University Advanced Diploma in Cognitive Behavioural Studies and Skills (Not a Licence for Practice)

Transcription

1 Programme ation University Advanced Diploma in Cognitive Behavioural Studies and Skills (Not a Licence for Practice) University of Derby Online Learning Commencing September 2016 Programme codes JACS code OLUBA B940 [Type text]

2 Table of contents SECTION ONE: GENERAL INFORMATION... 3 Programme Title... 3 Award title and interim awards... 3 Interim awards... 3 Mode of Study... 3 Programme start date/review date... 3 Awarding Institution... 3 Faculty Managing the Programme... 3 Institution(s) Delivering the Programme/Joint Honours Subject... 3 Relevant external subject benchmark statement(s)... 3 External Accreditation... 3 JACS Code(s)... 3 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 4 Overview... 4 Key Features of the Programme... 6 Programme Aims... 7 SECTION THREE: PROGRAMME LEARNING OUTCOMES... 7 SECTION FOUR: PROGRAMME STRUCTURE... 8 Structure and Curriculum... 8 Examples of Study Pattern... 8 Accelerated Study Route... 9 Typical Study Plans... 9 Intake Points and module learning design types Personal Development Planning (PDP) SECTION FIVE: PROGRAMME DELIVERY Online Teaching and Learning Methods of 29

3 E-learning strategies Assessment General Approach SECTION SIX: ADMISSIONS Process Entry Requirements Standard Entry Criteria SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE Student Support Programme Leadership Development and Delivery Team The Student Voice SECTION EIGHT: POST PROGRAMME OPPORTUNITIES SECTION NINE: EMPLOYER LINKS Appendix 1: Mapping out against module learning outcomes... 1 Appendix 2: Mapping out against QAA Subject Benchmark of 29

4 SECTION ONE: GENERAL INFORMATION Programme Title University Advanced Diploma in Cognitive Behavioural Studies & Skills (Not a Licence for Practice) Award title and interim awards University Advanced Diploma in Cognitive Behavioural Studies & Skills (Not a Licence for Practice) Interim awards None Mode of Study Part-time, Online Distance learning Programme start date/review date Start date: May 2012 Period of Validation: Indefinite Awarding Institution University of Derby Online Learning (UDOL) Faculty Managing the Programme University of Derby Online Learning (UDOL) Institution(s) Delivering the Programme/Joint Honours Subject University of Derby Online Learning (UDOL) Relevant external subject benchmark statement(s) QAA subject benchmarks for Counselling and Psychotherapy (2013) Also the programme complies with the University s policies and procedures. External Accreditation None JACS Code(s) B of 29

5 SECTION TWO: OVERVIEW AND PROGRAMME AIMS Overview The University Advanced Diploma in Cognitive Behavioural Skills and Studies has been running since The programme aims to serve as a foundation programme for students who wish to prepare themselves for study at postgraduate level on the MSc in Cognitive Behavioural Psychotherapy. This includes: People who already have experience of a therapeutic profession such as counsellors, but do not have the fundamental knowledge of cognitive behavioural theory and practice. People who are changing careers from an unrelated. Students in this group may (depending on their background knowledge and academic skills) begin with the University Diploma in Counselling Studies and Skills at level 5 which will provide a broad overview of a wide range of theories within counselling and psychotherapy, and study skills. Counsellors and other therapists who want to enhance their knowledge and skills but are not intending to become cognitive behavioural therapists Nurses completing a BSc Top-up degree have the option to take modules as part of their programme On completion of this programme you will be able to demonstrate an understanding of some of the fundamental theories and skills utilised within the cognitive behavioural practices. You will be able to critically analyse the use of a variety of theoretical models used to treat common psychological difficulties. You will be able to demonstrate and critically analyse the key skills needed for initial assessment. You will be able to understand the debates and issues around diagnostics and medication within mental health. You will be able to communicate and demonstrate your skills employing both reflective and analytic styles. 4 of 29

6 You will be guided by a specialist academic team consisting of Academic Leads, Lecturers, Associate Academics, Personal Tutors and Online Learner Advisors who will support both your individual aspirations and also reflect your work-based requirements. Individual modules within the programme may address the development of your professional skills and knowledge, management and leadership skills, skills in teaching and mentoring and research skills. Flexibility is the key characteristic of the UAD Cognitive Behavioural Studies and Skills in terms of study flexibility and utilisation of chosen tools and devices. The following diagram illustrates this: 5 of 29

7 Key Features of the Programme - To establish a solid foundation of understanding of Cognitive Behavioural Therapy (CBT). - To learn the contemporary approaches within CBT, Mindfulness-Based Cognitive Therapy and Compassion-Focused Therapy (CFT). - To create a flexible and student-centred programme of study that meets professional and personal development needs. This programme provides the opportunity to study a UAD in Cognitive Behavioural Studies and Skills, covering core areas of Cognitive Behavioural Therapy (CBT), mental health and wellbeing. The curriculum is designed to provide a structured and cohesive focus on the core areas along with the contemporary approaches within CBT. As the awareness on mental health increases worldwide, the need for CBT has been increasing nationally and internationally. For busy professionals, this flexible part-time course will introduce the foundation of CBT, issues in mental health, and the contemporary approaches within CBT, which include the Mindfulness-Based Cognitive Therapy and Compassion Focused Therapy. The aim is to encourage a range of professions to engage in education whilst recognising that most students will also be in full-time employment. Thus, this programme has considered the following points: - Personal and Professional Development is a key driver in the design of this programme recognising the requirements of both professional and political bodies that influence health and social care nationally and internationally - In recognising the expanding roles and the need for practitioners nationally and internationally, this programme enhances the provision by offering the potential for flexibility of learning opportunity and access. - Provide an educational framework that responds to contemporary and future challenges for integrative health and social care practice. - Create autonomous and self-directed learners who are able to sustain and advance their specialist knowledge to meet their personal, professional and service requirements. - Develop students critical thinking, analytic and appraisal skills to enable them to make innovative use of evidence-based practice for high level decision-making and problemsolving for integrative practice. - Enhance students knowledge and understanding necessary for improving practice within the context of integrative working. 6 of 29

8 Programme Aims To develop a critical understanding of the fundamental theories, personal and professional skills employed within Cognitive Behavioural Therapy (CBT). More specifically, on successful completion of the programme students will have developed their knowledge of major theoretical models in CBT their ability to critically evaluate assessment skills in a therapeutic relationship a critical understanding of professional issues a critical understanding of the use of diagnostics and medication within mental health self-awareness and an understanding of the need for personal and professional development SECTION THREE: PROGRAMME LEARNING OUTCOMES The learning outcomes in this programme reflect the Framework for Higher Education Qualification (FHEQ) at level 6 see full list in the table below and further information at: On successful completion, a student will be able to; Knowledge and 1. Create a conceptual understanding of the theoretical, ethical and legal underpinnings of cognitive behavioural approaches and their application to practice settings 2. Appraise cognitive behavioural theory in the wider context of psychopathology and as an alternative or adjunct treatment to pharmacological approaches Intellectual Skills 3. Critically reflect on their own personal values, behaviours, attitudes and beliefs within the context of cognitive behavioural theory 4. Appraise, interpret and apply a range of comprehensive, in-depth, research-informed evidence to make decisions in cognitive behavioural theory Practical and Subject- Skills 5. Critically evaluate the clinical application of cognitive behavioural theory and its application to clinical practice, within a social and cultural context. 6. Evaluate the impact of cognitive behavioural theory in the development and maintenance of the therapeutic alliance throughout the duration of therapeutic intervention. Transferable Skills 7. Demonstrate effective and efficient collaboration 7 of 29

9 8. Critically reflect on the processes involved when working with a diverse population 9. Establish a conceptual understanding of therapeutic theory within the wider context of societal values, beliefs, attitudes and behaviours, considering these from the perspective of therapeutic implementation. SECTION FOUR: PROGRAMME STRUCTURE Structure and Curriculum ALL modules are 20 credits. To achieve the University Advanced Diploma in Cognitive Behavioural Studies and Skills students are required to achieve 60 credits at level 6. Please note: If students are taking modules as part of another programme, they can only use the modules as part of the programme they belong to. They cannot obtain the University Advanced Diploma as well, because this would be double counting of modules and is not possible within university regulations. (For example, if students in the BSc Nursing Studies Top-Up programme take these modules, they can use them only for the BSc Nursing Studies Top-Up programme.) Examples of Study Pattern Study Pattern for the University Advanced Diploma in Cognitive Behavioural Skills and Studies. Please note: these patterns are dependent on student numbers. September Starters Autumn Spring Summer Contemporary Approaches within CBT January Starters Relationships informed by CBT Working with People with Distress and Disorder Spring Summer Autumn Contemporary Approaches within CBT Relationships informed by CBT Working with People with Distress and Disorder 8 of 29

10 Accelerated Study Route January Starters Fast Track It may also be possible for a January starter to fast track. Spring Summer Autumn Contemporary Approaches within CBT Relationships informed by CBT Working with People with Distress and Disorder N/A May Starters Fast Track ONLY (dependent on student numbers) This is only available as a fast track plan as students would need to pick up 2 modules in the summer trimester. Summer Autumn Spring Contemporary Approaches within CBT Relationships informed by CBT Working with People with Distress and Disorder N/A Typical Study Plans Study Pattern for the University Advanced Diploma in Cognitive Behavioural Skills and Studies. Please note: these patterns are dependent on student numbers. Autumn start Autumn Spring Summer Contemporary Approaches within CBT Spring start Relationships informed by CBT Working with People with Distress and Disorder Spring Summer Autumn Contemporary Approaches within CBT Summer start Relationships informed by CBT Working with People with Distress and Disorder Summer Autumn Spring Relationships informed by CBT Working with People with Distress and Disorder Contemporary Approaches within CBT 9 of 29

11 Intake Points and module learning design types When viewed holistically the programme contains a combination of all the learning design types that specifically reflect the nature of online learning. These are identified in module specifications as: - Self-paced, supported online learning (S) - Collaborative online learning (C) - Portfolio-based, reflective online learning (R) In some cases the learning design types are combined, for example self-paced supported with significant collaborative activity (SC) or Self-paced supported with significant reflective activity (SR). A description of each learning design type can be found in Section 5: Programme Delivery. You can see in the tables below the abbreviations placed beside individual modules identifying the learning design type used. Module Working with People with Distress and Disorder Relationships informed by Cognitive Behavioural Therapy Contemporary Approaches within CBT Learning design type Reflective and collaborative Self-paced with reflective Self-pace with reflective Personal Development Planning (PDP) For this programme we have acknowledged the Higher Education Academy (HEA) (2012) definition of Personal Development Planning: PDP is defined as 'a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development'. PDP embraces a range of approaches to learning that connect planning (an individual's goals and intentions for learning or achievement), doing (aligning actions to intentions), recording (thoughts, ideas, experiences, in order to understand and evidence the process and results of learning) and reflection (reviewing and evaluating experiences and the results of learning) of 29

12 The UAD in Cognitive Behavioural Studies and Skills is built upon the philosophy of Personal Development Planning and is underpinned by the expectation that you will reflect on your own learning and become increasingly autonomous as you progress through your studies. This will be in both your role as a learner but also in your subject/profession. Opportunities for PDP are included in the programme in the following ways: - The application of learning materials to current practice within health and social care - The use of critical reflection within modules. - PDP is not restricted to portfolio development but is integral within modules as part of individual personal and professional development. Reference to guidance from relevant professional bodies should be considered alongside PDP requirements for this programme. During the programme, you will be directed to activities that assist you in developing your career plan, your use of tools and technologies and your academic scholarship. The types of activities you encounter will be appropriate for the module (and learning design type) you are studying. This approach will give you the opportunity to develop and demonstrate new skills within your module and as you progress through your programme. Drawing on the model and range of graduate skills identified by Jackson et al (2013), these are grouped and mapped against each learning design type to ensure that you have the opportunity to develop all of them within their programme. PDP elements will be integrated throughout the programme by: The use of an initial skills diagnosis and links to additional self-study resources The use of a microsite called Personal Development Planning for the Digital Age. This microsite will contain a range of learning objects that address digital literacy, digital scholarship and graduate employment skills, all of these skills being considered transferable - from study to employment and vice versa. The learning objects can used in several ways: o o o Students may be directed to carry out tasks which have been written into the authored materials. The Associate Academic may request or advise students to study specific skills to improve their understanding of a work related concept, develop a specific digital literacy or enhance a specific scholarship skill. The will look for the development of these skills within the module. Students may proactively engage with the microsite to develop the skills independently of 29

13 The attributes are mapped against each learning design type to ensure students have the opportunity to develop all of them within the programme. You are also able to network with peers at the programme level as well as the module level, many of whom are health and social care practitioners globally located, hence interaction and collaborative work offers excellent networking opportunities. SECTION FIVE: PROGRAMME DELIVERY Online Teaching and Learning Methods At the University of Derby, we appreciate that some students have chosen this method of learning because they prefer a more independent approach to learning. We use teaching methods that give students the choice to become part of an active learning community. One of the key methods we use is collaborative learning where we work with students on the 12 of 29

14 electronic discussion board, exploring subject-related issues. Students and tutors interactively engage in topics promoting a sense of being part of a group. E-learning strategies The study materials are delivered using the Blackboard Virtual Learning Environment via module web pages. They were developed with the aim of making the material as interactive and stimulating as possible. This is achieved by providing specific information via the written material within the modules, various activities provided at the end of each section of reading to offer students the opportunity to think and reflect on their reading. As stated, the module material is supported by active engagement on the discussion boards with the academic staff and students. Web based materials provide an overview of the module content and are used to guide and structure activities associated with the module. We also use video clips as they help students to synthesis theory and practice, and provide an opportunity to develop critique. Although much of the additional reading is available in the set texts via digital resources, students at level 6 are encouraged to supplement their reading by sourcing journal articles available from our online library. This helps to build up student s confidence as independent learners. The ability to learn independently is necessary for student progression at higher academic levels. Assessment General Approach The assignments correspond to the module s Learning Outcomes, which were develop from the module content, generic learning outcomes and programme aims. Course work is chosen exclusively over examinations as it enables students to develop and reflect on their thinking, rather than the acquisition of knowledge for its own sake. The assessment strategy encompasses the use of written assignments (for cognitive and problem solving skills development); video recordings (for skills development): reflection (for personal development). This is in line with assessment strategies adopted by most courses in the subject area and ensures that students have an opportunity to demonstrate a broad range of skills of 29

15 Students are encouraged to use the discussion board to discuss their assignments and are permitted to send a plan of their assignment on which formative feedback is provided. In all modules students are rewarded with higher grades for work that is deemed to evaluate the subject matter and is supported with academic literature. Please note: This programme operates within the University s Regulatory Framework and conforms to its regulations on assessment with one exception. Due to the professional implications of counselling and psychotherapy courses no compensation is available for each module. All aspects of the module must attain a grade of a minimum of 40, which is a derogation from the University s regulations. Where this is not attained, the University regulations in relation to referral will apply. SECTION SIX: ADMISSIONS Process Within the context of the University s Mission Statement, equal opportunities and the Admissions policy, the programme aims to attract a wide range of applicants. We welcome and encourage applications from people of all ages as long as they can be considered adequately prepared to succeed on the programme. All applicants must satisfy the entry criteria but also be suitably prepared to achieve the aims and objectives of the programme. The primary function of the admissions process is to ensure that there are grounds for believing that you are adequately prepared and will successfully complete the programme of study leading to the intended award. Entry Requirements Standard Entry Criteria You will need: - A University Diploma in Counselling or an equivalent qualification. - The ability to work independently (evidenced through a reference letter from a professional person known to you regarding your suitability for this programme). - To complete an online application form with suitable references. If English is not your first language you will need an English language qualification. For this course you will need at least one of the following: 14 of 29

16 IELTS 6.0 TOEFL 550 (paper based) 213 (computer based) or 80 (internet based) Pearson Test of Academic English: 51 Cambridge Advanced Certificate: Pass London Tests of English: we accept level 4 for undergraduate courses International GCE O Level English Language: Grade C International GCSE English/English as a Second Language: Grade C After completion of this programme, if you wish to move onto the BSc Cognitive Behavioural Therapeutic Approaches, you will need to prove that you are currently in a health & social care practice. Non-standard entrants: If your qualifications do not match the criteria above, you are a non-standard entrant and you will be required to submit evidence of your work experience and counselled before being offered a place as a direct entrant to ensure that you have the necessary capacity for critical awareness and reflection. Applicants who have undertaken previous study at this level may wish to apply for Advanced Standing which will be assessed according to the University s Recognition of Prior Learning (RPL) Regulatory Framework. This may be a combination of experience and/or certificated evidence. SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE Student Support UDOL s learning and Teaching Strategy does not disadvantage students with additional needs. Students experiencing difficulty or who have specific needs will be advised to use the University Central Support systems. Students in employment will already benefit from work place support systems, but are fully informed of and have access to all services available through the University of Derby. There is an Online Student Orientation which serves the purpose of highlighting the particular needs of online study and prepares you for the online learning environment. This orientation is available to you before formal entry to the programme and is accessible to you throughout your studies of 29

17 You will have access to an Online Student Portal, this will be the main source of information and access to your studies throughout your programme, it directs you to appropriate support guidance and prepares you for the online study and online learning environment. A number of support mechanisms are available through the portal and via direct contact: Academic Leads provide programme and academic guidance; Your Online Learner Advisor and Personal Tutor provides advice and guidance on administrative and pastoral support issues; Your Online Learner Advisor or Personal Tutor is able to refer you to central University services designed to support your academic and personal development within the programme i.e. technical support, library services, careers or student wellbeing; Lecturers and Associate Academics (module tutors) provide module support and guidance. There are many ways in which to access support during your studies either for tutorial support or general programme related matters. A table depicting the students journey and support mechanisms available is shown below. Student journey and responsibility diagram Sales and Enquiry Team Enquiry Application Online Learner Advisor Enrolment Study Progression Associate Academic Assessment Feedback Academic Lead Support nonstandard entrant decisions Choices support Retain standards in assessment Retain standards in feedback Progression Internal Moderator Retain standards in assessment Retain standards in feedback External Examiner Retain standards in assessment Retain standards in feedback Alumni Relations Team Assessment and Awards Graduation and Alumni Boxes highlighted yellow denote the student journey Further detail of the supporting teams is identified below of 29

18 Programme Leadership The UAD Cognitive Behavioural Studies and Skills has a clearly identified management structure to support you throughout your studies which includes: Senior Academic Manager The Senior Academic Manager is responsible to the strategic implementation of the academic framework and driving academic decisions about the portfolio. Academic Manager The Academic Manager manages a range of programmes at a cross subject level and drives the coherence, consistency and online student experience across the UDOL portfolio. Academic Lead The Academic Lead is a subject specialist and is the Programme Leader. The Academic Lead also takes line management responsibility for the module team. Module Lead Your module leader is a subject specialist that is responsible for the quality of the learning materials and the engagement of the teaching team. Your module leader will gather your feedback about the module and initiate changes and improvements. Online Learner Advisors The Online Learner Advisors provide the bridge between you and the academic team. Their primary focus is on student pastoral care and guidance. Admissions Advisors The Admissions Advisors are often your first contact with the University of Derby Online Learning. Their primary focus is to provide initial information and guidance in preparation to make an application. Content and Commissioning Team The content and commissioning team consists of a manager and web developers. This team coordinates the actions of authors and guides them in the preparation of academic learning materials. It is essential given the complexity and flexibility of choices and potential options that student support is robust. To ensure this occurs, it is envisaged that there will be close communication between all the members of the UDOL team and wider University teams, with the Academic Lead acting as a conduit between these support mechanisms. The success of the programme recognises the importance of academic counselling in guiding you the student through the range of options available. Rigorous academic counselling will ensure the appropriateness of module choice for you of 29

19 Development and Delivery Team You will also have access to the appropriate Associate academics for tutorial support on individual module-related matters. Methods of contact will be advised in the module information. The teaching team is composed of Associate Academics and Module Authors that perform their duties under guidance from the Academic Lead and the Content and Commissioning Team. Many members of this team have Doctorate level credence, are exceptionally well published and have international reputation in their field. Associate Academics and Lecturers (module tutor) These are subject specialists within modules. A module tutor manages the student experience within a module, encourages engagement and provides support. The module tutor also responsible for marking formative and summative assessments and providing feedback to students. Module Author The module learning content is front loaded and prepared in advance of delivery. Internationally renowned module authors are appointed for their specialist knowledge in the subject area and their ability to visualise the learning process within the module. The module author is guided by the Content and Commissioning Team s appointed project manager. The Student Voice Whilst we develop academically robust programmes we constantly update and assess the appropriateness of the curriculum via a series of methods. Students play an integral part in these processes. For this diverse and flexible programme it is crucial we learn from your experience. As online students use Blackboard/Course Resources as the medium for learning and collaboration, the Academic Lead is in the position to view the majority communications that take place between the tutor and students, and also between students themselves as part of group work and feedback on activities. This gives the Academic Lead the opportunity to pick up initial concerns and gauge if there are any potential problems both with the Associate Academic and the students on a particular module. This allows UDOL to monitor the student voice in an unobtrusive way and has allowed us since inception to make changes during the delivery of modules to improve the student experience. The tutor constantly monitors the frequently asked questions forum in each module and responds to your s in a timely manner. We additionally ask for student representation for our programme committee to represent the student group. The students voice provides an opportunity for the student group to comment on the delivery and learning within the programme and inform the quality and professional standards of their studies. Through the student representatives we will seek formalised feedback on the delivery of each module. The programme team also value informal comments/opinions as to the relevance of the programme in developing professional practice of 29

20 Consequently the students views are important to us and the identification of a representative to convey the views of the student group is essential to the success and on-going development of the programme. Students will also be asked to complete a module evaluation that provides feedback after completion of each module. These will be reviewed by the associate academic and feedback reported to Academic leaders and to the programme committee. Students may also be asked to complete other online surveys by the academic team at different stages in their studies. The role of student representative is not extensive and requires interaction with UDOL typically three times a year- to inform the programme committee meetings. The representative is also required to gather student comment and provide feedback on the outcomes from each meeting. SECTION EIGHT: POST PROGRAMME OPPORTUNITIES The knowledge and skills gained from studying this programme will enhance your ability to develop your career and enrich your professional practice. Furthermore the programme may enhance your academic ambitions which may include progressing on to Masters or Doctoral level studies. Post-qualification opportunities include progression onto postgraduate study across the University inclusive of the MSc in Cognitive Behavioural Psychotherapy (subject to meeting the requirements). Beyond this (subject to validation), there will be the possibility of moving onto a doctoral level study. Graduates can enhance their current practice by incorporating the concepts and framework of cognitive behavioural therapy. SECTION NINE: EMPLOYER LINKS The programme team maintain strong links with practice and this has been reflected in the design of this award. A range of bodies and stakeholders have assisted in the development of the health and social care portfolio at UDOL ranging from UK-based charities, Government bodies, leaders and managers across the University and external academics. This course is the result of those continued discussions and seeks to deliver to stakeholders, students and employers the flexibility they seek to meet the demands of modern health and social care. The course is a continued portfolio development building on the relationships between UDOL, the College of Health and Social Care. External consultation with employers from across the whole range of provision in UDOL will continue as the course develops and progresses, involving the new organisations such as social enterprises, trusts, private and voluntary organisations. UDOL also benefits from links with international partners who work with us to enhance the programme for the benefit of both UK and international students of 29

21 Appendix 1: Mapping out against module learning outcomes Relationships informed by CBT Working with people with distress and disorder Contemporary approaches to CBT MLO 1 MLO 2 MLO 3 MLO 1 MLO 2 MLO 3 MLO 1 MLO 2 MLO 3 Knowledge and PLO 1 X X X X X X X X X PLO 2 X X X X Intellectual Skills Practical and Subject specific PLO 3 X X X X X X X PLO 4 X X X X X PLO 5 X X X X X X X PLO 6 X X X Transferable Skills PLO 7 X X X X X X X X X PLO 8 X X X X X X X X X 1 of 29

22 PLO 9 X X X X X X X X X Appendix 2: Mapping out against QAA Subject Benchmark respond appropriately to the effect of their own values, beliefs, attitudes and behaviours when working as a counsellor/psychotherapist recognise and make appropriate decisions in response to ethical dilemmas and legal responsibilities when assessing potential risk to the client or others determine whether the type of counselling and psychotherapy that can be offered is suitable for particular clients assess the components which underpin therapeutic alliances, which may include client motivation, commitment to the therapeutic process and contractual arrangements appraise the interrelatedness of truth claims, belief and ideology, and their influence on professional practice interpret and apply relevant policies and codes of the employing organisation, including equal opportunities statements, disability statements and widening participation strategies appraise the range of psychological services and interventions available to clients reflect on the role and function of counselling and psychotherapy in society Intellectual Intellectual Intellectual Intellectual Intellectual Intellectual Intellectual Intellectual 2 of 29

23 6.3.6 recognise their own professional strengths and limitations that may affect therapeutic practice, and develop appropriate self-support and self-care strategies analyse ethical dilemmas and work with others as necessary, to formulate appropriate responses critically appraise a range of theoretical approaches to practice implement an appropriate strategy for assessing potential clients using appropriate consultation where necessary, which may include risk assessment make informed decisions about referral to appropriate agencies negotiate an appropriate therapeutic contract using all available information utilise research evidence or organisational guidance to ensure an appropriate therapeutic response for specific clients 3 of 29

24 be aware of psychopharmacological interventions commonly used in the treatment of mental health problems and be sensitive to the impact that prescribed medication may have on the therapeutic relationship and process of counselling/psychotherapy recognise signs and symptoms associated with mental distress and regularly update knowledge about mental health and well-being recognise the potential for physical signs and symptoms to accompany, mimic or be indicative of severe forms of psychological distress and respond appropriately apply consistently a comprehensive, in-depth and researchinformed body of knowledge in their practice recognise that specific knowledge and skills are required to work with particular client groups, for example children and young people. demonstrate familiarity with a model of assessment compatible with their core theoretical model in order to determine the client's therapeutic needs, while maintaining an awareness of other assessment strategies use research literature on the impact of the therapeutic alliance to enhance relationships with clients 4 of 29

25 6.6.9 recognise ways in which the relationship is conceptualised in a range of different theoretical models draw on a range of therapeutic responses, strategies and interventions to inform practice identify some of the philosophical assumptions underpinning the practice of counselling and psychotherapy recognise ways in which government policies and recommendations such as those in the National Institute for Health and Clinical Excellence (N.I.C.E.) guidelines may impact on mental health service provision and client wellbeing recognise that power relationships and dynamics within groups and organisations have the potential to impact on therapy critically appraise published research on counselling and psychotherapy and integrate relevant research findings into practice be familiar with the legal and ethical framework in which the therapy takes place 5 of 29

26 6.3.1 maintain the ethical principles that underpin counselling and psychotherapy Practical Sub recognise the social and cultural context of their practice Practical Sub recognise potential limitations of their preferred theoretical model or models in work with specific clients recognise and cope with uncertainty, responding therapeutically while maintaining firm boundaries recognise responsibilities to the client, employers, the counselling and psychotherapy professions and to society at large. respect the role of supervision as an essential aspect of clinical practice work with managers and clients in the delivery, monitoring and evaluation of services make use of supervision to develop their understanding about clinical work and to enhance and protect their well being Practical Sub Practical Sub Practical Sub Practical Sub Practical Sub Practical Sub establish and maintain a secure frame for therapeutic work Practical Sub 6 of 29

27 summarise the client's difficulties, as perceived by the therapist, and articulate the ways in which counselling/psychotherapy can address them recognise the implicit power imbalance in the counselling/psychotherapy relationship openly and freely discuss sexual matters when appropriate, whatever the client's sexual orientation or the nature of the client's problem recognise and manage difficulties and ruptures in the therapeutic alliance recognise and manage distortions in the client's perception of the therapist and of their experience of therapy apply appropriate strategies and interventions in work with specific client populations and client issues Practical Sub Practical Sub Practical Sub Practical Sub Practical Sub Practical Sub work with the constraints of the therapeutic contract Practical Sub recognise the importance of preparing clients for endings Practical Sub deliver the counselling/psychotherapy services with due regard to the practice setting Practical Sub 7 of 29

28 integrate into practice legal, professional and organisational requirements pertaining to equal opportunities, diversity and anti-discrimination ensure a consistent commitment to continuing professional and personal development, including selfawareness and fitness to practice recognise the need for, and engage with, their own personal support and/or therapy as appropriate recognise and respect inter-professional and multi-agency approaches to mental health recognise their own professional limitations, making referrals where appropriate take account of diversity issues and the rights and responsibilities of all clients, regardless of their gender, age, ethnicity, national or ethnic origin, culture, class, ability, sexual orientation, religion and beliefs build and sustain professional relationships and work collaboratively, as appropriate to the work context maintain clear professional boundaries in all relationships with clients be able to communicate the scope and limits of confidentiality clearly and ethically to clients set and maintain appropriate professional boundaries establish and sustain a therapeutic alliance 8 of 29

29 understand and manage the impact of diversity and difference on the therapeutic relationship manage problematic situations, including violation of the therapeutic contract adapt responses and strategies to open-ended or timelimited contracts be able to comply with professional requirements for record-keeping manage contact with external agencies and professionals, as appropriate to the interest of the client regularly review client progress recognise the potential importance of diversity in the therapeutic relationship implement methodologies to audit and evaluate the process and outcome of therapy 9 of 29