MA Integrative Counselling and Psychotherapy

01 Sep 2026 - 31 Aug 2028

Course Leader Nicky Lewis
Course Team Mason Neely, Nandi Kriwaczek, Andrew Dale, Lisset Burrett, Anna Fox, Gemma Anfield, Katy Tozer, Anna Playle
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Part Time

Document Version

Version 5
Valid From 01 Sep 2026
Valid To 31 Aug 2028

QAA Benchmarks

QAA Subject Benchmarks: QAA Subject Benchmark Statement: Counselling and Psychotherapy (2013)Professional/Statutory Body: British Association for Counselling and Psychotherapy (BACP) Accreditation of Training Courses including the Core Curriculum (BACP 2012) (Gold Book).

Educational Aim

The main aims of the course are:

To enable student practitioners to become critically aware of the main theories, models, skills and research evidence that underpin the integrative counselling approach taught on the course.

To show the integration of theory and practice in students’ therapeutic work with adult clients.

To develop the students’ effectiveness in developing a mutual understanding of the client’s needs and evolving relational way of working with these issues, based on their core integrative approach and practice -based evidence.

To develop the student’s effectiveness in counselling through the reflective review of practice on the course and in supervision.

To encourage student practitioners to explore the role of self in the therapeutic process.

To develop a critically informed applied comprehensive knowledge of ethical and legal frameworks and issues relating to diverse practice settings and client groups.

To develop a critical and in-depth understanding of research paradigms and methods so student practitioners develop as reflexive practitioners and practitioner researchers and contribute to the field of Integrative Counselling.

To apply critical reasoning to the existing literature, and to devise and conduct an innovative research or community project, using appropriate, ethically grounded methods

To apply critical and evaluative thinking, and professional reflexivity to a research or community project

To engage students as participants in their learning journey, so that they develop a passion for continuing professional development, and are skilled independent learners.

Learning Outcomes

A1 Have a comprehensive understanding of the different therapeutic approaches and research methodologies through a relational and pluralistic integrative model.
A2 Hold a critical awareness of the philosophy and values which underpin the profession, including the wider legal, political and ethical context in which counselling and psychotherapy is situated.
A3 Acquire research knowledge of applied psychological research, diverse research methodologies, and outcome research.
A4 Be able to critically evaluate the different theoretical models of mental health, with an understanding of how they apply in diverse contexts.
A5 Demonstrate a sophisticated critical understanding in the selection and application of an appropriate research or project method
A6 Reflect critically upon professional practice, in relation to a specialism within the appropriate field (integrative counselling / cognitive-behavioural practice / counselling children and young people / clinical supervision).
B1 Critically analyse theories, models and evidence relevant to the practice of integrative counselling and psychotherapy.
B2 Demonstrate the ability to construct and produce coherent and rigorous academic work in relation to counselling theory and practice.
B3 Critically evaluate and synthesise complex information with reference to empirical evidence and with reference to legal and ethical frameworks.
B4 Critically analyse research papers relevant to mental health practice and more specifically to the practice of integrative counselling and psychotherapy.
B5 Demonstrate critical awareness and ability to engage in self-reflection and self-practice
B6 Critically appraise the research literature in relation to the chosen specialism.
C1 Demonstrate the skills needed to develop a sound and facilitative therapeutic relationship.
C2 Co-construct a formulation of the client’s needs with the client and evolving a relational way of working with these issues, based on their core integrative approach and their understanding of evidence-based practice.
C3 Enhance therapeutic work through self-awareness, reflective practice, and use of supervision, reflective writing and personal therapy.
C4 Make professional and therapeutic judgements based on ethical minded decision-making and an ability to critically assess risk.
C5 Critically adapt the way they practice to work with clients from diverse backgrounds and in line with anti-discriminatory practice.
C6 Demonstrate competence in advanced research or evaluation skills through initiating and conducting a research or community project within the appropriate field (integrative counselling / cognitive-behavioural practice / counselling children and young people / clinical supervision)

Course Structure

Level 7 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
TS4S028 MOD011152 Integrative Counselling Theory and Practice Running 20 core
TS4S029 MOD011153 Applied Integrative Theory and Practice Running 20 core
TS4S030 MOD011154 Personal and Professional Development [PPD] Running 20 core
TS4S031 MOD011155 Advanced Integrative Counselling Theory and Practice Running 20 core
TS4S032 MOD011156 Advanced Applied Theory and Practice Running 20 core
TS4S033 MOD011157 Advanced Personal and Professional Practice [PPD] Running 20 core
TS4T005 MOD011640 Research Methods & Dissertation Running 60 optional
7D002E MOD014125 Post Qualifying Personal and Professional Development Running 60 optional

Teaching and Assessment

Learning and Teaching Methods

Active/simulation based - Role play in pairs and groups of threes, and in tutor led ‘goldfish bowl’ style activities. This type of skills practice will be standard most weeks. The hours are embedded in the practical workshops noted below. These hours also include the weekend teaching. Year 1 - 58 hours / Year 2 - 58 hoursLectures - Didactic-style teaching will in general be embedded into interactive classes, with a merging of workshop and lecture-style material. Here and in the module specifications, the hours of those interactive classes are divided between ‘lectures’, ‘seminars’, ’active/simulation based’ and ‘workshops’ to describe the learning and teaching activities, but these will be delivered as an integrated whole, with tutors moving responsively between didactic and various experiential activities within a session, to meet the needs of the group and cover the curriculum. These hours also include the weekend teaching. Year 1 - 58 hours / Year 2 - 58 hoursSeminars - Masters’ stage students participate in lecturer-guided project mentoring groups. This is a participatory approach, encouraging students to contribute professional knowledge and experience as peer support, in the design, delivery, and evaluation of their community project. 9 hours (project and dissertation) - Year 3Tutorials - Individual tutorials will be offered in class time to track both module and course progress. Year 1 - 1 hour. Masters’ stage students receive scheduled and informal tutorial support throughout the third year, to improve their learning experience. 10 hours (dissertation), 5 hours (project) - Year 3Groupwork - Group work will take place in a range of ways to include case study groups; personal development groups, consultative supervision, group tasks and presentations. Group work takes place throughout the course and has not been separated out as it is holistically integrated into all activities including lectures and seminars. In year three students will have the opportunity to facilitate a group as an assessed piece of work. Year 1 - 29 hours / Year 2 - 29 hoursWork-based - Students are required to accrue 100 clinical client placement hours (see below); for some students this may be provided through their place of employment. These hours are included under ‘placement’. Masters’ stage students develop a community project, in a work-based setting of their choice. 180 hours (project) - Year 3Project Supervision - Both project and dissertation students attend monthly supervision of their projects. 12 hours - Year 3Demonstration - Students will have demonstrations of skills activities, these are embedded into the practical classes below.Practical Classes and Workshops - Workshops will include both some didactic teaching and experiential interactive exercises. This will be a dominant mode of learning. Year 1 - 29 hours / Year 2 - 29 hours. Masters’ stage students receive training in a variety of topics, including research methodologies, working with groups, project management, ethics, and writing skills. 27 hours (project and dissertation) - Year 3Directed Study (including Online Learning) - Directed reading (usually provided via the VLE; preparation for formative and summative assessments. Year 1 - 47 hours / Year 2 - 47 hours / Year 3 - 45 hours (project and dissertation)Independent Study - Independent reading and further development activities relating to placement, specific modules/ topics and professional development. Some of this material will be signposted by staff. Year 1 - 303 hours / Year 2 - 303 hours. Whether undertaking research or a professional project, students at the masters’ stage work largely independently, developing expertise in their field and specialism. They are supported in this learning by completing reflective journals for lecturers to read, by seminars and tutorials, and with formative feedback throughout the academic year. 307 hours (project), 492 hours (dissertation) - Year 3Placement - Students will be required to accrue a minimum of 100 supervised clinical hours over 2 years full-time. 100 hours (Years 1 & 2); BACP requirement (additional to the BACP required 400 hours).External Visits - There will be two weekend teaching days per year. Year 1 - 24 hours / Year 2 - 24 hoursFormative assessment-scheduled - Masters’ stage students prepare a variety of formative assessments, which inform their learning and approach. Lecturers make good use of these assessments in providing rich and detailed feedback and feedforward comments, to assist the student in their learning journey. 7 hours (project) - Year 3Formative assessment-independent - In addition, Masters’ stage students must produce a variety of unique documents relating to their research study or project (for participants and partners), which are all formatively assessed and approved by teaching staff. 8 hours (priject), 15 hours (dissertation) - Year 3

Employer Engagement

Employer Engagement will be achieved by:

Supervisor and Manager’s Forum

Meetings are regularly held with agency representatives/supervisors for the purposes of:

Working together to enable the student to practice safely and competently within an agency environment;

Facilitating open, productive communication between Programme staff and agencies;

Sharing knowledge and expertise.

The meetings give the opportunity to gain information that could lead to a refinement of assessment procedures in the interests of quality control and the ongoing development of the students.

Attendance at these meetings either by representatives of the agency or by an individual supervisor is regarded as being of fundamental importance in the overall assessment/quality control procedure being undertaken and will be required by the University.

These meetings have now been running for over 15 years and have led to considerable innovation and development in the field of the supervisory network available to the great advantage of students, staff and supervisors.

Visiting Speakers

Hourly Paid Lecturers and occasional guest speakers ensure breadth of experience is provided to meet the delivery needs of the course.

Volunteering

Work placements in all years will typically be as volunteers, however some students may secure paid employment.

Masters’ project route: Students commit to a significant volunteering element in the delivery of their project, meeting agreed aims that support the partner organisation in the delivery of its objectives. This not only furnishes the student with experience as a project manager, but also with good professional relationships and networks.

Work Placements

Trainees need to be on clinical placements throughout the courseand will be strenuously recommended to take out their own indemnity insurance. This will be identified on the website and take place during interview, induction and placement interview.

Employer Forums

Twice yearly placement/ supervisor forums are held for counselling/ psychotherapy courses in the Therapeutic Studies subject area and this course will be included in this arrangement.

Means of Assessment

Clinical Learning

Essays

Performance Development Planning (PDP)

Portfolio

Case Study

Research Portfolio

Project

Dissertation

Oral assessment

Learning Support

The learning support available through the course

Induction

Induction takes place in accordance with University and Faculty expectations.

Personal tutor

Students have a skills tutor and a personal development tutor for each year of the diploma course. They can also request tutorials with their year lead.

Office hours

Tutors provide regular times when they are available for contact, as well as working closely with the student group in class

Year 3: The course lead is employed on a part-time basis, three days a week. She always endeavours to respond to messages promptly, and makes good use of Blackboard, Course Announcements, and the wider VLE to stay in touch with students.

Tutorials

Years 1 and 2: Formal Tutorials once per term are built into the timetable

Year 3: Tutorials happen frequently, both for students considering progression onto the Masters’ Stage, and for enrolled students. Tutorials usually occur at the request of the student, but tutors may also request tutorials with students to check on progress and student wellbeing.

Seminars

Years 1 and 2: Smaller groups of seminar group size are used for skills practice, case discussion and personal development work

Year 3: Professional project students attend monthly seminars in small groups with a consistent tutor lead. Research students attend seminars with project students towards the writing-up stage of their journey, in which they provide peer feedback on draft work, and writing plans.

Formative Assessment

Years 1 and 2 : Formative assessment is built into each module. For counselling skills work, a systematic programme of peer and tutor feedback is in place

Year 3: A range of formative assessments are undertaken by students on both routes, including student presentations, research ethics applications, project or research proposals, memoranda of understanding, and the review of draft chapters.

Progress meetings

Years 1 and 2: Both students and tutors are able to use the tutorial system to book additional progress meetings where necessary.

Year 3: Students meet with small mentoring groups (project) or one-to-one with a supervisor (research) throughout the life of the course, to monitor progress and inform the next stage of work.

Research Supervision

Year 3: Dissertation route students receive nine hours of one-to-one supervision of their research study, plus formative review of draft chapters, and a final review of the completed dissertation.

Online Resources

Year 1 and 2: Learning materials are available via the VLE covering both teaching and directed learning. Information and announcements are delivered via the VLE.

Year 3: As these students attend only six full days of teaching, their VLE is richly populated with online resources to support their directed and independent study. These resources are continuously updated, reflecting the cutting-edge philosophy of the Masters’ Stage, in which students are positioned to understand current research and current policy affecting the mental health workforce.

Advice Centres

All students are signposted to the Advice Zone in City Campus at Induction, and as needed throughout the course.

DDS Service

The Disability & Dyslexia Service provides a confidential and professional service where students can discuss their sensory physical, mental health requirements. This service is available at Newport City campus. The team works closely with DDS to support students with additional needs so that they have equal access to the course and all its elements.

IT/Library

IT support and library facilities are available at Newport City campus and online via ‘the HUB’. A library induction is completed on day one of the course, and students are tasked with making use of the library throughout the learner journey.

Course Exit Points

Award Criteria Final
Master of Arts 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 Final
Postgraduate Diploma 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 Exit
Postgraduate Certificate 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 Exit

Progression Route

The following progression routes are available:DPsych or MPhil/PHDIf the award is a progression route for other courses, please specify which and where they are delivered:PG Certificate Integrative Counselling Skills (Newport)

Entry Requirements

Admission to the course is typically through the following qualifications:

USW considers all applications on an individual basis, which means that we could make offers based on qualifications, personal profile and experience. Combinations of qualifications are acceptable and other qualifications not listed may be acceptable.

Entry Requirements:

A degree or a qualification at Level 6 or above

The University Postgraduate Certificate in Integrative Counselling skills or an equivalent Postgraduate Certificate in Counselling Skills (minimum of Level 4 training and approximately 150 hours; to include integrative counselling skills)

Register Online for an Enhanced DBS check

Two references uploaded with your application (one from your previous/current Counselling tutor)

International students if eligible for Tier 4 visa, will be able to apply to join the programme if they meet the entry requirements and their English meets the necessary standards for postgraduate study.

Application Process

All applicants’ suitability for the course will be assessed at interview, which includes practical exercises and an individual interview.

The interview has three elements; skills, professional practice and theory of counselling, and reflection. The skills element includes a skills practice where the applicants are asked to demonstrate their basic counselling skills and knowledge. The final element to the interview is a one to one interview, which ensures the applicants meets the requirements of the course. It also offers the opportunity to explore specific individual needs and for the applicant to ask questions.

The criteria for a suitable placement will be discussed at interview and applicants will be provided with information about organisations who regularly accept students on placement, however applicants will be made aware they will need to organise their own placements.

Students will progress onto the third year upon successful completion of their Diploma qualification. Given that students are now entitled to a government loan, if they enrol for a three year masters’ programme, we anticipate that students will hope to progress automatically onto the third year. We anticipate that all students who have passed the diploma stage will have the potential to complete the third year. Where students are less academically confident, they may prefer the project route and its emphasis on professionalism, reflexivity, and ethical practice. While they will still need to evidence critical thinking and engagement with research, appropriate to a level 7 qualification, they will also be expected to demonstrate skills relating to partnership working, innovative practice, and clinical proficiency.

Will students be required to undergo a DBS check? YES

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A

Methods Of Quality Standards

Course Management

\\r

The Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement within the usual practice and regulations for taught courses.

\\r

Arrangements for Feedback to Students

\\r

The arrangements for providing feedback to students on their assessed work within 20 working days are:

\\r

For electronic submission of taught module assessments, the module leader will ensure that electronic feedback is provided within 20 days.

\\r

For hard copy submissions such as those assessments which include sensitive client material, the module leader will ensure that feedback and grades are provided to students either through the Student Advice Zone or directly in class, within 20 days.

\\r

Student Representation

\\r

Students on this course will be represented at meeting with teaching staff and other members of the University by Course Representative and Student Voice Representatives.

\\r

The role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.

\\r

Student Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.

Quality Of Standards Indicators

Course Monitoring

\\r

The University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review takes place. This process is known as Continuous Monitoring. The University requires Module Leaders, Course Leaders and Deans/the Principal RWCMD (and their counterparts in collaborative partner organisations) to undertake reviews throughout the academic year and to report the outcomes of these reviews, using a standard format. The continuous monitoring reports, compiled over a six-year period, form the basis of the Course Review & Revalidation process.

\\r

External Examiner

\\r

External examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases, there will be external examiners drawn from industry or practice.

\\r

They provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned, and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.

\\r

External examiners provide of annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.

\\r

The external examiner(s) associated with this course are recorded in the Course Handbook.

\\r

Engagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ

\\r

British Association for Counselling and Psychotherapy (BACP) Accreditation of Training Courses including the Core Curriculum (BACP 2012) (Gold Book).

\\r

QAA Quality Code and Credit and Qualifications for Wales, and the Framework for Higher Education Qualifications

\\r

QAA Subject Benchmark Statement: Counselling and Psychotherapy (2013)

\\r

The Assurance Agency (QAA) UK Quality Code

\\r

the European Association for Quality Assurance in Higher Education (ENQA) Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG 2015)