The Child and Adolescent Psychotherapeutic Counselling Masters degree is part of a B.A.C.P. and U.K.A.P.C. accredited route to becoming a child and adolescent psychotherapeutic counsellor. To become an accredited practitioner candidates are also required to hold the Advanced Diploma in Child and Adolescent Counselling. The increased emphasis on the integration of education, social services and health in the delivery of services to children under the Children's Act 2004, make this route particularly pertinent and valuable, not only to teachers but to a wide range of practitioners within the area.
1. The Therapeutic Relationship and Therapeutic Processes This element explores an integrative approach to the therapeutic relationship. It will include a study of the working alliance, the transferential relationship and the person to person relationship.
2. Professional Issues in Therapy with Children In these sessions, the key professional, ethical and legal issues surrounding the practice of therapeutic counselling and research on counselling are examined. Since the context of work with children and adolescents is rapidly changing, with increased emphasis on working with other agencies, systems and groups as well as with individuals, it is important to understand different contexts and the different modes of working within them.
3. Understanding Child and Adolescent Development This element explores the key theoretical frameworks for individual and group development in childhood and adolescence and their implications for therapeutic practices.
4. Developing Children's Social and Emotional Well Being This element explores how children's social and emotional well being can be developed in proactive and educational, as well as therapeutic, ways.
By the end of the programme students will have:
- Demonstrated a comprehensive knowledge and understanding of the theory and practice of an integrative, relational, developmental and ecosystemic approach to psychological therapy with children and young people - Shown abilities and skills to work therapeutically with children and young people - Demonstrated a highly developed ethical attitude both in therapeutic practice and research - Shown a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific topic; - Demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field; - Shown abilities in the critical evaluation of current research and research techniques and methodologies; - Demonstrated self-direction, originality and ethical awareness in tackling and solving problems, and acted autonomously in the planning and implementation of research.
The course is composed of two key elements: (i) the research methods training course and (ii) the 'Child and Adolescent Psychotherapeutic Counselling' thematic route. Teaching time is split between the two elements, with 32 hours of teaching being given to research methods and 64 hours being given to the subject specific content. The course is taught through a mixture of lectures, smaller group seminars and individual supervisions.
Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.
Thesis: Up to 20,000 words.
Students following the two year MEd programme are required to submit the following in Year 1: Essay 1: 6,000-6,500 words. Essay 2: 6,000-6,500 words.
Students wishing to continue from the Masters in Education to PhD or Ed D are required to achieve:
1) an average of 70 across both sections with the thesis counting as double-weighted (eg: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above. Or 2) a straight mark of 70 or higher for the thesis.
The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.
In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.