module specification

The module aims to support and monitor continued development of students’ theoretical and practical knowledge and skills over year 3 of the programme, to a level that enables safe and competent independent professional practice as a counselling psychologist. It aims to promote students’ ability to critique and think about theory-practice issues in a way that reflects the development of their own professional identity and makes a potential contribution to psychological knowledge. This and the Advanced Psychological Research module constitute a framework via which students develop a standard of proficiency across academic, clinical and practical competency areas that will enable them to meet HCPC and BPS standards for qualification as a counselling psychologist.

Pass in all Year 1 modules from Professional Doctorate in Counselling Psychology, plus pass in the research proposal of Research Project and Critical Skills PYPPB4; pass in module Advanced Psychological Theory and Practice – 1 PY8PB7

• Contemporary models of psychological therapy
• Systems and modalities of psychological therapy
• Developing skills in service evaluation, supervision, consultancy  and management
• Supervised counselling psychology practice and development LO1,LO2,LO3,LO4,LO5,LO6,LO7,LO8,LO9,LO10,LO11,LO12,LO13

The learning and teaching strategy for the module incorporates a variety of methods and activities that support achievement of the learning outcomes. Lectures help students develop knowledge of theory, research and practice, in relation to a range of models and modalities of therapy. Guided independent study consolidates understanding and promotes independent thinking and engagement. Workshops focus on student-centred development of knowledge and skills in relation to a number of relevant professional topic areas for counselling psychologists. Group exercises promote independent critical evaluation of ideas and expose students to a problem-based learning approach. Case discussion supports students’ abilities to conceptualise clinical material from a variety of theoretical perspectives. Reflective practice groups and personal therapy foster student’s capacity to reflect on themselves, their clients and their relationships. Ongoing supervised practice placement work enables students to attain proficiency in the required range of core professional competencies. Mid-year reviews and end-of-year appraisals support integration of personal, academic, theoretical and practical learning, and planning of future development. Reflective journals promote students’ skills and engagement in ongoing reflective learning. Weblearn is used to provide students with access to a range of resources relevant to achieving the learning outcomes.

On successful completion of this module students will:

1. Demonstrate an advanced understanding of the philosophy, theory, and practice of cognitive behavioural therapy, and an ability to practice safely and competently within this model, through the cycle of assessment, formulation, intervention and evaluation

2. Demonstrate a sound working knowledge and understanding of the philosophy, theory, and practice of psychodynamic therapy

3. To be aware of and be able to engage in multi-theoretical conceptualisation of clinical material and psychological phenomena of key interest, in coherent manner that enhances therapeutic understanding.

4. Be able to reflect on therapeutic process, relationships and use of self in a sophisticated manner that enhances practice, including in complex or challenging clinical scenarios

5. Be able to draw on research, experience and other forms of evidence to inform their practice and decision making 

6. Be able to offer critique and observations about psychological theory, research and practice that contribute to professional knowledge, and enable informed judgements on complex issues

7. Have an awareness and understanding of psychological work within a variety of settings, time-frames, client groups and modalities, and an ability to practice in a range of these

8. Be able to demonstrate a philosophy of practice that coherently integrates their personal, academic, theoretical and clinical experiences to date

9. Be able to critically and constructively reflect on their learning and development and identity as a counselling psychologist

10. Be able to conduct service evaluations and have developed transferable skills, knowledge and attributes that enable them to work effectively with other professionals, in a variety of roles and contexts

11. Demonstrate an advanced standard of proficiency in a range of professional competencies, including in written communication in course assessment

12. Demonstrate fitness to practice, rigorous ethical standards and a commitment to their ongoing professional development as counselling psychologists

13. Have completed a minimum of 450 hours of supervised counselling psychology practice in approved placements

CORE

Fowler, D., Garety, P., & Kuipers, E. (1995). Cognitive behaviour therapy for psychosis: Theory and practice. Chichester, UK:Wiley & Sons
Menzies-Lyth, E. (1988). Containing anxiety in social institutions: Selected essays Vol. 1. London, UK: Free Association Books.
Morrison, A., Renton, J., Dunn, H., Williams, S., & Bentall, R. (2005). Cognitive therapy for psychosis: A formulation based approach. London, UK: Routledge.
Tarrier, N. (Ed.). (2006). Case formulation in cognitive behaviour therapy: The treatment of challenging and complex cases. London, England: Routledge

ADDITIONAL
Borden, W. (2010). Contemporary psychodynamic theory and practice: Towards a critical pluralism. Lyceum Books.

Beck, J. (2010). Cognitive behaviour therapy: Basics and beyond. London: Guildford Press.

Carrol, M. (2001). Counselling supervision: Theory, skills and practice. London: Sage.

Dallos, R. (2000). An introduction to family therapy: Systemic theory and practice. Milton Keynes: Open University Press.

Leahy, R.L. (2006).  Contemporary cognitive therapy: Theory, research and practice.

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

Lemma, A., Target, M. & Fonagy, P. (2011). Brief dynamic interpersonal therapy: A clinician’s guide. Oxford University Press.

Mc Mahon, G., Palmer, S. & WIlding, C. (2005). The essential skills for setting up a counselling and psychotherapy practice. London: Routledge.

O’Leary, C.J. (1999). Counselling couples and families: A person-centred approach.

Yalom, I.D. & Leszcz, M. (2005). Theory and practice of group psychotherapy (5th ed.). Basic Books.

www.hpc-org.uk/registrants/

www.bps.org.uk