Programme specification (pdf) - University of Hertfordshire

School of Life and Medical SciencesTitle of Programme: Master of Arts/Postgraduate Diploma in ContemporaryTherapeutic CounsellingProgramme Code: HHMACProgramme SpecificationThis programme specification is relevant to students entering:16 September 2013Associate Dean of School (Academic Quality Assurance):Philomena ShaughnessySignature

Programme Specification Master of Arts/PostgraduateDiploma in ContemporaryTherapeutic CounsellingThis programme specification (PS) is designed for prospective students, enrolled students,academic staff and potential employers. It provides a concise summary of the main features ofthe programme and the intended learning outcomes that a typical student might reasonably beexpected to achieve and demonstrate if he/she takes full advantage of the learningopportunities that are provided. More detailed information on the teaching, learning andassessment methods, learning outcomes and content for each module can be found inDefinitive Module Documents (DMDs) and Module Guides.Section 1Awarding Institution/Body University of HertfordshireTeaching Institution University of HertfordshireUniversity/partner campuses Hatfield Meridian HouseProgramme accredited by British Association for Counselling and Psychotherapy (PgD part)Final AwardMA/PgDAll Final Award titles Contemporary Therapeutic CounsellingFHEQ level of awardLanguage of Delivery7English type all languages that have been approvedA. Programme RationaleThe MA/PgD programme is aimed at those students who are seeking to gain both an academic awardand professional recognition as counsellors. It will give them an opportunity to gain a PostgraduateDiploma in Contemporary Therapeutic Counselling (Modules 1-4) which is accredited by the BritishAssociation for Counselling (BACP) and to achieve competence in practitioner research and the awardof MA in Contemporary Therapeutic Counselling by completing Module 5, in addition. The PgD/MAprogramme will be of particular interest to those working within health care service provision, socialservices, teaching, pastoral work and other areas of both the public and private sector wherecounselling is relevant. The inclusive approach to counselling (see: below) which underpins thisprogramme should encourage participation from a wide pool of students.This innovative and contemporary programme seeks to provide students with an opportunity to developtheir own individual, critically reflective and non-doctrinaire approach to counselling within a broadlypsychodynamic framework. The following key elements will underpin this approach:A pluralistically psychodynamic approach to counselling: this includes fundamental psychodynamicprinciples and a range of understandings of notions of human nature, being in relation and distressPhenomenology: this encourages students to consider diverse ways of understanding humannature, being in relation and distressSocial constructionism: this enables students to explore the social, political, cultural andorganisational contexts within which counselling takes place, to consider the cultural specificity ofcounselling values, assumptions and practices and how these relate both to themselves aspractitioners and to their clientsComparative approaches to psychopathology: this gives students the opportunity to develop acritical understanding of comparative theoretical and clinical approaches to human distress. This willbroaden their experience, enable them to familiarise themselves with the language ofV1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 20122

Develop students' understanding of qualitative research methodology, with particular reference topractitioner researchProvide students with the opportunity to consider critically the relevance of research findings to theirwork as practitionersDevelop students' practical and critical understanding of the ethical, professional, legal, social andorganisational contexts within which counselling takes place and how these relate to their work aspractitionersMA:In addition to the above, the programme aims to:Provide students with the opportunity to complete a substantial piece of work which demands theuse of appropriate case study methods of enquiry and skills to examine critically a dilemma or issuefrom client work practiceEncourage students to develop insights that are of demonstrable value to the ethical practice ofcounselling and to the counselling field in generalC. Intended Learning OutcomesThe programme provides opportunities for students to develop and demonstrate knowledge andunderstanding, skills and other attributes in the following areas. The programme outcomes arereferenced to the Framework for Higher Education Qualifications in England, Wales and NorthernIreland (2008), and relate to the typical student. Additionally, the SEEC Credit Level Descriptors forFurther and Higher Education 2010 have been used as a guiding framework for curriculum design.Knowledge andUnderstanding of:Students will be able to:A1- Present a clear , criticallyinformed theoretical basisfor their counsellingpractice within apsychodynamicframeworkA2- Demonstrate a criticalunderstanding of thesocial, political andcultural contexts withinwhich counselling takesplace, the culturalspecificity of counsellingtheories, values and howthese relate both to theirclients and to themselvesas practitionersA3- Achieve a criticalunderstanding ofcomparative approachesto psychopathology inorder to locatethemselves within currenttheoretical paradigmsA4- Demonstrate a criticalunderstanding of ethical,professional, legal issuesand organizationaldynamics andrequirements and howTeaching/learning methods &strategiesAcquisition of knowledge andunderstanding is through thefollowing:A1 skills are acquired throughseminar-based learning anddeveloped through directed studyand facilitated discussion ofspecific comparative texts andworkshop presentations,counselling practice sessions,group client work supervision,individual and group tutorials,client work in a clinical placementand individual and group MAdissertation supervisionA2 and A3 skills are acquiredthrough a combination of a studyof texts linked to seminar basedlearning, counselling practicesessions, group client worksupervision, individual and grouptutorials, client work in a clinicalplacement setting and the Work-Based Learning (WBL) processA4 skills are acquired through acombination of seminar basedlearning, counselling practicesessions, group client worksupervision, PersonalDevelopment (PD) group,individual and group tutorials,AssessmentKnowledge andunderstanding are assessedthrough the following:A1 skills are tested through acombination of essays,workshoppresentations(formative),critique of video-tapedcounselling sessions, casestudy, summative statementof professional and personaldevelopment, supervisors’reports (formative), Work-Based Learning (WBL)Assessment and MAdissertationA2 skills are tested through acombination of essays, casestudy, summative statementof professional and personaldevelopment, WBLassessment and MAdissertationA3 skills are tested through acombination of essays andsummative statement ofpersonal and professionaldevelopmentA4 skills are tested through acombination of essays, casestudy, summative statementV1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 20124

these relate to theircounselling practiceA5- Demonstrate a criticalunderstanding of currentqualitative approaches toresearch in counsellingand current debates andcontroversies incounselling researchA6- Demonstrate a criticalunderstanding of theprinciples of case studymethodology as anapproach to practitionerresearch. This will includean identification of theadvantages andlimitations and inherentparadoxes of thisapproach as a method ofresearch. Comparison willbe made with one othermethod relevant tocounselling*A7- Demonstrate a criticalunderstanding of theimplications andapplications of their casestudy research to theethical practice ofcounsellingA8- Demonstrate anunderstanding that anytraining in this field isincomplete. This includesa realistic appraisal of thelimitations both ofthemselves ascounsellors and of thecounselling process ingeneral and acommitment to continuedpersonal and professionaldevelopmentclient work in a clinical placementsetting and WBL processA5 skills are acquired through acombination of seminar basedlearning, individual and grouptutorials and MA dissertationsupervisionA6 skills are acquired through acombination of seminar-basedlearning and individual and groupMA dissertation supervisionA7 skills area acquired through acombination of seminar-basedlearning and individual and groupMA dissertation supervision,group client work supervision andclient work in a clinical placementThat counselling training isincomplete and students shouldbe open to continued learning(A8) is emphasised at every levelof the programme. This isparticularly emphasised through acombination of seminar-basedlearning, counselling practicesessions and individual and grouptutorials. The importance ofongoing CPD is emphasized inthe WBL process.Additional support: students arerequired to attend one to one,once a week ongoing personalcounselling/psychotherapy withan accredited practitioner for theduration of the programme. Thiswill encourage a critical, selfreflective approach to their workas practitioners and enable themto integrate theoreticalunderstanding with practice at anexperiential and embodied level.Throughout, the learner isencouraged to undertakeindependent study both tosupplement and consolidate whatis being taught and to broadentheir individual knowledge andunderstanding of the subject.Throughout, the learner isencouraged to undertakeindependent study both tosupplement and consolidate whatis being taught/learnt and tobroaden their individualknowledge and understanding ofthe subject.of professional and personaldevelopment, WBLassessment and MAdissertationA5 skills are tested through acombination of essays,summative statement ofprofessional and personaldevelopment and MAdissertationA6 skills are tested throughthe final SummativeStatement of Personal andProfessional Developmentand MA dissertationA7 skills are tested throughMa dissertationThe incompleteness oftraining in this field and theimportance of openness tocontinued learning (A8) arerecognised in all assessmentprocedures and areparticularly tested in essays,case study, summativestatement of personal andprofessional development,the WBL assessment andMA dissertationV1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 20125

particular, awareness of theirown processes and ways ofrelating to others and thebearing that these mighthave on their counsellingpractice. They will alsodemonstrate an ability toidentify and examinecritically their own culturalassumptions, values andprejudices that might inhibitan open and ethicalengagement with the clientC6. Achieve competence inpractitioner research, usingcase study methodologyC7. Present acomprehensive and coherentanalytic studyC8. Demonstrate a criticalawareness both of theadvantages and limitations oftheir (dissertation) study andany difficulties andparadoxes in relation to thestudyC4 skills are acquired throughcounselling practice sessions,group client work supervision,group tutorials, PD group, clientwork in a clinical placement andMA dissertation supervisionC5 skills are acquired throughcounselling practice sessions,group client work supervision,individual and group tutorials, PDgroup, client work in a clinicalplacement, individual and groupMA dissertation supervision andpersonalcounselling/psychotherapy andWBL processC6 skills are acquired throughseminar-based learning andindividual and group MAdissertation supervisionC7 skills are acquired throughseminar-based learning andindividual and group MAdissertation supervisionC8 skills are acquired throughseminar-based learning andindividual and group MAdissertation supervisionstudy, supervisors’ reports(formative) and MAdissertationC4 skills are tested through acombination of essays, casestudy, critique of video-tapedsession, summativestatement of professionaland personal development,WBL assessment and MAdissertationC5 skills are tested through acombination of essays,workshoppresentations(formative),critique of video-tapedcounselling sessions, casestudy, summative statementof professional and personaldevelopment, supervisors’reports (formative), WBLprocess and MA dissertationC6 skills are tested throughthe MA dissertationC7 skills are tested throughthe MA dissertationC8 skills are tested throughthe MA dissertationTransferable skills - able to:D1. Use informationtechnologyD2. Mount a well presentedargumentD3. Work as a member ofthe teamD4. Communicate clearlyandlogically in writtenand spoken EnglishD5. Achieve competence inqualitative researchskillsD6. Exercise initiative andpersonal responsibilityTeaching/learning methods &strategiesTransferable skills are developedthrough the following:D1 skills are acquired through theuse of texts in preparation forseminar based learning andseminar presentation and throughthe preparation for assessment(see: below)D2 skills are acquired throughseminar-based learning, seminarpresentation and the WBLprocessD3 skills are acquired throughseminar presentation, client workgroup supervision, PD group,group tutorials, client work in aclinical placement, WBL processand MA dissertation groupsupervisionAssessmentTransferable skills areassessed through thefollowing:D1 skills are tested in thestudents’ presentation of allwritten assessmentsD2 skills are tested inessays, case study,summative statement ofprofessional and personaldevelopment, WBLassessment and MAdissertationD3 skills are tested inessays, seminarpresentations (formative),WBL assessment andsupervisors’ reports(formative)V1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 20127

D7. Demonstrate decisionmakingin complex andunpredictable situationsD8. Demonstrateindependent learning abilityrequired for continuousprofessional developmentD4 skills are acquired at all levelsof the programmeD5 skills are acquired throughseminar-based learning andindividual and group MAdissertation supervisionD6 skills are acquired throughseminar-based learning, seminarpresentation, preparation forassessments (see, below), clientwork group supervision, grouptutorials, client work in a clinicalplacement setting, PD group,WBL process and group andindividual MA dissertationsupervisionD7 skills are acquired throughseminar-based learning, seminarpresentation, counselling practicesessions, client work groupsupervision, client work in aclinical placement setting, WBLprocess and PD groupD8 skills are acquired throughseminar-based learning, seminarpresentation, counselling practicesessions, preparation forassessments (see, below), clientwork group supervision, grouptutorials, client work in a clinicalplacement setting, PD group andgroup, WBL process andindividual MA dissertationsupervisionD4 skills are tested in allassessmentsD5 skills are tested in the MAdissertationD6 skills are tested in allwritten assessmentsD7 skills are tested in thecritique of a video-tapedcounselling session, seminarpresentations, case study,summative statements ofpersonal and professionaldevelopment, WBLassessment and MAdissertationD8 skills are tested in allwritten assessmentsThroughout, the learner isencouraged to developtransferable skills by maintaininga record of evidence andcompleting a personaldevelopment plan.D. Programme Structures, Features, Levels, Modules, and CreditsThis programme is offered as part time, two calendar years plus two semesters and consists of fiveconsecutive compulsory modules and leads to an award of MA in Contemporary TherapeuticCounselling. Year 1 consists of Modules 1 (7SCH0043) and 2 (7SCH0044). Year 2 consists of Modules3 (7SCH0045) and 4 (7SCH0046) and Year 3 consists of a three semester module, Module 5(7SCH0047), i.e. Semester C of the previous academic year and Semesters A and B of the thirdV1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 20128

Module CodeCredit PointsLanguage ofDelivery% Examination% Coursework% PracticalSemestersacademic year.Successful completion of Years One and Two (four compulsory, consecutive modules) of thisprogramme will lead to an award of Postgraduate Diploma in Contemporary Therapeutic Counselling.The PgD element of this programme is accredited by the British Association for Counselling andPsychotherapy and provides the required training element for application for professional accreditationas counsellor with the BACP (see: section 2).Successful completion of Years One, Two and Three (five compulsory, consecutive modules) of thisprogramme will lead to an award of MA in Contemporary Therapeutic Counselling. The gap betweenmodules 4 and 5 should be no longer than two years. Students who were awarded a PgD inContemporary Therapeutic Counselling at the end of Module 4 will be required to relinquish this awardprior to being awarded the MA in Contemporary Therapeutic Counselling.Entry onto the MA/PgD programme is normally at Year One, but it is possible at Year Two (see: section20, Entry Requirements). It is also possible to enter directly at year Two (see section 1 F). Directentrants to Year Two of the MA/PgD programme will not be deemed by the BACP to have completed anaccredited programme and will be eligible for apply for individual accreditation with the BACP.Professional and Statutory Regulatory BodiesThe first two years (Modules 1-4) of the MA/Postgraduate Diploma in Contemporary TherapeuticCounselling, i.e. the Postgraduate Diploma, is a BACP accredited programme. The PgD wasreaccredited by the BACP in December 2012 and is due for re-accreditation in 2017.Successful completion of the first two years of the MA/ Postgraduate Diploma in ContemporaryTherapeutic Counselling programme, i.e. the Postgraduate Diploma, fulfils the required training elementnecessary for individual application to become an accredited counsellor with the BACP. This includesthe achievement of 120 supervised one to one regular client work practice hours in a placementapproved by the programme team. In addition to and following on from this training element, studentsare required to complete an application process and further supervised one to one client work practicehours in order to achieve a minimum of 450 supervised one to one client work practice hours in total.Students’ practice will adhere to the BACP Ethical Framework. They are required to become studentmembers of the BACP for the duration of the PgD part of the programme (see Section 2: ProgrammeSpecific Assessment Regulations). For full accreditation requirements, see http://www.bacp.co.uk.Direct entrants to Year Two of the MA/PgD programme will not be deemed by the BACP to havecompleted an accredited programme. In order to apply for individual accreditation with the BACP ascounsellor they must demonstrate that they have completed 450 hours of training in the theory andpractice of counselling. For full accreditation requirements, see: http://www.bacp.co.uk.Programme StructureThe programme structure and progression information below (Table 1a and 1b) is provided for theaward. Any interim awards are identified in Table 1b. The Programme Learning Outcomes detailedabove are developed and assessed through the constituent modules. Table 2 (in section 2) identifieswhere each learning outcome is assessed.Table 1a Outline Programme StructureCompulsory ModulesModule TitleModule 1: Theory and Practice ofCounselling 1Module 2: Theory and Practice ofCounselling 27SCH0043 30 English 0 100% 0 AB7SCH0044 30 English 0 100% 0 BV1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 20129

Module 3: Critical Approaches to 7SCH0045 30 English 0 100% 0 ABPsychopathologyModule 4: Research Methods and 7SCH0046 30 English 0 100% 0 BCProfessional and Ethical IssuesModule 5: MA Dissertation 7SCH0047 60 English 0 100% 0 CABThe award of an MA in Contemporary Therapeutic Counselling degree requires 180 credit pointspassed at level 7 including the Masters degree dissertation.All MA/PgD in Contemporary Therapeutic Counselling modules are compulsory and will be takenconsecutively, as above. There are no optional modules. Modules 1-2 (Year 1) must be completedsuccessfully before progression onto Modules 3-4 (Year 2). Modules 3-4 (Year 2) must be successfullycompleted before progression onto Year 3 (Module 5). Students may be admitted to Year 3, SemesterC provisionally pending the outcome of the full results of Year 2, Modules 3 and 4. If their assessmentsin Year 2 (Modules 3 and 4) are referred at the Examination Board they must pass both modules at thereferral Examination Board in order to progress to Module 5, Semester A.Throughout the MA/PgD programme students are required to be in once a week, ongoing, one to onepersonal counselling/psychotherapy with a BACP accredited or UKCP registered practitioner. He/shemust be psychodynamically or psychoanalytically oriented. See programme specific regulations.In addition, throughout the programme and by the end of Module 4, students must complete a minimumof 120 hours supervised, once a week, one to one, ongoing counselling in a placement approved by theprogramme team. They must achieve a further 30 hours by the end of Module 5. See programmespecific regulations.Throughout the programme and by the end of Module 4, students are required to complete between 40and 60 hours of work-based learning (Work-Based Learning process). At the end of Module 4 they willcomplete the Work-Based Learning assessment. The Work-Based Learning process and assessmentare linked with programme learning outcomes and not to a specific module (see Programme specificregulations).Table 1b Final and interim awards availableThe programme provides the following final and interim awards:AwardPostgraduate Certificate inContemporary TherapeuticCounsellingPostgraduate Diploma inContemporary TherapeuticCounsellingMaster of Arts in ContemporaryTherapeutic CounsellingAvailable at endMinimum requirementsof (normally):60 credit points at level 7 Modules 1 & 2or Modules 1,2& 3 or Modules1, 2 & 4120 credit points at level 7 Modules 1-4180 credit points at level 7 Modules 1-5The Postgraduate Certificate in Contemporary Therapeutic Counselling is not recognised as aprofessional counselling qualification by the BACP or sufficient counselling training to practice as acounsellorMasters and Diploma awards can be made "with Distinction" or "with Commendation" where criteria asdescribed in UPR AS14, Section D and the students' handbook are met.E. Support for students and their learningStudents are supported by:V1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201210

Programme Tutor to help the students to understand the programme structure Professional Tutors to provide support with academic and pastoral support (MA/PgD Modules 1-4 Dissertation supervisors (MA in Contemporary Therapeutic Counselling Module 5) Student representatives on programme committee A designated programme administrator An induction day at the beginning of the academic session Studynet, a versatile on-line interactive intranet and learning environment, which includesProgramme Handbook, Module Guides, programme and module information and teachingresources Designated counselling training laboratories A video laboratory Placement Tutor to offer students support with finding suitable placements Relationships with local and regional counselling agencies which act as clinical placements for theprogramme and which take clinical responsibility for client work Primary supervision in placements for client work Secondary supervision on programme for client work (known as “programme client workpresentation supervision”) (MA/PgD Modules 1-4) Their own counselling/psychotherapy with a BACP accredited or UKCP registered practitionerhttp://www.bacp.co.uk; http://www.ukcp.org.uk) Student membership of the professional accrediting body: BACP (http://www.bacp.co.uk) Access to extensive and print collections of information resources Attractive modern study environment at the Learning Resources Centre A substantial Student Centre that provides advice on issues such as finance, University regulationsand legal matters Office of Dean of Students University Disability Advisors An Equal Opportunities Officer The Students’ Union A Careers Service for all current students and graduatesF. Entry requirementsThe normal entry requirements for the programme are:All applicants will normally have completed the Certificate of Higher Education in Counselling at theUniversity of Hertfordshire or an equivalent counselling certificate programme. Achievement of theUniversity Diploma in Counselling is recommended but not mandatory.The gap between certificate training and acceptance onto the MA/PgD programme will be no longerthan three years. Applicants, for whom there is a gap of between one and three years will presentevidence during the admissions process of continuing development in an area relevant to counselling,such as personal counselling/psychotherapy, attendance at short courses or workshops or relevantwork or voluntary work experience where the use of counselling skills are appropriate.In addition applicants are expected to have substantial work or voluntary work experience in a fieldrelevant to the central concerns of the programme.Applicants must demonstrate their ability to study at a postgraduate level by possession of a degree,professional qualification or other evidence presented during the admissions process, such as theperformance of intellectually demanding tasks over a period of time e.g. holding a job for which adegree is normally appropriate.Applicants should note that, increasingly, placements are requiring students to be in personalcounselling/psychotherapy some time prior to the commencement of a professional counselling trainingprogramme as well as for the duration of that programme. Applicants are, therefore, required to be inV1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201211

continuous and regular one to one personal counselling/psychotherapy for a minimum of six monthsbefore the programme commences and throughout the MA/PgD programme. The counsellor orpsychotherapist must be BACP accredited or UKCP registered. The theoretical orientation of thecounsellor or psychotherapist must be psychodynamic or psychoanalytic. For lists of professionallyaccredited counsellors and registered psychotherapists, see: http://www.bacp.co.uk; orhttp://www.ukcp.org.uk).Special entry into Year Two of the ProgrammeThe second year is available to students who have completed substantial study elsewhere. Attendanceof the second year only is not recognised as completion of an accredited programme by the BACP;however the hours may be used for accreditation purposes (see section 2, below).For direct entry into the second year applicants must:Have undertaken counselling training that is compatible with the first year of this programme inphilosophy content and levelFulfil all the admissions requirements for entry to the first year and in particular show:a) a general level of personal, professional and academic development of at least that required forstudents toprogress on to the second year of the programmeb) a level of interpersonal relationship ability comparable with students entering the second year ofthe programme and personal qualities which would facilitate the development of the particularstudent group they would be enteringc) theoretical and professional grounding which should enable them to function appropriately in thesecond yearand complete the programme assessment satisfactorilyHave completed counselling practice which fully equates with the requirements of the programmefor entry into the second year (a minimum of 60 supervised sessions in a placement agencyapproved by the programme team)Would normally have completed a minimum of 20 hours work-based learningFor the duration of the previous counselling training that is compatible with the first year of theprogramme, they should have undertaken once a week, one to one ongoingcounselling/psychotherapy with a BACP accredited or UKRC registered practitioner. He/she mustbe psychodynamically or psychoanalytically oriented.It is recommended that the applicant is a student member of the BACP. S/he will be required tobecome a student member of the BACP from the beginning of Year 2 of the MA/PgD programme.The gap between Year 1 and Year 2 should be no longer than two years. Applicants, for whom there isa gap of between one or two years will present evidence during the admissions process of relevantcontinuing professional development, such as personal counselling/psychotherapy and attendance atshort courses and workshops as well as ongoing experience of supervised one to one, once a weekcounselling practice in a placement agency approved by the programme team.The MA/PgD in Contemporary Counselling programme is subject to the University's Principles, Policies,Regulations and Procedures for the Admission of Students to Undergraduate and Taught PostgraduateProgrammes and will take account of University policy and guidelines for assessing accredited priorcertificated learning (APCL) and accredited prior experiential learning (APEL).V1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201212

Section 2Programme managementRelevant QAA subject benchmarking statements NoneDate of validation/last periodic review June 13Date of production/ last revision of PS April 2013Relevant intakes Level 7 entering September 2013Administrative SchoolSchool of Pharmacy, Psychology & Life SciencesCourse detailsCourse code Course description JACSHHMACCourse InstancesMA/PgD in Contemporary Therapeutic CounsellingB940InstancescodeIntake Stream InstancesYearMACP1 A Theory and Practice of Counselling 17SCH0043MACP1 A Theory and Practice of Counselling 27SCH0044MACP2 A Critical Approaches to psychopathology7SCH0045MACP2 A Research Methods and Professional andEthical IssuesLocation:1 Hatfield/MeridianHouse1 Hatfield/MeridianHouse2 Hatfield/MeridianHouse2 Hatfield/MeridianHouseMACP2 A MA Dissertation 2 Hatfield/MeridianHouseMode of studyPart-timePart-timePart-timePart-timePart-timeThe programme is managed by; Dean of School of Life and Medical Sciences Associate Dean of School (AQA) who has delegated for the programme in the School of Life andMedical Sciences A Programme Tutor who is responsible for the day to day management of the programme An Admissions Tutor, with specific responsibility for open days and selection A Placement Tutor who is responsible for co-ordinating practice placements A Professional Lead for Counselling A designated Programme Administrator to deal with day to day administration associated with theprogramme Module Co-coordinators who are responsible for individual modules A programme committee which includes: Programme Tutor, Module Co-coordinators, individualtutors, a representative from the LRC and student representativesProgramme-specific assessment regulationsThe programme is compliant with the University's generic assessment regulations (Structure andAssessment Regulations for Academic Programmes, UPR AS14, section D) with the exception of thoselisted below, which have been specifically approved by the University:V1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201213

To progress to the second year of the MA/PgD programme, students will be required to have:(i) passed both modules in Year 1 including the attendance requirements(ii) met the practice/supervision and personal counselling psychotherapyrequirementsTo progress to the third year of the MA/PgD programme (Module 5, Semester C students will berequired to have:(i) passed both modules in Year 2, including attendance requirements(ii) met the practice placement/supervision, Work-Based Learning (WBL) and personalcounselling/psychotherapy requirements.Students may be admitted to Year 3, Semester C provisionally pending the outcome of the fullresults of Year 2, Modules 3 and 4 and practice placement, supervision, WBL and personalcounselling/psychotherapy requirements. If their assessments in Year 2 (Modules 3 and 4) arereferred at the Module Examination Board they must pass both modules at the ReferralExamination Board in order to progress to Module 5, Semester A. See also referral andextension arrangements for WBL process and extension arrangements for practice placementsupervision, below (bullet points 10 & 11).The MA/PgD programme forms a cohesive and developmental professional training incounselling, in which the group is an important learning environment. It is essential thatstudents are integrated into the training group, that there is continuity in his/her training and thathis/her theoretical, practical, experiential and client work development is monitored. Modulesshould, therefore, be taken consecutively. If a student passes Year I, Module 1 and fails Year 1,Module 2, s/he will be required to repeat Module 2. In order to repeat Module 2, additionalattendance of all the taught elements of Module 1 will be required, as directed by the Board ofExaminers. The programme specific attendance regulations will continue to apply in this case.Students will not be required to submit the summative assessments for Module 1 or to registerfor Module 1.If a student passes Year 1, Module 2 and fails Year 1, Module 1, s/he will be required to repeatModule 1. In order to repeat Module 1, additional attendance of the taught elements of Module2 will be required, as directed by the Board of Examiners. The programme specific attendanceregulations will continue to apply in this case. Students will not be required to submit thesummative assessments for Module 2 or to register for Module 2.If a student passes Year 2, Module 3 and fails Year 2, Module 4, s/he will be required to repeatModule 4. In order to repeat Module 4, additional attendance of the taught elements of Module3 will be required, as directed by the Board of Examiners. The programme specific attendanceregulations will continue to apply in this case. Students will not be required to submit thesummative assessments for Module 3 or to register for Module 3.If a student passes Year 2, Module 4 and fails Year 2, Module 3, s/he will be required to repeatModule 3. In order to repeat Module 3, additional attendance of the taught elements of Module4 will be required, as directed by the Board of Examiners. The programme specific attendanceregulations will continue to apply in this case. Students will not be required to submit thesummative assessments for Module 4 or to register for Module 4. If a student achieves FRen on both modules in any one academic year, i.e. Year 1, Module 1and Module 2 or Year 2, Module 3 and Module 4, then the student will not be permitted torepeat the failed modules and he/she will be withdrawn from the programme and cannot reregister.S/he will be awarded an FNFA at the Board of Examiners. The student’s placement willbe informed.Should students elect to exit at the PgD point of the MA/PgD (after Module 4) and then returnfor Module 5, the gap between the two modules should not be longer than two years.V1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201214

The length of student registration for the MA/PgD must not extend beyond five years from initialregistration.The Workshop Presentation, which is a formative practical assignment in Module 1, is gradedon a mid range pass grade i.e. 75%, 65%, 55%.The referral criteria D5.2. 3 (UPR AS14) apply as the PgD part of the programme iscoterminous with a professional award. These criteria are specifically approved by theUniversity.In order to comply with BACP requirements, students are expected to complete a minimum of40 Work-Based Learning (WBL) hours during Modules 1-4, the PgD part of the programme.These will be completed by the end of Module 4. They will be required to complete a WBLReport of 2,500 words at the end of Year 2. This will be assessed on a pass/fail basis. It will beconnected to programme learning outcomes: e.g. A1, A2, A4, A8, C1, C2, C5, D1, D2, D3, D4,D6, D7, D8.The WBL Record of hours will be formally monitored by the Placement Tutor at the end of Year1, Modules 1 & 2 and Year 2, Module 3 and by the programme client work presentationsupervisors in Year 1, Module 2 and Year 2, Module 4.The final WBL Record and Report will besubmitted at the end of Year 2, Module 4. Normal regulations for submission and resubmissionof assignments will apply to the WBL Record and Report. If a student has passed all Modules 1-4 and fails the WBL Record and/or Report on resubmission s/he will be given one moreopportunity for resubmission only. This will normally be by 1 March of the next academic year.Even if the student has successfully completed Modules 1-4 of the PgD part of the programme,following the decision of the Board of Examiners, s/he will not be eligible to progress to the MADissertation Module or to accept an exit award of PgD until s/he has successfully completed theWBL Record and Report according to above procedure. Failure to complete the WBL Recordand Report within the above procedure may result in Fitness to Practise Proceedings (seeOther Sources of Information, bullet point 5).A student whose WBL hours fall below the minimum of 40 hours at the end of Year 2, Module 4and who is, therefore, not able to complete the WBL Report must apply for an extension. Inorder to grant an extension, the Programme Tutor must be satisfied that s/he has takenpractical steps to increase his/her WBL hours. The procedure for an extension of WBL Recordhours and the Report will normally be the same as for written assignments, i.e. that the studentwill be given a maximum of 2 weeks and that documentary evidence, e.g. from the PlacementCoordinator, is provided to support an application for extension.It is at the discretion of the Programme Tutor to grant a longer extension for completion of theWBL Record hours and the Report. The Programme Tutor must be satisfied that there issufficient evidence to justify such an extension and that the student is taking all practical stepsincrease his/her WBL hours. The maximum extension for the WBL Record and WBL Report willbe until 1 December of the following academic year. Even if the student has successfullycompleted Modules 1-4 of the PgD part of the programme, following the decision of the Boardof Examiners, s/he will not be eligible to progress to the MA Dissertation Module or to accept anexit award of PgD until s/he has successfully completed the WBL Record and Report. Failure tocomplete the WBL Record and Report within the University and programme specificregulations, as stated above, may result in Fitness to Practise Proceedings (see Other Sourcesof Information, bullet point 5).In order to comply with BACP requirements: students are expected to complete 120 hours ofsupervised, one to one, ongoing counselling in a placement agency approved by theprogramme team during Years 1 and 2 (Modules 1-4) of the MA/PgD. They will be expected toachieve 60 hours by the end of Year 1. Students will provide documentary evidence of theirsupervised one to one client hours at the end of each module (1-4). This will be monitored bythe Placement Tutor. A student, whose client hours fall below 30 at the end of Year 1, even ifs/he has passed all other assignments, will not automatically progress to Year 2. Forprogression, s/he must apply for an extension. The maximum extension time will normally beuntil 31 August of that academic year. An extension will be granted at the discretion of theV1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201215

Programme Tutor. S/he must be satisfied that the student has taken practical steps to increasehis/her client case load. The student will normally provide evidence that s/he has a case load ofa minimum of 2 regular clients a week during Semester C of Year 1 and by the beginning ofYear 2. If this is not achieved then s/he will normally not be eligible to progress to Year 2 andwill be withdrawn from the programme.Should a student not complete the required 120 supervised one to one client hours by the endof Year 2 s/he must apply for an extension. An extension will be granted at the discretion of theProgramme Tutor. To grant an extension, the Programme Tutor must be satisfied that thestudent has taken practical steps to improve his/her client hours. The maximum extension timewill normally be until 31 August of that academic year. It is at the discretion of the ProgrammeTutor to grant a longer extension for completion of the 120 supervised one to one client hours.The Programme Tutor must be satisfied that there is sufficient evidence to justify such anextension and that the student is taking all practical steps increase his/her hours. The maximumextension for the completion of the 120 supervised one to one client hours will normally be until1 December of the following academic year. If a student completes his/her 120 supervised oneto one client hours between 31 August and 1 December, even if the student has successfullycompleted Modules 1-4 of the PgD part of the programme following the decision of the Board ofExaminers, s/he will not be eligible to progress to the MA Dissertation Module or to accept anexit award of PgD until s/he has successfully completed his/her supervised one to one clienthours. Failure to complete these hours within the University and programme specificregulations, as stated above, may result in Fitness to Practise Proceedings (see Other Sourcesof Information, bullet point 5).Students will complete a further 30 hours of supervised, one to one counselling in a placementapproved by the programme team and in adherence to the BACP Ethical Framework in Module5. Students will provide documentary evidence of client hours and this will be monitored by thePlacement Tutor. Should a student not complete the required 30 supervised one to one clienthours by the end of this module s/he must apply for an extension. An extension will be grantedat the discretion of the Programme Tutor. To grant an extension, the Programme Tutor must besatisfied that the student has taken practical steps to improve his/her client hours. Themaximum extension time will normally be until 31 August of that academic year. There will beno further extension.Students are required to become individual student members of the BACP for the duration ofthe PgD part of the programme (modules 1-4) and full members of the BACP for the MADissertation Module (Module 5). This will be monitored by the Placement Tutor at the beginningof Module 1 and at the beginning of Module 5.For the duration of Modules 1-5 students will engage in one to one, ongoing, once a week,personal counselling/psychotherapy with a BACP accredited counsellor or a UKCP registeredpsychotherapist whose theoretical orientation is psychodynamic or psychoanalytic. Students willprovide documentary evidence of attendance at personal counselling/psychotherapy. This willbe monitored by the Placement Tutor. Failure to engage in this personalcounselling/psychotherapy requirement may result in Fitness to Practise Proceedings (seeOther Sources of Information, bullet point 5).It is expected that student attendance is 100% and they are required to attend for a minimum of85% of each academic year. Where two or more sessions are missed in any term studentsmust write giving detailed reasons for their absence together with a doctor’s letter or otherappropriate documentation. A student who is absent for more than three consecutive sessionsin a module will be withdrawn from that module. Cases where attendance falls below 85% willbe considered by the Board of Examiners. It will normally require the student to completeadditional work, attend the module again the following year (and, therefore, the whole academicyear: see bullet point 4, above) even if s/he has passed all assignments in one or both modulesor it will require the student to leave the programme.Further points of clarification and interpretation relevant to this specific programme are given below: As specified by the external validating body, the BACP, no compensation for referred modulesis permitted.V1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201216

The programme operates a University-wide policy for treatment of serious adversecircumstances, School wide policies for confidentiality (Confidentiality Policy), practiceplacement complaints (Rules of Procedure and Proceedings With Respect to Students'Complaint Regulations Regarding Practice Placements), and fitness to practise (Fitness toPractise Policy) ( see Other Sources of Information, below). The programme also adheres tothe BACP Ethical Framework with regard to confidentiality.The programme provides a significant amount of group work; as a consequence specificregulations governing confidentiality are provided in the Programme Handbook.Applicants for the MA/PgD programme will be required to have been in ongoing, once a week,one to one personal counselling/psychotherapy with a BACP accredited counsellor or a UKCPregistered psychotherapist whose theoretical orientation is psychodynamic or psychoanalytic fora minimum of six months before the programme commences. This will be evidenced on aprogramme specific application form.A student who intends to progress from Module 4 to Module 5 (the MA Dissertation) and who,on the basis of performance in assessments in all or any of Modules 1-4, may find thedissertation too challenging will be advised in writing by the Module Tutor for the DissertationModule not to progress to Module 5 and to exit with a PgD award (subject to confirmation of thisaward by the Programme/Referral Board of Examiners).The weekend workshop component of the MA/PgD programme’s modules (1-4) is essential andattendance is, therefore, mandatory. If a student does not attend for whatever reason thismatter will be referred to the Board of Examiners. Full documentation including a doctor’s letterand/or other evidence will be required. The Board of Examiners will normally require the studentto complete additional work or will fail the studentOther sources of informationDefinitive Module DocumentsModule GuidesStudent/Programme HandbookSchool of Life and Medical Sciences Confidentiality Policyhttp://www.studynet1.herts.ac.uk/pro/co/HHMAC.nsf/Module+Information+Documents?openview&count=999School of Life and Medical Sciences Fitness to Practise Policyhttp://www.studynet1.herts.ac.uk/pro/co/HHMAC.nsf/Module+Information+Documents?openview&count=999School of Life and Medical Sciences Rules of Procedure and Proceedings With Respect to aStudent’s Complaint Regarding the Quality of the Learning Experience on Practice Placements andWork Placementshttp://www.studynet1.herts.ac.uk/pro/co/HHMAC.nsf/Module+Information+Documents?openview&count=999Equality and Diversity Policy UPR EQ03http://www.studynet1.herts.ac.uk/pro/co/HHMAC.nsf/Module+Information+Documents?openview&count=999University of Hertfordshire Course website:http://www.herts.ac.uk/courses/QAA Benchmark Statement website:http://www.qaa.ac.uk/academicinfrastructure/benchmark/default.asp The Framework for Higher Education Qualifications in England, Wales and Northern Ireland, 2008:http://www.qaa.ac.uk/academicinfrastructure/FHEQ/EWNI08/default.asp SEEC Credit Level Descriptors for Further and Higher Education 2010:http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010External Quality Review report website:V1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201217

http://www.qaa.ac.uk/reviews/reports/instReports.asp?ukprn=10007147Professional or Statutory Regulatory Body information: http://www.bacp.co.ukUNISTATS website:http://www.unistats.com/University of Hertfordshire Academic Quality Office website:(StudyNet Staff Department Lists Academic Quality Office)Structure & Assessment Regulations - Undergraduate & Taught Postgraduate Programmes, UPRAS14:http://sitem.herts.ac.uk/secreg/upr/AS14.htmLearning and Teaching Policy and Graduate Attributes, UPR TL03:http://sitem.herts.ac.uk/secreg/upr/TL03.htmAdmissions - Undergraduate & Taught Postgraduate Students, UPR SA03:http://sitem.herts.ac.uk/secreg/upr/SA03.htmAcademic Quality, UPR AS17:http://sitem.herts.ac.uk/secreg/upr/AS17.htmIndex of UPRs for students:http://sitem.herts.ac.uk/secreg/upr_azlist_info.htmInformation on Programme and Module External Examinershttp://www.studynet1.herts.ac.uk/ptl/common/studentcentre.nsf/Teaching+Documents/184A221E5EECA6B780257A5C00250BA9?OpenDocumentOther information relevant to the programmeStudents will progress from the University of Certificate of Higher Education in Counselling (UniversityDiploma recommended but not mandatory) or equivalent counselling certificate programme via anapplication process to the MA/PgD in Contemporary Therapeutic Counselling programme.The first two years (Modules 1-4) of the MA/Postgraduate Diploma in Contemporary TherapeuticCounselling, i.e. the Postgraduate Diploma, is a BACP accredited programme. The PgD wasreaccredited by the BACP in December 2012 and is due for re-accreditation in December 2017.Successful completion of the first two years of the MA/ Postgraduate Diploma in ContemporaryTherapeutic Counselling programme, i.e. the Postgraduate Diploma, fulfils the required training elementnecessary for individual application to become an accredited counsellor with the BACP. In addition tothis training element, students are required to complete an application process and will have undertakena minimum of 450 hours of counselling practice supervised in accordance with BACP regulations.Students’ practice will adhere to the BACP Ethical Framework. Students are required to become studentmembers of the BACP for the duration of the PgD part of the programme. For full requirements foraccreditation, see http://www.bacp.co.uk..Direct entrants to Year Two of the MA/PgD programme will not be deemed by the BACP to havecompleted an accredited programme. In order to apply for individual accreditation with the BACP ascounsellor they must demonstrate that they have completed 450 hours of training in the theory andpractice of counselling. For full requirements, see: http://www.bacp.co.uk.University policies relevant to the ProgrammeThe University undertakes to use all reasonable endeavors to deliver, assess and administer thisprogramme in accordance with this Programme Specification. At the same time it is recognised that it isin the nature of academic developments that changes, for example to the structure, curriculum, andassessment of a programme may be necessary in order to ensure that the programme remains up todate, in response to issues raised as a result of on-going monitoring and evaluation, and/or in order toconform to new regulatory requirements imposed by this institution, by professional or statutory bodies,or by national or governmental bodies.V1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201218

The programme operates within the guidelines and policies relating to equal opportunities andenvironmental issues which may be agreed from time to time by the Board of Governors and/or theAcademic Board of the University.Where the programme is offered in collaboration with another institution these policies and guidelineswill normally be those of the partner institution.The programme operates in accordance with the University's Regulations Governing Studies Involvingthe Use of Human Subjects (UPR RE01) agreed from time to time by the Academic Board of theUniversity. However, where the programme is offered in collaboration with another institution (forexample through a franchise arrangement for all or part of the programme) then specific approval mustbe obtained from the University for the operation of the programme within ethical guidelines prepared bythe partner institution. The partner institution will be responsible for all insurance liability in connectionwith the observance of ethical guidelines.Signed … …………….... Date…16 July 2013………………..Philomena ShaughnessyAssociate Dean of School (Academic Quality Assurance)If you would like this information in an alternative format please contact:Dr Gill Popple g.l.popple@herts.ac.ukV1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201219

MA/PgD in Contemporary Therapeutic CounsellingTable 2: Development of Programme Learning Outcomes in the Constituent ModulesThis map identifies where the programme learning outcomes are assessed in the constituent modules. It provides (i) an aid to academic staff in understandinghow individual modules contribute to the programme aims (ii) a checklist for quality control purposes and (iii) a means to help students monitor their ownlearning, personal and professional development as the programme progresses.Programme Learning Outcomes (as identified in section 1 and the following page)Knowledge & Understanding IntellectualSkills Practical SkillsTransferable SkillsModule Title Module Code A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 C1 C2 C3 C4 C5 C6 C7 C8 D1 D2 D3 D4 D5 D6 D7 D8Module 1: Theory and Practice of Counselling 1 7SCH0043 Module 2: Theory and Practice of Counselling 2 7SCH0044 Module3: Critical Approaches to Psychopathology 7SCH0045 Research Methods and Professional and EthicalIssues 7SCH0046 MA Dissertation 7SCH0047 Key: Learning Outcome which is assessed as part of the module

Key to Programme Learning OutcomesKnowledge and Understanding egA1. Present a clear, critically informed theoretical basis for their counsellingpractice within a psychodynamic frameworkA2. Demonstrate a critical understanding of the social, political and culturalcontexts with which counselling takes place, the cultural specificity ofcounselling theories, values and how these relate both to their clientsand to themselves as practitionersA3. Achieve a critical understanding of comparative approaches topsychopathology in order to locate themselves within current theoreticalparadigmsA4. Demonstrate a critical understanding of ethical, professional, legalissues and organisational dynamics and requirements and how theserelate to their counselling practiceA5. Demonstrate a critical understanding of current qualitative approachesto research in counselling and current debates and controversies incounselling researchA6. Demonstrate a critical understanding of the principles of case studymethodology as an approach to practitioner research. This will include anidentification of the advantages and limitations and inherent paradoxes ofthis approach as a method of research. Comparison will be made with oneother method relevant to counsellingA7 Demonstrate a critical understanding of the implications and applicationsof their case study research to the ethical practice of counsellingA8. Demonstrate an understanding that any training in this field isincomplete. This includes a realistic appraisal of the limitations both ofthemselves as counsellors and of the counselling process in generaland a commitment to continued personal and professional developmentIntellectual Skills egB1. Demonstrate an ability to evaluate critically the relevance of researchfindings to their work as practitionersB2. Contextualise their case study research in relation to current literatureand current debatesV1.6 / Postgraduate Programme Specification / January 2013 / AS© University of Hertfordshire 201221Practical SkillsC1 Achieve an individual, embodied and critically reflective approach tocounselling synthesising theory and practice at an experiential level within apsychodynamic frameworkC2. Achieve a competence in the critical appraisal of their own and others’counselling practiceC3. Demonstrate an ability to use the supervisory relationship to facilitate theirprofessional development as counsellorC4. Demonstrate an ability to receive peer feedback, to appraise it critically andto integrate it selectively into their workC5. Demonstrate self-awareness development, in particular, awareness of theirown processes and ways of relating to others and the bearing that thesemight have on their counselling practice. They will also demonstrate an abilityto identify and examine critically their own cultural assumptions, values andprejudices that might inhibit an open and ethical engagement with the clientC6. Achieve competence in practitioner research, using case study methodologyC7. Present a comprehensive and coherent analytic studyC8. Demonstrate a critical awareness both of the advantages and limitations oftheir (dissertation) study and any difficulties and paradoxes in relation to thestudyTransferable SkillsD1. Use information technologyD2. Mount a well presented argumentD3. Work as a member of the teamD4. Communicate clearly and logically in written and spoken EnglishD5. Achieve competence in qualitative research skillsD6. Exercise initiative and personal responsibilityD7. Demonstrate decision making in complex and unpredictable situationsD8. Demonstrate independent learning ability required for continuous professionaldevelopment

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