BSc (Hons) in Integrative Counselling and Psychotherapy

Introduction to Psychotherapeutic Studies & Reflexive Practice

• This  module gives students a broad introduction to the field of counselling and psychotherapy with particular emphasis on five main approaches. It also enhances student learning through a discipline-based approach to supporting learners to engage with, contribute to and benefit from the programme. It does this through focusing on generic skills and competencies required of higher education students, including information literacy and digital capacity, but it does so in a discipline-based environment.

Introduction to Counselling Skills

• This module introduces students to a range of core counselling skills and  facilitates them to begin to develop these skills. It grounds skills within the theoretical and conceptual frameworks presented in the programme. In particular, it explores the value of empathy, congruence and unconditional positive regard as core conditions of Integrative counselling and psychotherapy. This module introduces students to key considerations when establishing a  counselling/therapeutic relationship:
  • Opening and closing a session;
  • Asking questions to enhance the client’s self-awareness and reflection on their feelings, behaviours and experiences.Students are provided with opportunities to develop a working knowledge of personal and interpersonal skills through experiential learning activities, such as role play, and interpersonal activities, such as triads, discussion and feedback. Core counselling/psychotherapeutic skills, explored include:• Empathy.
  • Listening.
  • Reflecting.
  • Reframing.
  • Summarising.
  • Clarifying.
  • Challenging / contesting.
  • Awareness of key listening blocks.
  • Attending to body language , minimal encouragers, intonation, words and cultural considerations.

Inclusive & Ethical Practice

• In this subject students are introduced to different theoretical perspectives on ethics, social justice and inclusivity, in particular  legal and professional frameworks. Students are introduced to Professional Codes of Ethics as  the framework of written texts defined by professional regulatory bodies charged with the task of monitoring and maintaining professional ethical standards. However, this  module presents  ethics as including and also going beyond  compliance with professional codes of ethics. Students are encouraged to understand the underpinnings of ethical choices and their context within a client’s distinct biographical background and culture. This module provides a space where students learn  to conceptualise, reflect upon and articulate ethical questions, dilemmas, values, conflicts and related legal issues, in order that they can account for their ethical positions and decisions.

Evidence Informed Practice for Counselling & Psychotherapy

• The module will introduce the student to evidence-informed practice in counselling and psychotherapy. Evidence-informed practice is understood as the integration of  current scientific evidence with clinical expertise and client preferences in order to deliver effective, efficient  counselling and psychotherapeutic practice. Throughout the programme, through incremental learning, the students will build their knowledge of and critical reflexive engagement with the research evidence which underpins clinical decision-making in areas related to their clinical practice.

Counselling and Psychotherapeutic Studies 1

• The aim of this module is to enable learners to develop in-depth knowledge and application of Application of  three core theoretical models in Integrative counselling/ psychotherapy (Person Centred, Reality Therapy/Choice Theory; Multicultural Counselling and Psychotherapy). This is to facilitate learners to begin to develop a personal integrative framework for case conceptualisation and clinical application. In addition, building upon the introductory module, this module aims to further develop the digital and research competencies of learners as applied to the science of counselling and psychotherapy.

Advanced Skills of Counselling & Psychotherapy 1

• This module aims to build on student learning, most notably  in introduction to skills and Evidence Informed Practice, in order to develop their professional competencies as ethical, skilled, effective, reflexive, evidence-based practitioners.  Following on from An Introduction to Skills, in this module students both develop their skills-based competence and widen their professional lenses to include a relational perspective.  Students are closely guided by lecturers and teaching assistants in their performance of microskills, so that they can (i)  convey more effectively the core conditions of empathy, congruence and unconditional positive regard, (ii)  develop the necessary conditions for the formation  of a therapeutic relationship (iii) attend to ethical considerations in counselling/psychotherapy,  including, centrally,  confidentiality and limitations of the confidential relationship. Complementing this focus on individual skills, student are given opportunities to gain theoretical and practice-based knowledge that allows them  to  view their skills in a relational context.

Counselling & Psychotherapeutic Studies 2

• This module aims to develop learners as ethical,  theoretically grounded and evidence-informed clinical practitioners. It provides opportunities for learners to develop and enhance their  theoretical knowledge in counselling theories, and the knowledge and skills to use research evidence in practice. Evidence-informed practice is presented in the context of the professional responsibility for clinical decision-making, and learners are provided with opportunities to develop their  awareness of diversity, and showcase  inclusive and equitable practice. Overall the module aims to enhance awareness of the contribution of ethics, theory and research to clinical practice, and the skills to apply this knowledge in practice.

Advanced Skills of Counselling & Psychotherapy 2

• This module aims to increase learners’ competence and confidence in  using a range of intervention skills within the therapeutic environment, and in engaging appropriately in counselling and supervisory relationships.  Building on the Advanced Skills in the previous year, this module is designed to enable learners to develop further competence in the use of counselling and psychotherapeutic skills. This module will enable learners to increase their repertoire of skills and interventions, and their ability to engage appropriately and effectively with others in professional relationships.

Universal Issues 1 – Addiction Theory & Intervention>/span>

• The aim of this module is to provide participants with a basis on which to develop their therapeutic understanding of the theoretical and clinical considerations of substance use. The objectives of the module include increasing knowledge of Substance Use issues to include pharmacology, aetiology and interventions appropriate to this clinical cohort.

Universal Issues 2 – Bereavement, Loss & Grief

• This module aims to deepen the learner’s knowledge of bereavement, loss and grief as dimensions of the human experience and how they may affect the counselling process from both intrapersonal and interpersonal standpoints.

Professional Skills

• The aim of this module is to provide learners with opportunities to develop professional skills required for clinical and research practice as a counsellor / psychotherapist. This module will include a focus on the following key areas of Counselling and Psychotherapy professional practice.
  • Research Skills: Developing key skills required to locate and evaluate scholarly sources related to counselling practice, and to use these to inform practice
  • Practice skills: Developing competence in utilising counselling tools and techniques systematically, critically and effectively,
  • Ethical skills: Developing ability to identify and manage ethical issues in clinical practice
  • Communication skills: Developing ability to communicate practice
  • Personal skills: Developing ability to reflect on and critique one’s own practice, and use this to enhance learning.
  • Interpersonal skills: Developing ability to ask for and receive feedback, and use this to enhance learning.

Personal Psychotherapeutic Experience

• The module aims to equip students with the ability to recognise, articulate and reflect on their practice, including their communication and relational processes, their teamwork and their learning styles. These are transferable skills that can be applied in a range of work settings.  Reflexive Practice is the ethical and professional requirement that the counsellor/ therapist  explores ways in which their  self – their experiences, beliefs, values and commitments – impacts on and influences  their professional practice. The self is seen as a resource that shapes practice in ways that can be both constraining and creative, both closing down and opening up possibilities for practice. This module aims to develop students understanding of the application of reflexivity to their professional work and to filter this reflexivity through the lenses of the theories that they are studying. This module integrates theories of reflective practice with personal experience of the reflective cycle. It aims to introduce students to reflexive practice in counselling / psychotherapy, and to provide opportunities for students to examine using their reflections to initiate change.

Research Methods & Statistics in the Human Sciences

• The purpose of this module is to provide a practical introduction to key research designs, methodologies and methods used in counselling and psychotherapy research. Learners will gain a theoretical understanding of descriptive, correlational, quasi-experimental and experimental designs, statistical concepts and tests, as well as experience using statistical packages. The learner will gain a theoretical  understanding of a variety of qualitative approaches, including narrative, and case study research. They will also consider the possibilities and limitations of these forms of analysis and critically evaluate how analysis can impact on practice.  This module provides the learner with an opportunity to develop the ability to design a research study, and the  research skills to gather and analyse quantitative and qualitative data in a counselling context. This training will provide them with the knowledge and insight to analyse and interpret a data set and to  propose their own research project addressing an original therapeutic question.

Core Issues 1 – Sexuality

• Building upon Core Issues 1 & 2 in 2^nd year, this module aims to enable and support learners to gain specific knowledge, skills and competencies necessary for working with sexuality in counselling and psychotherapy. This module introduces learners to the core therapeutic area of sexuality. It presents learners with the theories, practices and research  of integrative modalities, and develops skills of analysis and theoretical critique. It provides opportunities for the development of clinical skills and competence in working with sexuality,  as well as skills in the application of regulatory and ethical guidelines.

Core Issues 2 – Relationship Counselling

• The module aims to introduce learners to an integrative approach to working with couples. An ability to work with couples  is important for counselling  practice. This module is intended to introduce learners to different theoretical perspectives on couples work.  It provides opportunities for the development of clinical skills and competence for working with couples,  as well as skills in the application of relevant regulatory and ethical guidelines. It contributes to the development of learners’ research mindedness and comfortableness in developing research-informed practice.

Clinical Practice & Supervision

• This module aims to enable and support learners to commence therapeutic work in suitable generic and specialised clinical placements. This module develops learners’ competence as independent practitioners, through enhancing their ability to analyse critically their own work, to apply a range of theoretical perspectives, and to utilise research evidence and clinical tools to inform their decision-making. Learners present their cases, theoretical formulations, clinical processes and analysis of effectiveness  to their disciplinary community and receive and act on feedback.  This module  provides opportunities for the development of clinical skills and competence for working with a range of presenting issues,  as well as skills in the application of relevant regulatory and ethical guidelines. It contributes to the development of learners’ research mindedness and comfortableness in developing research-informed practice.

Pluralistic Counselling & Psychotherapy

• Pluralism is, in the general sense, the acknowledgment of diversity. Pluralism holds that there is no single universal explanatory system for our world, no objective reality or truth on which to base and judge our actions, and instead   claims that there are multiple conflicting but valid descriptions of the world. A pluralistic framework for counselling and psychotherapy recognises that psychological distress may have multiple causes and it is improbable that one specific therapeutic approach will be effective in all circumstances. At its core, therefore, it is a philosophical and ethical commitment to valuing multiple perspectives. This module aims to facilitate the learner’s development of:
  • A structure which provides a new approach to conceptualising counselling and psychotherapy in the context of fundamental debates within social science;
  • Knowledge of, and ability to apply the pluralistic framework to guide practice in a coherent and meaningful way; and
  • An awareness of cultural diversity in clients and therapists and the importance of embracing the range of beliefs which endure regarding healing and change.

Practice Development

• The purpose of this module is to provide a practical introduction to some of the methods, strategies and technical research skills used in counselling and psychotherapy research. This module provides a comprehensive introduction to the field of mental health, including theories, debates and approaches from different theoretical perspectives; and  practice issues such as diagnosis, intervention and theories of change. Students are provided with the opportunity to develop the required knowledge, skills and competence to work effectively and ethically  with clients who have a mental health diagnosis. This module introduces students to working  in multi-disciplinary  health care settings, in particular in the area of mental health.  The module provides students with the opportunity to gain understanding of the roles and scope of practice of Counselling and other helping professions when working with clients presenting with mental health issues. Consequently the module assists students in their development of a sense of individual and collective professional identity; and contributes to their ability to develop  professional relationships across disciplines.

Suicide Postvention

• The purpose of this module is to help the learner understand the complex nature of suicide bereavement and the psychological havoc that is created in the lives of suicide survivors. It will also introduce the learners to a range of individual and group interventions to help facilitate the healing process. While many undergraduate counselling and psychotherapy trainings include some input on bereavement, grief and loss, there is a need, when working with suicide survivors, for a deeper appreciation of the complicated psychological distress and emotional problems that emerge in the wake of suicide. This distress is not confined to the families, friends and loved ones of the deceased but also impacts profoundly on therapists, health care professionals, first responders and communities, in some cases resulting in early exits from their chosen profession. This module will help learners to understand and to examine the nature of suicide bereavement and will equip them to support suicide survivors, their families and communities  in their healing journey.

Dissertation

• This module aims to equip students with graduate attributes showcasing their competence as evidence-informed, research-minded practitioners in the area of counselling and psychotherapy. This module provides learners with the opportunity to research a particular topic,  and to communicate ideas effectively using written and oral means in accordance with academic conventions. Following completion of this module, learners will be equipped with a complete undergraduate dissertation, demonstrating  increased knowledge and understanding of their chosen area.

Group Therapy

• This module aims to assist the learner in gaining a deeper background of understanding regarding the objectives, strategies, skills and climate formation in group therapy. The module focuses in particular on the evolution of group process, stages of group development, key tasks of group leadership at the various stages of a group, and the creation and implementation of group techniques to facilitate awareness, change and perspective-transformation.

Advanced Theoretical Considerations

• This module aims to enable learners to advance their level of professional practice through evaluation and review of progressive integration of theory and skills. Learners will further evaluate their core theoretical models and skills base and be introduced to other psychotherapy models. This module moves learners  towards the integration of the clinical elements of the programme where they are required to articulate and practice out of  a comprehensive, internalised, personal and professional identity. Learners engage critically with the theoretical models provided, reflect critically on their own positioning, engage reflexively with the impact of their personal histories and disposition, and identify their own practice framework. This module requires a rigorous, thoughtful and informed engagement with theory and research in a clinical context, demonstrated though the production of a case study that satisfies both academic and professional ethical and practice requirements.