck’ website

    regularly to see the final date for publishing of marks. Students are able to print their transcripts

    from their student profile which is a proof of their completion. Certificates are dispatched by

    University of London’s Diploma Production Office normally around April of the year after

    completion by post to student’s home addresses. Please make sure that you keep your home

    address up to date via your student profile.

    21. Therapy Guidelines for Certificate Course

    Although it is not a requirement to be in therapy on the Birkbeck Certificate Courses, it may well

    be something that students are interested in setting up for themselves, as this will deepen their

    understanding of the course and of themselves.

    On the Birkbeck MSc in Psychodynamic Counselling & Psychotherapy, it is a requirement of

    students to be in approved therapy. Certificate students, who are planning to apply for the MSc,

    are strongly advised to follow the same guidelines as MSc students when choosing a therapist.

    Following the same procedure, at this point, will prevent future complications in relation to choice

    and experience of a therapist, including the difficulty of having to change therapist later on, if the

    therapist chosen does not meet the MSc requirements.

    The procedure for finding an approved therapist is outlined below:

    THERAPY REQUIREMENT FOR THE MSc

    The requirements of the MSc are that a psychotherapist must be a graduate of a recognized

    psychodynamic training school, and will therefore be listed in the current register of either the

    British psychoanalytic Council, or in the Psychoanalytic or Psychodynamic Psychotherapy sections

    of the current register of the United Kingdom Council of Psychotherapists. They should have been

    qualified for at least four years. Counsellors should be Psychodynamic in orientation and training,BACP accredited and must have considerable post-qualifying experience and/or qualifications.

    How to find a Therapist

    http://www.careers.lon.ac.uk/sicshttp://www.bbk.ac.uk/mybirkbeckhttp://www.bbk.ac.uk/mybirkbeckhttp://www.bbk.ac.uk/mybirkbeckhttp://www.bbk.ac.uk/mybirkbeckhttp://www.careers.lon.ac.uk/sics

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    CCS STUDENT HANDBOOK MODULES 2, 3, 4 2012-2013 25 

    Students can arrange to have an initial consultation with an approved consultant who will then

    refer the student on to an appropriate therapist. The list of consultants can be requested from the

    course administrator. It is strongly recommended that students use this list if they plan to apply

    for the MSc course.

    Certificate Tutors

    Students on the Certificate course can discuss their therapy requirements with their tutors

    including the implications for students who might be planning to apply for the MSc in

    Psychodynamic Counselling and Psychotherapy.

    THERAPY REQUIREMENTS FOR THE FOUNDATION DEGREE

    The department lays down a minimum standard for an approved psychodynamic practitioner. A

    psychotherapist must be a graduate of a recognized psychodynamic training school, and will therefore

    be listed in the current register of either the British Psychoanalytic Council, or in the Psychoanalytic &

    Psychodynamic Psychotherapy Sections of the current register of the United Kingdom Council of

    Psychotherapists or The British Association of Counselling and Psychotherapy. Counsellors should be

    Psychodynamic in orientation and training, BACP accredited and must have considerable post-

    qualifying experience and/or qualifications. This is a minimum standard. An approved practitioner

    would normally be expected to have achieved a level of experience and expertise beyond the

    minimum, i.e. to be an established and experienced practitioner.

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    APPENDIX 1

    ASSESSMENT OF COUNSELLING SKILLS FORM

    Bring this form, with your learning journal, to class each week

    Student Name:

    COUNSELLING SKILLS

    Assessment

    Passed

    (tutor to initial )

    Establish and maintain an appropriate boundary for the contactDemonstrate listening skills

    Establish and maintain focus

    Demonstrate the core conditions

    Reflect feelings

    Explore thoughts and feelings

    Demonstrate appropriate challenging skills

    Conclude the conversation appropriately

    Demonstrate a sensitivity to the setting in which the conversation takes

    placeEncouraging thinking about possible alternative points of view (but not

    giving advice!)

    OBSERVATION SKILLS

    Assessment

    Passed

    (tutor to initial )

    Comment on the helper’s ability to help the other person using counselling

    skillsGive supportive and critically constructive feedback to the helper

    Comment on your view of how the conversation developed

    Comment on underlying issues which may or may not have been

    acknowledged

    Reflect on the thoughts and feelings evoked in the observer during the

    conversation

    Students must PASS the skills element of the course, but this is not marked or graded.

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    APPENDIX 2  COURSE CODES AND TERM DATES FOR ALL GROUPS

    Certificate in

    Counselling and

    Counselling

    Skills. 

    Module 2:

    FFCS101 S4

    Module 3:

    FFCS102 S4

    Module 4:FFCS103 S4

    Tutor Day Time Term Dates Venue

    1SC Clive Carswell Wednesd

    ay

    18.00 – 

    21.00 pm

    3 October 2012 to 12 December 2012 (rw 

    7 Nov 2012); 9 January 2013 to 20 March

    2013 (rw 13 Feb 2013); 24 April 2013 to 3

    July 2013 (rw 29 May 2013)

    Stratford

    2SC Asuncion

    Lopez

    Thurs

    day

    10.00 – 

    13.00

    4 October 2012 to 13 December 2012 (rw 

    8 Nov 2012); 10 January 2013 to 21 March

    2013 (rw 14 Feb 2013); 25 April 2013 to 4

    July 2013 (rw 30 May 2013)

    Stratford

    ASC Catherine Bray Tuesday 09.30 – 

    13.30

    2 October 2012 to 11 December 2012 (rw 

    6 Nov 2012); 8 January 2013 to 19 March

    2013 (rw 12 Feb 2013); 23 April 2013 to 2

    July 2013 (rw 28 May 2013)

    Central

    London

    BSC Catherine Bray Wednesd

    ay

    10.00 – 

    13.00

    3 October 2012 to 12 December 2012 (rw 

    7 Nov 2012); 9 January 2013 to 20 March

    2013 (rw 13 Feb 2013); 24 April 2013 to 3

    July 2013 (rw 29 May 2013)

    Central

    London

    ESC Annie Hoile Tuesday 18:00 – 

    21:00

    2 October 2012 to 11 December 2012 (rw 

    6 Nov 2012); 8 January 2013 to 19 March

    2013 (rw 12 Feb 2013); 23 April 2013 to 2

    July 2013 (rw 28 May 2013)

    Central

    London

    CSC Annie Hoile Wednesd

    ay

    13.30 – 

    16.30

    3 October 2012 to 12 December 2012 (rw 

    7 Nov 2012); 9 January 2013 to 20 March

    2013 (rw 13 Feb 2013); 24 April 2013 to 3

    July 2013 (rw 29 May 2013)

    Central

    London

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     DSC Annie Hoile Wednesd

    ay

    18.00 – 

    21.00

    3 October 2012 to 12 December 2012 (rw 

    7 Nov 2012); 9 January 2013 to 20 March

    2013 (rw 13 Feb 2013); 24 April 2013 to 3

    July 2013 (rw 29 May 2013)

    Central

    London

    FSC Giovanna

    Iannaco

    Thurs

    day

    10.30 – 

    13.30

    4 October 2012 to 13 December 2012 (rw

    1 Nov 2012); 10 January 2013 to 21 March

    2013 (rw 21 Feb 2013); 25 April 2013 to 4

    July 2013 (rw 30 May 2013)

    Central

    London

    GSC Clive Carswell Thurs

    day

    18.00 – 

    21.00

    4 October 2012 to 13 December 2012 (rw

    8 Nov 2012); 10 January 2013 to 21 March

    2013 (rw 14 Feb 2013); 25 April 2013 to 4

    July 2013 (rw 30 May 2013)

    Central

    London

    3SC Sandra Adjei-

    Wilson

    Thurs

    day

    18:00 – 

    21:00

    4 October 2012 to 13 December 2012 (rw 

    8 Nov 2012); 10 January 2013 to 21 March

    2013 (rw 14 Feb 2013); 25 April 2013 to 4

    July 2013 (rw 30 May 2013)

    Stratford

    HSC

    Hilary Dodson Tuesday 14.00 – 

    17.00

    2 October 2012 to 11 December 2012 (rw 

    6 Nov 2012); 8 January 2013 to 19 March

    2013 (rw 12 Feb 2013); 23 April 2013 to 2

    July 2013 (rw 28 May 2013)

    Central

    London

    ISC Mary Burke Wednesd

    ay

    18.00 – 

    21.00

    3 October 2012 to 12 December 2012 (rw 

    7 Nov 2012); 9 January 2013 to 20 March

    2013 (rw 13 Feb 2013); 24 April 2013 to 3

    July 2013 (rw 29 May 2013)

    Central

    London

    JSC Catherine Bray

    & Annie Hoile

    Saturday

    & Sunday

    10:00 – 

    16:15

    6/7 October, 3/4 November, 1/2

    December,

    5/6 January, 2/3 February, 2/3 March,

    6/7 April, 18/19 May & 15/16 June

    Central

    London