module specification

The module aims to foster core therapeutic and reflective skills that will support students’ clinical work in placements and provide a firm foundation for subsequent personal and professional development. It complements the theoretical and intellectual competences of the Psychological Knowledge and Models of Therapy module through its focus on developing the practical skills and capacities needed to work effectively with individual clients from a counselling psychology perspective.

• Core values in counselling psychology practice
• Engagement and rapport building
• Assessment and formulation skills
• Intervention phase skills
• Addressing difficulties
• Progress monitoring, review and client feedback
• Ending phase and evaluation skills
• Therapist personal development and self-reflective skills
• CBT based skills
• Process analysis skills LO1,LO2,LO3,LO4,LO5,LO6

The module’s learning and teaching strategy focuses on providing students with practical opportunities to develop the skills and capacities outlined in the learning outcomes. Lecture input, supplementary reading and Weblearn resources develop understanding of key concepts and techniques, while facilitated skills and role play exercises enable students to discuss and develop clinical technique, and learn to reflect on therapeutic process. Experiential work helps students deepen their self-awareness and understanding of the use of self in professional practice and development. Reflection on individual and further learning needs is a component of the module’s assessment.

On successful completion of this module students will:

1. Demonstrate an ability to engage, develop a collaborative alliance and communicate effectively with clients

2. Have a critical understanding of a range of skills and techniques relevant to the practice of counselling psychology, and an ability to employ these in a purposeful way in their clinical work.

3. Demonstrate an ability to formulate, and practice safely and effectively, within a recognised model of therapy at a level appropriate to their stage of training.

4. Be able to describe, explain, reflect on and evaluate their practice at a detailed level, and the factors influencing it, with reference to psychological theory, evidence, interpersonal processes and use of self

5. Show a critical awareness of the limitations of their competence and an ability to use supervision to support reflective practice and learning.

6. Be able to critically appraise their practice, articulate learning and identify areas for further development through a high standard of written analysis.

i) Process report
The assessment strategy focuses on students’ ability to demonstrate the module’s learning outcomes through presentation and discussion of their own clinical work. Students are asked to submit an audio recording of a session from their own practice and an accompanying report examining the processes taking place in a transcribed section of the session. Students will be assessed on the level of competence demonstrated in their practice and their ability to reflect on, explain and evaluate their practice and learning, with reference to theory and evidence. (Learning outcomes 1 – 6)

ii) Attendance
Students are expected to attend all timetabled sessions for the module.  Although there may be occasions when circumstances prevent trainees from attending (e.g., illness), a minimum of 80% attendance is required overall.

CORE
Bor, R. & Watts. M.H. (2010). The trainee handbook: A guide for counselling and psychotherapy trainees. London: Sage.

ADDITIONAL

Casement, P. (1985). On learning from the patient. London: Routledge.

Clarkson, P. (1995). The therapeutic relationship: in psychoanalysis, counselling psychology and psychotherapy. London: Whurr.

Egan, G. (1986). The skilled helper: A systematic approach to effective helping. (3rd ed.). London: Thompson Brooks/Cole

Gilbert, P. & Leahy, R.L. (2007). The therapeutic relationship in cognitive behavioural psychotherapies. London: Routledge.

Hough, M. (2010). Counselling skills and theory. Hodder Education.

Howard, S. (2010). Skills in psychodynamic counselling and psychotherapy. London: Sage.

Schon, D. (1983). The reflective practitioner: How professional think in action. Ashgate Publishing.

Skovholt, T.M. & Ronnestad, M.H. (1995). The evolving professional self: stages and themes in therapist and counselor development. New York: Wiley.