IICP operates a recognition of prior learning (RPL) policy whereby previous qualifications and/or experience may allow applicants to avail of exemptions and enter the BSc (Hons) Degree programme at an advanced stage. RPL is always assessed on a case-by-case basis. With an emphasis on academic and clinical excellence, we offer a quality education to those wishing to develop their career and extend their qualifications.
IICP prides itself on an ethos of student support. While undertaking this dynamic and exciting programme of study, learners are guided and nurtured as they acquire the necessary skills, knowledge and competence to become effective practitioners. Learners are fully supported in terms of obtaining a relevant clinical placement, where they can complete the required client hours.
Who Should Apply
This programme is particularly suitable for qualified counsellors and psychotherapists, or those who have completed previous counselling and psychotherapy and who now wish to build upon existing qualifications. RPL is always assessed on a case-by- case basis. Please contact the college for further information.
RPL may be possible for learners who have:
- Completed a Level 7 Degree in Counselling and Psychotherapy.
- Completed a Level 6 Higher Certificate in Counselling and Psychotherapy.
- Completed a Level 6 Certificate in Counselling and Psychotherapy.
- Completed relevant modules on another related programme of study.
- Completed an undergraduate Diploma in Counselling and Psychotherapy that meets with IACP/IAHIP/BACP (or equivalent) standards.
- RPL is always assessed on a case-by-case basis.
- Applicants must complete IICP’s course comparison form as part of their application. This is available on request.
- Learners will be invited to an interview with faculty as part of the application process.
- If English is your second language you are required to submit an IELTS (International English Language Testing System) cert at Level 5.5, or equivalent. For more information please click HERE
Learners can apply for exemptions under RPL; however such exemptions must be applied for in advance of commencing the programme.
Minimum Technological Requirements
You will need to have:
- access to a stable internet connection with a minimum download speed of 1.5 Mbps;
- a desktop computer or laptop that is capable of using zoom;
- a webcam and microphone;
- a web browser; and
- Microsoft Word
The programme is delivered on a part-time basis. There are a number of options available:
- BSc (Hons) Final Year Blended Saturday Weekly 194s – Weekly Saturday option (Blended Learning Rotating between onsite & online)
- BSc (Hons) Final Year Blended Learning Block Monthly 194B1 – Monthly Block Option (Friday evening, and all day Saturday & Sunday; Blended Learning Rotating between onsite & online)
- BSc (Hons) Final Year Online Block Monthly 194BOL – Monthly Option (Friday evening and all day Saturday & Sunday; fully online for those who are more vulnerable)
- BA (Hons) Final Year 194BA – Monthly face-to-face option (Friday evening and all day Saturday & Sunday. This option is based fully in the classroom).
There is a 85% attendance requirement. There is one additional Professional Knowledge Seminar per year.
Online Classroom Delivery
Our online classes are run as tutorials, that involve students and their lecturer logging into our online portal Zoom™ simultaneously.
Zoom™ provides and integrative online environment for students and Lecturers to interact and engage in the learning. This platform facilitates discussion polls, sharing of slides, videos resources and much, much more.
To foster more intimate learning environments the use of breakout rooms is also implemented, allowing for the safe and experiential triadic learning practice that we have found so successful.
All of our sessions are accessible through computer and mobile devices and we have a structured and robust technology department to support all faculty and students through their online learning journey. To encourage flexibility, and ss best practice, we also record all our sessions, these are made accessible only to the students in that class to review content whenever is convenient to them!
Student Benefits & Support
With a high level of student support, learners can enhance their existing therapeutic skills, knowledge and competencies. Learners are afforded the space, time and support to further develop an integrative model of practice for work with clients.
Learners are assessed through a continuous assessment strategy, which includes a variety of mediums such as individual and group projects, skills training assessments, case studies and process recordings, written assignments, essays and a dissertation.
Validation & Accreditation of Award
The BSc (Hons) Degree is 240 ECTS credits in its entirety. The number of credits achieved by learners under RPL varies, depending on their individual needs following an academic RPL audit.
We have a large faculty team, including:
Protection for Enrolled Learners
This programme is covered by arrangements under section 65 (4) of the Qualifications and Quality Assurance (Education and Training) Act 2012 whereby, in the event of IICP College ceasing to provide the programme for any reason, enrolled learners may transfer to a similar programme at another provider, or, in the event that this is not practicable, the fees most recently paid will be refunded. Current PEL arrangements consist of a 2% levy on course fees. IICP do not pass the cost of this on to learners.
Please find below the programme content for the entire four-year BA (Hons). RPL is always assessed on a case-by-case basis. Depending on previous training and qualifications, and following the outcome of an academic RPL audit, learners may be exempt from relevant modules and/or stages of the programme.
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.
• 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.
- 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 2nd 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.
- 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.
- 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.
- 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.
- 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.
Improving Clinical Outcomes
- Feedback informed therapy is a ‘pantheoretical approach for evaluating and improving the quality and effectiveness of behavioural health services’ This module is designed to support learners in developing clinical and case management skills to improve the quality and outcome of therapy via the use of client feedback and the best available scientific evidence. feedback informed practice. This module adds to the learner’s toolkit of strategies for use in developing a personalised, theoretical and research informed clinical practice, thereby moving them towards the required professional competencies for independent practice. Learners develop their ability to locate, understand, critically appraise and apply research evidence at the forefront of the discipline, while at the same time identifying and working with the limits of their scope of practice.
Working with Children, Adolescents and their Families
- This module aims to equip learners with the theoretical and skills base to engage with a range of complex clinical presentations. In particular learners are introduced to working in a therapeutic context with children and adolescents, and with their families. There is a focus on working with child and adolescents presenting with mental health issues. The course has been designed to increase understanding and knowledge of child specific aspects in therapeutic practice. The module is integrative in design allowing for both non-directive and directive approaches in the use of creative therapeutic processes, as well as the application of the Sequentially Planned Integrative Model of Child Counselling (SPICC). The course content is based upon the theory and practice of Person Centred Counselling, Gestalt Therapy, Narrative Therapy, Behaviour Therapy and Cognitive Behaviour Therapy as they apply to work with children and adolescents. Participants also gain an introduction to the principles of assessment, the use of age appropriate psychometric tools, abnormal psychology in children and adolescents, grief work for children and child protection issues.
Advanced Practice Issues: Mental Health, Multi-Disciplinary Working and Health Information Technology:
- This module also develops skills in the developing area of Healthcare Information Technology and the application of regulatory and ethical guidelines in face to face and online environments. This module aims to support learners in gaining knowledge, skills and competencies related to mental health, multi-disciplinary working and health technology. This module develops learners’ knowledge of, and skills and competence in working with, mental health. It develops their critical engagement with the theories and practices relating to mental health, and provides opportunities for them to develop their knowledge of the nomenclature and classification systems used by different professions, most notably psychiatry. As is required in this work area, students learn and apply in practice the ability to work appropriately and effectively across disciplinary boundaries, balancing regulatory requirements for privacy and confidentiality with client welfare and effective service delivery requirements.
IICP understand that while partaking in further education is an incredibly rewarding experience it can also be a financial challenge for some students. In order to minimise the financial impact caused to students, IICP strive to keep our course fees as competitive as possible. We also provide payment plan options to facilitate learners paying the balance of their fees throughout the duration of their course.
- Application Fees: €75
- Annual Fees: €3,875
Year One: Payment Options
(1) Pay in Full before Start of Course
€1,16250On acceptance of course offer
(2) Payment Plan Options Available (administration fee incurred*)
- Flexible Payment Options Available.
Please Contact the IICP office to find out more!
Additional Course Requirements and Costs
- Group Therapy – Learners complete 10 sessions of group therapy in the final stages of the programme. Average cost: €20 per session.
- Personal Therapy and Clinical Supervision – RPL applicants entering year 1, 2, 3 or 4 may also be required to complete personal therapy and clinical supervision as well as obtaining IACP membership and Garda vetting, all of which incur additional costs
Personal therapy and clinical supervision can cost from €30 per session upwards. Fees are negotiable between learners and individual therapists/supervisors.
Learners understand that the costs of these activities are not covered by programme fees and that successful completion of the BA (Hons) is dependent on submitting the necessary evidence that these criteria are fulfilled.
Please note due to the current Covid -19 restrictions, our office team are working remotely. Therefore we would encourage you to apply online for speedy process of your application. Should you have any questions in relation to making your online application please contact Triona on 086-0499154.
Simply click the below button to be brought to our online application process. When prompted, please select ‘Validated & Accredited Courses’, then select the RPL option that best suits you and complete the form.