module specification

PY7173 - Psychological Knowledge and Models of Therapy (2018/19)

Module specification Module approved to run in 2018/19
Module title Psychological Knowledge and Models of Therapy
Module level Masters (07)
Credit rating for module 20
School School of Social Sciences
Total study hours 200
156 hours Guided independent study
44 hours Scheduled learning & teaching activities
Assessment components
Type Weighting Qualifying mark Description
Coursework 50%   Case formulation exercise
Coursework 50%   Reflective statement
Attendance Requirement 0%   Attendance (minimum of 80% registered attendance)
Running in 2018/19
Period Campus Day Time Module Leader
Year North Thursday Morning

Module summary

The module aims to introduce students to core areas of psychological knowledge and models of therapy relevant to counselling psychology practice. It aims to provide students with a broad based theoretical and philosophical introduction to the field of counselling psychology, as well as a framework that supports the development of their identities as applied psychology practitioners. The module also aims to promote development of core cognitive and intellectual skills that underpin the ability to translate psychological theory into practice, and provide a foundation for more advanced study and practice.


• The origins and philosophical basis of counselling psychology
• Psychological and research knowledge relevant to counselling psychology practice
• Common psychological problems and trends in service provision
• Core principles of assessment, formulation, intervention and evaluation
• Introduction to humanistic, psychodynamic and cognitive-behavioural models of therapy
• Trans-theoretical perspectives and mechanisms of psychotherapy  LO1,LO2,LO3

Balance of independent study and scheduled teaching activity

The module’s learning and teaching strategy incorporates a variety of methods that help students achieve the learning outcomes. Formal lectures, supplementary reading and Weblearn resources develop psychological knowledge and understanding; in-class discussion promotes student-led critical evaluation; and problem based exercises hone intellectual skills in case formulation and treatment planning. Reflection on individual learning and future development is a component of the module’s assessment

Learning outcomes

On successful completion of this module students will:

1. Have a critical understanding of the philosophical basis of counselling psychology

2. Have an awareness of a range of psychological knowledge and models of therapy; and be able to critically reflect on and evaluate these from a counselling psychology perspective

3. Have a critical understanding of basic principles of psychological assessment, formulation and treatment planning, and be able to translate this effectively into practice, using a cognitive-behavioural model

Assessment strategy

i) Case formulation and reflective statement
Students will submit an oral assignment at the end of the module in a group formal that comprises two parts:

a) Case formulation
Students will be asked to present a psychological assessment formulation and treatment plan for a case from their own practice placement work. This should use a cognitive-behavioural model as the main theoretical framework, but also consider the potential applicability of other models to the case  (Learning outcome 3)

b) Reflective statement
Students will be asked to present a personal statement in which they critically reflect on the areas of psychological knowledge and models of psychological therapy presented in the module and consider their potential relevance and utility from a counselling psychology perspective.

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.




Bond, F.W. & Dryden, W. (Eds.) (2004). Handbook of brief cognitive behaviour therapy. Chichester: Wiley.

Cooper, M. (2008). Essential research findings in counselling and psychotherapy: The facts are friendly. London: Sage.

Cooper, M. & Mc Leod, J. (2010). Pluralistic counselling and psychotherapy. London: Sage.

Dryden, W. (Ed.) (2007). Handbook of individual therapy (5th ed.). London: Sage.

Duncan, B., Miller, S., Bruce, E., Wampold, B. & Hubble, M. (2009). The heart and soul of change: Delivering what works in therapy. (2nd ed.). Washington, DC: American Psychological Association.

Fonagy, P., Gyorgy, G., Jurisy, E.L. & Target, M. (2003). Affect regulation, mentalization and the development of the self. London: Karnac Books.

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

Gillon, E. (2007). Person-centred counselling psychology: An introduction. London: Sage.

Legg, C. (1998). Psychology and the reflective counsellor. London: Wiley-Blackwell.

Lemma. A. (2003).  Introduction to the practice of psychoanalytic psychotherapy. Sussex: Wiley & Sons.

Milton, M. (Ed.) (2010). Therapy and beyond: Counselling psychology contributions to therapeutic and social issues. London: Wiley-Blackwell.

Sugarman, L. (2004). Counselling and the life course (Professional skills for counsellors series). London: Sage.

Woolfe, R., Strawbriedge, S., Douglas, B. & Dryden, W. (Eds.) (2009). Handbook of counselling psychology (3rd ed.). London: Sage.