module specification

This module targets how counselling and coaching might support both client and practitioner wellbeing. It brings together the goal-orientated and solution-focused components of coaching whilst utilising the boundaries, ethics and emotional processing of counselling practice. The module sets to challenge students’ understanding of traditional counselling modalities and how - in context and through correct application - the use of goal-orientated strategies can motivate both client and practitioner in supporting the therapeutic process.

Understanding the role coaching and solution-focused strategies have in counselling practice as an adjunct integrative strategy will be discussed via a predominately coaching perspective. Cognitive behavioural and humanistic approaches will be applied in this context including the role that coaching might have in client well-being, but also in support of counsellors’ wellbeing.

Key words: counselling, coaching, well-being, lifespan, emotion-focused therapy; solution focused therapy; CBT coaching

Learning Outcomes LO1, LO2, LO3, LO4, L5

Delivery and discussion of the modules topics will be via interactive lectures, workshops and tutorials. In addition to the weekly lectures/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 etc. The module will also have its own dedicated WebLearn site to enables staff and students to readily contact each other and offers an on-line support/learning.

Workshops:

Information and materials relating to the workshop will be circulated once the module has commenced. 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 the recommended texts and be actively involved in the workshop activities and group discussion.

The usual programme each week will comprise of a lecture followed by 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, workshops and online resources.

On successful completion of this module, students will:

1) Have a critical awareness of a range of core topic areas and related research in counselling and coaching;
2) Be able to demonstrate counselling and coaching skills in practice with reference to humanistic and cognitive perspectives. 
3) Be able to demonstrate an appreciation regarding the role coaching may have in supporting client wellbeing.
4) Have developed reflexive skills in counselling with coaching techniques
5) Be able to respect differences in pleural society and cultural values of minority groups and those from varying socioeconomic backgrounds

Assessment is based on an oral examination (50% weighting) and the submission of a counselling with coaching transcript (50% weighting).

One 20-minute practical examination based on one student ‘coaching’ another student being observed and assessed by two invigilators. Each interview will take approximately 20 minutes per person. Two students’ will be assessed where one student is the coach/counsellor and the other is the ‘client’ (and vice versa). The interview will be audio/video- recorded. The group will commence interviewing each other whilst the invigilators come around and observe the process. This recorded counselling/coaching session will then be submitted as a 1,500-word assignment. This will include a critical self-reflective overview of the interview. The transcript of the interview will also be included in the appendix.

Both assessment components on this module will address learning outcomes 1,2 and 3.

Britton, P. (2005). The art of sex coaching.  Expanding your practice: Principles and practices. New York: W.W. Norton & Company.
Cox, E. (2012).  Coaching understood:  A pragmatic enquiry into the coaching process.  London: Sage Publications Ltd.
Cox, E., Bachkirova, T, and Clutterbuck, D. (2018).  The complete handbook of coaching (3rd ed.).  London: Sage Publications Ltd.  (CORE)
Green, S. & Palmer, S. (2018).  Positive psychology coaching in practice.  London: Routledge. 
Greenberg, L. S. (2002). Emotion-focused therapy: Coaching clients to work through their feelings. Washington DC: American Psychological Association.
Isebaert, L., (2016). Solution-Focused Cognitive and Systemic Therapy (1st ed).        London: Routedge.
Iveson, C., Georige, E. & Ratner, H. (2011).  Brief coaching: A solution focused approach.  London: Routledge. 
Louis, P. & Fatien Diochon, P. (2018).  Complex situations in coaching: A critical case-based approach.  London: Routledge. 
Neenan, M. (2018).  Cognitive-behavioural coaching: Distinctive features.  London:  Routledge.
Palmer, S. and Whybrow, A. (Eds.) (2018).  Handbook of coaching psychology: A guide for practitioners  (2nd ed.).  London:  Routledge.
Stapleton, P. (2019).  The science behind tapping: A proven stress management technique for the mind and body.  London: Hay House. 
.Van Nieuwerburgh, C. & Love, D. (2019).  Advanced coaching practice: Inspiring change in others.  London:  Sage Publications Ltd. 
William, MR., & Rollnick, S., (2013). Motivational Interviewing: Helping People Change (Applications of Motivational Interviewing). London/New York. The Guilford Press.