BA (Hons) Counselling and Psychotherapy

Welcome to Counselling and Psychotherapy

The course will provide you with a range of opportunities to learn about yourself and develop the skills to become a fully qualified, Person-Centred Counsellor, on a BACP Accredited course. Post-qualification, you are eligible to apply for BACP registration as a full member. A strong theoretical knowledge base, together with year one skills practice will prepare you for supervised professional practice hours with clients in your second year of training. You will experience an exciting, psychologically demanding programme which will enrich your world view.

The course includes specific training in video and telephone counselling embedding BACP Online and Telephone Therapy (OPT) core curriculum into years 1 and 2. This furnishes students with the skills and knowledge of counselling via video and telephone in addition to traditional in-person practice. The course is committed to embedding and communicating BACP equality, diversity and inclusion strategy.

Teaching staff are all qualified counsellors and practice within a range of therapeutic environments. Our graduates progress in to careers as counsellors or working in the allied professions. Some graduates move on to completing their masters in Psychology and Counselling.

‘The curious paradox is that when I accept myself just as I am, then I can change’.
(Carl Rogers 1961)

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Course IntroductionModulesEntry RequirementsGraduate CareersAdditional

Your profile

You are a compassionate listener, a sensitive communicator, and others value your non-judgemental approach. Your interest in psychotherapy goes beyond a passing interest and you want to make a real difference to people’s lives. Your life experience, mature approach and individuality will be positively welcomed.

Your subject

The importance of mental wellbeing is rapidly reaching the forefront of the Government’s health agenda. A clear distinction between physical and mental health is giving way to a more holistic view. Consequently, talking therapies are increasing in popularity, with more trained counsellors and psychologists needed to meet the demands of a newly health-conscious society.

The BA (Hons) Counselling and Psychotherapy is a professional training in humanistic person-centred counselling / psychotherapy. This course is designed for those who have an interest in mental health, the human condition and a willingness to work with others in times of significant distress.

Delivery is through a range of methods including lectures, seminars, case-study, discussions and workshops. A variety of assessment strategies will be used including assignments, case studies, work-based projects, patchwork texts and extended research study/dissertation.

Undergraduate courses operate on a modular basis that provides flexibility and choice. Each module is worth a specified number of credits, with most modules counting for 20 or 40 academic credits (depending on the programme), with each credit taken equating to a total amount of study time which includes scheduled teaching, independent study and assessment activity.

Most full-time students will take modules worth 60 credits per semester, with part-time students taking proportionately fewer credits per semester. A total of 120 credits per level and 360 credits are needed for an honours degree as a whole. Overall grades for the course and degree classification are based on the marks obtained for modules taken at levels 5 and 6.

Our teaching is informed by research, professional practice and industry engagement and modules change periodically to reflect developments in the discipline.

Course Structure Course Delivery Year One (Level 4) Year Two (Level 5) Year Three (Level 6) Assessment

BA (Hons) Person-Centred Counselling

1) Evidence of study at Level 3, equivalent to 64 UCAS points OR

Equivalent Qualifications OR

Mature students with relevant experience who can provide evidence of a potential to benefit from the programme.

2) Minimum age of 18 years, but must be able to demonstrate capacity for self-awareness, maturity and stability and be able to cope with the emotional demands of the course

3) Sound references

4) All applicants must undergo an extended interview process

5) Criminal Records Declaration (DBS/Disclosure Scotland)

6) Mature applicants will be considered on a one to one basis at interview in addition to steps 2-5 above)

It is desirable that applicants have previously completed an introductory counselling course and have used these skills in a helping capacity.

DipHE Person-Centred Counselling

1) Evidence of study at Level 3, equivalent to 48 UCAS points OR

Equivalent Qualifications OR

Mature students with relevant experience who can provide evidence of a potential to benefit from the programme

2) Minimum age of 18 years, but must be able to demonstrate capacity for self-awareness, maturity and stability and be able to cope with the emotional demands of the course

3) Sound references

4) All applicants must undergo an extended interview process

5) Criminal Records Declaration (DBS/Disclosure Scotland)

6) Mature applicants will be considered on a one to one basis at interview in addition to steps 2-5 above)

**Please note there is a charge of £44 for a DBS check.

*UCAS Tariff points where shown, are for entry on to higher education programmes starting from September 2024.

International applicants

If English is not your first language you will need an IELTS score of 6.0, with a minimum score of 5.5 in each component (Reading, Writing, Listening and Speaking), or an equivalent English Language qualification.

Additional requirements for International Students:

You must provide evidence of having been in general education for at least 10 years and of having studied within the last five years
a face-to-face or video call interview is required before an offer is made

DipHE Person-Centred Counselling

This qualification is useful for those who work in or wish to work in the health and social care professions or in private counselling practice. Opportunities exist for progression to the BA (Hons) Person-Centred Counselling. This qualification will enable professional students in counselling to provide evidence of continuing professional development, enhance existing employment or support career progression to broader managerial and/or supervisory duties.

BA (Hons) Counselling and Psychotherapy

Some graduates find employment within the NHS as part of the IAPT (improving access to psychological therapy) programme; others set up in private practice or work for voluntary organisations. It should be borne in mind that counselling/psychotherapy is more frequently a part-time occupation and that most therapists complement this with other part-time work, often in allied sectors.

Career Opportunities

This qualification will enable professional students in counselling to provide evidence of continuing professional development and undertake broader managerial and/or supervisory duties.

Course Progression

A number of opportunities for study at Levels 7 and 8 exist with nearby Higher Education establishments; some study at level 7 can be undertaken remotely.

Timetables: Timetables are normally available one month before registration. Please note that while we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week. Where possible we will look to schedule timetabled sessions for full-time courses over two days per week, and part-time courses over one day per week.

Teaching and Learning: You are taught through a combination of lectures, seminars and practicals. Seminars enable smaller group discussions to develop understanding of topics covered in lectures.

When not attending lectures, seminars and practicals or other timetabled sessions you will be expected to continue learning independently through self-directed study. Typically, this will involve reading journal articles and books, working on individual and group projects, undertaking research in the library, learning zone or technical learning resources, preparing coursework assignments and presentations, and preparing for examinations

Assessment: The course provides you with opportunities to test your understanding of the subject informally before you complete the formal assessments that count towards your final mark. Each module normally contains at least one piece of practice or ‘formative’ assessment for which you receive feedback from your tutor. Practice assessments are developmental and any grades you receive for them do not count towards your module mark.

There is a formal or ‘summative’ assessment at the end of each module. Assessment methods include written examinations and a range of coursework assessments such as essays, reports, portfolios, performance, presentations and your final year major project. The grades from formal assessments count towards your module mark.

Feedback: You will receive feedback on all practice assessments and on formal assessments undertaken by coursework. Feedback is intended to help you learn and you are encouraged to discuss it with your module tutor.

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BA (Hons) Counselling and Psychotherapy - Full-time

Level	Level 6
Location	Colchester
Duration	3 Years
UCAS Code	BA (Hons) B940 \| DipHE B941
Academic Year	2025-2026
Study Mode	Full-Time
Campus / Adult Skills Centre	University Centre Colchester
Start Date	September 2025
Applications	Applications for September 2025 are open now
Fee(s)	2024-25: £8,750 per year
Additional Cost Information	Students will be required to undertake a specified level of personal therapy both prior and during the course which will be self-funded; course fees do not cover this aspect. While the cost of personal therapy varies from practitioner to practitioner, it is anticipated that personal therapy is estimated to cost in the region of £300 per year. Counselling students who intend to practise will be required to have membership of BACP and professional indemnity insurance. These costs are variable; students should contact the course team for further guidance. Students are required to undertake 100 hours of professional practice with clients during their studies and student membership of BACP will be required prior to undertaking this. Students who are unable to complete their client hours while studying and wish to continue to utilise the Colchester Institute Counselling Service (CICS) for completing their hours and associated supervisions beyond the length of their programme, will be required to pay additional fees to access these services. UCC will publish related costs to students at the beginning of each academic year to which they apply. UCC Academic Services will provide details to those students identified as requiring additional hours at the end of the academic year. Students will be required to pay in full when they register in person with the Registry department. The fees due are dependent on the volume of hours to be completed, are due for each additional academic year required and are non-refundable. The fees for 2023/24 range from £200 for completion of 1 -24 hours to £800 for completion of 75 hours or above. Please see the course handbook for additional information.
Awarding/Validation Body	University of East Anglia

Course Structure

The BA (Hons) in Counselling and Psychotherapy is a comprehensive three-year programme of study. However, there are four exit qualifications. The Certificate of Higher Education (Cert HE) evidences achievements on the first year of the programme; the Diploma of Higher Education (Dip HE) evidences achievement on the first two years of the programme; ; the Diploma of Higher Education Person-Centred Counselling Theory evidences achievement of the first two years of the programme, without the required 100 hours of supervised, professional practice with clients; the BA (Hons) Counselling and Psychotherapy Theory evidences achievement of the full three years of study without the required 100 hours of supervised, professional practice.

100 hours of professional supervised practice is required to pass the course. The majority will come from in-person counselling work. You will be assessed for in-person and telephone/video counselling prior to starting client work.

The DipHE can be used as a stepping stone towards an Honours Degree with progression allowed following successful completion of each stage.

The DipHE is made up of two levels over 2 years: the Certificate in Higher Education which is studied in year one, and the Diploma which is studied in year two. College-based and online (synchronous) learning, when learning focuses on counselling via telephone/video, makes up much of the programme and, in addition, clinical work and supervision are arranged on an individual basis, and take place on a non-college day in year 2.

A blended approach to learning underpins elements of online learning necessary to meet requirements for BACP OPT curriculum. Online (face to face) learning will represent no more than 30% of contact time.

Successful completion of the Diploma programme leads to the award of a Diploma of Higher Education: Person-centred Counselling (which is accredited by the British Association for Counselling and Psychotherapy and has been for over 20 years).

The DipHE in Person-centred Counselling is accredited by the British Association for Counselling and Psychotherapy (BACP) and is studied by students at University Centre Colchester at Colchester Institute over two years.

The first year focuses in depth on person-centred theory and practice with taught elements, seminars, tutorial and personal development groups.

The use of recorded role play/practice of skills is a significant part of the programme. By the second year students are usually working with clients supported with clinical supervision and deepening their grasp of theory and practice. Different therapeutic modalities are studied and commonalities as well as significant differences explicated and critiqued. An introduction to research in counselling and psychotherapy is also a feature.

For those undertaking a third year in order to achieve the BA (Hons), you will be aiming to complete your work with clients and extend your effective use of supervision.

The capstone assignment for students’ final year is a research project; students may choose either a secondary literature review, or a primary case study.

All students will be expected to embark on personal counselling or psychotherapy at their own expense for a minimum of 5 hours per semester.

Conditions of participation for online and telephone counselling.

In year 2, you will be assessed for competency in Online & Phone Therapy (OPT) by professional practice tutors. This is prior to counselling clients via video or telephone in accordance with BACP OPT guidelines. The opportunity to work with clients online is offered, once students have experience of counselling clients in-person. Ensuring you have suitable surroundings to undertake remote working also forms part of the online assessment process. This includes, but not limited to:

Suitable computer with adequate Wi-Fi and virus protection

Telephone with headset

A private and professional working space free from distractions.

Course Delivery

The course is delivered predominantly on campus and requires you to attend two full days per week, with additional days in year two for client work and supervision.

The course has embedded the BACP Online & Phone Therapy (OPT) curriculum within the training programme. Teaching will be online when this element of the training is delivered. This will represent no more than 30% of the total learning.

You will be required to have an appropriate learning space outside the university centre, including suitable technology and a private space for learning. This will include a private space for remote client work.

Year One (Level 4)

Module Code and Title:

DHPC01C-BAPC01C Introduction to Counselling Practice (20 Credits)

What’s it about?

The module will equip students with initial understanding and experience of a classical, Rogerian person-centred approach to therapeutic counselling and the potential to develop person-centred attitudes, qualities and communication skills.

What do I learn?

The module is primarily experiential, providing opportunities for students to increase their awareness of self and others through regular, small group ‘practice’ interaction and feedback processes. Students will also be introduced to the psychological and philosophical concepts underpinning the classical person-centred approach to therapy. With guidance and support form tutors and from peers, students will have opportunities to evaluate their own and others’ practical development.

What’s the assignment?

Students will write a reflective essay entitled, ‘My development as a person-centred counsellor’
Students will keep records of weekly 20 minute practice sessions with peers in triads/tetrads, a minimum of three of which must be observed and signed by tutor.

Want to know more?

To see the module description, please click here.

Personal and Professional Development 1 (20 Credits)

What’s it about?

The module introduces students to a range of recognised models of reflective practice which will provide a framework for personal and professional development across the course. The module will provide students with opportunities for self-exploration and insight in support of their emerging congruence, empathy and unconditional positive regard (UPR) as trainees in person-centred counselling. The module will also introduce students to the BACP’s (2018) Ethical Framework for the Counselling Professions, specifically its ethical values, principles, personal moral qualities and trainee responsibilities. These will be explored in the context of their developing person-centred practice.

What do I learn?

Students will develop and demonstrate self-awareness and understanding by reflecting on themselves and their interactions with others in a weekly personal and professional learning record.

Participation in facilitated experiential groups will support students’ developing awareness of their own personal and relational processes, including negotiating any inherent tensions with peers. Students will also undertake a minimum of 5 hours of personal therapy over the semester to further support their personal development and keep a log of these sessions signed by their personal therapist.

What’s the assignment?

Students will make a weekly learning record based on their experiences primarily of this module, as well of their whole learning experience on the course and in their personal lives, as a formative task. This will be used as a basis for the summative Personal Statement.
Students will keep a log of their hours in personal therapy, to be signed at each attendance by their therapist.
Students will make a presentation to their experiential group and tutor which outlines their learning and their ‘growing edge’ in relation to practice with peers in the following semester.

Want to know more?

To see the module description, please click here.

Self and Social Awareness (20 Credits)

What’s it about?

The module is designed to enable learners to gain a working knowledge of Equality Law and the impact on Counselling.

What do I learn?

Students will examine and explore anti-discriminatory practice. The module will introduce students to the potential challenges of working with a diverse clientele and will explore individual responses to difference and the potential impact of this on person-centred client work.

This module will also consider individuals in social context including family, work and education, incorporating sociological concepts such as the life course, throughout. The work of sociological theorists such as Durkheim, Marx and Goffman will be explored. Students will analyse their own and others’ life course, incorporating awareness of diverse client groups and the way in which this relates to their future professional practice.

What’s the assignment?

Students will make a presentation to peers and tutor entitled ‘Anti-discriminatory practice in Counselling’
Students will write an auto-ethnographic account of personal experiences in the context of equality, diversity and social identity, entitled ‘Who am I?’ It should explore any protected characteristics under the Equality Act 2010 and should make use of sociological concepts introduced on the module to reflect on the potential impact of these on counselling practice.

Want to know more?

To see the module description, please click here.

Developing Counselling Practice (20 Credits)

What’s it about?

This module will equip students with a further developed understanding and experience of the person-centred approach to therapeutic counselling, supporting them to begin professional practice with clients in Year 2. In addition, students will consolidate their understanding of person-centred counselling as a form of helping. This module will also provide opportunities for students to further develop their awareness of self and others through interaction and feedback process, in preparation for professional supervision in year 2.

What do I learn?

Students will consolidate understanding of the psychological ideas underpinning the person-centred approach, including consideration of equality and diversity. With guidance and support form tutors and from peer groups, learners will have further opportunities to examine self in new ways and, consequently, evaluate their own and others’ development. Learners will be introduced to case management and professional practice procedures in line with Colchester Institute Counselling Service (CICS) policies and procedures, the British Association of Counselling and Psychotherapy Ethical Framework for the Counselling Professions, and relevant legislation.

What’s the assignment?

Students will choose an audio-recorded session from those conducted with peers throughout the semester to submit as evidence of their competent person-centred counselling practice.
Students will write a reflective Personal Statement of Readiness for professional practice (in year 2) with reference to Task 1.
Students will keep evaluation records of weekly 30 minute practice sessions with peers in triads/tetrads, a minimum of six of which should be signed by the observing tutor.

Want to know more?

To see the module description, please click here.

Personal and Professional Development 2 (20 Credits)

What’s it about?

The module develops students’ consideration of a range of recognised models of reflective practice which will provide a framework for personal and professional development across the course. The module will provide students with further opportunities for self-exploration and insight in support of their developing congruence, empathy and unconditional positive regard (UPR) as trainees in person-centred counselling.

What do I learn?

The module will further develop students understanding of the BACP’s (2018) Ethical Framework for the Counselling Professions, specifically its ethical values, principles, personal moral qualities and trainee responsibilities. These will be explored in the context of students’ developing person-centred practice with peers. Students will continue to develop and demonstrate self-awareness and understanding by reflecting on themselves and their interactions with others in a weekly personal and professional learning record.

What’s the assignment?

Students will make a weekly learning record based on their experiences primarily of this module, as well of their whole learning experience on the course and in their personal lives, as a formative task. This will be used as a basis for the summative Personal Statement.
Students will keep a log of their hours in personal therapy, to be signed at each attendance by their counsellor.
Students will make a presentation to their experiential group and tutor which evaluates their learning and future capacity to practice as a person-centred counsellor in year 2.

Want to know more?

To see the module description, please click here.

Person-Centred Theory (20 Credits)

What’s it about?

The module is designed to provide students with an active understanding of the person-centred approach, both in terms of developmental theory and therapeutic process.

What do I learn?

Students are offered opportunities to discuss and analyse the underpinning theory for person-centred counselling practice, including more recent developments. It will form the basis of the students’ exploration of their own experiences. Comparisons with other humanistic perspectives on developmental theory are undertaken.

What’s the assignment?

Students will write a reflective essay which forms an account of person-centred developmental theory and theory of therapy in the context of students’ own personal experiences.

Want to know more?

To see the module description, please click here.

Year Two (Level 5)

Professional Practice 1 (20 Credits)

What’s it about?

This module will support and develop students’ entry into professional practice with diverse clients, together with their understanding and use of supervision and placement line management.

What do I learn?

The module will orientate students to the use of professional supervision to support their placement work with clients, and offer guidance for best use of the supervision provided, including small group and individual.

The module will provide opportunities for students to further develop the person-centred ‘core’ conditions of congruence, empathy and unconditional positive regard, as well as new insight into the therapeutic process, using such techniques as Interpersonal Process Recall (IPR). The module will revisit and investigate in depth application of person-centred and other relevant counselling theory to client work and developing practice, including assessment* and formulation.

What’s the assignment?

Students habitually record their professional practice with clients for learning purposes; they may choose any session which they feel best evidences their competent practice. Rather than submitting a whole session and a transcript, students are invited to make excerpts as above, submitting a total of 30 minutes work from a client session of 50 minutes, which must include the beginning and end of the session.
Students will be invited to a viva to discuss their professional practice and to receive feedback from a tutor.
Students will make a written, critical evaluation of their progress and development in professional practice, defining their ‘growing edge’. This should include the consideration of any peer or tutor feedback processes

Want to know more?

To see the module description, please click here.

Comparative Approaches (20 Credits)

What’s it about?

This module will consolidate students’ knowledge of the person-centred counselling approach and introduce a range of alternative approaches to counselling and psychotherapy for critical consideration and comparison. Contemporary developments such as Person-Centred Experiential ‘Counselling for Depression’ (PCE-CfD), Dynamic Interpersonal Therapy (DIT), Interpersonal Therapy (IPT) and ‘Third wave’ CB Therapies will be considered.

What do I learn?

Knowledge of a range of the major conceptual frameworks for counselling and psychotherapy will prepare students for work settings, enabling them to communicate effectively with other counsellors and psychotherapists who may not share the same philosophy of practice. The module will therefore require students to compare and contrast the Person-centred approach with at least one other major approach to counselling and psychotherapy covered on the module.

What’s the assignment?

An essay to critically compare the person-centred approach to counselling with at least one other approach covered on the module, with reference to own and/or client* issues encountered.

Want to know more?

To see the module description, please click here.

Personal and Professional Development 3 (20 Credits)

What’s it about?

This module supports and facilitates further in-depth critical reflection and evaluation of personal and professional development at level 5 through participation in experiential group and the production of a creative ‘patchwork’ to record and critically reflect on learning.

What do I learn?

Recognised models of reflective learning and BACP’s (2018) Ethical Framework for the Counselling Professions will provide a context for students’ critical consideration of themselves and their relationships with others, including their person-centred work with clients, in supervision and line management. Students will undertake and evidence their practice with clients in accordance with BACP’s (2018) Ethical Framework for the Counselling Professions, and Colchester Institute Counselling Service (CICS) placement policies and procedures.

What’s the assignment?

Students will complete a creative ‘patchwork’ (3 patches throughout the module) based on their experiences of this module, as well their whole learning experience on the course and in their personal lives, as a formative task. This will be used as a basis for the ‘way point’ Personal Statement for semester 1 of year 2, which will function as a ‘stitching piece’ for their patchwork in progress. Patches, and the related, critically reflective work, will be included with the personal statement as appendices.

Want to know more?

To see the module description, please click here.

Professional Practice 2: Client Issues and Mental Health (20 Credits)

What’s it about?

This module will develop themes from Professional Practice 1 and continue to offer students the opportunity to develop their person-centred counselling practice in support of their professional work with clients. The module will also investigate common presenting and emerging client issues (including loss & grief), together with current themes and discourse in the field of mental health.

What do I learn?

Students will be supported to engage critically with a number of perspectives in the field of mental health, diagnosis, treatment, outcomes and evidence based practice. Students will grow in appreciation and understanding of the diverse range of models and treatments within current health care, social care and counselling practice and the way in which these may impact on clients.

What’s the assignment?

Students habitually record their professional practice with clients; they may choose a session which they feel best evidences their competent practice for this summative assessment.

Students will use illustrative excerpts from their submitted recording to produce a case study of their person-centred counselling work with a selected client which analyses and evaluates their practice, allowing them to compare and contrast perspectives of mental health and to evidence their anti-discriminatory approach.

Want to know more?

To see the module description, please click here.

Research Appreciation (20 Credits)

What’s it about?

This module provides students with an appreciation of the historical and current impact of research on counselling, psychotherapy and related fields and its role in developing professional knowledge and practice. Students are introduced to a range of research concepts, methodologies, research processes and research skills. Development of a critical awareness of research findings will be fostered and will assist the student in the preparation and execution of the undergraduate research project.

What do I learn?

This module will prepare students to assess literature in the counselling and psychotherapy field, and to produce a critique of subject specific research. Students will also be encouraged to take a reflexive stance, acknowledging their own assumptions and biases in the evaluation of research. Students will search for papers on a chosen topic and agree on one in particular in conference with the module tutor. Papers will be presented informally for discussion in class to support students in the completion of their assignment.

What’s the assignment?

Students submit a critique of a self-selected research paper (single, primary study), using a recognised set of guidelines (e.g. CASP)

Want to know more?

To see the module description, please click here.

Personal and Professional Development 4 (20 Credits)

What’s it about?

This module supports and facilitates further in-depth critical reflection and evaluation of the relationship between personal and professional development through participation in experiential group and the continuation of a creative ‘patchwork’ to record and critically reflect on learning.

What do I learn?

Recognised models of reflective learning and BACP’s (2018) Ethical Framework for the Counselling Professions will further provide a context for students’ critical consideration of themselves and their relationships with others, including their person-centred work with clients, in supervision and line management. In depth consideration of ethical issues and dilemmas will also feature on the module.

What’s the assignment?

Students will complete a creative ‘patchwork’ (3 patches throughout the module) based on their experiences of this module, as well their whole learning experience on the course and in their personal lives, as a formative task. This will be used as a basis for the summative Personal Statement for Year 2 (or the DipHE). Students will clearly identify and plan for their future CPD requirements.

Want to know more?

To see the module description, please click here.

Year Three (Level 6)

Personal and Professional Development 5 (20 Credits)

What’s it about?

The module will provide students with opportunities to investigate and critically evaluate key features of both independent and agency counselling practice. This will include consideration of key professional and statutory requirements for practice, specifically related to BACP’s (2018) Ethical Framework for the Counselling Professions and relevant legislation, including General Data Protection Regulation (GDPR). Students will be required to continue to demonstrate their capacity for critical reflexivity, supported by community group facilitation and a further minimum of 5 hours of personal, person-centred therapy over the semester.

What do I learn?

Students will learn how to critically evaluate personal and professional development and accountability in relation to counselling practice, BACP Ethical Framework and Person-Centred attitudes and qualities and demonstrate effectively that actions are securely rooted in reflective, ethical and accountable practice.

What’s the assignment?

Students will complete a 2000 word portfolio for Task 1, and a reflective personal statement of learning for the semester, based on the collation of documents for Task 1 and indicating present and future requirements.

Want to know more?

To see the module description, please click here.

Professional Development through Research 1: Introduction to research methodology and design (20 Credits)

What’s it about?

This module provides a foundation in research methodology and design in the field of counselling & psychotherapy. It supports the preparation, planning and initial review phases of students’ research dissertations for the major literature review or case study projects.

What do I learn?

Students evaluate research methodology and its relationship to different perspectives in counselling & psychotherapy. Students will develop an understanding of processes, ethics, rationale and strategies involved in undertaking research in counselling & psychotherapy. Students are required to engage in peer supervision groups and peer feedback tasks to support their learning on this module.

What’s the assignment?

Students will write a research proposal for systematic study of a topic of professional (counselling and psychotherapy-related) interest to them, including a rationale and research question(s), methodology, consideration of ethical issues, collation of 8 primary research papers for literature review and a plan for completion of the study Students will complete the necessary research ethics application for UCC and submit with their proposal in readiness for their final research project (PDTR2).

Want to know more?

To see the module description, please click here.

Digital Media and Therapy (20 Credits)*

*This module is under review

What’s it about?

This module will introduce students to digital media within the therapeutic context. Students critically analyse the use of digital media in therapy, its influence on the therapeutic context and potential ethical issues. This module examines trends and context of social media for clients, and students explore their own relationship and experience with digital technology.

What do I learn?

Students develop practical skills to enable them to appreciate the potential value of digital media within their own clinical practice. Students experience the use of digital media with a peer on the course. Students submit a reflective, critical case study account of their experience, making use of digital media via a digital object.

What’s the assignment?

Assessment is via submission of a presentation using electronic media equivalent to 3000 words. Students are encouraged to be creative. Students also undertake an assessment of competence in telephone or e-skills. This module incorporates the BACP curriculum for telephone and e-counselling (BACP, 2016).

Want to know more?

To see the module description, please click here.

Working with Children and Young People (Compulsory) (20 Credits)

What’s it about?

The module will explore the development of children and young people (CYP), and promote the work and professionalism of counsellors working with CYP. To develop students’ knowledge of working with CYP, the module will consider the issues facing young people, the law and policies protecting CYP. Students will look at various therapeutic modalities in relation to work with CYP and CYP development.

What do I learn?

Students will be provided with an introduction to cognitive and emotional development of young people and the impact of early trauma and attachment on the individual. Knowledge of Children Act 1989, CYP rights and confidentiality, including Fraser Guidelines will be covered. Comparisons between working with adults and young people will be considered throughout this module. Development of mental health issues for CYP will be considered, including social, environmental and stress vulnerability factors. Students will compare the person-centred approach with integrative theory based on Geldard & Geldard, SPIC and Proactive models of support and be encouraged to critique methods of working with particular reference to “non-directivity”.

What’s the assignment?

Students will be given a case study scenario to which they will apply theoretical knowledge and critique Students will record skill practice in triads/tetrads with peers and select the recording which they feel best meets LO3 Students will attend a viva with the tutor based on their submitted 20-minute video recording, which enables them to critically analyse and evaluate their competence in practice.

Want to know more?

To see the module description, please click here.

Creative Techniques (Optional) (20 Credits)

What’s it about?

This module will introduce students to a range of person-centred/experiential process-guiding and creative techniques which can support clients to engage in depth. Techniques offered are recognised within related approaches to practice and include the majority of evidence-based ‘auxiliary’ techniques employed in PCE-Counselling for Depression and Emotion-Focused Therapy.

What do I learn?

This module offers students the opportunity to develop and expand their counselling practice within a person centred frame. Further training beyond the scope of this module will be required for most techniques introduced, if students wish to incorporate these into their practice with clients, and students are required to indicate their future CPD requirements in light of this. There is an emphasis on experiential work in the delivery of this module, and students will be encouraged to try out techniques with each other, within agreed boundaries, and supported by the tutor. Students will also gain an appreciation of ways in which to assess and contract for as well as and review the usefulness of process-guiding and creative techniques in therapy.

What’s the assignment?

Students will complete a summative, critically reflective essay based on their experiences and learning on the module. Use will be made of reflective/experiential learning models in order to express this. Photographs or documents of students’ creative work may be included as illustrative appendices. Students will indicate clearly in their assignment any future CPD requirements for their practice, in light of the techniques studied.

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To see the module description, please click here.

Loss and Bereavement (Optional) (20 Credits)

What’s it about?

The module will introduce a range of approaches to therapeutic work with clients experiencing loss and bereavement. Loss will be considered in its broadest sense and related to transitions in the life course, as well as more specifically to death and bereavement.

What do I learn?

Models of loss in relation to its impact on personality and identity will be considered with reference, for example, to the work of Freud, Bowlby, Kubler-Ross and Stroebe and Schutt. Specific therapeutic approaches to working with loss and bereavement will also be considered, including those outlined by Worden and Murray-Parkes, and by the Hospice movement. The module will focus on the complexities and dilemmas of working with grief and loss, including some consideration of trauma, together with the particular sensitivities required in therapeutic work with these issues.

What’s the assignment?

Students will write a reflective essay to address the learning outcomes, drawing on material explored in their formative journal. They will specifically address the way(s) in which learning on the module could influence their own clinical practice, theoretically* or in relation to real clients.

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To see the module description, please click here.

Professional Development through Research 2: Research Project (20 Credits)

What’s it about?

Students will be allocated to an individual academic supervisor and will undertake supervised independent primary or secondary research. They will report on their findings in address of the question devised in Professional Development through Research 1 (PDTR1) and indicate implications for future practice and research. Students are able to access a maximum of 5 hours each of academic supervision, during which they may discuss and plan their review, and bring work in progress for feedback.

What do I learn?

Students will learn to critically evaluate evidence to justify and support conclusions/recommendations in relation to the research question(s) set 3. Demonstrate an appreciation of the uncertainty, ambiguity and limits of knowledge.

What’s the assignment?

Students will either pursue their full, systematic literature review as a secondary research project, using thematic analysis of papers identified in Professional Development through Research 1 (PDTR1), OR they will pursue a systematic case study, using papers identified in PDTR1 for a brief literature review to be incorporated into the case study introduction and discussion.

Want to know more?

To see the module description, please click here.

Assessment

Types of assessment: Essays, Presentations, Exam, Viva, Transcript, Portfolio, Literature review (not exclusive).
Each module is assessed by the module tutor and internally verified by another member of staff.

Disclaimer

All Fees and prices shown on the website are for courses starting in the 2024-25 academic year and are correct at the time of entering/printing information, however these may be subject to change. The College cannot accept legal or financial liability as a result of any such changes.

The course information describes programmes offered by University Centre Colchester at Colchester Institute. The College takes all reasonable steps to provide courses as described, but cannot guarantee provision. The information is for guidance and does not form any part of a contract.

The College reserves the right to update and amend information as and when necessary. University Centre Colchester at Colchester Institute will do its best to provide the courses shown, but may have to modify or withdraw a course depending on customer demand and other factors.