Fda and Fdsc

Plymouth University Academic Partnerships

Truro & Penwith College

Programme Quality Handbook for FdA Counselling Studies

2017 – 18

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Contents

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1.Welcome and Introduction to the Foundation Degree in Counselling Studies

Welcome to the FdA in Counselling Studies at Truro and Penwith College. We are delighted you have chosen to study with us and look forward to helping you achieve your FdA Counselling Studies. This programme is an opportunity for you to study Counselling and has the following distinctive features.

The degree offers a varied and broad range of modules that address the main theories and paradigms in counselling. Furthermore, Cognitive Behaviour Therapy, which is the modality of counselling for the National Health Service, is studied in both years. The programme has been running for over nine years and its design continues to reflect local employers’ needs and student interest. The programme is validated by Plymouth University and underpinned by the QAA Quality Code.

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 academic and in some instances professional vocational qualifications.

Your handbook contains important information including:  Who will be teaching and providing support to you  Details of your programme of study and assessment  Opportunities available for:  The development of academic and employability skills  Progression onto further study – specifically honours degree routes

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.

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 Truro and Penwith Student Handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your- Truro and Penwith College, FdA Counselling Studies, Programme Quality Handbook 2017-18 Last saved: September 2017 Page 3 of 65 university/governance/student-handbook and your Learning, Teaching and Assessment Handbook available on your programme virtual learning environment (Moodle). .

Truro and Penwith College, FdA Counselling Studies, Programme Quality Handbook 2017-18 Last saved: September 2017 Page 4 of 65 2.Programme Specification

On the following pages you will find the specification for your programme; this provides a detailed overview of the programme as a whole. It explains what you will learn and how you will be assessed throughout the two stages of your Foundation Degree. The Programme Learning Outcomes Map specifies the knowledge and skills you will develop at each stage of your Foundation Degree.

Programme Specification

Awarding Institution: Plymouth University Teaching Institution: Truro and Penwith College Final Award: FdA Intermediate Awards: Certificate of Higher Education (CertHE) Programme Title: Counselling Studies

UCAS Code: B940 JACS Code: B940 Benchmarks: Foundation Degree Qualification Benchmarks in Psychology, Education Studies, Social Policy and Administration and Social Work.

Date of Approval: November 2005

Admissions Criteria:

Qualification(s) Required for Entry to Comments the FdA Candidates must have at Level 2: At Level 2 Key Skills requirement/Higher Level Psychology or Health and Social Care Diploma preferred. and/or GCSEs required at Grade C and above Normally English and Mathematics

Plus at least one of the following Level 3 qualifications: A Levels required: (College to insert A minimum of 60 credit points at A Level AS/A2/UCAS Points Tariff) Advanced Level Diploma Counselling Studies, Psychology or Health and Social Care preferred BTEC National Certificate/Diploma Diploma required

Truro and Penwith College, FdA Counselling Studies, Programme Quality Handbook 2017-18 Last saved: September 2017 Page 5 of 65 HNC/D Psychology or Health and Social Care preferred VDA: AGNVQ, AVCE, AVS Psychology or Health and Social Care preferred Access to HE or Year 0 provision Counselling Studies, Psychology or Health and Social Care preferred International Baccalaureate A minimum of 24 points Irish/Scottish Highers/Advanced Equivalent of 60 credit points at A Level – Highers Psychology or the generic area of Health and Social Care preferred Work Experience None required. However, recommend that students gain experience in counselling or associated social care settings. Other non-standard awards or Applications from mature students without experiences academic credentials will be considered on an individual basis APEL/APCL possibilities – refer to the APEL and APCL maximum 120 credits with 120 student portal credits studied with a minimum of 60 at Level http://student.plymouth.ac.uk 5 for UoP academic regulations Interview/portfolio requirements Interviews are required subject to availability. Alternatively telephone conversations will take place. Independent Safeguarding Agency NO (ISA) / Disclosure and Barring Service (DBS) clearance required

Aims of the Programme:

The programme is intended to:

1. Provide a critical awareness and understanding of counselling theory and practice

2. Examine, under supervision, the practical applications of counselling theory within an appropriate context

3. Develop knowledge of multiple perspectives within counselling, and apply them to a range of counselling contexts.

4. Integrate ideas and findings across multiple perspectives in counselling and recognise distinctive approaches to relevant issues

5. Provide a basic ability to reflect on their own value system

6. Enable students to have a basic understanding of the significance and limitations of theory and research;

7. Promote evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in counselling;

Truro and Penwith College, FdA Counselling Studies, Programme Quality Handbook 2017-18 Last saved: September 2017 Page 6 of 65 8. Develop an understanding and knowledge of how to analyse data, using both quantitative and qualitative methods;

9. Develop qualities and transferable skills necessary for employment and progression.

10. Promote the use and development of ICT

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By the end of this programme the student will be able to:

1. Communicate in speech and writing using some specialist vocabulary;

2. Question concepts and theories encountered in their study;

3. Apply multiple perspectives to counselling scenarios;

4. Recognise that counselling involves a range of research methods, theories, evidence and application;

5. Integrate ideas and findings across the multiple perspectives in counselling and social care contexts;

6. Identify and evaluate general patterns in behaviour, psychological functioning and experience;

7. Demonstrate the ability to apply underlying concepts and principles outside the context in which they first studied;

8. Demonstrate the application of principles of Social Care Codes of Practice in a variety of contexts;

9. Identify and evaluate the importance of diversity & difference in counselling practice and social care contexts;

10. Recognise the importance of ethics, supervision, training and continued professional development in the counselling environment and social care organisations;

11. Understand the limits of their knowledge and how this influences analyses and interpretation based on that knowledge in their field of counselling and counselling related study and the wider social care context.

12. Demonstrate a range of techniques to initiate and undertake analysis of information appropriate to the counselling environment;

Truro and13. PenwithAnalyse College, data FdAusing Counselling both quantitative Studies, Programme and qualitative Quality Handbook methods; 2017-18 Last saved: September 2017 Page 8 of 65 Brief Description of the Programme

For those wishing to study both the theory and application of counselling, this exciting Foundation Degree will enable students to access a range of counselling training, counselling focused careers and related employment opportunities.

The timetable has been designed to give students the opportunity to balance college attendance with other commitments. Students will be in timetabled college for two days.

Students will study a varied and broad range of modules giving a basis in the main theories and paradigms within counselling. Cognitive Behaviour Therapy is studied in both years as it is currently the modality of counselling for the NHS.

The assessment of modules is 100% coursework based.

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College: Truro and Penwith Year: 2017-18 Course Code: 2918 (Full-time) 5029 (Part-time) Full/Part Time: Full Time

Programme Structure for Counselling Studies

Level 4 Level 5 Modul Module Title No. of Core / Modul Module Title No. of Core / e Code Credits Optional e Code Credits Optional TCC Counselling 20 Core TCC Advanced 20 Core 101 Perspective: 201 Counselling Cognitive Perspective: Behaviour Cognitive Therapy behaviour Therapy (CBT) TCC Counselling 20 Core TCC Counselling 20 Core 103 Perspective: 202 Perspective: Person Centred Psychodynamic TCC Introduction to 20 Core TCC Advanced 20 Core 104 Counselling 203 Counselling Skills: Perspective: Knowledge, Person Centred Understanding and Application: An Integrated Approach TCC Diversity and 20 Core TCC Advanced 20 Core 109 Difference in 204 Integrated Practice Approach TCC Counselling 20 Core TCC Professional 20 Core 110 Perspective: 209 Practice and Psychodynamic Personal Development TCC Multi-Agency 20 Core TCC Counselling 20 Core 111 Context 208 Research Methods and Investigation Progression Route(s)

Students can progress, after satisfactory completion of the FdA Counselling Studies Foundation Degree, to Stage 3 of the BA (Hons) Counselling Studies Degree at Cornwall College or the BA (Hons) Education and Training Degree at Truro and Penwith College.

If you progress to the final stage of a Plymouth University programme then your stage one and two marks (level 4 and 5 modules) will be taken into account in your final degree classification.

Your Programme Leader has the support of an Academic Liaison Person (ALP) with questions regarding progression to programmes at the Plymouth University.

Any Exceptions to Regulations

None Teaching methods and assessments

A: Development of Knowledge and Learning and Teaching Strategy/Method Understanding By the end of the programme the student will be able to demonstrate knowledge and understanding of: Primary

 Understand the main perspectives in  Lectures and tutorials psychology and counselling theory.  Directed independent study  Recognise the diverse nature of  Learning from employer/volunteering counselling and its application to experience. different contexts.  Describe an overview of the historical Secondary development of counselling and its  Case studies place in the history of psychology.  Problem-solving exercises  Have a basic ability to collaborate and plan as part of a team, to carry out roles allocated by the team and to keep to agreed responsibilities.  Demonstrate an awareness of different research paradigms, methods and techniques. NB: Benchmark References Assessment

Psychology Key knowledge and understanding is Education Studies assessed via a combination of essays, Social Policy and Administration and presentations and seminar Social Work performances.

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method

By the end of the programme the Primary student will be able to:  Class exercises  Tutorial/seminar discussions  Evaluate differing theories of  Feedback via coursework assessment psychology and counselling and process (essays etc) frameworks for developing understanding Secondary  Analyse the counselling situation  Paradigm analysis in surgeries  Apply appropriate principles in  Computer-based practical on assessing theories and paradigms  Use problem solving and research statistical analysis skills  Use appropriate statistical techniques to analyse primary data NB: Benchmark References Assessment

Psychology  Essays/projects Education Studies  Seminars / presentations Social Policy and Administration and  Coursework / groupwork on practical Social Work application questions  Research report

C: Key Transferable Skills Learning and Teaching Strategy/Method By the end of the programme the Primary student will be able to:  Library and other research exercises  Literary and information processing  Group work awareness and  Self management practice  Communication (oral, written, IT)  Practical, experiential learning  Listening and assessment  Numeracy/quantitative skills  Reflection Secondary  Handle Interpersonal and  Class and seminar interactions intrapersonal conflict construction and feedback

NB: Benchmark References Assessment Psychology  Coursework of all types Education Studies  Examination preparation and Social Policy and Administration and completion Social Work  Assessed discussions  Group work assessments  Self directed study

D: Employment Related Skills Learning and Teaching Strategy/Method  By the end of the programme the Primary student will be able to  Group work awareness and interact effectively within a practice team / learning group  Practical, experiential learning  manage learning using resources and assessment for the discipline  communicate effectively in a Secondary manner appropriate to the  Class and seminar interactions discipline (in standard English and feedback oral, written, using ICT)  take responsibility for own learning with minimum direction  manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies  contribute effectively and appropriately to discussion  develop the ability to apply principles to practical situations  develop the ability to learn from experience and derive principles from practice  understand and appreciate the place of competencies to meet the needs of employers  develop teaching, learning and communication skills relevant to employment

E: Practical Skills Learning and Teaching Strategy/Method By the end of the programme the student will be able to:  Projects  Designated tasks  Computer and information  Lectures and tutorials technology skills  Presentation and oral communication skills  Written communication  Interpersonal skills NB: Benchmark References Assessment Psychology  Project work Education Studies  Competence in a range of counselling Social Policy and Administration and specific communication techniques Social Work

Distinctive Features of the Foundation Degree

1. Entrepreneurship opportunities and employers contributing to this programme.

2. The programme manager has liaised with a wide range of employers, within the diverse counselling related environments to secure appropriate career information and opportunities. 3. For those students who successfully complete the FdA Counselling Studies Degree and who wish to continue to Stage 3 in Counselling, there is a BA (Hons) Counselling articulation progression route at Cornwall College.

4. For those students wishing to continue to Stage 3 in a broader subject area they may wish to articulate onto a Bachelor’s programme to the Truro Penwith College i.e. BA (Hons) Human Behaviour Studies or BSc (Hons) Applied Social Science.

5. Students can also progress to the Plymouth University’s BA (Hons) Education and Training programme at Truro and Penwith College.

6. Recognition of the importance of an integrated approach, where learning is enhanced as a consequence of integrating theory to practice. Learning Outcomes Maps for FdA Counselling at HE Levels 4 and 5

Foundation Degree Intended Learning Outcomes Map Level 4 Graduate Attributes and Skills Core Programme Intended Learning Outcomes Programme Aim Programme Learning Related Core Modules Outcome Knowledge/ Understanding refer to relevant refer to relevant core Students will be able to demonstrate a knowledge of the underlying numbered Los modules concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular:  Have a factual and conceptual knowledge and understanding of the All 1; 2; 4; 6; 8; 9; 10; underlying concepts and principles associated with counselling and an 11; 12;15; 16 & 17 ability to evaluate and interpret these.  Demonstrate knowledge and understanding of the origins and All 1; 2; 4; 6; 8; 9; 10; development of the UK welfare institutions and some theoretical 11; 12;15; 16 & 17 explanation the relevance to a counselling and social care context.  Develop a knowledge base of understanding and knowledge of the political economy of welfare and how values and principles are related 1; 2; 4; 6; 8; 9; 10; to political and economic interest. All 11; 12;15; 16 and 17 All Level 4 modules  Understand the key concepts used to understand human needs and 1; 2; 4; 6; 8; 9; 10; social welfare: i.e. equity, inequality, poverty, exclusion, identity, 11; 12;15; 16 and 17 1; 2; 4; 6; 8; 9; 10; TCC 101; 110; 103; 104; social difference and diversity. All  Demonstrate an awareness of ethical issues in counselling and a social 11; 12;15; 16 and 17 111 and 109 care context and recognise and discuss these in relation to personal 1; 2; 4; 6; 8; 9; 10; beliefs and values. Provide a basic ability to reflect on their own value All system. 11; 12;15; 16 & 17  Understand how contemporary social problems have emerged and how the main perspectives in psychology and counselling theory relate 1; 2; 4; 6; 8; 9; 10; to these. 11; 12;15; 16 & 17 All  Recognise the diverse nature of counselling and its application to different contexts All Cognitive / Intellectual Skills Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular:  Can analyse with guidance, using given classifications and principles an overview of the historical development of counselling and its place in All 1; 2; 4; 6; 8; 9; 10; the history of psychology. 11; 12;15; 16; 17  Can collect and categorise ideas and information in a predictable and standard format. Have the ability to present, evaluate, and interpret All 1; 2; 4; 6; 8; 9; 10; qualitative and quantitative data. 11; 12; 13; 15; 16;17  Can develop lines of argument and make sound judgements in accordance with basic theories and complexities of the concepts of All 1; 2; 4; 6; 8; 9; 10; counselling, psychology and a wider social care context. 11; 12;15; 16; 17 All Level 4 modules  Can evaluate theories of psychology and counselling and frameworks for developing understanding an ability to apply concepts and All 1; 2; 4; 6; 8; 9; 10; principles outside the context they were first delivered in. 11; 12;15; 16; 17 TCC 101; 110; 103; 104;  Demonstrate an awareness of different research paradigm, methods 111 and 109 and techniques knowledge of the main methods of enquiry in All 1; 2; 4; 6; 8; 9; 10; counselling. 11; 12;15; 16; 17  Understand the limits of own knowledge and how this influences analyses and interpretations. 1; 2; 4; 6; 8; 9; 10;  Be able to communicate adequately in speech and writing using some All 11; 12;15; 16;17 specialist vocabulary. Evaluate and analyse the counselling or social care situation. 1; 2; 4; 6; 8; 9; 10;  Application of appropriate principles in assessing theories and All 11; 12;15; 16; 17 paradigms. 1; 2; 4; 6; 8; 9; 10;  Appreciate the appropriate use of primary finding. 11; 12;15; 16; 17 All 1; 2; 4; 6; 8; 9; 10; 11; 12;15; 16; 17 All Key / Transferable Skills Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular:  Can problem solve and begin to appreciate the complexities of the All 2; 4; 6; 10; 15 issues relating to research skills.  Can self-evaluate the appropriateness of different approaches to All 14; 15 solving problems related to counselling.  Communicate the results of their study/work accurately and reliably, All 1; 2 with a structured and coherent argument. All Level 4 modules  Access appropriate learning resources. Work within in an ethos that All 4; 12; 13; 15;16 can manage and collect appropriate information and data with external guidance and support. TCC 101; 110; 103; 104;  Work effectively with others taking responsibly for own learning and All 1; 10; 17 111 and 109 evaluate own strengths and weakness.  Communicate effectively in a clear and concise manner (oral, written, All 1; 16 ICT).  Numeracy/quantitative skills. All 13  Apply given tools/methods accurately and carefully to a well-defined problem and begin to appreciate the complexities. All 12 Employment-related skills Students will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. In particular: All modules will  Undertake further training (develop existing skills) and develop new All 7; 11; 17 challenge the students skills (competencies that will enable the student to assume and require them to responsibilities) within a structured and managed environment. develop specific  Qualities and transferable skills necessary for employment in the transferable skills, counselling environment. All 17 increasing their  The exercise of personal responsibility (and decision making). employability  The application of counselling principles in an employment context. All 10; 11;17

All 7; 8; 10; 11;12;17 Practical Skills

 Computer and information technology skills All 16 All Level 4 modules  Have an ability to use ICT in their study and other appropriate All 16 situations TCC 101; 110; 103; 104;  Presentation and oral communication skills All 1 111 and 109

 Written communication All 1  Interpersonal skills All 1; 17

Foundation Degree Intended Learning Outcomes Map Level 5 1 Graduate Attributes and Skills Core Programme Intended Learning Outcomes Programme Aim Programme Learning Related Core Modules Outcome Knowledge/ Understanding Knowledge and critical understanding of the well-established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that All 2; 3; 4; 5; 6; 7; 9; 11; knowledge. In particular: 12; 13; 15  Have a detailed factual and conceptual knowledge and understanding All Level 5 Modules of the underlying major concepts and principles associated with counselling and an ability to evaluate and interpret these. 5; 8; 9 TCC 201; 202; 203; 204; All 209 and 208.  Demonstrate an in depth knowledge and understanding of the origins and development of the UK welfare institutions and some theoretical 4; 5; 8 5; 8; 9; 10 explanation the relevance to a counselling and social care context. 4; 5; 7 5; 8; 9; 10  Develop a detailed knowledge base of understanding and knowledge of the political economy of welfare and how values and principles are 1; 7; 8 10; 11 related to political and economic interest. 5; 7 7; 10  Understand and demonstrate the key concepts used to understand human needs and social welfare: i.e. equity, inequality, poverty, 1; 5; 6; 7; 8 7; 9; 10 exclusion, identity, social difference and diversity.

 Demonstrate an in depth awareness of ethical issues and All 3; 4; 5; 7 environmental implications in counselling and a social care context. Recognise and discuss these in relation to personal beliefs and values. Provide a detailed ability to reflect on their own value system.

 Understand and evaluate how contemporary social problems have emerged and how the main perspectives in psychology and counselling theory relate to these.

 Recognise and evaluate the diverse nature of counselling and its application to different contexts. Cognitive / Intellectual Skills Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied. In particular:

 Analyse with guidance, a range of information, using given 1; 4 5; 7; 8; 9; 10; 11 classifications and principles an overview of the historical development of counselling and its place in the history of psychology with minimum guidance.  Collect, categorise and format a range of ideas and information 3; 4; 7; 8 12; 13; 14 towards a given purpose. Have the ability to present, evaluate, and interpret qualitative and quantitative data.  Develop a detailed argument and make sound judgements in All Level 5 Modules accordance with key theories and complexities of counselling, 1; 2; 3; 4; 6 2; 3; 4; 5; 6; 7; 8; 9; psychology and a wider social care context. 10; 11; 12; 13; 14; TCC 201; 202; 203; 204;  Evaluate key elements and theories of psychology and counselling and 15 209 and 208. frameworks for developing understanding of an in depth ability to 1; 4; 6; 5; 6; 7; 11; 12; 13; 15 apply concepts and principles and choose appropriate methods for their resolution in a considered manner.  Identify an awareness of the major research paradigm, methods and 4; 5; 7; 12; 13; 14; 15 techniques knowledge of the main methods of enquiry in counselling. 3; 4; 6; 8  Understand the limits of own knowledge and how this influences 10; 11; 17 analyses and interpretations.  Be able to communicate effectively in speech and writing using 5; 8 specialist vocabulary with the minimum of direction. Evaluate and All Analyse the counselling or social care situation.  Application of appropriate principles in assessing theories and All 6; 7; 13; 15 paradigms.  Appreciate and identify the appropriate use of primary findings. 1; 4; 5; 6 12; 13; 14; 15 7; 8 Key / Transferable Skills Students will be able to demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non- specialist audiences, and deploy key techniques of the discipline effectively. In particular:  Can problem solve and appreciate the complexities of the issues All 6; 7; 8; 11; 12; 13; relating to research skills. 14; 15  Can self-evaluate the appropriateness of different approaches to All 11; 12; 13 All Level 5 Modules solving problems related to counselling.  Communicate the results of their study/work accurately and reliably, All 1; 14; 15 TCC 201; 202; 203; 204; with a structured and coherent argument. 209 and 208.  Access appropriate learning resources. Work within in an ethos that All 4; 5; 12 can manage and collect appropriate information and data with external guidance and support.  Work effectively with others and interact effectively. Can develop All 1; 17 working relationships of a professional manner, within the disciplines. Give and receive information and ideas and modify responses where appropriate.  Take responsibly for own learning and can evaluate own strengths and All 2; 7; 11 weakness. Challenge received opinion and develop own criteria and judgement.  Communicate effectively in a clear and concise manner (oral, written, All 1; 16 ICT) and modify responses.  Numeracy/quantitative skills.  Apply given tools/methods accurately and carefully to a well-defined 8; 9 13 problem and begin to appreciate the complexities. All 3; 5; 7; 13; 14

Employment-related skills Students will be able to demonstrate an ability to apply subject principles in an employment context possibly different from that in which they were first studied; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. In particular:  Undertake further training (develop existing skills) and develop new All modules will skills (competencies that will enable the student to assume All 17 challenge the students responsibilities) within a structured and managed environment. and require them to  Qualities and transferable skills necessary for employment in the develop specific counselling environment. transferable skills,  The exercise of personal responsibility (and decision making). All 17 increasing their  The application of counselling principles in an employment context. employability All 8; 10; 11 All 17 Practical Skills  Can operate in situations of varying complexity and predictability All All requiring application of a wide range of techniques.  Effective and developed computer and information technology skills. All 16  Have an ability to use appropriate ICT in their study and other situations. All 16  Presentation and oral communication skills.  Written communication. All 1 All Level 5 Modules  Interpersonal skills. All 1 All 17 TCC 201; 202; 203; 204;  Have the ability to act with increasing autonomy, with reduced need 209 and 208. for supervision and direction, within defined guidelines. All 10; 11; 17 3.Module Records SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCC 101 MODULE TITLE: Cognitive Behaviour Therapy CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: C843 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module will give the students the opportunity to study the theory of Cognitive Behaviour Therapy (CBT) in a social context which has evolved out of behavioural psychology. The student will consider the three key features: problem solving, change-focused approach to working with clients and a respect for scientific values and close attention to cognitive processes. CBT approach represents the most overtly ‘scientific’ of all the major counselling orientations.

ELEMENTS OF ASSESSMENT (Use HESA KIS definitions) WRITTEN EXAMINATION COURSEWORK PRACTICE E1 (Formally scheduled) xx% C1 100% P1 xx% or Pass/Fail

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Counselling Studies

Professional body minimum pass mark requirement: N/A

MODULE AIMS:  To develop a clear understanding of Cognitive Behaviour Therapy (CBT)  To develop understanding and knowledge of the evolution of the Cognitive Behaviour Therapy (CBT) approach in counselling  To understand how Power and Control affects clients’ behaviour  Understand the relationship between counselling and society

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Understand and identify the theory of Cognitive Behaviour Therapy (CBT) 2. Understand the main techniques used in Cognitive Behaviour Therapy (CBT) 3. Understand how Cognitive Behaviour Therapy (CBT) is used in mild to moderate mental health settings 4. Evaluate the effectiveness of Cognitive Behaviour Therapy (CBT) as a behaviour modification process 5. Show an understanding of the importance of training and supervision 6. Identify the importance of the impact of societal issues 7. Understand the scientific background of CBT DATE OF APPROVAL: November 2005 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: September 2006 SCHOOL/PARTNER: Truro & Penwith College DATE(S) OF APPROVED CHANGE: TERM: AY SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 104 MODULE LEADER: Kevin Ostapenko-Denton OTHER MODULE STAFF:

Summary of Module Content This module provides students with the opportunity to study the theory of Cognitive Behaviour Therapy (CBT) in a social context, which has evolved out of behavioural psychology. As CBT is the model of delivery preferred by the National Health Service students will find that an understanding of the theory base is an essential element in the development of their own practise. In this context the module addresses the main techniques of CBT relating these to the fundamental issues concerning mental health. Moreover, CBT is analysed in a range of work based settings and the module also gives consideration to this model from the perspective of training, supervision and professional practice. Overall, students will enjoy developing notions of problem solving, change-focussed processes and the integration of scientific values.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions) (This summary is indicative of what may be taught) Scheduled Activities Hours Comments/Additional Information Lecture 45 Tutorial 5 Practical Classes & Workshops 10 Guided Independent Study 140 Total (NB: 1 credit = 10 hours of learning; 10 credits = 100 200 hours, etc)

Category El Componen Componen Comments Include links to learning (mode of e t Name t objectives assessmen m weighting t) e nt Students are required to evaluate and explain how Cognitive Behaviour Therapy Coursework C1 Essay 100% (CBT) currently forms part of counselling practice and provision. (Learning outcomes 1; 2; 3; 4; 5; 6; 7).

Updated by: Kevin Ostapenko-Denton Approved by: Linda Caudell Date: 09.2017 Date: 09.2017 Recommended Texts and Sources: Westbrook, D, Kennerley, H. and Kirk J. (2011) An Introduction to Cognitive Behaviour Therapy: Skills and Applications, (2nd edn) London: Sage Publications Kennerley, H & Kirk J (2010) An Introduction to Cognitive Behaviour Therapy: Skills and Applications, London: Sage Publications Ltd Wilson, R. &, Branch, R. (2010) Cognitive Behavioural Therapy for Dummies, London: Wiley Psychology-Series. Bond, T. (2005) Standards and Ethics for Counselling in Action, (3rd edn) London and Sage. Dryden, W. (2004) Counselling Individuals: The Rational Emotive Approach, London: Taylor Francis Hawkins, P. and Shohet, R. (2006) Supervision in the helping professions, Milton Keynes: OU Press. McLeod, J. (2013) An Introduction to Counselling, (5th edn) Buckingham: OU Press Sanders, D. J. and Wills, F. (2005) Cognitive Therapy – An Introduction, London: Sage Publications Ltd. SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCC 103 MODULE TITLE: Counselling Perspective: Person Centred

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: B940

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module provides the learner with the opportunity to study the theoretical concepts of person-centred counselling in a variety of different social contexts. The student will consider the philosophy of the person-centred counsellor and supervision. The module will clearly identify the main techniques used within the person-centred approach.

MODULE AIMS:  Develop a clear knowledge and understanding of the person-centred counselling approach in relation to social contexts  Develop an understanding of the role of the person-centred counsellor  Consider professional and ethical frameworks  Understand the importance of supervision and training  Identify links to employability

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Identify the person-centred counselling approach 2. Demonstrate an understanding of the role of a person-centred counsellor 3. Demonstrate an understanding of the importance of appropriate supervision and training 4. Understand the requirement to work within a professional framework 5. Identify the importance of a societal influence on the individual 6. Relate employment opportunities to the person-centred approach

DATE OF APPROVAL: November 2005 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: September 2006 SCHOOL/PARTNER: Truro & Penwith College DATE(S) OF APPROVED CHANGE: TERM: AY SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 104

MODULE LEADER: Linda Caudell OTHER MODULE STAFF:

Summary of Module Content This module provides students with the opportunity to study the theoretical concepts of person- centred counselling in a variety of different social contexts. Thus, person-centred perspectives are analysed and the role of the person-centred counsellor explored both from the work of Carl Rodgers and post Rogerian theoretical thinking. In this context the importance of appreciating the person-centred approach and the contribution it has, and continues to make, to the development of talking therapies becomes apparent. Furthermore, students have the opportunity, as the module develops, to consider the role of supervision and training from a person-centred perspective together with the limitations of the counselling role.

Category El Componen Componen Comments Include links to learning (mode of e t Name t objectives assessmen m weighting t) e nt

Students are required to explain the key elements in the Person Centred approach to counselling and to evaluate the Coursework C1 Essay 100% importance of an ethical framework, supervision, training and counsellor development. (Learning outcomes 1; 2; 3; 4; 5 and 6).

Updated by: Linda Caudell Approved by: Elizabeth Phillips Date: 09.2017 Date: 09.2017 Recommended Texts and Sources:

McLeod, J. (2013) An Introduction to Counselling, (5th edn) Buckingham: OU Press Mearns, D. (2002) Developing Person Centred Counselling, London: Sage. Mearns, D. and Thorne, B. (2000) Person-Centred Counselling Today. New Frontiers in Theory & Practice, London: Sage. Mearns, D. and Thorne, B. (2009) Person Centred Counselling in Action (3rd edn) London: Sage. Merry, T. (2002) Learning and Being in Person-Centred Counselling (2nd edn): Ross-on-Wye: PCCS Books Thorne, B. (2003) Carl Rogers, (2nd edn) London: Sage Publications Ltd. SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCC 104 MODULE TITLE: Introduction to Counselling Skills: Knowledge, Understanding and Application: An Integrated Approach

SHORT MODULE DESCRIPTOR: This module will explore and develop the practical skills that underpin effective counselling relationships and other helping roles. It will provide an introduction of theoretical knowledge into counselling practice. The student will explore a broad range of methods and approaches used in counselling. In addition the module will emphasise the importance of interpersonal skills suitable for advice giving, social care settings and other helping roles.

MODULE AIMS:  Understand models of the counselling situation  Identify range of interpersonal skills and listening skills/active listening suitable for a broad range of social care settings  Develop self-awareness and reflective skills  Evaluate a range of skills to improve the effective counsellor/client relationship  To understand the factors which underpin effective counselling practice  Recognise the importance of an integrated approach  Identify how counselling skills can be applied to other helping roles and social care settings

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Clearly understand the importance of interpersonal skills in a social care context 2. Understand and demonstrate the integration of counselling models and skills 3. Discuss the effectiveness of the counselling relationship 4. Identify active listening and counselling skills 5. Understand the importance of self-awareness 6. Understand the need for a code of ethics and appreciate the importance of supervision and appropriate training

MODULE LEADER: Louise Bates OTHER MODULE STAFF:

Summary of Module Content This module will explore and develop the practical skills that underpin effective counselling relationships and other helping roles. In this context students are provided with an introduction into the theoretical knowledge that informs counselling practice. Thus, an exploration of the broad range of methods and approaches used in counselling addresses the differing models of delivery; listening, questioning and reflective skills practice; managing and developing the self and personal reflection, evaluation and client relationships. Thus, students taking this module gain an understanding of the importance of interpersonal skills suitable for advice giving, social care settings and other helping roles.

Category El Component Component Comments Include links to learning (mode of e Name weighting objectives assessment m ) en t

Students are required to complete an essay which considers the statement: ‘Embedded counselling is a harder task Coursework C1 100% Essay than counselling that is carried out within a counselling session’. (Learning outcomes 1; 2; 3; 4; 5 and 6).

Updated by: Louise Bates Approved by: Linda Caudell Date: 09.2017 Date: 09.2017 Recommended Texts and Sources: Aldridge, S. and Rigby, S. (Eds.) (2001) Counselling Skills in Context, London: Hodder Education. Culley, S. and Bond, T. (2011) Integrative Counselling Skills in Action (3rd edn) London: Sage Nelson-Jones R (2008) Introduction to Counselling Skills: Texts & Activities, (3rd edn) London: Sage McLeod, J. (2013) An Introduction to Counselling, (5th edn) Buckingham: OU Press Nelson-Jones, R. (2010) Theory & Practice of Counselling & Therapy, (5th edn) London, Sage Publications. Woolfe, R. and Dryden, W. (2009) Handbook of Counselling Psychology (3rd edn) London, Sage Publications SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCC109 MODULE TITLE: Diversity and Difference in Practice CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: L990 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module will consider the importance of ethical guideline and equality across all aspects of the counselling relationship and the wider social care context. It requires students to embrace the importance of diversity and difference. It will emphasise the necessity to recognise multi- cultural diversity and differences using an integrative approach. Sensitivity to the values and interests of others will be identified.

MODULE AIMS:  Develop an understanding of our natural human diversity and examine difference and diversity in relation to gender, disability, race, age and culture and the multi-cultural perspective within the counselling framework and social care context

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Develop an increased awareness of patterns of thinking in relation to diversity and difference. 2. Clearly identify and evaluate multi-cultural perspectives in counselling in a social context. 3. Demonstrate the diversity of natural human diversity. Recognise why certain people do not automatically appeal to us. 4. Recognise and demonstrate knowledge and understanding of diversity and difference and its importance in the counselling framework and social care framework. 5. Identify the need to consider different cultural and diverse groups within society. 6. Evaluate the impact of a multi-cultured society and recognise the importance of attitude, prejudice and the negative impact of discrimination. 7. Apply theories of multi-cultural differences to counselling and counselling training. 8. Demonstrate awareness and examine differences and diversity in relation to gender, disability, race, age and culture. Clearly recognise the importance of the values and interests of others. 9. Identify and take in to account the normative and moral position of others.

DATE OF APPROVAL: November 2005 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: September 2006 SCHOOL/PARTNER: Truro & Penwith College DATE(S) OF APPROVED CHANGE: TERM: AY

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

MODULE LEADER: Louise Bates OTHER MODULE STAFF:

Summary of Module Content Students taking this module will consider the importance of ethical guidelines and issues of equality across all aspects of the counselling relationship and the wider social care context. In this context students become aware that anti-discriminatory practice should underpin all aspects of the counselling relationship and thus, students should embrace the fundamental importance of diversity and difference. As the module progresses consideration is given to circumstances affecting various groups with recognition both of where treatment has improved and where further work is needed to achieve an inclusive society. Thus, the module emphasises the necessity to recognise multi-cultural diversity and differences using an integrative approach. Moreover, the necessity of developing sensitivity to the values and interests of others will be identified and consideration given to theories of attitudes, prejudice and discrimination.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions) (This summary is indicative of what may be taught) Scheduled Activities Hours Comments/Additional Information Lecture 45 Tutorial 5 Practical Classes & Workshops 10 Guided Independent Study 140 Total (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, 200 etc)

Category El Component Component Comments Include links to learning (mode of e Name weighting objectives assessment m ) en t

Students are required to write an essay that discusses the notion that diversity is Coursework C1 100% Essay the cornerstone of counselling practice (learning outcomes 1; 2; 3; 4; 5; 6; 7; 8; 9).

Updated by: Louise Bates Approved by: Linda Caudell Date: 09.2017 Date: 09.2017 Recommended Texts and Sources:

Bond, T. (2015) Standards and Ethics for Counselling in Action, (4th edn) London: Sage. Knox, C. (2011) “Tackling Racism in Northern Ireland: ‘The Race Hate Capital of Europe.” Journal of Social Policy, 40, 2, 387-412. Lago, C. and Smith, B. (2010) Anti-discriminator practice in counselling and psychotherapy, London: Sage. Manthorpe, J. and Bowes, A. (2010) “Age, Ethnicity and Equalities: Synthesising Policy and Practice Messages from Two Recent Studies of Elder Abuse in the UK.” Social Policy and Society, 9, 2, 255-265. Pedersen, P. Junis, C. Lonner, W. and Trimble, J. (Eds.) (2008) Counselling Across Culture, London: Sage Publications Phillimore, J. (2011) “Refugees, Acculturation Strategies, Stress and Integration.” Journal of Social Policy, 40, 3, 575-593. Swain, J. and French, S. (eds.) (2008) Disability on Equal Terms, London: Sage. SECTION A: DEFINITIVE MODULE RECORD Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCC 110 MODULE TITLE: Counselling Perspective: Psychodynamic

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: C843

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module provides the learners with the opportunity to study the major psychodynamic perspectives as applied in Counselling in a social context. This will include the historical perspectives in psychodynamic psychology and the emergence of counselling as a discipline of psychology. The students will consider psychodynamic developments, post and neo-Freudians.

MODULE AIMS:  Consider different psychodynamic perspectives in counselling and be aware of their application in the counselling context  Understand the development and bases of psychodynamic theory  Develop awareness of a range of psychodynamic techniques  Understand how psychodynamic approaches are used within client groups  Identify the impact of society within a psychodynamic context

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of a module the learner will be expected to be able to: 1. Clearly identify the influences and impact society has on the individual 2. Clearly identify and describe the main academic disciplines within psychodynamic counselling 3. Demonstrate an understanding of a range of psychoanalytical theories and approaches in counselling 4. Identify the importance of ethical behaviour, appropriate training and supervision within the psychodynamic counselling situation 5. Relate the theory of the Psychodynamic in counselling WBL experiences and employability

MODULE LEADER: Diane Forrester OTHER MODULE STAFF:

Summary of Module Content This module provides students with the opportunity to study the major psychodynamic perspectives as applied in Counselling in a social context. This will include the historical perspectives in psychodynamic psychology and the emergence of counselling as a discipline of psychology. The students will consider psychodynamic developments, post and neo-Freudians. Moreover, the role of supervision and training will be carefully explored together with the limitations of the counselling role. The importance of students gaining an appreciation of the psychodynamic approach is self-evident as, even if you have a preference for person-centred counselling, the insights that psychodynamic theories can provide will offer a valuable contribution towards your future synthesis of theoretical understandings.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions) (This summary is indicative of what may be taught) Scheduled Activities Hours Comments/Additional Information Lecture 45 Tutorial 5 Practical Classes & Workshops 10 Guided Independent Study 140 Total (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, 200 etc)

Students are required to analyse and evaluate a range of Psychodynamic Coursework C1 Essay 100% therapies and consider the ethical dimensions of the approach. (Learning outcomes 1; 2; 3; 4; 5).

Updated by: Diane Forrester Approved by: Linda Caudell Date: 09.2017 Date: 09.2017 Recommended Texts and Sources:

Corey, G (2012) Theory and Practice of Counselling and Psychotherapy, London: Sage. Higdon, J. (2004) From Counselling Skills to Counsellor: A Psychodynamic Approach, Basingstoke: Palgrave. Howard, S. (2011) Psychodynamic Counselling in a Nutshell, (2nd edn) London: Sage. Jacobs, M. (2010) Psychodynamic Counselling in Action, (4th edn) London: Sage. McLeod, J. (2013) An Introduction to Counselling, (5th edn) Buckingham: OU Press Spurling, L (2009) An Introduction to Psychodynamic Counselling, Basingstoke: Palgrave. Woolfe, R. and Dryden, W. (2009) Handbook of Counselling Psychology (3rd edn) London: Sage. SECTION A: DEFINITIVE MODULE RECORD Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCC 111 MODULE TITLE: Counselling in a Multi-Agency Context

SHORT MODULE DESCRIPTOR: This module provides an introduction into counselling practice within a multi-agency context. It explores the diversity and provision of counselling employment opportunities within different settings. The role of supervision and its importance in the multi-agency workplace is examined and developed. Sensitivity to the values and interests of others will be identified.

MODULE AIMS:  Develop an understanding and empathy of the client base within a variety of multi-agency contexts and a wider social care context  Identify and explain a wide range of multi-agency codes of practice  Highlight the importance of the supervisory role within multi-agency settings  Examine training needs of specific counselling and social care agencies  Identify and appreciate the different needs of service users and the range and diversity of referral processes

ASSESSED LEARNING OUTCOMES: (additional guidance below) 1. Examine the appropriateness of a variety of counselling and social care agencies to match client need. 2. Understand the importance of working within an ethical framework. 3. Demonstrate understanding and appreciation of codes of ethical conduct overseeing the work of the counsellor and other helping roles. 4. Identify and appreciate the needs of different service users. 5. Identify and appreciate the different needs of service users and the range and diversity of the referral processes. 6. Identify the diverse range of multi-agency provision in relation to counselling, advice giving, social care and other helping roles.

Summary of Module Content This module provides an introduction into counselling practice within a multi-agency context. It explores the diversity and provision of counselling employment opportunities within different settings. In this context students become aware of the changing roles of the private, public and third sectors. Thus, consideration is given to the rolling back of the welfare state, its implication for new organisational forms and the challenges these changes pose to counselling professionals. Moreover, the module considers the role of supervision and how this may be affected by different organisational structures. Additionally, students are encouraged to consider the values and interests of others in a multi-agency context, especially how contending predispositions may cause issues in relation to partnership working.

Students will compile a report which identifies a range agencies and explain the Coursework C1 100% Report necessity to work effectively in partnership within a multi-agency culture. (Learning outcomes1; 2; 3; 4; 5; 6).

Updated by: Linda Caudell Approved by: Elizabeth Phillips Date: 09.2017 Date: 09.2017 Recommended Texts and Sources:

Bond, T. (2015) Standards and Ethics for Counselling in Action, (4th edn) London: Sage. Hawkins, P. and Shohet, R. (2006) Supervision in the helping professions, Milton Keynes: Open University. Heins, E., Price, D., Pollock, A. M., Miller, E., Mohan, J. and Shaoul, J. (2010) “A Review of Evidence of Third Sector Performance and Its Relevance for a Universal Comprehensive Health System.” Social Policy and Society, 9, 4, 515-526. Joly, L., Goodman, C., Frogett, K. and Drennan, V. (2011) “Interagency Working to Support the Health of People Who Are Homeless.” Social Policy and Society, 10, 4, 523-536. Rummery, K. (2006) “Partnership and Collaborative Governance in Welfare: The Citizenship Challenge.” Social Policy and Society, 5, 2, 293-303. Samsci, K., Manthorpe, J. and Rapaport, P. (2010) ‘As People Get to Know It More’: Experiences and Expectations of the Mental Capacity Act 2005 amongst Local information, Advice and Advocacy Services.” Social Policy and Society, 10, 1, 41-54. Woolfe, R. and Dryden, W. (2009) Handbook of Counselling Psychology (3rd edn) London: Sage SECTION A: DEFINITIVE MODULE RECORD

MODULE CODE: TCC 201 MODULE TITLE: Advanced Counselling Perspective: Cognitive Behaviour Therapy (CBT)

SHORT MODULE DESCRIPTOR: This module examines and extends the knowledge base of the level 4 CBT and Cognitive Behaviour Therapy (CBT) module to a more advanced perspective by introducing other forms of therapy, which can synergise with and expand on Cognitive Behaviour Therapy (CBT) principles and philosophy. Additionally, the module will analyse and evaluate the techniques used in Cognitive Behaviour Therapy (CBT) in relation to mild and moderate mental health settings within a social care context.

MODULE AIMS:  Acquire a deeper understanding and knowledge of Cognitive Behaviour Therapy (CBT) and its application within a range of social care settings  Understand how power and control impact on the client’s behaviour  Have a deeper awareness of the psychological and sociological perspectives and an understanding of the cognitive thought processes

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate an advanced understanding of how Cognitive Behaviour Therapy (CBT) can be applied to a range of social care and counselling settings 2. Appreciate and demonstrate advanced knowledge and understanding of how Cognitive Behaviour Therapy (CBT) is used in mild to moderate mental health settings 3. Evaluate the effectiveness of Cognitive Behaviour Therapy (CBT) as a behaviour modification process 4. Evaluate the application of Cognitive Behaviour Therapy (CBT) and the importance of training and supervision 5. Evaluate the requirement to work within an appropriate professional and ethical framework DATE OF APPROVAL: November 2005 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: September 2006 SCHOOL/PARTNER: Truro & Penwith College DATE(S) OF APPROVED CHANGE: TERM: AY SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 104 MODULE LEADER: Kevin Ostapenko-Denton OTHER MODULE STAFF:

Summary of Module Content This module gives students the opportunity to extend their knowledge base from the level 4 CBT and Cognitive Behaviour Therapy (CBT) module to a more advanced perspective. Thus, other forms of therapy, which can synergise with and expand on Cognitive Behaviour Therapy (CBT) principles and philosophy, are explored thereby facilitating a balanced overview regarding the use and methods employed in CBT delivery. In this context students explore the importance of training and supervision in delivering CBT as a behaviour modification approach. Moreover, as the module analyses and evaluate the techniques used in Cognitive Behaviour Therapy (CBT) in relation to mild and moderate mental health work-based settings within a social care context, students receive support in their preparation to level 6 study; counselling training and/or employment.

Category El Compone Componen Comments Include links to learning (mode of e nt Name t objectives assessmen m weighting t) e nt

Students are required to compile a Coursework C1 Essay 100% comprehensive CBT (learning outcomes 1; 2; 3; 4; 5).

Updated by: Kevin Ostapenko-Denton Approved by: Linda Caudell Date: 09.2017 Date: 09.2017 Recommended Texts and Sources:

Beck, J S. (1995) Cognitive Therapy: Basics and Beyond, London: The Guilford Press. Bond, T. (2015) Standards and Ethics for Counselling in Action, (4th edn) London: Sage. Curwen, B, Ruddell, P, Palmer, S. (2012) Brief Cognitive Behaviour Therapy, (2nd edn) London: Sage. McLeod, J. (2013) An Introduction to Counselling (5th edn) Berkshire. Open University Neenan, M. and Dryden, W. (2002) Cognitive Behaviour Therapy: An A-Z of Persuasive Arguments, London: J Wiley & Son Ltd. Sanders, D. J. and Wills, F. (2005) Cognitive Therapy – An Introduction London: Sage Publications Ltd. SECTION A: DEFINITIVE MODULE RECORD.

MODULE CODE: TCC 202 MODULE TITLE: Advanced Counselling Perspective: Psychodynamic

SHORT MODULE DESCRIPTOR: This module provides the learners with the opportunity to study the major psychological and psychodynamic perspectives as applied in counselling and social care settings in more depth. The students will explain and analyse the changing nature of psychodynamic theory and its relation to post modernism. The module also examines the application and appropriateness of the psychodynamic perspective within a counselling and societal context.

MODULE AIMS:  Evaluate the different theoretical perspectives within counselling and a related social care context  Consider different psychodynamic perspectives in counselling and examine the application in the counselling context  Evaluate of a range of psychodynamic techniques  Examine and evaluate how psychodynamic counselling is used within client groups and in a wider societal context

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Examine and identify the main academic disciplines within psychodynamic counselling theory 2. Demonstrate an in-depth ability to evaluate the main theoretical paradigms within counselling 3. Demonstrate how the psychodynamic counselling approach is applied in a range of social care and counselling settings 4. Identify the importance of appropriate training and supervision within the counselling situation 5. Analyse and evaluate professional and ethical frameworks 6. Clearly identify the impact that society has on individuals and how the psychodynamic approach can be used to correct/address/challenge this

MODULE LEADER: Diane Forrester OTHER MODULE STAFF:

Summary of Module Content This module provides students with the opportunity to study the major psychological and psychodynamic perspectives as applied in counselling and social care settings in more depth. Thus, students will explore and analyse the changing nature of psychodynamic theory and its relation to post modernism. In addressing this aim the module provides an historical overview of the development of counselling theory from a psychodynamic perspective that embraces Freud and the post-Freudians. Therefore, students can evaluate the application and appropriateness of the psychodynamic perspective from both a counselling and societal context. This process facilitates an appreciation of the role of supervision and training; (2) the limitations of the counselling role and (3) preparation for progression to level 6 study; counselling training and/or employment.

Students are required to discuss the notion that brief psychodynamic therapy aims at relief of the patient's major current Coursework C1 Essay 100% conflicts rather than at change of his/her personality structure (learning outcomes 1; 2; 3; 4; 5; 6).

Updated by: Diane Forrester Approved by: Linda Caudell Date: 09.2017 Date: 09.2017 Recommended Texts and Sources: Howard, S. (2011) Psychodynamic Counselling in a Nutshell, (2nd edn) London: Sage. Jacobs, M. (2010) Psychodynamic Counselling in Action, (4th edn) London: Sage, Corey, G (2012) Theory and Practice of Counselling and Psychotherapy, London: Sage Higdon, J. (2004) From Counselling Skills to Counsellor: A Psychodynamic Approach, Basingstoke: Palgrave. McLeod, J. (2013) An Introduction to Counselling, (5th edn) Buckingham: OU Press SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCC 203 MODULE TITLE: Advanced Counselling Perspective: Person-Centred

PRE-REQUISITES: CO-REQUISITES: COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module will give the student the opportunity to study and consider in-depth Person- Centred Counselling in a wide range of counselling and social care contexts. It will build on previous knowledge and understanding of the intrinsic value of an advice giving, counselling, social care and other helping roles and relationships developed and maintained through the person-centred counselling approach. Additionally, students will evaluate the role of the counsellor, supervision and professional limitations of the person-centred approach.

MODULE AIMS:  Expand and develop an in-depth understanding of person-centred counselling approach  Evaluate the role of the person-centred counsellor in the helping relationship  Have a clear understanding of professional and ethical frameworks  To have a clear understanding of the need for supervision and training

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Clearly identify the person-centred approach 2. Demonstrate and evaluate the role of the person-centred counsellor in the counselling relationship 3. Identify how the Person-Centred approach can be broadly used with a range of advice giving counselling and helping social care settings 4. Evaluate and discuss supervision and professional counselling training 5. Identify and evaluate the outcomes of the person-centred counselling approach 6. Recognise the need to work within professional and ethical frameworks 7. Prepare to progress to stage 3, professional training or employment

Summary of Module Content This module will give students the opportunity to explore and analyse Person-Centred Counselling in a wide range of counselling and social care contexts. It will build on previous knowledge and understanding of the intrinsic value of an advice giving, counselling, social care and other helping roles and relationships developed and maintained through the person- centred counselling approach. Thus, considerable thought is given to the role of the person- centred counsellor in the counselling relationship and the necessity to work within professional and ethical frameworks. Moreover, the module gives students the chance to evaluate the role of the counsellor, supervision and professional limitations of the person-centred approach.

SUMMARY OF TEACHING AND LEARNING (Use HESA KIS definitions) (This summary is indicative of what may be taught) Scheduled Activities Hours Comments/Additional Information Lecture 45 Project Supervision 5 Practical Classes & Workshops 10 Guided Independent Study 140 Total (NB: 1 credit = 10 hours of learning; 10 credits = 100 200 hours, etc)

Category El Compone Componen Comments Include links to learning (mode of e nt Name t objectives assessmen m weighting t) e nt Students are required to identify and evaluate the use of the Person Centred Counselling approach by practitioner in the Coursework C1 Report 100% wider social care context; acknowledging how Post Rogerian theories have integrated into a range of social care practices.

Updated by: Linda Caudell Approved by: Linda Caudell Date: 09.2017 Date: 09.2017 Recommended Texts and Sources:

Bond, T. (2015) Standards and Ethics for Counselling in Action, (4th edn) London: Sage. McLeod, J. (2013) An Introduction to Counselling (5th edn) Berkshire. Open University Mearns, D. Thorne, B. and McLeod, J. (2013) Person Centred Counselling in Action (4th edn) London: Sage. Mearns, D. and Thorne, B (2009) Person Centred Counselling in Action (3rd edn) London: Sage. Nelson-Jones, R. (2014) Introduction to Counselling Skills: Texts & Activities, (6th edn) London: Sage Publications. Sanders, P. (2004) The Tribes of The Person Centred Nation. Ross-on-Wye: PCCS Books. SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCC 204 MODULE TITLE: Advanced Counselling Practice: An Integrated Approach CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: B940 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module will further develop the practical skills that underpin effective advice work and other helping and professional counselling relationships. It will analyse the issue of power and control in the counselling profession and encourage students to explore the issues surrounding the integrated approach.

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Community Studies

MODULE AIMS:  To build on and to reinforce the application of theoretical knowledge into counselling practice  Develop an advanced range of counselling skills  Understand, explore and evaluate the skills required for an effective counselling/client relationship  Offer students the opportunity to develop their self-awareness

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Evaluate and reflect on an effective counsellor/client relationship 2. Analyse the concept of effective advice giving, 3. Evaluate and examine the strengths and weaknesses integrated approach 4. Understand and evaluate the use of codes of ethical conduct 5. Evaluate different practices of supervision and training 6. Demonstrate the interpersonal skills necessary for effective therapeutic communication in relation to the client/counselling context 7. Demonstrate an ability to counsel peers effectively whilst establishing a safe and supportive relationship

MODULE LEADER: Kevin Ostapenko- OTHER MODULE STAFF: Denton

Summary of Module Content In this module students will further develop the practical skills that underpin effective advice work and other helping / professional counselling relationships. They will be facilitated to develop an advanced range of counselling skills in a process where the strengths and weaknesses of the integrated approach are evaluated and analysed in relation to codes of ethical conduct. Moreover, the module also addresses issues of power and control in the counselling profession and encourages students to reflect over the professional and personal limitations of the practitioner. Thus, the innovative assignment that gives students an opportunity to display their integrated counselling skills and then write a case study about this role play is particularly useful in the preparation for level 6 study; professional training and/or employment.

Category El Compone Componen Comments Include links to learning (mode of e nt Name t objectives assessmen m weighting t) e nt Student will explore and analyse the following statement: ‘Increasingly, the integrative approaches are seen as offering the greater flexibility Coursework C1 100% Essay needed to meet the wide range of needs and client groups presenting for counselling/psychotherapy. (learning outcomes 1; 2; 3; 4; 5; 6; 7)

Updated by: : Kevin Ostapenko-Denton Approved by: Linda Caudell Date: 09.2017 Date: 09.2017 Recommended Texts and Sources: Bond, T. (2015) Standards and Ethics for Counselling in Action, (4th edn) London: Sage. McLeod, J. (2013) An Introduction to Counselling, (5th edn) Buckingham: OU Press Hough, M. (2010) Counselling Skills and Theory, London: Hodder and Stoughton. Mearns, D. Thorne, B. and McLeod, J. (2013) Person Centred Counselling in Action (4th edn) London: Sage. McLeod, J. (2013) An Introduction to Counselling (5th edn) Berkshire. Open University Nelson-Jones, R. (2008) Introduction to Counselling Skills: Texts & Activities, (3rd edn) London: Sage. Nelson-Jones, R. (2014) Theory & Practice of Counselling & Therapy, (6th edn) London, Sage Publications. SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: TCC 209 MODULE TITLE: Professional Practice and Personal Development

SHORT MODULE DESCRIPTOR: This module will explore the professional and personal development in counselling and other helping relationships giving students the opportunity to gain experience and knowledge of counselling and supervision practice. Exploring a broad range of methods and approaches used in counselling training, it will develop the skills that underpin effective counselling and social care relationships.

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Community Studies

MODULE AIMS:  To provide a supervised practice opportunity for those students wishing to pursue a career as a counsellor or a social care worker  To give insight into counselling practice and social work care context and to build on and reinforce the application of theoretical knowledge of counselling, practice and supervision  Develop an advanced range of practical interpersonal skills  Understand and develop personal and professional expertise required for an effective counselling/client relationship

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of a module the learner will be expected to be able to:

1. Develop their professional practice and personal development skills 2. Evaluate and reflect on an effective counsellor/client relationship 3. Demonstrate the importance of effective counselling and appreciate a range of codes of ethical conduct. 4. Show a clear understanding of the importance of supervision and appropriate professional training 5. Demonstrate the interpersonal skills necessary for effective therapeutic communication in relation to the client/counselling context 6. Develop and explore effective active listening skills and observational skills 7. Take part in a supervised agency practice or an appropriate work-based learning experience. 8. Prepare for progression into stage 3 – professional training or employment DATE OF APPROVAL: November 2005 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: September 2006 SCHOOL/PARTNER: Truro & Penwith College DATE(S) OF APPROVED CHANGE: TERM: AY SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Summary of Module Content This module will explore elements within professional and personal development in counselling and other helping relationships giving students the opportunity to gain experience and knowledge of counselling and supervision practice. Thus, students are facilitated to evaluate and reflect on effective counsellor/client relationships and appreciate a range of codes of ethical conduct. Additionally, the module explores a broad range of methods and approaches used in counselling training with the aim of developing the skills that underpin effective counselling and social care relationships. The first assignment addresses the matter of personal therapy, and the, sometimes contending, views held by members of the counselling profession about this process. The second assignment offers students the chance to prepare a personal development portfolio that can be invaluable for preparation into level 6 study; professional training and/or employment.

Category El Component Compone Comments Include links to learning (mode of e Name nt objectives assessmen m weighting t) e nt

Students are required to produce a portfolio, to include evidence illustrating Portfolio your professional and personal Coursework C1 100% development (learning outcomes 1, 2, 3, 4, 5, 6, 7).

Updated by: Linda Caudell Approved by: Linda Caudell Date: 9.2017 Date: 09.2017 Recommended Texts and Sources: Bond, T. (2015) Standards and Ethics for Counselling in Action, (4th edn) London: Sage. Hawkins, P. and Shohet, R (2009) Supervision in the helping professions, (3rd edn) Milton Keynes: OU Press. McLeod, J. (2013) An Introduction to Counselling (5th edn) Berkshire. Open University Woolfe, R. and Dryden, W. (2009) Handbook of Counselling Psychology (3rd edn) London: Sage Publications. SECTION A: DEFINITIVE MODULE RECORD.

MODULE CODE: TCC 208 MODULE TITLE: Counselling Research Methods and Investigation

SHORT MODULE DESCRIPTOR: This module gives students the opportunity to be introduced to the research process. The student will have the opportunity to write a research project proposal and carry out an extended piece of research using appropriate research methods. An appropriate counselling topic will enable students to investigate an area of individual interest.

MODULE AIMS:  To show that in counselling, systematic research can make a vital contribution to the quality of service that is offered to the client  To provide students with the opportunity to devise, plan, research and present an extended piece of project work of their own choosing subject to staff approval  To provide students with the skills and knowledge enabling them to follow academic guidelines, conventions and ethical framework

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of a module the learner will be expected to be able to: 1. Reflect on the research process making suggestions and recommendation for future research 2. Consider the ethical issues of counselling and sensitive research 3. Be aware of the sensitive nature of counselling research 4. Follow through from your project proposal and produce a piece of work which is embedded within a counselling/social care context. Examine the research process, the stages and traps 5. Examine the reasons for research practice ‘gaps’ in counselling and social care research 6. Understand how counselling and related research will inform and improve counselling and social care practice

Summary of Module Content This module gives students the opportunity to be introduced to the research process. Thus, students will have the opportunity to explore existing research about an appropriate topic of their choice relating to counselling and its delivery, provide a written discussion paper about their preferred methods for their research design and complete an exploratory research topic employing appropriate research methods. Thus, the module is an invaluable preparation for the transition to level 6 studies when students are required to undertake a lengthy dissertation by employing rigorous research techniques.

Category El Component Compone Comments Include links to learning (mode of e Name nt objectives assessmen m weighting t) e nt Students are asked to contextualise their research topic through a review of existing research (learning outcomes 5,6) Students are required to analyse the alternative approaches to research and Coursework C1 Research Report 100% discuss their chosen option (learning outcomes 2; 5,6) Students are required to produce a research report that provides an academic investigation of a topic of their choice (learning outcomes 1; 2; 3; 4; 5; 6).

Updated by: Linda Caudell Approved by: Linda Caudell Date: 09.2017 Date: 09.2017 Recommended Texts and Sources:

Bond, T. (2015) Standards and Ethics for Counselling in Action, (4th edn) London: Sage. Cohen. L. Manion, L. and Morrison, K. (2011) Research Methods in Education. (7th edn) Abingdon Routledge. Flick, U. (2009) An Introduction to Qualitative Research, (4th edn) London: Sage Publications. Machi, L.A. and McEvoy, B.T. (2009) The literature review: six steps to success. Thousand Oaks, Calif: Corwin Press. McKay, S. (2011) “Response 1: “Scientific Method in Social Policy Research is not a Lost Cause.” Journal of Social Policy, 40, 1, 21-29. McLeod, J. (2011) Quantitative Research in Counselling and Psychotherapy (2nd edn) London: Sage Publications. Stevens, A. (2011) “Telling Policy Stories: An Ethnographic Study of the use of Evidence in Policy- making in the UK.” Journal of Social Policy, 40, 2, 237-255.