Online Education 2019-2020

This course supports you to learn from practice for practice and professional development, within a learning community and through collaborative enquiry. The course emphasises the role of the FE lecturer in enabling successful learning for all learners and requires you to critically reflect on your understanding of learners, including yourself. You will develop your understanding of the diverse characteristics of learners that impact on successful learning, and of approaches to facilitation that support learning for all. The course brings together ideas of critically reflective practice, effective facilitation of learning and the development of metacognitive skills for learning. It will support you to develop collaborative and reflexive approaches to continuing professional development.

This module will focus on the role of research and evaluation in counselling and examine how the effectiveness of counselling is assessed and the impact of research and evaluation in the counselling profession. In terms of the development of clinical competence, the supervision groups will continue to look at key clinical themes that are emerging. In terms of personal development, Encounter Groups will be introduced into the process element of the programme.

The theoretical themes of the module will focus on:

ï‚· The Research Process

ï‚· The role of research in the development of counselling

ï‚· Assessment and outcomes measures in counselling

ï‚· The Impact of context on the counselling process

ï‚· Ethical issues in counselling research

This is a one-year (minimum) programme which is structured into three distinct elements but it is delivered in an integrated format since the learning and experience from each module impacts on the learning in the other two modules. The three modules are:

Each area of study is supported by tutorials and guided study directed by appropriate specialist counsellors. Students are required to prepare for each tutorial by reading a designated article which is used as the key text for that session. The articles for each term are given at the first meeting of the group and the learning aims for each session will build from the assigned reading. Students are encouraged to read other material related to the session theme and bring that

learning into the tutorial discussions. This module emphasises the importance of each student being responsible for their own learning journey and the role of the tutors is to support the learner on that journey. In effect, this means, each person’s thoughts and reactions to the content are valid and to be respected and that there is an expectation that all participants actively engage in discussions and experiential activities.

There are three alternative routes for the student building on the learning which has been covered in the Post-Graduate Diploma:

Option 1 Counselling in a Health-Care setting; working with anxiety and depression

Option 2 Counselling Couples; working with relationships

Option 3 Counselling Children and Young People; working in educational settings

This is a one-year (minimum) programme which is structured into three distinct elements but it is delivered in an integrated format since the learning and experience from each module impacts on the learning in the other two modules.

Each area of study is supported by tutorials and guided study directed by appropriate specialist counsellors. Students are required to prepare for each tutorial by reading a designated article which is used as the key text for that session. The articles for each term are given at the first meeting of the group and the learning aims for each session will build from the assigned reading. Students are encouraged to read other material related to the session theme and bring that

learning into the tutorial discussions. This module emphasises the importance of each student being responsible for their own learning journey and the role of the tutors is to support the learner on that journey. In effect, this means, each person’s thoughts and reactions to the content are valid and to be respected and that there is an expectation that all participants actively engage in discussions and experiential activities.

There are three alternative routes for the student building on the learning which has been covered in the Post-Graduate Diploma:

Option 1 Counselling in a Health-Care setting; working with anxiety and depression

Option 2 Counselling Couples; working with relationships

Option 3 Counselling Children and Young People; working in educational settings

Option 2

Counselling Couples; working with relationships

This option will focus on examining at depth key theoretical frameworks for working therapeutically with couples and providing an advanced investigation of evidenced based interventions in the area of family and couple work. It will build on the knowledge base of the Post-Graduate programme by providing a specialist consideration of the theories and their applications in relationship counselling.

The option will integrate humanistic experiential, systemic and attachment theories and will provide a context for an advanced examination of theories in this area. It will encourage students to engage in their own examination of theories particularly examining relationship and theories of attachment.

Learning Objectives

Provide an advanced examination of couple relationships as defined in diverse ways according to social, cultural and religious norms including an historical perspective of how such norms have changed over time

ï‚· Provide an expert knowledge-base for students who wish to specialise in working with couples specifically the examination of issues of individual development, attachment and adult relationships

ï‚· Provide a detailed, structured framework for therapeutic practice within which students can develop their competence in working with couples

ï‚· Provide an in depth examination of relevant ethical issues and legal parameters within which therapeutic work can be done with couples

ï‚· Provide an advanced consideration of common relationship issues and current research on best-practice in supporting a couple to deal with such issues

Learning Outcomes

ï‚·Students will have an advanced understanding of Holmes ‘six domain’s and attachment style and be able to explain to other professionals how this can be applied when working with a couple

ï‚·

 Students will have a critical awareness of the practical and theoretical differences between individual and couples counselling

ï‚·Students will develop their understanding how to integrate their core counselling model with the Egan model of goal-focussed therapy

ï‚·Students will have a good understanding of ethical and legal guidelines which apply to working with couples and be able to evidence a practical application of this knowledge

Students will develop a critical understanding of family/relationship issues as they contextualised differently in terms of cultural and social norms for different ethnic, sexual, religious groups

This is a one-year (minimum) programme which is structured into three distinct elements but it is delivered in an integrated format since the learning and experience from each module impacts on the learning in the other two modules.

Each area of study is supported by tutorials and guided study directed by appropriate specialist counsellors. Students are required to prepare for each tutorial by reading a designated article which is used as the key text for that session. The articles for each term are given at the first meeting of the group and the learning aims for each session will build from the assigned reading. Students are encouraged to read other material related to the session theme and bring that

learning into the tutorial discussions. This module emphasises the importance of each student being responsible for their own learning journey and the role of the tutors is to support the learner on that journey. In effect, this means, each person’s thoughts and reactions to the content are valid and to be respected and that there is an expectation that all participants actively engage in discussions and experiential activities.

There are three alternative routes for the student building on the learning which has been covered in the Post-Graduate Diploma:

Option 1 Counselling in a Health-Care setting; working with anxiety and depression

Option 2 Counselling Couples; working with relationships

Option 3 Counselling Children and Young People; working in educational settings

Option 3 Counselling Children and Young People; working in educational settings

This option will focus on examining at depth key theoretical frameworks for working therapeutically with young people and children and it will provide an advanced investigation of evidenced based interventions in the area of family and couple work. It will build on the knowledge base of the Post-Graduate programme by providing a specialist consideration of the theories and their appropriateness in working with young people and children.

The option will examine the development from child to adolescent to adult, looking at physiological, emotional, behavioural and mental development. It will consider the signs and symptoms of when mental health and/or wellbeing are adversely affected. It will investigate how counselling supports the young person to develop their own resilience when dealing with difficulties and adversity

Learning Objectives

ï‚·

Provide a reliable knowledge-base of human growth and development for students who wish to specialise in working with young people

ï‚· Provide a theoretical framework which is supported by research within which students can develop their therapeutic practice with young people

Provide a context of investigation and learning about the ethical and legal issues which are relevant to working with children and young people

ï‚· Provide an in-depth examination of current and critical themes relevant to the lives of children and young people with an examination of how to work therapeutically in these

Learning Outcomes

ï‚·

Students will develop their knowledge and understanding of mental health problems in children, adolescents and young adults

ï‚· Students will have an advanced understanding of formal systems and processes for psychological assessment and measures of resilience and wellbeing in children

ï‚· Students will have an informed awareness of research concerning critical wellbeing themes of self-harm and suicidal ideation and evidence of best-practice interventions of support

ï‚· Students will have an in depth knowledge of sexuality, sexual development, sexual identity and social influences impacting on children and young people as they transition into adulthood

ï‚· Students will have an advanced knowledge of the relevance of attachment theory, systems theories and family dynamics as critical influences in human growth and development

ï‚· Students will have a good understanding of different areas of learning difficulties and ways in which therapeutic interventions can be introduced to support individuals who have learning difficulties

ï‚· Students will have knowledge of the legal issues which protect and support children and the professional guidance which applies in working with children and young people

ï‚· Students will gain an advanced understanding of various therapeutic frameworks and processes for working therapeutically with children and young people

Clinical Competence and Theoretical Understanding

Audio-recording of a session and case presentation of the recorded session

Students are required to produce a transcript of a recorded interaction with a client during a therapy session. They must provide a detailed analysis of this transcript demonstrating insight and understanding of the application of the learning from this module

Portfolio of evidence of satisfactory progress comprising:

Counselling Record including a log of counselling and supervision hours

Completion of 50 hours of counselling

The Supervision Report - confirming fitness to practice

Submitted at end of semester two

This course supports you to learn from practice for practice and professional development, within a learning community and through collaborative enquiry. The course emphasises the role of the FE lecturer in enabling successful learning for all learners and requires you to critically reflect on your understanding of learners, including yourself. You will develop your understanding of the diverse characteristics of learners that impact on successful learning, and of approaches to facilitation that support learning for all. The course brings together ideas of critically reflective practice, effective facilitation of learning and the development of metacognitive skills for learning. It will support you to develop collaborative and reflexive approaches to continuing professional development.