Postgraduate Education 2026-2027

ED505A Mindfulness is the first course in the MSc in Studies in Mindfulness. The course introduces the three elements of the Programme: mindfulness practice, the study of mindfulness (and associated concepts) and the relevance of mindfulness to a self-selected professional, work or voluntary context. An introduction to developing a sustained, formal mindfulness practice, based upon a unique approach, is encompassed within the course. Within the course there are two residential weekends of teaching, study and practice.   

This course aims to enable students to develop the personal qualities and professional skills necessary to become competent and reflective practitioners within a pluralistic framework. Core elements of a pluralistic approach to therapy are explored in relation to theory, practical skills, personal and professional development, and research.

This course looks at how to combine key skills and concepts when working with clients to support them in accomplishing their therapeutic goals. The course explores key pluralistic therapeutic strategies and processes in relation to knowledge from theory, practical skills, personal and professional development, and research.

This course considers how therapeutic processes and outcomes, and access to therapy, are influenced by the cultural identity of the client and counsellor. The module reflects an intersectionality perspective, and the view that social justice and decolonisation represent guiding principles for the profession as a whole. The nature and effectiveness of strategies for addressing cultural difference are discussed, along with analysis of the relevance of evidence from research evidence from social anthropology, history and those with lived experience. Students will be invited to reflect on the relevance of these themes in respect of their own personal and professional identities and practices.     

The Masters project offers an opportunity for students to develop their own ideas, by exploring a specific topic or question in depth with the aim of producing an output that has practical relevance. The project may result in an evidence-based tool, technique or materials designed to be utilised within counselling training or practice. Alternatively, it may take the form of a small-scale research study or research review. The class will begin with group sessions that explore possible project formats, leading to submission of a project proposal and application for ethical approval. Individual and small group tutorial support will then lead to the presentation of the final product to the class as a whole, along with a written report.

The Masters project offers an opportunity for students to develop their own ideas, by exploring a specific topic or question in depth with the aim of producing an output that has practical relevance. The project may result in an evidence-based tool, technique or materials designed to be utilised within counselling training or practice. Alternatively, it may take the form of a small-scale research study or research review. The class will begin with group sessions that explore possible project formats, leading to submission of a project proposal and application for ethical approval. Individual and small group tutorial support will then lead to the presentation of the final product to the class as a whole, along with a written report.

This fully on-line course examines the current debates and research on leadership, particularly as these apply to not-for-profit organizations, such as education, nursing and other services.

This course will allow students to engage with the theory and practice of working with children in a range of settings, 0-3, 3-5 and 508, but with a particular focus on the role of the teacher in the setting in which they work.  Students will explore a number of contemporary educational issues and approaches in Early Years Education.  Course content will support the Early Years Framework (2008) through the development of specialist Early Years provision which will help to build the resilience of children, improve the capacity of parents and contribute towards developing supportive communities.

This on-line course offers the opportunity to attain the skills and understandings required to conduct action-based research within your own professional contexts. Participants will identify a research topic and prepare a proposal, supported by a line-manager, which will then form the basis of the course. A number of virtual face-to-face sessions will be conducted at intervals throughout the module giving participants the opportunity to interact with other members in whole group and small group settings.

ED555B Compassion is the second course in the MSc in Studies in Mindfulness. The key study theme is the role and importance of compassion within mindfulness. ED505B Compassion is unique not only in prioritising the study of compassion but also in developing compassion within mindfulness practice. Specific topics include evolutionary psychology, our compassionate nature and ‘the undercurrent and the observer’.

This is the second module in the Into Headship PG certificate programme. The aim of this course is to enable participants to gain the knowledge and understanding needed to manage a collaborative change process with members of the wider school community. The module will also map sets of strategies to address the educational issue identified in Module 1 of the PG Certificate.

This course looks at how to combine key skills and concepts when working with clients to support them in accomplishing their therapeutic goals. The course explores key pluralistic therapeutic strategies and processes in relation to knowledge from theory, practical skills, personal and professional development, and research.

This course considers how therapeutic processes and outcomes, and access to therapy, are influenced by the cultural identity of the client and counsellor. The module reflects an intersectionality perspective, and the view that social justice and decolonisation represent guiding principles for the profession as a whole. The nature and effectiveness of strategies for addressing cultural difference are discussed, along with analysis of the relevance of evidence from research evidence from social anthropology, history and those with lived experience. Students will be invited to reflect on the relevance of these themes in respect of their own personal and professional identities and practices.     

A capacity to use research evidence to inform practice represents a crucial aspect of contemporary thinking around the nature of counsellor and psychotherapist competence. In this course, students read and discuss research studies that have used different methodological approaches to explore critical issues in therapy practice. Dialogue within the group specifically focuses on how each study can contribute to both practice and self-awareness. The course also reviews the historical development of research in counselling and psychotherapy, and current debates. 

This course explores the links between the diagnostic criteria for autism (difficulties with social communication, social interaction, flexibility of thought & sensory integration) and behaviour. We critically explore positive, evidence-based approaches to identifying solutions. We also critically examine the links between autism policy, guidance, theory and practice and the meaning of the notion of the ‘autism friendly workplace’. Students are introduced to strategies for reflecting critically upon workplace provision via structured auditing and action planning for change.

This course supports students in the further development of therapeutic competence, by linking supervision and practice.  With a specific focus on working with clients who have complex problems this programme supports the development of advanced practitioners.

This course requires DCouns students to undertake a systematic review of research literature around a topic of interest within the field of mental health and therapy, and based on this develop an empirical project proposal for work which can be undertaken during their doctoral dissertation.

A key element of Doctoral-level competence in counselling and psychotherapy comprises the ability to work effectively with clients who have complex difficulties. Working with clients who have complex problems is demanding for therapists, because it transcends established therapy procedures, and calls for a high level of innovativeness, flexibility, resourcefulness, and use of supervision.  This course explores how therapeutic complexity has been understood and addressed within contemporary research and practice literature, supporting students in responding to the specific patterns of complexity that they encounter with their practice.

This course supports students in the further development of therapeutic competence, by linking supervision and practice.  With a specific focus on working with clients who have complex problems this programme supports the development of advanced practitioners.

This course requires DCouns students to undertake a systematic review of research literature around a topic of interest within the field of mental health and therapy, and based on this develop an empirical project proposal for work which can be undertaken during their doctoral dissertation.

This course aims to assist students in beginning the EdD journey through a series of critical reflections on the links between their professional biographies and their practice. Through engaging in this process, students will identify at least one significant issue in their professional practice and articulate this against a wider background.