Welcome and Introduction to Diploma in Person-Centred ... Web viewAcademic Partnerships Teaching, Learning and ... Page 2 of 27. Academic Partnerships Teaching, ... your learning

Academic Partnerships Template

Plymouth UniversityAcademic Partnerships

Cornwall CollegeCamborne

Programme QualityHandbook for

Diploma in Person-Centred Counselling and Therapy

2014 – 15

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 1 of 27


Contents1. Welcome and Introduction to Diploma in Person-Centred Counselling and Therapy..............................3

2. Programme Specification.........................................................................................................................4

3. Module Records....................................................................................................................................... 9


1. Welcome and Introduction to Diploma in Person-Centred Counselling and Therapy.

Welcome to the Diploma in Person-Centred Counselling. The College is delighted that you have chosen to study with us. We hope you will be enriched by the programme, and will graduate well equipped to develop your career as a counsellor.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

The core model of counselling on this programme is the Person-Centred approach. It is based on the pioneering therapeutic work of Carl Rogers. The core counselling conditions are seen as central in terms of qualities of attention paid to self, as practitioner, as well as to the client. Through an accepting, empathic and congruent relationship, the counsellor offers a therapeutic presence which may enable a client to discover and use their own unique resources towards self and cultural fulfilment.

Fulfilment is not seen as an eternally positive cycle of growth and development, but rather as an ability to engage in one’s life to the full and to integrate one’s experience. The fulfilment of one’s potential is also likely to include experiencing and integrating so-called negative or painful elements.

The programme team seek to create with students a Person-Centred learning climate within which students can develop the personal and relational awareness, as well as the academic and professional knowledge, skills and understanding needed to practice as counsellors. We wish to foster an environment where you feel safe to learn and take risks with your learning. We also want you to feel stimulated and challenged.

In practice this involves honouring the core Person–Centred values of respect for individuals, seeking to understand different frames of reference and being congruent in relationship. Relationship lies at the heart of the Person-Centred counselling process, and therefore relationship on the programme is valued and recognised as providing important learning opportunities.

Many of the structures and processes of the programme are designed to facilitate a deeper understanding of Person–Centred theory. The self and peer assessment process is intended to support you in developing autonomy and confidence in your professional judgement. It also enables you to develop a more internalised locus of evaluation within an academic environment, and encourages you to take responsibility for your learning. Structures such as process groups and community group meetings provide formalised learning opportunities for developing relational awareness and activity in varying contexts. There are also opportunities within several of the modules to negotiate content and individualise the curriculum.

This Programme Quality handbook contains important information including: The approved programme specification Module records

Note: the information in this handbook should be read in conjunction with the current edition of the College Student handbook available at (college to add link) which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook -



https://www1.plymouth.ac.uk/studenthandbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment.

2. Programme Specification

On the following pages you will find the specification for your programme of studies. It is a University of Plymouth Colleges requirement that this is included in your Student Handbook. Before reading it, please study the following notes carefully as these will help you to understand what the programme specification is telling you.

Awarding Institution University of PlymouthTeaching institution Cornwall CollegeTeaching Centres Cornwall College, Camborne & Saltash Programme Accredited by British Association for Counselling and Psychotherapy (BACP) – Camborne only Final Award Diploma in Person–Centred Counselling and TherapyRelevant Benchmark group NoneDate of Validation June 1994Date of Revalidation August 2010

Admissions Criteria

This programme is open to students who have completed the Certificate in Advanced Counselling Studies (or equivalent) and can demonstrate evidence of the selection criteria detailed by the BACP.

Accreditation of Prior (Experimental) Learning (APL/APEL)

In accordance with Section 4.5-4.8 of the University Academic Regulations for Taught Awards (September 2005), students will normally be awarded transfer of credit or credit for experiential learning to a maximum of 50% of the total credits required for the award i.e. up to 60 credits against the proposed award. The APL/APEL procedures of the School of Health and Social Care will apply. The scope for APL/APEL will be ascertained during the application and interview process. APL/APEL claims will be monitored by the School of Health and Social Care AP(E)L Monitoring and Tariff Group. Students can only apply for AP(E)L prior to the start of the course.

Final Award

Students may exit with credit for assessed learning at any point, and this credit is normally transferable to other comparable programmes of study within the national credit accumulation and transfer scheme.

There is only one award from this programme:• On successful completion of 120 credits at level 5• Completion of programme requirements for client work, supervision and personal counselling and• Demonstration of appropriate professional and ethical conduct

On successful completion of the Diploma the students will be awarded a certificate or letter confirming that they have successfully completed a BACP Accredited Training Course.


https://www1.plymouth.ac.uk/studenthandbook


Distinctive Features of the Programme The programme offers a professional qualification which is accredited by the British Association for

Counselling and Psychotherapy (BACP) The BACP Framework for Ethical Practice underpins the programme The programme is staffed by a broad range of tutors, many of whom hold individual BACP

accreditation, and maintain current practices in counselling and supervision The ethos of the programme is in keeping with the core model of Person-Centred counselling A holistic approach to learning is taken, ensuring an integrated programme where affective learning,

professional skills and academic learning are equally valued. Assessment tasks are varied and reflect the holistic nature of the programme A self and peer assessment structure is utilised, ensuring students develop the capacity for arriving at

both autonomous and consultative professional judgements The programme is offered in Cornwall Although placements for fieldwork are scarcer in Cornwall, students benefit from a College-based

Counselling Agency which provides additional opportunities for client work

Aims of the Programme To offer opportunities to develop counselling to a safe professional standard To enable students to practise counselling in a professional manner, working within the BACP Ethical

Framework. To help students evaluate their strengths and utilise them in working with clients To help students know their limitations when presented with clients who take them out of their depth To enable students to develop their critical and analytical skills To help students develop the capacities needed to continue their professional development To enable students to develop their ability to offer the core conditions of empathy, congruence and

unconditional positive regard To offer students opportunities to extend their knowledge and understanding of persons and the

problems they face in contemporary society

Learning Outcomes

The programme provides opportunities for students to develop and demonstrate knowledge and understanding, intellectual, personal and interpersonal, and professional skills. Key Graduate Attributes and Skills (KGAS) have been integrated into the learning outcomes.

A Knowledge and Understanding

Knowledge of: Knowledge of the core model of Person-Centred counselling within the context of other counselling

approaches Knowledge of other counselling paradigms The therapeutic relationship Psychopathology



Concepts of Self Current developments within the Person–Centred approach Values, professional identity and ethical frameworks Research methodology Intra- and inter-personal dynamics in counselling and group relationships Socio-cultural issues of relevance to the field of counselling Issues presented by counselling clients Counselling contexts

B Intellectual Skills

Ability to: Effectively analyse and apply major theories within counselling psychology Synthesise ideas, concepts and information towards a personal understanding of key issues in

counselling Use appropriate methods to evaluate the relevance, usefulness and significance of data in key areas of

counselling Critically evaluate own values, beliefs, assumptions and attitudes Analyse own practice Accommodate to new principles and understandings Question concepts and theories encountered in study

C Personal and Interpersonal Skills

Ability to: Interact effectively within the learning group Demonstrate awareness of own internal process Participate in self and peer assessment processes Communicate effectively, both orally and in written form Reflect on and self-appraise own practice, making use of audio and video taping, as well as feedback

from others. Plan and manage learning, taking responsibility for meeting identified learning needs through

negotiation with peers, tutors & other supporters of learning. Explore physical, intuitive and spiritual dimensions of perception and expression

D Professional Skills

Ability to: Effectively counsel a range of clients, working within an ethical framework Monitor the counselling process Create a portfolio, accurately evidencing quality of practice Identify key elements of problems arising in client practice and in placements and take appropriate

action Identify and address ethical dilemmas Make effective use of counselling supervision Engage in collaborative relationships with peers and colleagues in placement situations Make appropriate referrals when encountering clients beyond one’s level of competence Plan for continuous professional development



Students on the Diploma in Person-Centred Counselling and Therapy will acquire skills and attributes in the following essential areas:

Knowledge and Understanding enabling them to develop a detailed knowledge of counselling theory, and an awareness of a variety of paradigms and contexts within which this may be applied.

Analytical skills enabling them to effectively analyse and apply major theories within counselling psychology. They can also compare alternative methods for obtaining data.

Synthesis and Creativity so that they can synthesise ideas, concepts and information towards a personal understanding of key issues in counselling and demonstrate their understanding in a variety of imaginative and creative forms.

Evaluation enabling students to use appropriate techniques to evaluate the relevance, usefulness and significance of data in key areas of counselling. They are also required to evaluate their practice.

Interactive and group skills so that students interact effectively within the learning group, demonstrating an awareness of group dynamics. They will be able to give and receive information and ideas, and participate in self and peer assessment processes. They will also develop professional relationships with clients, supervisors and colleagues in their counselling placements.

Communication and presentation skills enabling students to communicate effectively, both verbally and through the written word.

Self-appraisal and reflection on practice enabling students to reflect on their counselling practice, making use of counselling supervision, audio and video taping, and case notes. They will be expected to evaluate their strengths and weaknesses, making use of feedback from peers, tutors, clients and supervisors, showing the ability to work through appropriate challenge and criticism.

Planning and management of learning enabling students to develop the ability to take responsibility for their learning within the framework of the programme: meeting identified learning needs through negotiation with peers, tutors or other supporters of learning, and developing strategies to meet learning goals.

Problem solving enabling students to identify key elements of problems arising in their studies and client practice, and choose appropriate responses in a considered manner, and with regard for ethical considerations.

Practical and psychomotor enabling students to demonstrate the core conditions of empathy, acceptance and congruence with a range of clients to a good level of competence. Their work should demonstrate a broad range of counselling skills, and follow the BACP Code of Ethics and Practice. They are also required to evaluate their counselling practice.

Programme Structure Diagram

College: Cornwall College 2707Year: 2014/2015PU Course Code: 2756Programme: Diploma in Person-Centred Counselling and Therapy



Mode of Attendance: Part TimeTotal Credits: 120

Year 1 - Stage 2Module Code

Module Title No. of Credits

Core / Optional

DIPC201 Counselling Practice 1 10 COREDIPC207 Counselling Psychology 1 10 COREDIPC204 Personal Development 1 10 COREDIPC208 Counselling Psychology 2 10 CORECORC2163 Professional Development 1 10 COREDIPC205 Personal Development 2 10 COREDIPC202 Counselling Practice 2 0 CORE

Year 2 - Stage 2Module Code

Module Title No. of Credits

Core / Optional

DIPC202B Counselling Practice 2 10 COREDIPC203 Counselling Practice 3 10 COREDIPC206 Personal Development 3 10 COREDIPC209 Counselling Psychology 3 10 CORECORC2164 Professional Development 2 20 CORE



3. Module Records























COURSE CONTRACT

Aim

This contract is intended to make explicit the agreements entered into by the tutors and students for the duration of the programme.As tutors we undertake:

To facilitate a climate grounded in the core conditions of empathy, respect and congruence: this will involve offering you both the support and challenge needed to achieve your potential. As tutors this will necessarily involve making judgements about your academic and skills work and we undertake to do this with respect and care

To give written feedback to your assignments within 20 working days

We will strive to create a safe learning environment by respecting your differences and monitoring and maintaining the group ground rules

As tutors we will need to discuss your progress with each other and we promise to do so respectfully

We will prepare well for our sessions with you and provide appropriate handouts and references

We will undertake to give each of you at least one tutorial per term as required

We are available to you during course hours and at other times by negotiation. You may contact us on the contact telephone or email details provided.



In return we wish you to confirm your agreement to:

Undertake to obtain a placement and meet the client work and supervision requirements of the programme

Undertake personal counselling as required

Regularly maintain your personal journal

Hand in word-processed assignments on the agreed date (unless you have grounds for extenuating circumstances)

Attend personal tutorials as arranged

Engage in sufficient personal study to ensure meeting course requirements. We recommend 5 hours of study per week.

Maintain the ground rules agreed by the group

Achieve a minimum of 80% attendance each academic year. If you do not attend for 3 consecutive weeks your place on the course could be at risk.

Pay your course fees as agreed ( any questions or concerns should be addressed with student finance)

As a counsellor in training, not to see clients on a private/independent basis. If you are an experienced counsellor, you can discuss this with your tutor and an exemption may be agreed, in which case you will need to take out and maintain an indemnity of professional liability

Attend the residential, stay at the chosen location and pay the relevant fee at the start of the residential (eg £125)

Signed………………………………….. Date………………………….

Signed………………………………….. Date………………………….



DIPLOMA IN PERSON–CENTRED COUNSELLING AND THERAPY

CORNWALL COLLEGE

CLIENT CONSENT FORM

I hereby give permission for this video taped counselling session to be used for the purposes of assessment of practice of the counselling student named below.

I confirm that I understand that the DVD tape will be viewed by two peers of the counselling student named below, after it has been ascertained that they are not acquainted with me or any member of my family. I also understand that the tape will be viewed by tutors and possibly an external moderator.

I also understand that no copies will be made of this tape, and that it will be destroyed by the student on completion of their course.

Client name ………………………………………………………………………

Signature……………………………….. Date………………………..

Counsellor name………………………………………………………………..

Signature………………………………… Date…………………………..


Diploma in Person-Centred Counselling and Therapy With group supervision please put 1-1 equivalent Please colour code clients

Date client Sessionno

Runningtotal

Topic agency supervisor Runningtotal

Supervisor(s) signature…………………………………… supervisor(s) name …………………………………………………. …………………………………… ………………………………………………….. …………………………………… …………………………………………………..


2014

Diploma in Person-Centred Counselling & Therapy

Fitness to Practice Guidelines

The Cornwall College Diploma in Person-Centred Counselling and therapy has put into effect the following guidelines with regard to ‘fitness to practice’.

It is suggested that a student, registered for a programme of study and/or research, which includes one or more periods of clinical and/or professional experience, is required at all times and as a condition of continued registration for the programme, to act or behave in a manner which:

conforms to the relevant professional code of practice, (in this case the BACP Ethical Framework)

and/or

is consistent with behaviour required by the profession or employer

and/or

does not jeopardise or put at risk the welfare or wellbeing of others (eg patient, pupil, client, members of the public, fellow student, fellow employee, member of academic or professional staff) or him/herself.

We as a Counselling Department believe it is our responsibility to ensure that students are made fully aware of any code of professional conduct to which they are expected to adhere whilst in professional or clinical placements (in this case the BACP Ethical Framework) and of the consequences of engaging in what might reasonably be seen as unprofessional conduct or continuing to work while unfit to practice.



Diploma in Person-Centred Counselling & Therapy:Fitness to Practice Guidelines

BACP also has a specific ‘fitness to practise’ clause in the Ethical Framework. It states that, ‘Practitioners have a responsibility to monitor and maintain their fitness to practise at a level that enables them to provide an effective service. If their effectiveness becomes impaired for any reason, including health or personal circumstances, they should seek the advice of their supervisor or experienced colleagues and, if necessary, withdraw from practice until their fitness to practice returns. Suitable arrangement should be made for clients who are adversely affected.‘

Students on this Diploma in Counselling course are expected to adhere to both these sets of guidelines, and to the BACP Ethical Framework in general. The guidelines are particularly relevant to the Professional Development Modules Learning, but also to the Counselling Practice DVD work and to the skills sessions in the Counselling Practice modules.

In the event that a complaint is made against any student that s(he) is behaving in a manner contrary to the guidelines as outlined above, or the BACP Ethical Framework, the matter will be reported to the Programme Lead for Counselling, who will take the matter up with the Curriculum Area Manager. The complaint must be put in writing.

The Head of School shall be empowered, after consultation with the Principal of the College, to withdraw and/or exclude a student from the Diploma course, particularly from practising in a placement without notice, if s/ he perceives there is a justified risk of unprofessional behaviour, professional misconduct, and/or if it is believed that the student’s behaviour has the potential to cause harm to others and/or to him/herself (unsuitability to practise).

The student shall be advised of the allegations in writing and be afforded a full opportunity to respond to them.

The Head of School shall arrange for the complaint(s) to be investigated with the intention of determining whether there is a prima facie case of unprofessional behaviour, professional misconduct or unsuitability to practise. He will normally report on the investigation within four working weeks after the complaint has been reported to the Head of School.

He may gather evidence from staff and students, and may meet with the student concerned, who may bring with them to the meeting a student union representative or another support person. The Head of School may ask for a medical or psychiatric report.



Diploma in Counselling: Fitness to Practice Guidelines

The investigation shall aim at establishing one of the following outcomes:

That a prima facie case has not been established and that the allegations be dismissed with no further action taken by the School or College

That a prima facie case has been established and that either:

The Head of School shall take appropriate action to address and resolve the case.

Or:

The case be considered in accordance with the College Student Disciplinary Procedure

And

The case may be referred to BACP through their Complaints Procedure.

A student may be suspended or excluded from the Diploma Programme if a case of professional misconduct or unsuitability to practice is demonstrated as a result of the investigation.

A student may appeal against the decision, through the College Appeals procedure. The grounds for appeal shall be restricted to those of procedural irregularity or new evidence.

A student wishing to appeal shall give notice in writing, indicating the grounds for appeal. The appeal will be dealt with under the student appeals procedure.

The Appeal Panel shall have the authority to determine the case put to it in any way it deems appropriate. The decision of the Appeal Panel shall be final.

Fitness to Practice guidelines. July 2014.



Diploma in PC Counselling 2014-2016

Name of Student………………………………………………………………..

Please tick one of the boxes, and sign and date the relevant statement.

I confirm that I am a member of BACP, intend toremain a member of BACP while on this course, andthat therefore I will work within their EthicalFramework for Good Practice while on the course.

Signed ………………………………………. Date …………………………….

BACP membership number ……………………………………………………..

We recommend that students on the course apply to BACP for membership if they are not already members. However if you are not a member, the following will apply.

I am not a member of BACP but agree to work withintheir Ethical Framework for Good Practice (a copy ofwhich I have received today) while on this course.

Signed ………………………………………. Date ……………………………….

If you are belonging to any other counselling/psychotherapy organisation, please indicate here the organisation, and your membership number.

…………………………………………………………………………………………..


Documents

Welcome and Introduction to Diploma in Person-Centred ... Web viewAcademic Partnerships Teaching, Learning and ... Page 2 of 27. Academic Partnerships Teaching, ... your learning