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Course Handbook
BSc (Hons) Counselling, Coaching and Psychological Interventions
Course Leader: Catherine McQuarrie
School of Community, Health and Midwifery
Please read this Handbook in conjunction with the University’s Student Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.
Contents 1 Welcome to the Course 2 Structure of the Course 3 Approaches to teaching and learning 4 Student Support 5 Assessment 6 Classification of Awards 7 Student Feedback 8 Appendices 8.1 Programme Specification(s)
Aims of the Programme (all students)
- To develop knowledge of counselling, coaching and psychological interventions and its relationship to other helping strategies.
- To enhance the students’ own interpersonal skills and self awareness.
- To support students to demonstrate, analyse and present knowledge in support of arguments, preparing the learner for further studies in the field of counselling, coaching and psychological intervention skills
- To provide knowledge of a range of counselling, coaching and
- intervention skills and theories.
- To develop counselling, coaching and psychological intervention skills in the student’s chosen career; life-long learning and recognition of the value of education and research.
- To enhance research skills and evidence-based practice
A. Knowledge and Understanding Students will be able to:- A1. Differentiate between concepts of counselling coaching and psychological intervention skills. A2. Apply differing concepts of health to counselling, coaching and psychological intervention skills. A3. Demonstrate knowledge of key underlying concepts relevant to counselling, coaching and psychological intervention skills. A4. Demonstrate knowledge of the research paradigm and methodologies appropriate to counselling, coaching and psychological intervention skills A5. Demonstrate knowledge of key debates relevant to the ethics and service of counselling, coaching and psychological intervention skills A6. Demonstrate understanding and critical awareness of concepts of mental health and mental illness, diagnostic category systems in mental health and a range of social, medical and psychological explanatory models. A7. Appraise and evaluate the range of supervision strategies commonly used in low intensity Services, counselling and coaching settings A8. Display a broad perspective on practice taking into account the importance of individual diversity, and the influences of culture and gender on mental health and the impact that these have on individual care and service provision. A9. Critically review and evaluate the culture of primary care and its interactions within society including other statutory and non-statutory health, social care and occupation/employment agencies A10. Demonstrate systematic understanding of the legal, ethical and policy dimensions of modern mental health practice policy frameworks and service management arrangements. B. Subject-specific skills At the end of the programme of study students will be able to: B1. Demonstrate key core counselling skills, coaching and psychological intervention skills B2. Integrate personal experience and personal development to the synthesis of, and relationship with, counselling, coaching and psychological intervention skills knowledge. B3. Integrate knowledge from differing health issues to counselling, coaching and psychological intervention skills. B4. Discuss the principles, processes and evaluation of research and various data sources.
1.2 Course Team Course Leader Catherine McQuarrie Email: CMcQuarrie1@uclan.ac.uk Tel: 01772 893789 Office: HA Marie Percival Senior Lecturer/Course Leader Email: MPercival@uclan.ac.uk Tel: 01772 893412 Office: HA Peter Cardew Senior Lecturer/Deputy Course Leader Email:PJCardew@uclan.ac.uk Tel: 01772 893413 Office: HA 253 Denton French Senior Lecturer Email: DFrench2@uclan.ac.uk Tel: 01772 893 Office: HA Sandra Brickman Horne Lecturer Email SBrickman-Horne1@uclan.ac.uk Tel 01772 895551 Office : BB Lowri Dowthwaite Email: LDowthwaite1@uclan.ac.uk Tel: 01772 893730 BB Gillian Rayner Principal Lecturer Email: GRayner@uclan.ac.uk Tel: 01772 895599 Office: BB Moraen O’Byrne Lecturer Email: MO’Byrne@uclan.ac.uk Tel: 01772893794 Office: HA 1.3 Expertise of staff Catherine McQuarrie is a Senior Lecturer and course lead for the BA (Hons) in Counselling and Psychotherapy. Cath has worked in higher education since 2004 and practices Cognitive Behavioural Therapy. Gillian Rayner is the Divisional Leader for the Counselling and Psychological Therapies in the School of Community Health and Midwifery. She is also reader (Associate Professor) Counselling & Psychotherapy. Gillian has 20 years of senior academic experience working in Universities. She has written and lead a variety of professional training courses in mental health nursing and psychotherapy at levels 5-7. She has been external examiner for a
variety of international courses at level 5-7 over the past 15 years. She has extensive clinical nursing and psychotherapy experience in a wide variety of settings from community and charities to NHS and forensic mental health hospitals. She is a BABCP accredited psychotherapist, trainer and supervisor and works for this organisation chairing course accreditation visits and sits on this committee. Marie Percival is a Senior Lecturer and a Lecturer on the Post Graduate Diploma and leads the online D Prof Psychotherapy studies and certificate in supervision. Marie has ten years’ experience teaching in higher education in both psychology and in the field of counselling and has nine years’ experience working as a psychotherapist in both private practice and in community settings. Peter Cardew Peter is a BACP Accredited Psychotherapist and Psychosexual Therapist with COSRT and has worked as Chair of one of COSRT’s committees and as a member of the COSRT Management Committee. Peter currently works as a Consultant in Psychosexual Psychotherapy for Manchester Mental Health & Social Care NHS Trust for whom he has worked for the past 6 years. He leads or MSc Psychosexual Therapy course. Lowri Dowthwatie Lowri is a qualified Psychological Wellbeing Practitioner (PWP) and Lecturer in Psychological Interventions. Lowri has worked as a PWP within the NHS, offering treatment and working in a senior supervision and leadership role. Lowri is passionate about enhancing health and wellbeing and has a special interest in Positive Psychology and positive interventions. Denton French Denton is a lecturer in Counselling and Psychotherapy and is experienced in developing and teaching on a range of nationally accredited undergraduate and postgraduate programmes in counselling and psychotherapy. He is a registered member of the BACP and accredited with the BABCP. He is a trained counsellor and supervisor, with over 15 years clinical experience. Sandra Brickman-Horne Sandra is an experienced Counsellor and provides individual and couples therapy and personal development. Sandra completed her degree in Psychology and her Graduate diploma at UCLAN before she began working at UCLAN as a Lecturer. Sandra is passionate about self-awareness and self understanding, she has authored ebooks on the subjects of how emotional intelligence and how to improve relationships and happiness. Moraen O’Byrne Moraen is a person centred Counsellor and Lecturer at UCLAN, with an interest in nutrition and wellbeing. Moraen is involved in both undergraduate and postgraduate programmes at the university. 1.4 Academic Advisor You will be assigned an Academic Advisor who will provide additional academic advice and support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, providing insight and direction to enable you to realise your potential. 1.5 Administration details Hub information can be found at: https://www.uclan.ac.uk/students/support/course_admin_service.php
well-defined problems, and to generate ideas. You should also demonstrate the ability to communicate information and arguments in a variety of forms. It will also enhance your ability to reflect on and integrate theory and practice, and further enable you to plan your future academic, professional and personal development. You will be required to achieve 120 points at level 5 to progress to level 6. Year 3 - Level Six Modules are aimed at developing an enhanced depth of knowledge and understanding and the ability to apply and critically evaluate key concepts and theories. You will complete a dissertation on a topic of your choice and will be assigned a supervisor to assist you with this piece of work. 2.2 Modules available Each module is a self-contained block of learning with defined aims, learning outcomes and assessment. A standard module is worth 20 credits. It equates to the learning activity expected from one sixth of a full-time undergraduate year. Modules may be developed as half or double modules with credit allocated up to a maximum of 120 credits per module. BSc Counselling, Coaching and Psychological Interventions (Counselling Pathway) Year 1 Year 2 Year 3 Learning to Learn for psychological therapies Introduction to Communication and Interpersonal skills Key Issues in Counselling and Psychotherapy The Human Being in Context Introduction to mental health and wellbeing Contemporary pluralistic counselling in practice Public health and behaviour change New frontiers in counselling and psychotherapy Research Design and process Social and community enterprise Dissertation Advanced pluralistic counselling practice Social prescribing Personal Development Brief interventions in therapy BSc Counselling, Coaching and Psychological Interventions (PWP Pathway) Year 1 Year 2 Year 3 Learning to Learn for psychological therapies Introduction to Communication and interpersonal skills Key Issues in Counselling and Psychotherapy The Human Being in Context Intermediate Counselling Skills Public health and behaviour change New frontiers in counselling and psychotherapy Research Design and process Dissertation Social prescribing Guided Self-help for Anxiety and Depression Personal Development via group interaction Brief interventions in therapy
Introduction to mental health and wellbeing Social and community enterprise Contemporary Challenges in Health and Wellbeing Working with Common Mental Health Problems (Semester 3) BSc Counselling, Coaching and Psychological Interventions (Wellbeing Coaches Pathway) Year 1 Year 2 Year 3 Learning to Learn for psychological therapies Introduction to Communication and Interpersonal skills Key Issues in Counselling and Psychotherapy The Human Being in Context Introduction to mental health and wellbeing Intermediate Counselling Skills Public health and behaviour change New frontiers in counselling and psychotherapy Research Design and process Social and community enterprise Contemporary Challenges in Health and Wellbeing Dissertation Social prescribing Behaviour Change and coaching skills Brief interventions in therapy Values, Diversity and context Solution focused Therapy 2.3 Course requirements It is essential that you complete ALL modules in the first year and all the modules on your chosen pathway as you progress in years 2 and 3 (and one module semester 3 year 2 for the PWP route) to gain a BSc (Hons) in Counselling, Coaching and Psychological Interventions degree.
2. 4 Module Registration Options All modules on your chosen pathway are compulsory. An interview will take place at the end of your first year to discuss your individual progression route through the course.
3.2 Study skills Lifelong learning is now a requirement in all professions to ensure that we continue to develop and use the most up-to-date knowledge in our practice. During induction week we aim to assist you in identifying and making best use of learning opportunities. You will be encouraged to reflect on experiences from counselling skills sessions in order to maximise learning opportunities. Please review the following for study skills session during Induction week: Study skills and learning styles Reflective learning Using IT for collecting and presenting information Making efficient use of BlackBoard Using feedback Self-evaluation Literature searching Referencing There are a variety of services to support students and these include Study Skills - ‘Ask Your Librarian’ https://www.uclan.ac.uk/students/support/study/it_library_trainer.php You can book a one to one session with a subject Librarian via Starfish. These sessions will help with questions such as “My lecturer says I need a wider variety of sources in my references, what do I do?" "I need to find research articles, where do I start?" "How do I find the Journal of ...?" "How do I use RefWorks?” WISER offer specialist advice and guidance to ALL students at the University no matter what their area of study. Their aim is to help students learn how to study more effectively and get better marks for your exams and assignments. http://www.uclan.ac.uk/students/wiser/index.php 3.3 Learning resources 3.3.1 Learning and Information Services (LIS) The best place to start when exploring the Library resources available to you is;
- Your ‘Subject Guide’ can be found in the Library Resources
- Your ‘My Library’ tab in the Student Portal
- Library search
- Your module reading list – this can be found in your electronic module space. Generic information is included in the Student Handbook, but you may wish to include additional information here. How does LIS provide resources and support particularly relevant for this course, such as subject guides or access to on-line databases? Please contact your subject liaison officer if you’d like more information to add here.
3.3.2 Electronic Resources Library Information Services (LIS) provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. As the University is moving towards a paperless system ALL documentation for the Counselling and Psychotherapy Degree will be available on line (VLE) it is up to the individual if they want to print the information. The school and course handbook will be discussed during the induction week and presented to you on line. You will be given the appropriate training on accessing and using the Virtual Learning Environment (VLE) system at UCLan within your first week on the course. 3.4 Personal development planning Academic advisor When you commence induction week on the BSc (Hons) in Counselling, Coaching and Psychological Interventions you will allocated an academic advisor, their role is to support your academic and pastoral needs. You will have opportunities for: ▪ Skills auditing. These could be subject-specific, professional and /or transferable skills) ▪ Setting of appropriate long-term planning of personal, educational and career goals Personal Development Plans and any other evidence of learning. The completion of a reflective learning journal will allow you to develop, in a realistic way, your knowledge and skills. You will be supported to do this through the study and lifelong learning skills module and your personal tutor. Together you will also develop a learning agreement which will help you identify your strengths, learning needs and priorities you will be able to use this to help you to identify appropriate learning opportunities as well as providing you with a formal way of integrating your academic (theoretical) and skills experience. 3.5 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:
- To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.
- Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,
- You will then be ready to learn how to successfully tackle the recruitment process. It’s your future: take charge of it! Careers offers a range of support for you including:-
- career and employability advice and guidance appointments
- support to find work placements, internships, voluntary opportunities, part-time employment and live projects
- workshops, seminars, modules, certificates and events to develop your skills
Advisors should also offer guidance and advice on the availability of appropriate support concerning study, financial and other matters offered by the University where these are affecting the student's ability to complete their studies successfully. One of the aims of the Academic Advisors System is to provide support for the induction process. All new students are required to see their Academic Advisors during Welcome Week and the levels of Tutorial support needed are likely to be highest at this time. 4.2 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. We make every possible effort to support students with disabilities and have a very strong, dedicated team of professionals who are here to help you. 4.3 Students’ Union The Students’ Union is here to ‘make life better for students’ and we aim to do this every day through our wide range of services, activities and opportunities. You can find out more information on our website: http://www.uclansu.co.uk/
5. Assessment 5.1 Assessment Strategy The assessments involve assignments and presentations and negotiated assessments. These strategies will be linked to the module and course learning outcomes. During your course you will be assessed on all of the modules which you undertake. In most cases you will be awarded a percentage mark for the assessment, unless the module or part of it is to be assessed as a pass/fail only. All modules contain the main types of assessment - formative and summative. Formative (intermediate) assessment provides you with an opportunity for reflection and development. This includes strategies that encourage you to build upon previous knowledge and explore new areas. The emphasis is on self-awareness, self-evaluation and development of the individual. Not all modules offer formative assessment and specific details will be found in your module information guide. Where it is used your module leader or indeed your fellow students will provide you with feedback on this work that may help you. Summative assessment is an essential part of your modules. It provides evidence that you have achieved the learning outcomes. You must submit the module summative assessments to pass the module. Grades will normally be awarded against assessment criteria that have been designed specific to your module and you should check this with your module leader A wide range of summative assessment methods are used across the programmes delivered by the School of Community Health and Midwifery. This ensures that broad ranges of learning styles are met. Types of assessment utilised include the following
- Presentations (video, individual or group)
- Written assignments Students will be supported in this process by a series of negotiated discussions and interactions which will help them to explore and record their development and to set goals
and devise action plans to meet their needs and extend their personal and professional opportunities. In addition the use of personal awareness and reflection is central to counselling, coaching and psychological interventions. 5.2 Notification of assignments and examination arrangements At the commencement of each module students will be informed of the assessment strategy, this will be discussed with the main group and students will also be informed of submission deadlines as it will be different for each module. Students can also arrange appointments with the module tutors to discuss the assessment. All module handbooks will clearly state assessment marking criteria and submissions dates. 5.3 Referencing A reference is any piece of written material, published or unpublished, to which a writer 'refers'. The purpose of this information is to enable the reader to locate the work and consult it. The reference acts as an acknowledgement of the other writer's work or the work of a group of people, such as a committee or conference report. A key component of academic writing is the use of high quality references to support the argument and debate in your assignment. References provide a theoretical framework for the topic, and demonstrate how you have developed your argument on the basis of published work. They also allow the reader to consult the original evidence supporting your point where, for example, you refer to the results of a research study. You should always use the APA referencing system. This is explained in The School Referencing Guide 5.4 Confidential material The BSc (Hons) Counselling, Coaching and Psychological Interventions involves working in pairs or small groups (3s) during counselling skills sessions. Therefore some students may share sensitive information with you. As a result you are required not only to respect confidentiality but also to maintain the anonymity of individuals and any organisations they might be affiliated with. There are both ethical and legal reasons for maintaining anonymity and confidentiality. Such information is also subject to the Data Protection Act (1998) and you should adhere to the contents of this act. The policy of maintaining anonymity and confidentiality applies whether you are an undergraduate or post-graduate student. Exceptions There may well be cases where exceptions to maintaining anonymity and confidentiality occur. These can include:
- Signatures of staff or mentors on official documents.
- Names of persons in acknowledgements who have supported the work, such as acknowledgements in dissertations.
- Naming individuals or organisations where the information is already in the public domain, providing this material is accurate.
- Instances where you have written permission from an individual or organisation. It may be possible for you to obtain consent to use information for academic purposes. Clearly state that this is the case at the beginning of your work. Written consent forms will be retained with the academic work. If you intend to publish your work, you may need to seek further guidance from appropriate Ethics Committees.
All module staff engage in development and training in assessment, marking and feedback. Once the assessments have been completed the module team will discuss the assessment methods and marking criteria, prior to starting to mark, so that there is a common understanding of what is expected of students. All assessed modules have moderation built into the marking process. Moderation involves sampling students’ assessed work to make sure that the learning outcomes and agreed marking criteria have been interpreted and applied in the same way. This ensures that you and your fellow students are treated equitably and that the academic standards are applied consistently. During the marking process the module leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a minimum of three pieces) has been reviewed by other markers and any concerns about consistency or accuracy addressed with the whole module team. Your work may or may not be part of this sample, but the processes for developing assessments and marking criteria as well as moderation mean that you can be confident that teaching staff are marking assessments to the same criteria. Module teams may then use feedback from moderation to improve clarity about the nature and purpose of future assessment, or to make changes if required. Modules are also moderated externally. The module leader will arrange for the external examiner to receive a sample of work for review and comment. External examiners cannot change individual grades, but can act as ‘critical friends’ and confirm that marking standards are in line with other, similar courses in the sector. If, on reviewing the sample, external examiners feel that the marking criteria have not been applied consistently the work of the whole cohort will be reviewed.
6. Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. 7. Student Feedback You can play an important part in the process of improving the quality of this course through the feedback you give. Some key changes to the course based on student feedback have been both the delivery of the course over two full days and the further integration of work based learning across all level 4 and 5 modules as well as the reducing of some assessment weighting in modules. 7.1 Student Staff Liaison Committee meetings (SSLCs) Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University Student Handbook. A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside
receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: coursereps@uclan.ac.uk. School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: coursereps@uclan.ac.uk
