BA (Hons) Counselling and Therapeutic Practice

01 Sep 2023 - 31 Aug 2029

Course Leader Anna Fox, Michael Kay
Course Team Andrew Dale, , Philip Tyson, Kirsty Richards, Emma Dalgleish, Anna Playle
Awarding Body University of South Wales
Teaching Institutions University of South Wales
Modes of Study Full Time

Document Version

Version 6
Valid From 01 Sep 2023
Valid To 31 Aug 2029

QAA Benchmarks

QAA Subject Benchmarks: The BA (Hons) Counselling and Therapeutic Practice meets the Subject Benchmark Standards for Counselling and Psychotherapy (2013). This course complies with the QAA Quality Code and the Credit and Qualifications Framework for Wales, and the Framework for Higher Education Qualifications.Professional/Statutory Body: Approval will be sought from the British Association for Counselling and Psychotherapy (BACP) after a full cycle of delivery

Educational Aim

To develop competent counselling practitioners, skilled at working across the life span within a pluralistic framework.

To develop counselling practitioners with a critical understanding of the theoretical underpinnings of their practice.

To develop ethically minded counselling practitioners, with the knowledge, skills and personal attributes required to practice professionally.

To develop counselling practitioners with a critical understanding of evidence -based practice.

Learning Outcomes

A1 To critically examine the underpinnings, principles and application of the pluralistic framework for counselling and its constituent counselling theories
A2 To critically appraise the legal, ethical, social and cultural context for counselling
A3 To understand development through the life span to inform counselling practice
B1 To be able to articulate in written and verbal form the principles and theories informing pluralistic counselling practice
B2 To be able to review and critically evaluate subject-relevant literature and to present this in the format of an academic study
B3 To critically evaluate own beliefs, assumptions and attitudes in the context of counselling practice
B4 To evaluate and make reference to contemporary research findings in counselling theory and practice
C1 To demonstrate effective counselling practice, working within a pluralistic framework and drawing from a range of therapeutic modalities in working with adults, children and young people
C2 To continuously monitor and evaluate competency, self-awareness and awareness of others in the context of counselling practice
C3 To maintain professional ethical standards of conduct
C4 To demonstrate counselling values in practice, including a non-discriminatory approach

Course Structure

Level 4 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
TS1D003 MOD013288 Introduction to Pluralistic Practice Running 40 core
TS1S004 MOD009856 Mental Health and Wellbeing Running 20 core
TS1S011 MOD013289 Introduction to Personal and Professional Development Running 20 core
TS1S012 MOD013291 Introduction to Counselling Children Running 20 core
TS1S013 MOD013290 Academic and Research Skills Running 20 core

Level 5 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
TS2D004 MOD013292 Developing Pluralistic Practice Running 40 core
TS2S004 MOD009860 Counselling Older Adults Running 20 core
TS2S006 MOD012023 Online and Telephone Counselling Running 20 core
TS2S007 MOD013293 Deepening Personal and Professional Development Running 20 core
TS2S008 MOD013294 Counselling Adolescents and Young People Running 20 core

Level 6 Modules

Module Code Module Id Module Title Module Status Credit Value Module Type
TS3D006 MOD013295 Enhancing Pluralistic Practice Running 40 core
TS3S003 MOD009864 Evidence Based Practice Running 20 core
TS3S007 MOD013296 Enhancing Personal and Professional Development Running 20 core
TS3S008 MOD013297 Counselling Children and Young People with Complex Issues Running 20 core
TS3S009 MOD013298 Integrating Creative Approaches Running 20 core

Teaching and Assessment

Learning and Teaching Methods

InductionAll students are required to attend induction activities which are designed to inform them of expectations for the year ahead and support available. Staff from the Career department, Placement office and library support service contribute to induction activities to inform students of the services available to them and how to access support.Personal Academic CoachAll year tutors are also PAC tutors and as such work with students in their year group to identify PAC targets and how to work towards them. This activity is done in September and January and students engage in ongoing monitoring of PAC targets throughout the year.Learner AnalyticsThe course collates data on attendance, engagement and grades across all modules for all students across the course. This is constantly referred to in order to track progress, inform continuous monitoring and identify students who may need early intervention activities.Office hoursStaff inform students of their working days on their email signatures and on all module handbooks. Information about how to contact staff and expectations on response times are included in module handbooks.TutorialsSome modules have tutorial time built into the module delivery activities and this information is provided in the module handbooks and on ICIS. Students are also able to request year tutor tutorials for specific issues (e.g. relating to placement, ethical issues and personal challenges which may affect ability to engage in client work etc).SeminarsSmaller groups of seminar group size are used for case discussion and personal development workProgress meetingsProgress meetings will be incorporated into the practical classes and workshops through the Personal and Professional Practice strand of modules. Students will be identified early who are needing additional support for academic or skills development and progress meetings will be arranged to collaboratively discuss how to support students to succeed.Research SupervisionTutors will be allocated to provide students with support for the research proposal element of the Evidence Based Practice module and the Project element of the Integrating Creative Approaches module.Online ResourcesLearning materials will be available via the VLE. Information and announcements will also be made via the VLE. The online counselling module will be delivered online.Tutors are building up an online resource folder of counselling skills demonstrations (both in person and online) for students to access for targeted learning. Students also are required to record their own skills practices (from skills triads practices with peers) to be able to evaluate their own skills, this also prepares them for recording client work for supervision when they are qualified.

Employer Engagement

Visiting Speakers

Guest lecturers are invited to talk to the students about mental health issues and specialist provision at all levels of the course (e.g. diversity and working with specific client groups and complex issues)

Volunteering

Students are required to complete a minimum of 50 hours volunteering work experience prior to interview and are encouraged to continue with volunteering work directly supporting vulnerable others throughout their degree.

Fieldwork

Fieldtrips

Away days are planned for each year group in term 3. Year 1 students also engage in an away day as part of their induction programme.

Work Placements

Students are required to complete minimum 100 hours of volunteer client placement work in years 2 and 3 and 40 hours volunteer orientation placement in year 1. These opportunities prepare students for work within a range of mental health organisations and multi-agency working.

Work-based Learning

Students are required to complete portfolios and case studies at each level of the course to apply their placement-based experiences to theory. They also engage in peer-group case discussions in which they discuss their client work experiences and learn from each other (and facilitating tutors) how to develop their practice further.

Means of Assessment

Formative Assessment

Formative assessment is built into each module. For counselling skills work, a systematic programme of peer and tutor feedback will be in place.

Learning Support

Advice Zone

An advice zone is available at Newport City Campus.

Disability

Students entering the course with a diagnosed disability are directed immediately to the disability support service to enable early preparation for support. Any students who are suspected of having a disability (e.g. a learning disability) are directed to the disability service to consider whether they are eligible for screening. Any students who are diagnosed with a disability from a different organisation whilst on the course are directed immediately to the disability service to discuss their learning needs.

All information relating to students with disabilities is collated into a confidential folder on the course one drive (only accessible by tutors on the course) to disseminate support needs for those students to relevant staff. This is regularly updated and course materials are adjusted to ensure accessibility.

Students with disabilities are encouraged to meet with placement officers to discuss any specific support they might need in placements, and this information is then used to provide a working document which the student can present to placement managers for further discussion. If needed, placements can engage in a meeting with the student, placement officer and year tutor to discuss how best to support, this may lead to the university providing further support (e.g. specialist supervision).

Any organised trips go through and equality impact assessment to ensure that they are fully accessible to all students.

IT/Library

Students are informed of IT requirements ahead of the course (on the course website and in Open Day information) and are introduced to IT services (and how to access IT support) during induction. Library services are invited to provide a talk to each year group during induction (differentiated according to the different needs of each year group) and students are directed to them for any further needs on an ongoing basis.

Course Exit Points

Award Criteria Final
Bachelor of Arts (with Honours) 360 credits of which at least 100 must be at Level 6 or above, 120 at Level 5 or above, 120 at Level 4 or above and no more than 20 at Level 3. Final
Certificate of Higher Education 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3. Exit
Diploma of Higher Education 240 credits of which at least 100 must be at Level 5 or above, 120 credits at Level 4 or above and no more than 20 credits at Level 3. Exit

Progression Route

PG Cert CBT, MSc Psychology (conversion).

Entry Requirements

Admission to the course is typically through the following qualifications:

Typical A-Level Offer

BCC - CDD to exclude General Studies (this is equivalent to 104-80 UCAS tariff points).

Typical Welsh BACC Offer

Pass the Advanced Welsh Baccalaureate Diploma with Grade C/D in the Skills Challenge Certificate and BC - CD at A Level to exclude General Studies (this is equivalent to 104-80 UCAS tariff points).

Typical BTEC Offer

BTEC Extended Diploma Distinction Merit Merit - Merit Merit Pass (this is equivalent to 112-80 UCAS tariff points).

Typical IB Offer

Pass the International Baccalaureate Diploma with a minimum score of 29 overall including 5 or above in English at standard level

Typical Access to HE Offer

Pass the Access to HE Diploma with a minimum of 80 UCAS tariff points

Additional Requirements:

a minimum 5 GCSEs including Mathematics/Numeracy and English at Grade C or Grade 4 or above, or their equivalent, but consideration is given to individual circumstances.

An Enhanced Disclosure and Barring Service (DBS) check on the Child & Adult Workforce and Child and Adult Barring Lists and subscription to the DBS Update Service. (Overseas equivalent required for non-uk applicants)

Minimum 50 hours work experience* with children or with adults with physical, psychological, social or emotional needs is normally required. This can be, for example, full or part-time paid work in a care setting, or volunteering that involves face-to-face support for children or adults. This work experience must normally be completed before you submit your application. If you are able, you must clearly explain how you meet this requirement in your personal statement and also provide a written reference that confirms you have completed these hours.

Advanced entry to year 2 can be considered for applicants with a foundation degree in counselling. Evidence of the foundation degree with module list must be submitted with the application.

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

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Methods Of Quality Standards

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Quality Of Standards Indicators

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