UNDERGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Mode of Study UCAS Codes: QAA Subject Benchmarks: JACS Code: Statutory body: Foundation Degree Science Counselling Staffordshire University Riverside College Cert.HE Counselling or FdSc Counselling Part time NA QAA (2013) Counselling and Psychotherapy ISBN 978 1 84979 777 1 B940 NA Entry Year: 2017/18 If you require this document in a larger text or a different media please contact us. 1
Introduction The Foundation Degree Science in Counselling will provide in depth professional training in counselling skills and theory. This programme aims to provide a stimulating learning environment where students will develop a sound understanding of professional, legal and ethical issues. Increasing self-awareness and personal development are also an integral part of the course. Successful completion of this course means that students have achieved qualified practitioner status and will be eligible for employment as counsellors. Graduates will have the opportunity to complete a BSc (Hons) Counselling Topup at Riverside College. This award will: EDUCATIONAL AIMS OF THE PROGRAMME Provide you with knowledge and understanding of the role of the counsellor through workbased and academic learning. Widen your access into higher education. Place value on your previous learning and experience and to enhance your career prospects as a counsellor. Develop your ability to engage in reading, reflection, debate and enquiry. Enable you to explore your own values and to deliver counselling skills from an appropriate values base. Facilitate your learning as a reflective practitioner, with a clear understanding and commitment to life-long learning. Focus on your learning and application of counselling skills and knowledge within a professional context. Foster your ability to apply and develop personal and transferable skills of learning, knowledge accumulation, communication, enquiry, analysis, problem solving and reflection. Enable you to make a positive and rewarding contribution to your working life as a counsellor. Provide the opportunity for you to progress to an Honours Degree Enable you to work effectively within a multi-disciplinary team 2
What is distinctive about this programme? Emphasis is on the work based element of the award and the development and application of a range of work based competences that will prepare you to make the transition from learner to employment as a counsellor. The flexibility within the programme allows you to join evening or day sessions to ensure you maintain your contact hours. You will have the opportunity to study and share your ideas with a wide variety of other learners working in different settings. This programme part meets the criteria for accreditation with the British Association for Counselling and Psychotherapy (BACP), should you wish to apply for this in the future. Staff come from a variety of different theoretical backgrounds which supports the integrative nature of this course All work based supervisors are experienced counsellors and hold a counselling supervisors qualification Participation in this course will enable learners to become reflective and critically mature practitioners through formative and summative assessment. Enhanced employability. Modules promote research informed approaches to developing knowledge and skills in a range of counselling contexts. Learners will be able to contextualise theoretical frameworks into their own professional practice. Learners will further develop interpersonal, analytical and problem solving skills as well as becoming autonomous learners and critically reflective practitioners. Assessment strategies that incorporate a range of approaches that require learners to demonstrate critical reflection and development of own counselling practice. The Staffordshire Graduate The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. Learners studying the modules on this programme have an opportunity to participate in assignments and learning activities that support and encourage them in developing all of the Staffordshire Graduate attributes. Learners studying the modules on this programme have an opportunity to participate in assignments and learning activities that support and encourage them in developing all of the Staffordshire Graduate attributes. Learners will be supported to develop a critical knowledge of specific subjects that will develop their experience and expertise as practitioners as well as 3
enhancing their employability and career prospects. Learners will develop transferable skills that can be applied to a range of life experiences. Learners will be encouraged to continue to develop and build on these characteristics and seek out opportunities to utilise them for the benefit of themselves, their families, their clients and their employers. In order to capitalise on the skills, knowledge and understanding that the FdSc Counselling award aims to develop, effective communication and an ability to work in teams are seen as essential attributes of learners. The development of expert knowledge, communication, presentation and team working skills lie at the heart of the award and are nurtured in several of the modules as well as through observations, discussions and professional inquiry. Staffordshire Graduates are expected to become critical, reflective and life-long learners and students are expected to develop their understanding through critical reflection, through questioning different views and perspectives and to use both their generic and specialist skills (including technology supported learning) to recognise and resolve problems. Students will be encouraged to view teaching and learning within a global context; particularly in developing an awareness of cultural diversity and cultural competence in relation to counselling clients from diverse backgrounds who are experiencing a range of presenting issues. 4
PROGRAMME OUTCOMES This award allows you to achieve at various levels and each level exhibits a number of learning outcomes. This will allow you the opportunity to identify what you must achieve to progress to the next level. This Foundation Degree is designed to meet the Framework for Higher Education Qualifications (FHEQ)(2008). The University has adopted the FHEQ principles and outcomes statements and incorporated them into eight common learning outcome statements (Staffordshire University 2007) At the end of the course you will have achieved the following outcomes: Knowledge & Understanding Award Learning Outcomes Demonstrate Knowledge and a critical understanding of dynamic concepts and theory underpinning counselling Learning Develop knowledge and competence in counselling and how this influences and supports the analysis and interpretations made based on that knowledge. Enquiry Demonstrate knowledge of the main methods of enquiry and evidence based practice in counselling and demonstrate application of the key principles of information literacy. Analysis Use a range of research reasoning and analytical skills to initiate and undertake critical analysis from information and assessment data Problem Solving Evaluate critically the appropriateness of different approaches to solving problems and propose solutions from assessment and analysis. Communication Communicate effectively information and arguments in a variety of forms to colleagues, specialist and non specialist audiences and deploy key techniques of the discipline effectively Application Apply underlying concepts and principles of counselling in a wide variety of practice environments. Reflection Demonstrate qualities and transferable skills necessary for professional practice including the development of existing skills and the acquisition of new competencies. This will require the exercise of personal responsibility and decision making and will enable students to assume significant responsibility within their practice environment. QAA Benchmark Paragraph number: 3.1 6.4 3.2 6.5 3.3 6.6 5.2 6.7 6.3 3.1 5.6 3.2 5.15 3.3 4.9 4.8 4.9 5.5 4.5 4.9 5.5 4.1 4.5 4.6 5.10 4.1 4.2 4.3 4.9 4.1 5.11 4.4 6.3 4.6 6.4 5.3 6.5 5.10 6.7 4.1 5.7 4.7 5.8 5.1 5.9 5.4 QAA Subject Benchmark Statement: Counselling and Psychotherapy (2013) http://www.qaa.ac.uk/en/publications/documents/subject-benchmark-statement-counselling-psychotherapy.pdf 5
FOUNDATION DEGREE COUNSELLING AWARD MAP YEAR ONE TEACHING BLOCK 1 TEACHING BLOCK 2 MODULE 1 Develop a Theoretical Base 1 - Counselling Models and The Integrative Approach (30 credits L4) MODULE 2 Counselling Skills 1 (30 credits L4) MODULE 3 Personal Development 1 Understanding Self (30 credits L4) YEAR TWO TEACHING BLOCK 1 TEACHING BLOCK 2 MODULE 3 (continued) Personal Development 1 Understanding Self (30 credits L4) * MODULE 4 Professional Issues 1 Preparing for Work in Placement (15 credits L4) * MODULE 6 Professional Issues 2 Case Formulation and Mental Health (15 credits L5) MODULE 7 Counselling Placement (30 credits L5) MODULE 5 Counselling Skills 2 (15 credits L4) * MODULE 8 Personal Development 2 - The Group Process (30 credits L5) * Transition from level 4 to level 5 modules Students who wish to exit the programme after successful completion of level 4 modules are eligible to receive the Cert. HE Counselling award. YEAR THREE TEACHING BLOCK 1 TEACHING BLOCK 2 MODULE 7 (continued) Counselling Placement (30 credits L5) MODULE 8 (continued) Personal Development 2 - The Group Process (30 credits L5) MODULE 9 Develop a Theoretical Base 2 Further Developments in Theory (30 credits L5) MODULE 10 Professional Issues 3 Setting up in Professional Practice (15 credits L5) 6
HOW WILL I BE TAUGHT AND ASSESSED? Teaching and Learning Emphasis is on the work based element of the award. This focuses upon the development and application of a range of work based competences and will prepare you to make the transition from learner to counsellor. Module 7 is the work based learning module and will require you to build up a portfolio of evidence demonstrating your competence in the workplace, under the guidance and support of your supervisor. One of the essential features of this programme is that you will be expected to apply your knowledge to your practice. Key study skills will be introduced in the first module, in order to prepare you for your further studies. In order to facilitate a diverse student population a wide range of teaching and learning methods are used including workshops, discussion, group-work, role-play, work based learning and tutorials. Reflection and reflective practice along with critical thinking will also be a key element of the programme in order to facilitate personal development, professional learning and a commitment to further learning. The teaching, learning and assessment strategies at both College and University levels are designed to enable you to achieve the intended award learning outcomes as previously outlined. Reference has also been made to the principles underpinning the University Assessment Principles and Policy. http://www.staffs.ac.uk/assets/assessment_policy_tcm44-26754.pdf Accordingly, learning, teaching and assessment: builds upon the practitioner s existing knowledge, skills, experience and qualification is practice centred aimed at integrating theory and practice promotes an evidence based approach to practice enables greater independence in the learner as the award progresses The learning, teaching and assessment strategy has been carefully developed for this award. The award recognises that learners will bring with them a range of practical experience and detailed knowledge of specific contexts to share with others. The award provides a practical context for the discussion and analysis of contemporary issues that will further inform counselling practice, enabling critical reflection and development of a range of transferable professional skills. As would be expected for any programme of study, you are expected to have a high level of commitment and to be responsive to the challenges that studying at level 4/5 may bring. Part of these challenges is for you to develop your time management and personal learning skills. Assignments are given at the start of a module and you will have ample opportunity to complete the work if you manage your time effectively, seek early support and respond to tutor feedback. The following strategy will be adopted to ensure that you have a supportive teaching and learning environment. In general all modules will include traditional learning materials, such as hand-outs and reading material. Alongside this, electronic presentations and learning materials will be made available. Assignments are given at the start of a module and you will have ample 7
opportunity to complete the work if you manage your time effectively, seek early support and respond to tutor feedback. You will be briefed on assignments and be provided with clearly defined assessment criteria. Knowledge and understanding is acquired through online interaction, tutor presentations; individual tutorials, discursive seminars and workshops in order to facilitate informed critical reflection. In addition to this, you will engage with peers; as well as developing independent study skills that will enable you to develop your career prospects. Key transferable skills such as critical analysis, evaluation and professionalism are developed through practical workshops. Peer activities facilitate professional collaboration as well as the development of interpersonal skills such as the capacity to plan, share goals and work as a member of a team. Riverside College s Higher Education Teaching, Learning and Assessment Strategy details our approach to ensure that all learning opportunities are at the appropriate pace and level and also support you in developing autonomy and independence throughout your programme of study. Assessment The assessment strategy incorporates both formative and summative assessment methods. You will experience both informal and formal assessment procedures that include peer, tutor and self assessment. The submission and marking of summative assessments will be clearly explained to you. You will receive both verbal and written feedback that is constructive and areas for development will be identified that will enable you to make further progress. The assessment methods used within the programme are the most appropriate way to assess your skills and enable you to meet learning outcomes. Assessment methods are varied and are designed to develop your transferable skills. Your ability to plan, judge, communicate issues/debates, solve problems logically and develop original solutions in appraising critically the work of others and in managing your own learning are all significant contributors to determining your mark for a module. Practical skills and competences will be developed and assessed in your area of practice. Throughout each module of the award, you are strongly encouraged to submit assessment plans and sections of your draft work so as to gain useful, formative feedback on your progress in line with the module learning outcomes. Formative assessments are not mandatory and do not contribute to the final grading. They are however considered to be an essential part of your learning and will help you to develop the necessary skills and knowledge needed for theoretical study. Opportunities for formative feedback are available throughout each module, especially as a result of the engagement in discussions and other learning activities. Summative assessment is provided at the end of a module and this is accompanied by written feedback from the module tutor to each learner. Summative assessments include coursework such as: Portfolio The award aims to fully integrate work based experience with knowledge acquired through study. Within the portfolio you will produce evidence of their real work experience. A significant aspect of this portfolio will be the Supervisor s report which will be generated as you complete 50 counselling hours and 100 counselling hours respectively. Your module tutor will support 8
you in compiling and presenting your portfolio. Written Assignments Essays will encourage improvement in written communication skills whereby you will produce sound arguments to support your analysis of theoretical concepts and their context in your own work environment. Presentations You will be required to present your knowledge and understanding of issues related to counsellors to their peers in a formal setting. You will also be supported in developing presentation skills. Reflective Diaries You will be expected to keep a reflective diary to illustrate self awareness and how change is brought about in your own practice and to show evidence of personal reflection. The reflective journal will also assist you in integrating theory with personal experience. Case Studies These will allow you to evaluate the implementation of theoretical modules into the practice based element of the award. Peer Assessment Feedback from peers will be on going throughout the duration of the course particularly in relation to practical skills and personal development work. This will be provided either orally or in writing. Self Assessment Developing the ability to evaluate and monitor your own performance is a fundamental part of counsellor training and assists you in developing an internal supervisor which will support you in future work with clients. Formative Assessment Formative assessment from tutors will be on going throughout the duration of the course and will be provided to you orally or in writing. Guidelines will be provided in individual module handbooks on the submission of draft copies of assignments. 9
ADDITIONAL INFORMATION Entry Requirements (including IELTS score) What qualifications would I need to join this programme? The entry requirements for the award are normally: Intermediate/Level 3 Certificate in Counselling (or equivalent) A kite marked Access to HE Diploma (must include counselling unit) Or equivalent level 3 qualification in an appropriate subject area. GCSE English Language grade C or above (or equivalent) Professional work experience in a counselling related area will be considered if candidates do not meet the above requirements. Successful completion of the Trainee Assessment Criteria application pack and submission of a minimum of two acceptable references. All students will be interviewed. Where necessary students will also undergo a basic skills assessment to ascertain whether they will require extra help in their English or Maths. Any students not meeting the entry requirements can seek further guidance from the Programme Leader on actions needed to meet the criteria in the future. Students for whom English is not their first language IELTS score of 7.0 (or equivalent) Candidates need to be aware that placement providers will ask them to undergo a DBS check (this replaced CRB check). Disability Statement Staffordshire University operates a policy of inclusive teaching and learning to ensure that all students have an equal opportunity to fulfil their educational potential. Details about how to apply to have your needs assessed can be found at: http://www.staffs.ac.uk/study_here/disabled_students/index.jsp Further information about the award can be found in the relevant Student Handbook and on the University Website. This includes information about optional modules, learning outcomes at levels below honours, student support, and academic regulations. 10
THE STAFFORDSHIRE GRADUATE The Staffordshire Graduate represents a set of qualities that the University passionately believes is necessary for success in the 21 st century. The Staffordshire Graduate is a reflective and critical learner with a global perspective, prepared to contribute in the world of work. The table below indicates where, within your award, these characteristics are addressed: AWARD TITLE: Characteristic Work-ready and employable Understanding of enterprise and entrepreneurship Foundation Degree Counselling Award Module(s) including level and number of credits Module 2 Counselling skills 1-30 credits level 4 Module 4 Professional Issues 1: Preparing for work in Placement - 15 credits level 4 Module 5 Counselling skills 2-15 credits level 4 Module 7 Counselling Placement - 30 credits level 5 Module 10 Professional Issues 3: Setting up in Professional Practice - 15 credits level 5 Module 10 Professional Issues 3: Setting up in Professional Practice - 15 credits level 5 Method of Assessment Active participation in and successful completion of these modules will assist learners in developing personal attributes as well as expertise in a range of counselling skills. Learners will understand the importance of ethical practice combined with on-going supervision. Assessment of this characteristic will be by tutor observation and learner selfreflection as well as written assignment. Students will undertake a 100 hour counselling placement and supervisors will provide a written report after 50 and 100 hours respectively. Employers will recognise the value of their increased skills, knowledge and expertise. Module 10 enables students to develop skills and knowledge needed in establishing their own counselling business after graduating. Understanding of global issues and their place in the global economy Module 6 Professional Issues 2: Case Formulation and Mental Health - 15 credits level 5 Module 7 Counselling Placement - 30 credits level 5 Learners are encouraged to develop an awareness of cultural diversity as well as cultivating cultural competence, particularly in relation to counselling a diverse client group on placement. Learners will gain an understanding of the biological, psychological, social and cultural basis to mental health issues. Assessment of this characteristic will be by tutor observation and learner self-reflection as well as written assignment (Module 7) and a presentation (Module 6). Supervisors will also provide a written report after student has completed 50 and 100 placement hours. 11
Communication skills Module 2 Counselling skills 1-30 credits level 4 Module 5 Counselling skills 2-15 credits level 4 Module 8 Personal Development 2: -The Group Process - 30 credits level 5 Learners will participate in peer group discussions within the classroom, 1:1 discussions with tutors and supervisors as well as communication with clients. Learners will be encouraged to speak clearly using appropriate language and demonstrate active listening skills. Learners will further develop skills in written communication in the form of records and reports etc. that are well constructed and spell-checked. Assessment of this characteristic will be by tutor observation and learner self-reflection as well as written assignments. Presentation skills The ability to interact confidently with colleagues Independence of thought Module 6 Professional Issues 2: Case Formulation and Mental Health - 15 credits level 5 Module 9 Develop a Theoretical Base 2: Further Developments in counselling Theory - 30 credits level 5 Module 2 Counselling skills 1-30 credits level 4 Module 5 Counselling skills 2-15 credits level 4 Module 3 Personal Development 1: Understanding Self - 30 credits level 4 Module 8 Personal Development 2: -The Group Process - 30 credits level 5 Module 3 Personal Development 1: Understanding Self - 30 credits level 4 Learners studying these taught modules have an opportunity to participate in learning activities that encourage them to develop skills in digital technology such as the use of Powerpoint to share information clearly and confidently via presentations to the class group. Learners will also participate in group discussions which will assist them in developing skills in speaking clearly and concisely, using appropriate language. Assessment of this characteristic will be by tutor observation and learner self-reflection. Module 6 and Module 9 summative assessments are presentations. Learners on this course are all working towards qualified counsellor status. They will have the opportunity to further develop and demonstrate transferable counselling skills such as active listening whilst communicating with peers. Learners will experience a facilitative and encouraging environment where they feel safe to take risks, for example by sharing thoughts and ideas with colleagues during class discussion and personal development group sessions. Assessment of this characteristic will be by tutor observation and learner selfreflection. The summative assessments for modules 2 and 5 require students to submit a taped counselling session and a written evaluation of the counselling skills they have demonstrated. Participation in these modules will help learners to gain an understanding of themselves both as individuals and as a member of a group. 12
Skills of teamworking Ability to carry out inquiry-based learning and critical analysis Skills of problem solving and creation of opportunities Module 8 Personal Development 2: The Group Process - 30 credits level 5 Module 4 Professional Issues 1: Preparing for work in Placement - 15 credits level 4 Module 10 Professional Issues 3: Setting up in Professional Practice - 15 credits level 5 Module 7 Counselling Placement - 30 credits level 5 Module 4 Professional Issues 1: Preparing for work in Placement - 15 credits level 4 Module 10 Professional Issues 3: Setting up in Professional Practice - 15 credits level 5 Module 1 Develop a Theoretical Base 1: Counselling Models and The Integrative Approach - 30 credits level 4 Module 9 Develop a theoretical Base 2: Further Developments in counselling Theory - 30 credits level 5 Module 7 Counselling Placement - 30 credits level 5 Module 10 Professional Issues 3: Setting up in Professional Practice - 15 credits level 5 Learners have an opportunity to share their independent thoughts and ideas with colleagues during class discussion and personal development group sessions. Assessment of this characteristic will be by tutor observation and learner self-reflection. The summative assessments for modules 4 and 10 require an element of group collaboration and learners have the opportunity to contribute their own thoughts and ideas to this process. Learners studying these modules have an opportunity to participate in learning activities that will help them to develop skills in teamworking that will enable them to demonstrate independent thought and appropriate social interaction. Students on placement will have an opportunity to experience being a member of a working team. Assessment of this characteristic will be by tutor observation and learner selfreflection as well as successful completion of the counselling placement. The summative assessments for modules 4 and 10 require an element of group collaboration and learners have the opportunity to contribute their own thoughts and ideas to the team process. The written assessment for these modules requires students to demonstrate knowledge and understanding as well as a critical understanding and analysis of key ideas and concepts within counselling approaches that are applicable to the subject area that they are studying. Assessment of this characteristic will be by tutor observation and learner selfreflection as well as written assignment. Learners studying module 7 will have the opportunity to develop skills in problem solving as they work directly with clients on their counselling placement. Learners will develop these skills as they carry out client assessments, establish contracts, make ethical decisions, meet with supervisors, determine appropriate interventions etc. Assessment of this characteristic will be by tutor observation and learner self-reflection as well as supervisors reports. Learners studying on module 10 will develop an 13
Technologically, digitally and information literate Able to apply Staffordshire Graduate attributes to a range of life experiences to facilitate life-long learning Module 1 Develop a theoretical Base 1: Counselling Models and The Integrative Approach - 30 credits level 4 Module 6 Professional Issues 2: Case Formulation and Mental Health - 15 credits level 5 Module 9 Develop a Theoretical Base 2: Further Developments in counselling Theory - 30 credits level 5 Module 3 Personal Development 1: Understanding Health - 30 credits level 4 Module 7 Counselling Placement - 30 credits level 5 Module 8 Personal Development 2: The Group Process - 30 credits level 5 Module 10 Professional Issues 3: Setting up in Professional Practice - 15 credits level 5 understanding of what is needed to establish their own professional counselling practice. They will participate in guest presentations and discussion groups with current counselling business owners, accountants, media specialists etc. Assessment of this characteristic will be by tutor observation and learner self-reflection and by future success. Learners studying these modules have an opportunity to participate in assignments and learning activities that encourage them to develop skills in digital technology. Students will be encouraged to research and access current, up-to-date information via online sources including VLE. Learners studying modules 6 and 9 have an opportunity to develop skills in digital technology such as the use of Power-point or Prezi to share information via a presentation to the class group as the required module summative assessment. Learners may also use digital technology to communicate with tutors. Assessment of this characteristic will be by tutor observation and learner self-reflection as well as submission of word processed written assignments. Learners studying these modules have an opportunity to participate in assignments and learning activities that support and encourage them in developing all Staffordshire Graduate attributes. Learners will develop transferable skills that can be applied to a range of life experiences particularly for those learners who continue in counselling practice. Learners will be encouraged to continue to develop and build on these characteristics and seek out opportunities to utilise them for the benefit of themselves, their families, their clients, their employers and society. Assessment of this characteristic will be by learner self-reflection as well as peer and employer feedback. 14
ADDENDUM FOR DELIVERY AT A PARTNER INSTITUTION This section should record any matters within the programme specification which do not apply to the delivery at the partner. It should also note any differences in delivery, course content, module choice etc. ======================= 15