module specification

This module includes problem-based learning exercises throughout the module which aims to support developing students’ professional and basic counselling skills in practice. It further aims to address issues pertaining to clinical supervision and in the development of clients/service users case formulations whilst adhering to the Data Protection Act (2018) and the BACP code of ethics (2018). Student case studies will be discussed via different counselling modalities drawing critical reference to psychodynamic, cognitive and humanistic etc theories. Students would be expected to employ basic counselling skills which should be reflected in their case formulations and reflexive practice whilst demonstrating ethical and professional practitioner skills.

This is a practitioner module and MUST BE PASSED. This means students must achieve a minimum of 40% on this module. Failure of this module does not prohibit students from progressing to level 5 (pending credit value)- however, they will have to pass this module in order to graduate. Students will not however be able to attend PC5007 placement part 2 until they have passed PC4011 in order to graduate.

Keywords: Data Protection Act (2018), BACP ethics, case formulation, reflection, basic counselling skills, problem-based learning, clinical supervision

Delivery and discussion of the module syllabi will be via interactive lectures and tutorials. In addition to the weekly seminar workshops which will provide a forum for the application of theory to practical problems, students are expected to work in groups to learn from each other and learn how to independently use other resources available, e.g. library, the internet, WebLearn and own organisation. The module will also have its own dedicated Web Learn site to enables staff and students to readily contact each other and offers an on-line support/learning.

Workshops and seminars:

Information and materials relating to the workshop will be circulated once the course has commenced.   The seminars and workshops will familiarize students with various aspect of the course.  All workshops will relate to lecture topics and may be tested in the examination.   Hence, each student is expected to do the prior reading and consult few recommended texts and be actively involved in the seminar activities and group discussion.

The usual programme each week will comprise of a lecture followed by seminar workshop activities and group discussion. The workshops will use the content of the lecture and pre-circulated material for class discussion and group work. 

Students will gain core knowledge and understanding of the topics through lectures, but deeper understanding, evaluation and skill development will be promoted through directed study of recommended reading material, seminars, and online resources.

On successful completion of this module, students will:

1. Have an understanding of good working ethical counselling practice
2. To develop a critical awareness of the main counselling modalities in practice and in their application to case presentations.
3. To formulate and present counselling case presentations and to develop a counselling reflexive log to support professional and skills- based self-development.
4. To develop case formulations based on peer, fictional and real anonymized counselling case presentations
5. Be able to respect differences in plural society and cultural values of BAME groups and those from varying socioeconomic backgrounds in practice

A 4000 word portfolio which will consist of the following:

(a) Contract/consent form. This will involve the development of a contract between the student counsellor and the student client (500 words).
(b) A 20-minute peer recording of a counselling session among students attending this module (2500). The recorded transcript must be submitted.
(c) A reflexive overview based on the 20-minute counselling/coaching session (500 words).
(d) An ethical and professional overview based on the student's reflective practice (500 words).

Students are discouraged from securing a placement in their first year/level 4

https://rl.talis.com/3/londonmet/lists/EB921F83-E418-DA7D-5B78-5B8208832223.html

Bager-Charleson, S, & Van Rijn, B., (2011). Understanding Assessment in Counselling and Psychotherapy. 1st ed. Exeter, Learning Matters, Ltd. (Core)

BACP (2018). Ethical framework for the counselling professions (Core)

https://www.bacp.co.uk/media/3103/bacp-ethical-framework-for-the-counselling-professions-2018.pdf

BACP (2018). The ethical framework presented in British Sign Language.

https://www.bacp.co.uk/events-and-resources/ethics-and-standards/ethical-framework-for-the-counselling-professions/ethical-framework-bsl/

Bor, R & Watts, M, (2016). The Trainee Handbook. A guide for counselling and psychotherapy trainees. London: Sage. (Core)

Corrie, S., Townend, M., & Cockx, A., (2016). Assessment and Case Formulation in Cognitive Behavioural Therapy. Los Angeles and London: SAGE.

Data Protection Act (2018). (Core) http://www.legislation.gov.uk/ukpga/2018/12/contents/enacted

Dryden, W., (2007). Handbook of individual therapy, 5th ed. Los Angeles and London: SAGE.

Kenneth, K., (2017). Basic Counselling Skills. A Student Guide. A Guide for Students of Counselling and Psychotherapy UKlevel 2,3, and 4. London, Counselling Tutor.

Milner, J & O’Byrne, P (2003). Assessment in Counselling: theory, process and decision making. 3rd ed. Hampshire, New York, Palgrave. (Core)

Van, R.B., (2015). Assessment and Case Formulation in Counselling and Psychotherapy, Los Angeles and London : SAGE. (Core).