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This course is designed for people who work in a setting that involves offering help, support, or guidance to others. People working in education, the NHS, voluntary agencies, social services, government schemes or in the private sector will find the course provides invaluable skills and knowledge. Read more
This course is designed for people who work in a setting that involves offering help, support, or guidance to others. People working in education, the NHS, voluntary agencies, social services, government schemes or in the private sector will find the course provides invaluable skills and knowledge.

Course detail

The certificate in counselling gives you the chance to develop counselling skills, so it is useful for a wide range of roles and also a first step towards full qualification as a Professional Counsellor. UWE Bristol also provides a Diploma in Professional Studies Counselling, which you can apply for when you have completed this Certificate successfully. Alternatively, if you have an undergraduate Psychology degree (with Graduate Basis for Chartership with the British Psychological Society) you can go on to apply for our Professional Doctorate in Counselling Psychology.

We introduce counselling skills through student-centred and experiential learning techniques, with the opportunity to consider a wide variety of counselling-related subjects. For example, you will investigate different models of counselling and learn what it is like to be a client. You'll come to clearly understand client-counsellor contracts, develop self-awareness and learn when counselling is appropriate. You will also be trained in the safe and ethical use of counselling skills, and develop an awareness of its limitations.

Format

The course comprises several elements to help you develop your counselling skills, along with a firm background knowledge and understanding of its approaches, theories and disciplines:

• Peer support - You will pair up with a fellow student and meet weekly for peer support. This helps you develop self-awareness and listening skills.

• Introduction to counselling - This consists of training in basic listening skills, giving and receiving feedback, the use of different types of questions and how to 'challenge' appropriately in your work. We also focus on key issues relating to boundaries and ethical practice.

• Person-centered, Psychodynamic and Gestalt approaches to counselling - In the first unit of the course, we cover the person-centered approach to give you a solid foundation in the practice of counselling skills. The second unit covers either Psychodynamic or Gestalt counselling skills, to build an understanding of another significant approach in contemporary counselling.

• Group work - Sessions that involve focusing on the theory of group work and the processes of the group.

• Practical work - Spread throughout the course, this will include an opportunity to develop your counselling skills with feedback from tutors, as well as developing your assessment and self-assessment skills.

• Reading - You will be given a reading list which suggests key texts, and undertake other reading set by course tutors.

Careers / Further study

This qualification is invaluable to develop your counselling skills and enhance your career prospects if you're in existing employment in education, the NHS, voluntary agencies, social services, government schemes on in the private sector. It can also help those wishing to become professional counsellors to progress onto further study, and is a prerequisite to studying the Diploma level.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx

Funding

- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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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. Read more
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 postgraduate diploma level.

Topics of study on the diploma include: theory and practice of psychological counselling and therapy, model of integration, alternative models (for example, psychodynamic, person centred, gestalt and cognitive-behavioural); 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 – including the Myers Briggs Type Indicator and personal therapy.

* an integrative approach that enables students to develop their own synthesis within an integrative framework.
* 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).
* 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 and who have or still do contribute to the work of BACP committees.
* in a School of Psychology with other staff with relevant expertise, library, book shop and canteen.
* a relatively small programme group of up to 25 students in Years/Modules 1 and 2

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This multidisciplinary course aims to promote an advanced level of knowledge and understanding underpinning practice in the area of Counselling with Children Young People and their families. Read more
This multidisciplinary course aims to promote an advanced level of knowledge and understanding underpinning practice in the area of Counselling with Children Young People and their families.

Course content

This exciting course supports students in developing skills and theoretical knowledge of counselling with children, young people and their families. It is designed for individuals with a significant interest in counselling work with children, who may be practitioners from health, social or voluntary services who work in some capacity with children and young people, or who may be graduates of psychology and other cognate disciplines, social and behavioural sciences, education, health, social care and related fields.

The course is taught by experienced counsellors and therapists with a varied background, supported by some practitioners from allied professions (e.g. psychology, social work, nursing, psychiatric nursing, law and psychiatry).

Students of Counselling with Children and Young People can graduate with either a Postgraduate Diploma or an MSc.

Child and Adolescent Mental Health Conference

The CAHMS Conference at the University of Northampton is a three day conference, and you have the option of either volunteering for a couple of hours and attending for free, or pay (last year it was about £15 per day) to cover the cost of lunches and printed materials.

Course modules (16/17)

-Understanding Mental Health in Children and Young People
-Core Skills for Working with Children and Young People
-Counselling with Children, Young People and Families
-Counselling Children, Young People and Families in Practice
-Qualitative and Quantitative Research Methods
-Dissertation and Research Methods

Methods of Learning

Lectures, workshops, one-to-one, private study, online activities, group work, role play.

Schedule

Formal teaching takes place and on one to two full days per week for full-time students and on one full day per week in the first year and one full day approximately every other week in the second year for part-time students.

In addition, there is a three day taught intensive session for all students three times per year (first year only). In addition to this, students will be expected to attend one-to-one tutorials at least twice per trimester.

Assessments

The assessment strategy is designed to include a broad range of assessment methods, in order to ensure that students have the maximum opportunity to demonstrate that they have met the learning outcomes for the programme. These include: essays, case studies, self-reflective log books, critical reviews, video recorded role plays and oral presentations. There are no examinations.

The Research Methods and Dissertation module supports the students in completing a supervised but original and independently undertaken research and it is assessed through a 12,000 to 15,000 word dissertation.

Facilities and Special Features

-The MSc promotes an advanced theoretical understanding of Counselling with Children and Young People, integrating opportunities to develop practical and professional counselling skills.
-The programme equips students with a working knowledge of child development, psychological difficulties in children and young people in their contexts and counselling based skills for working with them and their carers within an an eco-systemic perspective integrating Systemic Family Therapy, CBT, and Creative therapies.
-This is developed through roleplays, small group process and other skill oriented taught sessions. Supervised placement in a counselling context is mandatory to the enhancement of skills.
-In addition, opportunities for students are structured into the programme to engage in personal development, self-awareness, reflective practice and to benefit from the supervisory relationship. Our CAMH conference (see highlight video below) is an excellent example of extra opportunities available as part of the course.
-Our experienced course team includes specific expertise in CBT, systemic family therapy, Creative therapies, Play therapy and Gestalt approaches, who are able to teach students and integrated approach to counselling with children and young people.

Careers

As a professional master programme, the MSc CCYP leads to a counselling qualification and opens a range of employment possibilities up for its graduates (e.g. private practice, educational and healthcare institutions, community and youth work services, third sector organizations, residential facilities). Graduates may take the MSc as a stepping stone towards further postgraduate study (e.g. Clinical Doctorate).

For students with a first degree in psychology (which is Graduate Basis for Chartered Membership (GBC) accredited) further postgraduate training opportunities will include doctoral training on British Psychological Society (BPS) accredited courses in Counselling Psychology. Graduates of the programme will be able to work as a counsellor in a range of settings such as healthcare and educational institutions, residential facilities and community and youth work agencies.

For students with a professional background (such as teaching, nursing and social work) the programme will strengthen your skills and competencies and allow you to develop a strong specialism in children’s mental health. You will have the skills to appropriately position yourself as a counsellor and will have a good critical and in-depth understanding of professional practices when working with children, young people, families, parents and carers.

Work Experience - A supervised placement practice of a minimum of 100 hours is compulsory.

On-course requirements

To count towards a professional body accreditation, such as UKCP or BACP, the course require students to undertake a supervised placement practice of a minimum of 100 hours and a minimum 40 hours of personal therapy with an approved and BACP or UKCP accredited counsellor or therapist. A student membership of the British Association for Counselling and Psychotherapy (BACP), a professional indemnity insurance and a Disclosure and Barring Service (DBS) check are also mandatory. These requirements imply additional costs on the top of the fee.

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The discipline of Counselling is still forming within the field of the Social Sciences and Humanities; many new exciting research developments have opened up, and the interdisciplinary approach which underpins this programme, offers to contemporary trainee Counselling practitioners a fusion of new and traditional approaches backed by research. Read more
The discipline of Counselling is still forming within the field of the Social Sciences and Humanities; many new exciting research developments have opened up, and the interdisciplinary approach which underpins this programme, offers to contemporary trainee Counselling practitioners a fusion of new and traditional approaches backed by research.

Course Overview

This programme in Psychotherapeutic Practice: Emotion-Focused Therapy offers a part-time Counselling training opportunity at Master’s level in a Humanistic modality.

Lesley Greenberg, one of the co-researchers and founder of the modality states that:

“Emotion-focused treatment was developed as an empirically informed approach to the practice of psychotherapy grounded in contemporary psychological theories of functioning. Emotion-focused therapy (EFT) was developed by my colleagues and I in the 1980s out of empirical studies of the process of change and has developed into one of the recognized evidence-based treatment approaches for depression and marital distress as well as showing promise for trauma, eating disorders, anxiety disorders, and interpersonal problems.” FOCUS 2010;8:32-42.

This model of therapy has now been approved of by the National Institute of Clinical Excellence, the quality gatekeepers of the NHS, as having demonstrated significant positive outcome research in a number of areas.

The foundation of this therapeutic modality draws on the work of Carl Rogers and his work on the ‘therapeutic relationship’; from the ‘focusing’ work of Eugene Gendlin and the dialogic and experiential work of the Gestalt tradition. Significantly, however, EFT opens up a greater access to human emotion, as it engages with close interest in the growing understanding of neuroscience and how emotions function differently from cognition in the functioning of the brain. These insights from the work of Damasio and LeDoux, and others, are enabling practitioners in the field to develop a new language and method of addressing psychological distress and putting emotions back at the centre of the constituted self.

The programme will be taught in small groups so that students have a significant opportunity to engage in the practice and development of their therapeutic competence. In addition students will be taught through lecture format and small seminar group, where there will be the opportunity to discuss with each other and the tutor the rich, diverse and sometimes complex issues addressed in the programme.

Modules

The programme is divided into two parts:

PART 1:
The theory and practice of Emotion-Focused Therapy sets the philosophical, ideological and research base of the programme. The module on ‘The Nature and Experience of Human Functioning’ will address the conceptualization of human wellness and distress as described by the EFT model and establish the research base for the formulation and development of these ideas. The concept of ‘dialectical constructivism’ will be investigated in its formation of human meaning, and its implications to human perception and feeling. The module will engage in the most recent research regarding the emotions and the part they play in our human functioning.

The module ‘The principles of working with EFT’ introduces the practice work of the modality, which is initially founded on the establishing of the therapeutic relationship and qualities of empathy. The modules will develop a wider understanding of the concept of ‘treatment’ in the engagement of therapeutic work.

Running alongside these two practice modules will be modules on ethical practice and professional benchmarks; supervision; personal development; identity: sameness and difference; and the context of psychological distress and mental health.

PART 2:
Part two of the programme consists of a dissertation which is undertaken by the student as a supported research project. A student will receive regular supervision and opportunities to attend research workshops on topics which can help to underpin their knowledge of research.

Key Features

-The interdisciplinary approach which underpins this programme, offers to contemporary trainee Counselling practitioners a fusion of new and traditional approaches backed by research.
-The programme will be taught in small groups so that students have a significant opportunity to engage in the practice and development of their therapeutic competence.

Assessment

The programme will offer a range of different assessment methods to give students the opportunity to extend practical and academic skills and encourage your independent learning, these could include: essays, presentation, reflection, practice.

As a Counselling practice programme written up to BACP accreditation/registration standard there are two additional requirement of the course:
-A student will need to complete a minimum of 100 hours of supervised clinical practice as a trainee Counsellor
-Complete a minimum of 12 hours of personal therapy

Career Opportunities

This programme is ideal for those wishing to develop their career within counselling practice using research-led methods to enhance their professional practice.

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Explore the key management concepts, theories and models used in general coaching and mentoring. You will learn to critique and enhance your professional coaching skills through reflexive practice and action learning. Read more
Explore the key management concepts, theories and models used in general coaching and mentoring. You will learn to critique and enhance your professional coaching skills through reflexive practice and action learning. You will also hone your understanding of coaching practice to develop your own personal coaching profile. You might already be a practising business coach seeking to enhance your coaching methodology and skills, an executive who wants to add coaching to your consultancy portfolio or a human resources director. You will learn to use your skillset and experience to act as a catalyst for positive change.Your supervisor will support you in developing your research skills and carrying out an evidence-based research project in your selected coaching field. Areas of coaching and mentoring you might choose to focus on include ontology, team, supervisory, developmental, existential, Gestalt or ethics.

Faculty of Business & Law website - http://www.leedsmet.ac.uk/fbl/

- Research Excellence Framework 2014: twice as many of our staff - 220 - were entered into the research assessment for 2014 compared to the number entered in 2008.

Visit the website http://courses.leedsbeckett.ac.uk/businesscoaching_ma

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

Holding an established coaching award will mean you areideally qualified to take advantage of the central role coaching now takes inmany organisations. You could work as an independent coach specialising in arange of disciplines such as organisational, lifestyle or executive fields tocreate a more meaningful professional environment, or you could promotepersonal engagement and growth from your role within your current company.

- Executive Coach
- Team or Organisational Coach
- Business Mentor & Consultant
- Human Resource Director

Careers advice:
The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

The course is aimed at practicing business coaches seeking to enhance their coaching methodology and skills, HR Directors and training consultants, those with line management responsibility, executives who wish to add coaching to their consultancy portfolio and aspiring coaches from related backgrounds, such as counselling, psychotherapy, teaching and business psychology.

The award has many benefits including full advanced standing and module exemption given to prior professional and academic coaching qualifications; assessment by professional 'personal' reflective assignment; assessments are directly applied to your working environment thereby enabling you to apply and crucially evaluate your coaching skills and improve your professional practice.

Professor Jeff Gold is a renowned expert in the field of Organisational Learning and is a founding member of the Northern Leadership Academy. He has published widely including key texts such as Leadership and Management Development, Strategies for Action, Human Resource Development and Human Resource Management.

Dr Nick Beech

"My time working with leaders has shown me that an effective coach can deepen their client’s understanding of self and that they can provide their client with the psychological tools to enrich their life. A great coach inspires those they work with and, through informed insight, can read the culture of a working environment and help to enrich it."

Nick was awarded National Teacher Fellow status as a result of his professional commitment and innovative approach to education. In addition to his academic experience, he holds a number of sports coaching qualifications and has worked in the armed forces and in the private and public sectors. Nick is also a practicing management coach and has led coaching development programmes for over 15 years.

Facilities

- Library
Our libraries are two of the only university libraries in the UK open 24/7 every day of the year. However you like to study, the libraries have got you covered with group study, silent study, extensive e-learning resources and PC suites.

- The Rose Bowl
The Rose Bowl has impressive teaching spaces, auditoriums, conference facilities and an outstanding local reputation as a business hub. The Rose Bowl puts our students at the centre of a dynamic business community.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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Reflecting current developments in the field, this postgraduate diploma provides quality training in an Integrative approach to Psychotherapy. Read more
Reflecting current developments in the field, this postgraduate diploma provides quality training in an Integrative approach to Psychotherapy. It is offered part-time and is suitable for those in employment. It will provide students with a constructive and challenging learning experience which develops interconnectedness of theory, practice, research, self-awareness and personal development. It offers trainee psychotherapists a sound experience for the development of an Integrative approach that forms a critical basis for practice and has ethical and professional integrity. It aims to develop practitioners who are competent to offer high-quality Integrative Psychotherapy in a variety of contexts, appropriate to the needs of the client, organisation and society.

INDUSTRY LINKS

This is a BACP accredited professional psychotherapy training, which enables those who successfully complete it to practice as a psychotherapist.

LEARNING ENVIRONMENT AND ASSESSMENT

The learning environment will be student-centred, using and sharing students' experiences to aid the learning process and encourage independent learning. Participants and tutors are co-learners. A diverse range of learning and teaching methodologies will be used, including student-led seminars, group discussion, group and individual psychotherapy practice and observation, the use of audio and DVD recording, case studies and discussion, experiential exercises, lectures, guest speakers and supervised practice.

The residential is assessed by a reflexive essay and tutor observation. Students are required to pass the observation before commencement of the course.

In the first year, students are required to submit a theoretical essay, a critique of a research paper, a DVD recording and evaluation, an ethics essay, a reflexive statement and a student-led presentation. There is also an end of year viva, or oral exam, with a personal tutor, which is based on a personal development statement that the student makes.

In the second year, students are required to submit a Case Study, an audio tape and self-evaluation, a reflexive practitioner extended essay, practice portfolio and a student-led presentation and include an account of their clinical supervision.

In the third year, students are required to submit a research proposal and a Masters dissertation.

FURTHER INFORMATION

UCLan’s Postgraduate Diploma in Integrative Psychotherapy is BACP accredited and those who successfully complete the Postgraduate Diploma are entitled to practice as psychotherapists. This course provides quality professional training in Integrative Psychotherapy. It will provide students with a constructive and challenging learning experience which develops interconnectedness of theory, practice, research, self-awareness and personal development. It offers trainee psychotherapists a sound experience for the development of an Integrative approach to Psychotherapy that forms a critical basis for practice and has ethical and professional integrity. It aims to develop practitioners who are competent to offer high-quality Integrative Psychotherapy in a variety of contexts, appropriate to the needs of the client, organisation and society.

The course is divided into five main areas:
-Integrative Psychotherapy theory that builds in Year 1 from a relational and phenomenological base, drawing on key influences from the Gestalt/Dialogic, Person Centred, Emotionally Focused Therapy. In Year 2 Psychodynamic and Intersubjective influences on therapeutic process are also drawn on, as well as a consideration of the existential and transpersonal dimensions of the therapeutic relationship. Students are facilitated to establish an approach to Integrative Psychotherapeutic practice via established models (Gelso and Carter, Clarkson), supported by research, awareness and skills.
-Personal Development is interwoven in the experiential nature of the course and processed throughout. There is also a Personal Development Group every week in the first two years.
-Professional Development which includes the BACP Ethical Framework, practice-based research, note-taking, supervision, issues of difference, gender, race, sexuality, spirituality, disability, and psychotherapy contexts and themes.
-Professional Practice, which includes the use of DVDs, small group work, triads, peer and tutor observation, and a supervised placement of a minimum of 100 hours in an approved setting.
-Research via a critique of a research paper, the study of research methodology, a small research project and the writing of a dissertation in the third year. Current research is imparted throughout the course.

The first two years of the program constitute the post graduate diploma in integrative psychotherapy. The successful completion of the postgraduate diploma will enable students to claim the status of a graduate of a BACP accredited training course.

The MA dissertation may then be undertaken by those students who are able to continue, having gained at least a merit in the post graduate diploma, and who wish to undertake postgraduate research.

Applicants must be aware that Accreditation of Prior Learning is not permitted on this course.

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