UNIVERSITY OF EAST LONDON

POSTGRADUATE PROGRAMME SPECIFICATION

Counselling and Psychotherapy

Final award Postgraduate Diploma, MA

Intermediate awards available
Mode of delivery
Details of professional body
accreditation
Relevant QAA Benchmark
statements
Date specification last up-
dated
PG Cert
UEL on campus (Year 3 of MA available by distance
learning)
British Association for Counselling and Psychotherapy
(BACP) Year 1 and 2 (PG Dip only)
Counselling & Psychotherapy
May 2015

The summary - Programme advertising leaflet

Programme content

The programme is designed to provide an education and training in an integrative approach to

psychological counselling and therapy to a level appropriate for safe, ethical and effective
practice. It also aims to provide the opportunity for students to enhance and extend further their
professional and academic development to Masters level.

Topics of study on the diploma include: theory and practice of psychological counselling and
therapy, relevant research, model of integration, alternative models (for example, person
centred, cognitive-behavioural mindfulness based cognitive therapy and gestalt); professional
and clinical studies including BACP Ethical Framework for Good Practice; practical skills
training; social context/multiculturalism; common client presenting problems; client work
placement(s); clinical supervision; personal development and personal therapy.

Study in Year 3/MA year is based on clinical practice and an independent research project or
dissertation.

Counselling and Psychotherapy at UEL

an integrative approach that enables students to develop their own synthesis within an
integrative framework.

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 a long and well established tradition of counsellor training at the university (the
programme started in 1972).
a BACP Accredited programme (one of the first in the country).
soundly based on contemporary research into what works in therapy
a strong emphasis on the core qualities of counselling and practical skills training
including laboratory work in 6 interview rooms with video recording and playback
equipment and full technician support.
an emphasis on working in groups: counselling practicum, skills training, clinical
supervision and peer support groups, and within the whole programme group, on
interactive structured exercises and activities.
a programme staff team with extensive clinical experience, (very) many years experience
as trainers; who have written and published widely.
in a School of Psychology with other staff with relevant expertise, library, book shop and
canteen.
a relatively small programme group of up to 24 students in Years 1 and 2 (PG Dip) and
up to 20 students in Year 3 (MA year)

Entry requirements

First degree or equivalent professional qualifications and/or experience that, in the

opinion of the selectors, is indicative of the ability to achieve the standards of the
programme.
Adequate opportunities to carry out formal client work.
Appropriate personal qualities, including:

o Self-awareness, maturity and stability

o Ability to make use of and reflect upon life experience
o Capacity to cope with the emotional demands of the programme
o Ability to cope with the intellectual and academic requirements
o Ability to form a helping relationship characterised by empathy, acceptance
and genuineness
o Ability to be self-critical and use both positive and negative feedback
o Awareness of the nature of prejudice and oppression
o Awareness of issues of difference and equality
o Ability to recognise the need for personal and professional support
o Commitment to self-development
o Competence in, or the aptitude to develop generic professional skills,
including: literacy, numeracy, information technology, administrative skills, self
management skills, communication and interpersonal skills

Successful applicants usually have some previous counselling skills training, relevant
experience of working with people and some experience of their own personal therapy.

Applications forms are reviewed and suitable candidates are invited for interview. No candidates
are admitted to the programme without passing at interview.

Progression onto Year 3 (MA Year) requires satisfactory completion of the first two years of the
programme (Postgraduate Diploma) OR for applicants who have not completed the UEL
Postgraduate Diploma, to have successfully completed an equivalent BACP/UKCP/BPS
accredited diploma elsewhere.

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The programme is only available part time, in order to allow for the personal and professional
development needed to progress at a realistic pace and in an incremental fashion, and at this
time the entry point to the PGDip is September, and to the MA top-up year in February.

Students that apply to enter stages of the programme may be admitted through normal
Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL)
processes, or through an approved articulation agreement. Therefore such applicants must be
able to demonstrate and evidence that they have the required learning outcomes as listed in the
modules for which they are seeking exemption.

In the case of applicants whose first language is not English, the Universitys English Language
requirements as detailed on the website at time of application must be met see
http://www.uel.ac.uk/international/application/english-language-requirements/

At UEL we are committed to working together to build a learning community founded on equality
of opportunity - a learning community which celebrates the rich diversity of our student and staff
populations. Discriminatory behaviour has no place in our community and will not be tolerated.
Within a spirit of respecting difference, our equality and diversity policies promise fair treatment
and equality of opportunity for all. In pursuing this aim, we want people applying for a place at
UEL to feel valued and know that the process and experience will be transparent and fair and
no one will be refused access on the grounds of any protected characteristic stated in the
Equality Act 2010.

Technical requirements

To undertake any modules via distance learning (only available in year 3 of MA, not in the
PGDip) you need:

1. Regular access to a PC or Mac capable of running standard MS Office software (or

equivalent) for producing word-processed documents, spreadsheets and presentations.
Your PC must be capable of running the required plug-ins for the Virtual Learning
Environment (Adobe Flash player, Adobe PDF Viewer, Apple QuickTime).
2. Reliable internet access; at least a 56K modem connection, but broadband is highly
recommended. For each module that you take, you will be expected to spend approximately
3-6 hours online per week, participating in discussions and accessing resources.
3. The latest version of your chosen Internet browser.
4. A valid and reliable email address.
5. Access to a printer is recommended.

Programme structure

The postgraduate diploma programme is two years, part-time one afternoon and evening
each week (either a Tuesday or Thursday at UEL) for 2 16 week semesters, and with three
Saturday Workshops each year. It starts in September.

Year Three (MA) is over one calendar year, part-time and with a flexible pattern of attendance.
It starts in February each year.

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Learning environment

Year One and Year Two (postgraduate diploma) include: Open Circle forum, workshops,
lectures, clinical supervision groups, practicum groups, laboratory skills groups, structured
experiential activities, client work placement, personal therapy, individual tutorials, self-directed
private study and assessed written and practical programme assignments.

Year Three (MA) includes seminars, some workshops, peer academic support groups, but the
emphasis is on self-directed and independent study/research. Also on-going client work and
related clinical supervision. Each student will have their own academic supervisor.

The third year of the programme only (top up from PGDip to MA) can be studied by distance
learning.

We expect that students will take responsibility for the way they learn, as they will need to
sustain self-motivation. Throughout the year, students will be undertaking independent learning
and research, including individual reading, preparation of assignments and completion of
assessed programme work. The modules make extensive use of a Virtual Learning
Environment known as Moodle which is used in a number of ways such as facilitating the on-
line discussions, serving as a repository of written and interactive materials and submitting
assignments.

We also hope that students can take some responsibility for helping others to learn, through
sharing experiences and learning with the group using (via the VLE) and thus allowing for new
and emerging knowledge to be integrated.

Assessment

Year One (PG Cert)

core skills practical assessment

essay (psychology of transition/change)
process report: session recording, transcript, analysis and evaluation
group seminar presentation and individual paper (social context/multiculturalism)
personal journal
professional log (record and evaluation of client work, supervision, personal development
and training).

All items must be passed to proceed to:

Year Two (PG Dip)

essay (research/practice)
systematic case study (counselling/therapy)
practical video presentation and panel viva
on-going professional log (including minimum 100 client hours)
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All items must be passed to qualify for the award of Postgraduate Diploma/proceed to

Year Three (MA)

research proposal/dissertation (c.12,000 words in total)

Students with disabilities and/or particular learning needs should discuss assessments with the
Programme Leader to ensure they are able to fully engage with all assessment within the
programme.

Relevance to work/profession

The postgraduate diploma programme satisfies the requirements for registered

membership of the BACP and for UKRCP Registration. It also satisfies the education and
training requirements for BACP individual practitioner accreditation increasingly the
requirement for employment as a counsellor.
Year Three (MA year) contributes to required 'Continuing Professional Development' and
supports students work towards BACP accreditation.

Dissertation/project work

Social context/multiculturalism group presentation

Peer support groups
Skills laboratory groups
Systematic Case Study
Research project/dissertation

Added value

BACP accredited programme (Postgraduate Diploma)

Structure and approach based on real-world research
Integrative model that enables students to develop their own personal synthesis.
Provides regular weekly clinical supervision as integral part of the programme.
Opportunity to continue academic and professional development to Master's degree level

Your future career

Many students already have counselling/therapy or use of counselling skills as a function of a

wider professional role. Completing the programme often leads to career progression within
their current employment. Other students use the diploma/MA to apply for voluntary placements
to extend their experience/client hours required for professional accreditation and also for paid
sessional or part-time work before applying for full-time jobs. Some students set-up their own
private/independent practice and/or become trainers or supervisors.

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How we support you

Offering academic tutorials/guidance as required for written assignments

On-line support via Moodle
Through regular/weekly supervision groups to support clinical practice
Through the programme's approach to writing a journal
Individual personal counselling/therapy or equivalent activity.

If you choose to study year 3 (the top-up year from PGDip to MA) by distance learning:

Students will benefit from specialised distance learning materials that guide the student
throughout the learning and allow for appropriate reflection, discussion and tutor
feedback. All programme materials will be available online within Moodle. For any
questions the Programme Leader, Module Leaders and Tutors can be contacted through
the email and discussion facilities in Moodle.

Bonus factors

Established links with many local counselling agencies.

Client work placement information and help with interview and CV preparation.
Flexible entry to Year 3 (for MA). Students may complete PGDip and either continue into
Year 3 or take a break of up to 3 years (providing they maintain some level of clinical
practice/CPD).

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Programme aims and learning outcomes
What is this programme designed to achieve?
This programme is designed to give you the opportunity to:

Gain a qualifying award that meets the criteria and guidelines for British Association for
Counselling and Psychotherapy programme accreditation, be eligible for UKRCP
registration, and work towards BACP individual practitioner accreditation
Develop a sound basis for professional and ethical practice in the counselling and
psychotherapy field.
Take an active role as members of a professional community
Enhance and extend academic and professional development to Masters degree level
and contribute to professional body CPD requirements.

What will you learn?

Knowledge

In depth understanding of the factors which contribute to positive outcomes in

counselling and psychotherapy based on contemporary research
In-depth knowledge of a transtheoretical integrative process model
Working knowledge of a variety of theoretical models.
Context of counselling and psychotherapy in contemporary society including ethical and
non-discriminatory practice.
Knowledge of psychological theory as it can be applied in counselling and psychotherapy
settings.
Common client presenting problems

Thinking skills

Reflective and critical thinking

Critical evaluation of research and research methods relevant to counselling and
psychotherapy
Resolving or reconciling theoretical contradictions
Resolving or managing ethical dilemmas
Have engaged in the necessary personal development in order to practice as
professional counsellors

Subject-Based Practical skills

To develop therapeutic relationships founded on the qualities of empathy, acceptance

and genuineness
To produce clinical formulations and related therapeutic plans in collaboration with
clients; which are in tune with clients understanding of themselves, the process of
change, and the goals and tasks of therapy.
To use a wide range of therapeutic interventions appropriate to the core model.
To work effectively with clients.
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 To make appropriate use of clinical supervision
To manage own case load

Skills for life and work (general skills)

To establish effective working relationships

To work both independently and as part of a team
Problem-solving
Communication and presentation skills
Making written and oral reports
Self appraisal and setting personal learning goals
Self presentation as secure, non-defensive and confidence-inspiring

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The programme structure

Introduction

All programmes are credit-rated to help you to understand the amount and level of study that is
needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g.
lecture, seminar and private study).

Credits are assigned to one of 5 levels:

3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one
of an undergraduate degree programme
4 equivalent in standard to the first year of a full-time undergraduate degree programme
5 equivalent in standard to the second year of a full-time undergraduate degree
programme
6 equivalent in standard to the third year of a full-time undergraduate degree programme
7 equivalent in standard to a Masters degree

Credit rating

The overall credit-rating of this programme is 120 credits at level 7 for the Postgraduate
Diploma and 180 credits at level 7 for the MA

Typical duration

The typical duration of this programme is three and a half years part-time. The first two years
(PGDiploma) from September to June are followed by an eight month period in which students
continue to develop their clinical practice and research ideas. Year 3 (MA) starts in the following
February and the final dissertation is handed in in December.

How the teaching year is divided

The teaching year (PG Diploma) begins in September and ends in June. A student (part-time)
will study the equivalent of 60 credits over the year. The programme is on one day, either a
Tuesday or Thursday, each week, usually from 1.00 to 8:00 pm, plus 3 Saturday Workshops
each year. However, client work placements continue throughout vacation periods by individual
arrangement with the placement agency/organisation.

For Year 3 (MA) the programme begins in February and ends in the following December, with
completion of the research report. Students will also be involved in clinical practice and related
supervision, individually arranged meetings with their academic supervisor and academic peer
support groups. The emphasis is on independent study.

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What you will study when

Students must complete 60 credits each year in the form of two 30 credit modules. For the
PGDip, one module is taken in Semester A from September to January, and one in Semester B
from February to June. All Modules are core modules and therefore must be taken.

Postgraduate Diploma

Level UEL Available by Module Title Credit Status

Module distance
Code learning
(Y/N)
Year 1
7 GC7211 N Counselling & 30 Core
Psychotherapy:
Self, Skills and
Theory 1
7 GC7212 N Counselling & 30 Core
Psychotherapy:
Self, Skills and
Theory 2
Year 2
7 GC7213 N Counselling & 30 Core
Psychotherapy:
Integration and
Application 1
7 GC7214 N Counselling & 30 Core
Psychotherapy:
Integration and
Application 2

MA Top-up year

Level UEL Available by Module Title Credit Status

Module distance
Code learning
(Y/N)
7 GC7215 Y Research 30 Core
Methods and
Dissertation 1
7 GC7216 Y Research 30 Core
Methods and
Dissertation 2

Requirements for gaining an award

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In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level 7.

In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level 7

In order to obtain a Masters, you will need to obtain 180 credits at Level 7. These credits will
include 60 credits at level 7 which are core modules of advanced independent research.

Masters Award Classification

Where a student is eligible for an Masters award then the award classification is determined by
calculating the arithmetic mean of all marks and applying the mark obtained as a percentage,
with all decimals points rounded up to the nearest whole number, to the following classification

70% - Distinction
100%
60%- 69% Merit
50% - 59% Pass
0% - 49% Not passed

Teaching, learning and assessment

Teaching and learning

Knowledge is developed through

Workshops
Lectures
Seminars
Private reading/study

Thinking skills are developed through

Supervision groups
Discussion in workshops
Written assignments
Reflection on practice/experience

Practical skills are developed through

Workshops
Skills training labs
Supervision groups
Clinical placement management
Professional Log recording

Skills for life and work (general skills) are developed through

Workshops
Skills training
Clinical placement
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 Independent Study
Peer support groups
Giving and receiving feedback
Self appraisal, self presentation
Open Circle and Programme Community meetings

Assessment

Knowledge is assessed by

Essays
Presentations
Process reports

Thinking skills are assessed by

Essays
Presentations
Journal
Viva
Professional Log recording
Systematic Case Study

Practical skills are assessed by

Core skills practicum

Process report: audio tape analysis and evaluation
Video presentation and commentary
Supervisor's reports
Placement reports

Skills for life and work (general skills) are assessed by

Presentations
Journal
Clinical placement report
Practical skills assessment

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How we assure the quality of this programme
Before this programme started

Before this programme started, the following was checked:

there would be enough qualified staff to teach the programme;
adequate resources would be in place;
the overall aims and objectives were appropriate;
the content of the programme met national benchmark requirements;
the programme met any professional/statutory body requirements;
the proposal met other internal quality criteria covering a range of issues such as admissions
policy, teaching, learning and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic
experts including some subject specialists from other institutions.

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

external examiner reports (considering quality and standards);
statistical information (considering issues such as the pass rate);
student feedback.

Drawing on this and other information, programme teams undertake the annual Review and
Enhancement Process which is co-ordinated at School level and includes student participation.
The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole subject area is undertaken by a panel that
includes at least two external subject specialists. The panel considers documents, looks at
student work, speaks to current and former students and speaks to staff before drawing its
conclusions. The result is a report highlighting good practice and identifying areas where action
is needed.

The role of the programme committee

This programme has a programme committee comprising all relevant teaching staff, student
representatives and others who make a contribution towards the effective operation of the
programme (e.g. library/technician staff). The committee has responsibilities for the quality of
the programme. It provides input into the operation of the Review and Enhancement Process
and proposes changes to improve quality. The programme committee plays a critical role in the
quality assurance procedures.

The role of external examiners

The standard of this programme is monitored by at least one external examiner. External
examiners have two primary responsibilities:

To ensure the standard of the programme;

To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

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 Approving exam papers/assignments;
Attending assessment boards;
Reviewing samples of student work and moderating marks;
Ensuring that regulations are followed;
Providing feedback through an annual report that enables us to make improvements for
the future.

The external examiner reports for this programme are located on the UEL virtual learning
environment (UELPlus / Moodle) on the school notice board under the section entitled External
Examiner Reports & Responses. You can also view a list of the external examiners for the UEL
School by clicking on the link below.

http://www.uel.ac.uk/qa/CurrentExternalExaminers.htm

Listening to the views of students

The following methods for gaining student feedback are used on this programme:

Open Circle forums usually weekly

Programme 'Community Meetings' staff/student consultation.
Module/workshop evaluation oral and/or written
End of year feedback questionnaires
Individual personal tutorials
Supervision groups weekly
Programme Committee meetings student representation
Workshop days plenary feedback/reflection.

Students are notified of the action taken through:

List the methods that you use e.g.

Circulating the minutes of the programme committee;
Staff reporting back at Community Meetings
Through student representatives on Programme Committee
Individual responses to students as required;
Postings on our online discussion forums.

Listening to the views of others

The following methods are used for gaining the views of other interested parties:

Questionnaires and/or oral consultation with former students

Staff attending annual BACP Accredited programmes staff training consultation day.
Consultation with appointed BACP Accredited Programmes consultant.
Staff involvement with BACP committees/activities
Analysis of job description and person specifications for full-time/part-time
counselling/psychotherapy jobs.
Staff membership of BACP/UKCP/BPS/UPCA.
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 Staff acting as consultants to employers of counsellors and counselling service providers.

Further information

Where you can find further information

Further information about this programme is available from:

The UEL web site (http://www.uel.ac.uk);

The student handbook
Module study guides
UEL Manual of General Regulations http://www.uel.ac.uk/qa/;
UEL Quality Manual http://www.uel.ac.uk/qa/;
Regulations for the Academic Framework http://www.uel.ac.uk/academicframework/;
School web pages http://www.uel.ac.uk/psychology/subjectareas/counselling/

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