Validated Programme Specification BA (Hons) Counselling and Psychology in Community Settings

Transcription

1 Validated Programme Specification BA (Hons) Counselling and Psychology in Community Settings 1. Awarding Institution/Body University of Bolton 2. Teaching Institution Bradford College 3. Delivery Location(s) Bradford College, David Hockney Building 4. Programme Externally Accredited by (e.g. PSRB) Approved by the National Counselling Society 5. Award Title(s) BA (Hons) Counselling and Psychology in Community Settings 6. FHEQ Level 6 7. Bologna Cycle First cycle (end of cycle) qualifications 8. JACS Code and JACS Description 9. Mode of Attendance Full-time and part-time B940 Counselling the study of the provision of support services aimed at helping people to maintain a healthy and positive mental disposition in addressing problems C890 Psychology not elsewhere classified miscellaneous grouping for related subjects which do not fit into the other Psychology categories. To be used sparingly. 10. Relevant QAA Subject Benchmarking Group(s) Psychology (2007) Counselling and Psychotherapy (2013) 11. Relevant Additional External Reference Points (e.g. National Occupational Standards, PSB Standards) 12. Date of Approval/Revision January 2017 British Association for Counselling and Psychotherapy Draft Core Curriculum (2009) 13. Criteria for Admission to the Programme 96 UCAS tariff points GCSE grade C English and Maths or equivalent Successful interview Satisfactory enhanced DBS (Disclosure and Barring Service) check and health check are required Page 1 of 16

2 14. Educational Aims of the Programme The overall aims of the programme are to: Non-traditional entry will be considered RPL/RPEL will be considered Provide students with theoretical knowledge and understanding both in areas of psychology and counselling methods and theories and to set these within community settings. Facilitate the development of competent practitioners able to use skills and methods appropriate to their chosen vocational area. Provide a fieldwork experience as a means of linking theory with practice and to enhance students practical abilities. Enable students to critically analyse the theoretical and practical studies presented and to develop their ability to approach these creatively, rationally and logically. Facilitate self-development and understanding of the relationship between this and a range of theoretical constructs and ideas. 15. Learning Outcomes The programme will enable students to develop the knowledge and skills listed below. On successful completion of the programme, the student will be able to: Knowledge and Understanding K1 Communicate critical theoretical understanding in areas of psychology and counselling methods and set these within community settings K2 Apply knowledge and critical understanding of selected areas of psychological research and theory to analyses of human interaction and experience in a variety of community settings K3 Demonstrate knowledge and critical understanding of anti-oppressive and antidiscriminatory practice K4 Analyse and evaluate the impact of ethical issues relevant to the generation of knowledge in the discipline K5 Plan, undertake and evaluate a negotiated, self-managed major independent research project Cognitive/Intellectual Skills C1 Synthesise, appraise and evaluate data/evidence from appropriate sources to make independent judgements C2 Question orthodoxy using balanced, logical and supported argument based on own evaluative criteria and judgement C3 Demonstrate criticality in assessing the merit of competing knowledge claims C4 Demonstrate confidence and flexibility in identifying and defining complex problems and the application of appropriate knowledge, tools/methods to their solution Practical/Professional Skills P1 Operate ethically in complex and unpredictable contexts, requiring selection and application from a wide range of standard or innovative techniques P2 Act autonomously with limited supervision or direction within defined guidelines Page 2 of 16

3 P4 Critically reflect on own values, attitudes and beliefs and how these affect interpersonal interactions and non-oppressive use of counselling methods Key Transferable Skills (insert additional rows as necessary) T1 Plan, manage and critically evaluate the acquisition of new knowledge and skills as part of a lifelong learning strategy T2 Critically reflect on own personal and professional values and demonstrate employment potential T3 Communicate clearly, fluently and effectively in a range of styles appropriate to the context T4 Engage effectively in critically academic discussion and present arguments in a professional manner T5 Recognise and critically evaluate factors which enhance group processes and team-working, and modify and evaluate own personal effectiveness within a team T6 Independently utilise and apply appropriate information technology in gathering and critically presenting information in oral and written form 16. Key Learning & Teaching Methods The content will be delivered through lecture, seminar, group work, group and individual tutorial support, personal study time, and provision of multi-media resources through the college VLE. All students will have the opportunity to link theory to practice through a fieldwork placement. Lectures will communicate the theoretical content of the module to students; however, throughout delivery, and across all levels, students will be expected to relate theory to practice through practice-based observations and exercises, developing a deep understanding of the application of theory to practice. Students will be expected to engage in reflective activity at all levels of the programme, learning how to engage in reflection on and in practice. Students will additionally be expected to undertake a wide range of personal reading from sources provided on the VLE, and through library-based research. The VLE Moodle site is a key source of support to students. As well as being used to give students access to lecture notes and hand-outs, it is the primary means of communication between staff and students. It is also a key tool for online collaboration between students helping them to engage in effective group work and peer-to-peer support within a busy round of college, work and family responsibilities. It can also be used for secure electronic submission of coursework and for equally secure return of marked work and feedback. 17. Key Assessment Methods Assessment on the programme takes place in a variety of ways. Written assignments, reflective analyses, essays, examinations, presentations, assessed practice and independent research are amongst the range of summative assessment formats. Formative assessment via tutorial is included in all modules, often with a seminar presentation and peer assessment also. Formative assessment opportunities provide a less pressurised opportunity for students to assess their own learning, and a chance to both give and receive peer feedback, developing critical, analytical and leadership skills, progressing toward personal and academic maturity. Summative assessment measures student achievement of intended learning outcomes. Assignment tasks and assessment criteria are set out in module handbooks and are regularly discussed during teaching sessions. Written and verbal feedback provided to students is designed to indicate the extent to which students have addressed the relevant learning outcomes in their assignment submission. Students are given clear guidance on assessment requirements and criteria in written Page 3 of 16

4 form and through teaching sessions and formative assessment. Students are helped through the levels of study to progress to more mature, analytical and academically critical styles. Page 4 of 16

5 18. Programme Modules Level 4 Code Title Credits Status Non- Compensatable Compensatable Interpersonal Communication 20 Core Introduction to Psychology and Human Development 20 Core Politics of Social Policy 20 Core Psychology of Self and Identity 20 Core Counselling Theory and Practice 1: Introduction to the Person Centred 20 Core Approach Planning for Personal Development 20 Core Level 5 Code Title Credits Status Level 6 Non- Compensatable Compensatable Counselling Theory and Practice 2: Developing Counselling Practice 20 Core Understanding Interpersonal Behaviour 20 Core Inter-professional Practice 20 Core Counselling Theory and Practice 3: Group Supervision 20 Core Fieldwork Placement 20 Core Critical Analysis and Research Methodology 20 Core Code Title Credits Status Non- Compensatable Compensatable Independent Research Project 40 Core Counselling Theory and Practice 4: A Comparative Perspective 20 Core Critical Issues in Psychology 1 20 Core Critical Issues in Psychology 2 20 Core Counselling Theory and Practice 5: The Person Centred Approach in Context 20 Core Page 5 of 16

6 19. Programme Structure Overview of structure of the modules across the Academic Year. Full-time: Level 4 Level 4 Introduction to Psychology and Human Development (20) Interpersonal Communication (20) The Politics of Social Policy (20) Psychology of Self and Identity (20) Counselling Theory and Practice 1: Introduction to the Person Centred Approach (20) Planning for Personal Development (20) Level 5 Understanding Interpersonal Behaviour (20) Counselling Theory and Practice 2: Developing Counselling Practice (20) Inter-professional Practice (20) Level 5 Fieldwork Placement (20) Counselling Theory and Practice 3: Group Supervision (20) Critical Analysis and Research Methodology (20) Level 6 Level 6 Critical Issues in Psychology 1 (20) Critical Issues in Psychology 2 (20) Counselling Theory and Practice 4: A Counselling Theory and Practice 5: The Comparative Perspective (20) Person Centred Approach in Context (20) Independent Research Project (40) Part-time: A typical part-time route would entail studying 60 credit points of the programme per year over 6 years. Individual study routes may vary and will be negotiated with the student. Level 4: Year 1 Introduction to Psychology and Human Development (20) Level 4: Year 1 Psychology of Self and Identity (20) Planning for Personal Development (20) Page 6 of 16

7 Level 4: Year 2 Level 4: Year 2 Interpersonal Communication (20) Counselling Theory and Practice 1: Introduction to the Person Centred Approach (20) Politics of Social Policy (20) Level 5: Year 3 Understanding Interpersonal Behaviour (20) Counselling Theory and Practice 2: Developing Counselling Practice (20) Level 5: Year 3 Counselling Theory and Practice 3: Group Supervision (20) Level 5: Year 4 Inter-professional Practice (20) Level 5: Year 4 Fieldwork Placement (20) Critical Analysis and Research Methodology (20) Level 6: Year 5 Critical Issues in Psychology 1 (20) Counselling Theory and Practice 4: A Comparative Perspective (20) Level 6: Year 5 Counselling Theory and Practice 5: The Person Centred Approach in Context (20) Level 6: Year 6 Level 6: Year 6 Critical Issues in Psychology 2 (20) Independent Research Project (40) 20. Support for Students and Their Learning Students interact with the curriculum through involvement in student led seminars, presentations and discussions. The development of independent learning and leadership skills, including self- evaluation and conscious awareness of effective Page 7 of 16

8 learning techniques is promoted through interactive teaching approaches such as personal tutorials, , Moodle-based activities and the requirement to pursue independent research. Whilst students are expected to take responsibility for their own learning, study skills support is available to them both in the communication workshop and through IT support. Students who declare additional learning needs will be able to access personalised support. Student workload is monitored by staff and commented on by students programme representatives at programme committees. Individual students can discuss workload issues through the tutorial system. As far as practicable assessment schedules are designed to spread workload throughout the academic year. Students are supported on fieldwork placement by named visiting tutors and a designated fieldwork supervisor who are in regular contact with one another. 21. Distinctive Features The programme aims to provide students with the knowledge and skills to perform as critical and reflective practitioners within a variety of community settings. It can enhance career prospects within these and other work settings where counselling skills and high level interpersonal skills are key. According to Knight (2004), studies that identify the characteristics in graduates most highly valued by employers highlight the importance of: oral and written communication; independent working; ethical practice; teamwork and interpersonal skills. Whilst many degree programmes develop these attributes, they form a significant part of the content of this programme. The issues of health and well-being have become increasingly important features of government policy and there has been growing recognition of the importance of counselling and communication in enhancing economic productivity. Latest figures from the Health and Safety Executive (HSE) indicate that 11 million working days were lost to stress-related illness in Britain last year and the British Association for Counselling and Psychotherapy (BACP) (2010) conducted a study which showed clear demand from both employees and employers for greater stress support from appropriately skilled practitioners. The roles of counselling and effective interpersonal skills in developing approaches to dealing with social problems has been widely acknowledged for some time, and as the British Psychological Society (BPS) (2010) has noted, there is a growing emphasis by government on the role of statutory and non-statutory agencies in promoting happiness and well-being. Although at the time of writing developments such as the National Health Service s Improving Access to Psychological Therapies (IAPT) are under review, it is clear that measuring happiness and well-being and developing strategies to enhance these are still held to be of some importance. These developments have not gone unchallenged. Indeed, one of the purposes of the CAPICS programme is to critically examine the functions of counselling and psychology rather than instruct or train students. The programme aligns itself with the values of Community Psychology a growing area of applied psychology which concerns itself with social inequality and practice-based methods of challenging such inequality which include mounting political challenges to orthodoxy and the status quo of professional roles. As a Committee Member of the British Psychological Society Community Psychology Section, the programme leader s expertise supports and reflects this specialist focus of the programme. This Page 8 of 16

9 particular feature of the programme also serves to prepare students for employment in the area of community work and/or postgraduate study in the area of Community Psychology. The programme is also distinguished by its provision of an empowering ethos in its thorough grounding in the person-centred approach to counselling which sees the client as expert and trusts in the client s own process. This is in sharp contrast to behaviourist based programmes which often focus on skills rather than a relationship. All counselling tutors on the programme are practising person-centred counsellors and this expertise underpins the ethical and professional currency of the programme. The person-centred approach is versatile in that it is not limited to therapy alone and provides a way of being within a variety of professional community and health settings. The personal development of the student is key to learning about the person-centred approach and dovetails with the Community Psychology approach in its aim to empower individuals and communities in effecting change for themselves rather than passively awaiting the intervention of experts. These features of the programme are enhanced further by the Fieldwork Placement which allows students to engage in community-based learning. Students undertake a work role in a community setting and develop practical skills as well as the skills of critical reflection and the application of knowledge and understanding to real world situations. Our placement agencies and organisations have come to view our students as professionals, rather than students who are merely on site to shadow their staff. Students are often trusted to work independently under supervision while on placement and this is largely due to the extensive time and preparation invested in organising placements which match the capabilities and learning needs of each individual student. The programme has a high success rate in fieldwork placement. Students often continue working with agencies on a voluntary or paid basis after their placement has come to an end. This indicates the high regard that agencies have for our students as well as the strong emphasis placed on community practice and the close relationship between the programme and community agencies. The CAPICS programme has a long history of producing capable graduates and all of the above distinctive features serve to develop practitioners who are flexible and resourceful and therefore employable in a wide range of community, voluntary and statutory provision. Page 9 of 16

10 Stage Outcomes (Undergraduate Awards only) Key: K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see programme specification] No. Programme Outcome Stage/Level 5(2) Stage/Level 4(1) K1 Communicate critical theoretical understanding in areas of psychology and counselling methods and set these within community settings Analyse selected concepts in counselling and psychology and their application to real world contexts psychology in community settings K2 K3 Apply knowledge and critical understanding of selected areas of psychological research and theory to analyses of human interaction and experience in a variety of community settings Demonstrate knowledge and critical understanding of anti-oppressive and antidiscriminatory practice Apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in the context of counselling and psychology in community settings Reflect on own anti-oppressive and antidiscriminatory practice Demonstrate a knowledge and understanding of underlying concepts and principles of the relevant disciplines relating to counselling and Present and interpret data to develop lines of argument and make sound judgements in accordance with basic theories and concepts of counselling and psychology in community settings Identify issues relating to oppression and discrimination K4 K5 Analyse and evaluate the impact of ethical issues relevant to the generation of knowledge in the discipline Plan, undertake and evaluate a negotiated, selfmanaged major independent research project Reflect on own ethical practice Apply the skills of research/enquiry-based approaches to plan an independent research project under appropriate supervision. Outline ethical issues in relevant areas of study Identify and explain selected research methods used in the discipline and apply them in defined and limited counselling and psychology in community settings. C1 C2 Synthesise, appraise and evaluate data/evidence from appropriate sources to make independent judgements. Question orthodoxy using balanced, logical and supported argument based on own evaluative criteria and judgement Analyse, apply and interpret data/evidence from a variety of sources. Challenge received opinion from a position of knowledge and begin to develop own criteria and judgement Gather, record and describe, with guidance, data/evidence from a range of sources. Identify areas of contention in counselling and psychology C3 Demonstrate criticality in assessing the merit of Demonstrate intellectual flexibility and Recognise the provisional and changing nature competing knowledge claims openness to new ideas of knowledge C4 Demonstrate confidence and flexibility in Analyse realistic, semi-open problems and Formulate solutions to clearly defined, relatively Page 10 of 16

11 identifying and defining complex problems and the application of appropriate knowledge, tools/methods to their solution situations and select appropriate methods for their resolution in a considered manner simple problems and situations P1 Operate ethically in complex and unpredictable contexts, requiring selection and application from a wide range of standard or innovative techniques Operate ethically in complex and unpredictable contexts Operate ethically in clearly defined contexts P2 P3 Act autonomously with limited supervision or direction within defined guidelines Critically reflect on own values, attitudes and beliefs and how these affect interpersonal interactions and non-oppressive use of counselling methods Act autonomously with supervision or direction within defined guidelines Reflect on own values, attitudes and beliefs and how these affect interpersonal interactions and non-oppressive use of counselling methods Act with limited autonomy under direction within defined guidelines Reflect on own values, attitudes and beliefs and how these affect interpersonal interactions T1 T2 T3 Plan, manage and critically evaluate the acquisition of new knowledge and skills as part of a lifelong learning strategy Critically reflect on own personal and professional values and demonstrate employment potential Communicate clearly, fluently and effectively in a range of styles appropriate to the context Participate effectively in interdependent learning activities and function effectively as a more independent learner Analyse learning needs and develop appropriate strategies to meet these Effectively communicate information, arguments and analysis in a variety of forms Access and use a range of learning resources in order to acquire the skills to begin the process of moving from dependent to independent learning Identify personal and professional needs and devise action plans accordingly Communicate the results of study/work accurately and reliably using structured and coherent arguments T4 T5 T6 Engage effectively in critical academic discussion and present competing arguments in a professional manner Recognise and critically evaluate factors which enhance group processes and team-working, and modify and evaluate own personal effectiveness within a team Independently utilise and apply appropriate information technology in gathering and critically presenting information in oral and written form Engage in academic discussion and present competing arguments in an effective manner Recognise and evaluate factors which enhance group processes and team-working, and modify and evaluate own personal effectiveness within a team Independently utilise and apply appropriate information technology in gathering and presenting information in oral and written form Engage in academic discussion and present arguments in a competent manner Reflect on own actions within group contexts Utilise and apply appropriate information technology in gathering and presenting information in oral and written form under direction Page 11 of 16

12 An A in the box indicates where the programme outcome is assessed. Map of Outcomes to Modules Outcome Key Module Name K1 K2 K3 K4 K5 C1 C2 C3 C4 P1 P2 P3 T1 T2 T3 T4 T5 T6 Level 4 Introduction to Psychology and Human A A A A A A A A A A A Development Interpersonal Communication Planning for Personal Development Psychology of Self and Identity Counselling Theory and Practice 1: Introduction to the Person Centred Approach Politics of Social Policy A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A Page 12 of 16

13 Level 5 K1 K2 K3 K4 K5 C1 C2 C3 C4 P1 P2 P3 T1 T2 T3 T4 T5 T6 A A A A A A A A A A Understanding Interpersonal Behaviour Counselling Theory and Practice 2: Developing Counselling Practice Inter-professional Practice Fieldwork Placement Counselling Theory and Practice 3: Group Supervision Critical Analysis and Research Methodology A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A Page 13 of 16

14 Level 6 K1 K2 K3 K4 K5 C1 C2 C3 C4 P1 P2 P3 T1 T2 T3 T4 T5 T6 Critical Issues in A A A A A A A A A A A A A Psychology 1 Counselling Theory and Practice 4: A Comparative Perspective Critical Issues in Psychology 2 Counselling Theory and Practice 5: The Person Centred Approach in Context Independent Research Project A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A A Page 14 of 16

15 Module Name Introduction to Psychology and Human Development Interpersonal Communication Politics of Social Policy Psychology of Self and Identity Counselling Theory and Practice 1: Introduction to the Person Centred Approach Planning for Personal Development Understanding Interpersonal Behaviour Counselling Theory and Practice 2: Developing Counselling Practice Inter-professional Practice Assessment Chart Formative Assessment Type and Week of Completion Seminar participation, inclass discussion, forum discussion via the VLE (weeks 1-9, 11-14), and individual tutorials (weeks 12-14). Seminar participation, in class discussion, forum discussion via VLE (weeks 1-7, 9-14), and individual tutorials (weeks 12-13). Feedback from presentation (weeks 9-10). Peer feedback, seminar discussions (weeks1-12) and individual tutorials (weeks 13-14). Seminar participation, in class discussion, forum discussion via VLE (weeks 16-29), and individual tutorials (weeks 27-28) Empathy labs, in class discussion, forum discussion via VLE (weeks 16-29), and individual tutorials (weeks 28-29). Seminar participation, in class discussion, forum discussion via VLE, and individual tutorials (weeks 15 29). Seminar participation, in class discussion, forum discussion via VLE (weeks 1-14), and individual tutorials (weeks 8-9, 14). Seminar participation, empathy labs, in class discussion, forum discussion via VLE (weeks 1-14), and individual tutorials (weeks 12-14) Peer and tutor feedback on community meeting experience (week 9), Summative Assessment Type and Week of Submission Individual Presentation (30%) Week 10 Essay 2000 words (70%) Week 15 Group presentation (40%) Week word reflective analysis of the interpersonal communication strategies and techniques utilised during the related group processes (60%) Week word essay related to an appropriate aspect of Social policy (100%) Week word essay (100%) Week word reflection on theory and own experience of being client and counsellor (100%) Week 30 Portfolio of evidence which must include a critical commentary of 2500 (100%) Week 30 Open book/seen examination with prompt sheet /support notes (40%) Week word essay (60%) Week 15 Counselling practice task (pass/fail) which is recorded and transcribed for the essay (weeks 7-9) word reflective analysis of counselling practice task (100%) Week word critical reflective commentary of the experience within the group process (80%). Page 15 of 16

16 Fieldwork Placement Counselling Theory and Practice 3: Group Supervision Critical Analysis and Research Methodology Critical Issues in Psychology 1 Counselling Theory and Practice 4: A Comparative Perspective Critical Issues in Psychology 2 Counselling Theory and Practice 5: The Person Centred Approach in Context Independent Research Project individual tutorials (weeks 13-14) Ongoing support from the fieldwork supervisor, three way meetings with the college tutor. Individual tutorials (weeks 15-29). Seminar participation, group supervision, in class discussion, forum discussion via VLE (weeks 15-29), and individual tutorials (weeks 27-28). Seminar participation, in class discussion, forum discussion via VLE (weeks 15-29), and individual tutorials (weeks 24, 28-29) Seminar participation, in class discussion, forum discussion via VLE (weeks 1-14), and individual tutorials (weeks 9, 13-14). Feedback from presentation (week 11). Seminar participation, personal development groups, in class discussion, forum discussion via VLE (weeks 1-14), and individual tutorials (weeks 13-14). Seminar participation, in class discussion, forum discussion via VLE (weeks 16-29), and individual tutorials (weeks 23, 28-29). Seminar participation, observed empathy labs, in class discussion, forum discussion via VLE (weeks 15-29), and individual tutorials (weeks 24, 27-28). Presentation on counselling practice (week 25). Feedback from presentation (week 26). Formative assessment via supervision meetings (weeks 1-29) and feedback on 1000 word synopsis (10%) (weeks 8-9) word personal action plan (20%) Week word Self-Evaluation of performance (100%) Pass/fail on student placement performance. Week word analysis of audio recording of a group supervision session (100%) Week Word Essay (70%) Week 25 Proposal for the Independent Research Project Level 6 (30%) Week minute individual presentation (30%) Week word essay (70%) Week word comparative account of personal development in relation to core theoretical model and another model (100%) Week word essay (60%) Week 24 Open book/seen examination with prompt sheet /support notes (40%) Week word written evaluation of own counselling practice: (100%) Week word synopsis (10%) Week word written research report (90%) Week 30 Page 16 of 16