Embed Size (px)
Citation preview
LEEDS BECKETT UNIVERSITY
Course Specification BSc (Hons) Counselling and Mental Health
2018-19 (BCMNH)
www.leedsbeckett.ac.uk
Record of Enhancement
No. Detail of modification Provide a brief description of the modification and where the Course Specification has been updated
Date Effective Indicate the academic year of entry and course level(s) to which the modification applies
Version Control
Version Control
Version number and date effective V1, 1st Sept 18 (validated November 2017)
For completion by Quality Assurance Services only:
Next Re-validation date By 31/07/24
Contents
Target award, course title and programme code ............................................... 1
Level of qualification .......................................................................................... 1
Course Rationale and Philosophy ....................................................................... 1
Overview and Aims ............................................................................................ 2
Course Learning Outcomes ................................................................................ 3
Level Learning Outcomes ................................................................................... 4
Course Structure ................................................................................................ 5
Contained awards available ............................................................................... 7
Length of course, FT/PT and mode of study ....................................................... 7
Learning and Teaching ....................................................................................... 7
Learning and Teaching Approaches .................................................................... 7
Learning and Teaching Activities ........................................................................ 9
Graduate Attributes ......................................................................................... 10
Use of the Virtual Learning Environment ......................................................... 10
Use of Blended Learning .................................................................................. 10
Student Support ............................................................................................... 11
Assessment Strategy ........................................................................................ 12
Feedback on Assessed Coursework .................................................................. 14
Module Assessment Methods .......................................................................... 15
Employability and Professional Context ........................................................... 16
Work Related Activities .................................................................................... 18
Reference Points used in course design and delivery ....................................... 19
Staff Teaching on the Course ........................................................................... 20
Regulatory Exemption details........................................................................... 20
For internal use only ............................................. Error! Bookmark not defined. Admissions Criteria ............................................... Error! Bookmark not defined. Evidence of Student Engagement in Design and DevelopmentError! Bookmark
not defined. Course Learning Outcomes Mapping .................... Error! Bookmark not defined. Level Learning Outcomes Mapping ....................... Error! Bookmark not defined. Assessment Methods ............................................ Error! Bookmark not defined. Scheduled Non-Modular Contact Hours ........................................................... 20
Resources .............................................................. Error! Bookmark not defined.
1
Target award, course title and programme code BSc (Hons) Counselling and Mental Health BCMNH
Level of qualification Level 6
Course Rationale and Philosophy The BSc (Hons) Counselling and Mental Health course aims to enable students to become more psychologically-minded and obtain advanced knowledge in the fields of counselling and mental health. According to recent research, one in six adults in the UK now suffer with mental health difficulties, with common mental health problems linked to contemporary
economic disadvantage and result in 20% of all days lost from work in Britain (McManus et
al, 2016; Patel et al, 2010; Das-Munshi et al, 2008). With demand for mental health workers rising to address this need, this course offers the opportunity for students to engage in and explore a wide range of theories within psychology, mental health, counselling, child development and psychotherapy. This theoretical knowledge and hands-on opportunities to work in mental health environments help students learn how to build effective therapeutic relationships that can foster positive change for their clients. Furthermore, students are equipped with vital interpersonal and relational skills to be employable in a range of settings that require an understanding of working in a psychologically-minded way in a range of sectors. As this course has counselling and mental health as its main focus, it meets a market demand from prospective applicants who are keen to have the prospects of a coherent career progression plan emerging from their studies. The course aims to develop students' criticality and academic ability, through studying key issues at the forefront of counselling and mental health practice, such as cognitive and relational approaches to therapy. Students develop systematic understanding of knowledge within the fields and a comprehensive understanding of the skills and approaches necessary for entry into the field of counselling or contemporary mental health practice. They develop the ability to take responsibility for their own learning as well as develop the qualities necessary to critically apply knowledge in practice with an appreciation of the 'uncertainty, ambiguity and limits of knowledge' (QAA, 2014). As such the students become self-directed, reflective, informed and evidence based practitioners with specialised knowledge in preparation for employment. The course team have a wide range of professional backgrounds which include psychotherapists, counsellors, chartered and practitioner psychologists. This course draws from a wide range of psychological theories and modalities, and uses the terms psychotherapy and counselling interchangeably when referring to talking therapies reflecting contemporary practice within the British Association for Counselling & Psychotherapy (BACP, 2009). However, at its core it has a humanistic philosophical base which underpins the teaching and learning approaches on the course. This informs how students engage with a sense of who they are, how they relate to others and what they have to offer in therapeutic and professional relationships.
2
The course is aligned with the University Education Strategy 2016-21 and enables the Psychological Therapies and Mental Health group to deliver on the Key Performance Indicators in the School’s Five Year Strategic Plan for ‘An excellent education and experience’.
Overview and Aims Given both the counselling and mental health components, this course draws from the wide-ranging expertise of the teaching team in these areas and also offers students the option to specialise in their final year of study with counselling and mental health-based work-related experience. Thus it aims to offer solid grounding in counselling and mental health theories as well as opportunities for volunteering and work-related learning in which students can engage with multidisciplinary teams and clients within therapeutic settings. The course provides undergraduate students with a comprehensive range of skills for working in psychological health, social care or associated professions, or for moving on to more specialist postgraduate training, such as the University’s Postgraduate Diploma Counselling and Psychotherapy, MA Art Psychotherapy Practice, Postgraduate Certificate Education or MSc Occupational Therapy. The course would appeal to both local young people and mature students who wish to engage in a course which opens up opportunities for them and offers grounding for psychological and therapeutically informed professions. This degree provides excellent preparation for further study needed to obtain a professional qualification in counselling. The course aims to allow students to: • Develop competence in foundation counselling, interpersonal and group work skills for
careers in occupations in which human relations are important such as, counselling, psychotherapy, teaching, care work, nursing, police work or other areas of employment in health and social care.
• Develop knowledge and be able to critically evaluate different theories of therapy including person-centred, psychodynamic, existential and Cognitive Behaviour Therapy (CBT), family systems and attachment theory.
• Gain an understanding of therapy and mental health work in its social and cultural context. • Develop personal awareness and understanding of themselves in relation to others as
local, national and global citizens. • Gain professional skills, academic competence and research skills so that students are able
to carry out an extensive piece of research which they are then able to evaluate and present in written form.
• Gain an understanding of equal opportunities and anti-discriminatory practice during the process and content of the course.
• Gain an understanding of and engage in therapeutic and professional relationships of multidisciplinary teams within therapeutic settings.
The course is based on a modular structure. Modules ensure that students acquire an appropriate depth of theoretical knowledge, interpersonal skills, personal and professional awareness that allow for breadth of knowledge and understanding, as well as providing for some specialisation.
3
Students on this course are encouraged to become independent thinkers and learners, reflecting on and developing their personal and professional identity throughout the programme. There is an emphasis on the integration of theory and practice, and the use of the group experience and engaging in different seminars and interpersonal skills practice, enables the development of a sense of both a group - and an individual - identity. Group learning is a core element of the course. Students are part of an academic collaborative community, and learn from the diversity of experiences within the group as well as from the diversity of the teaching staff and their therapeutic orientations. This means, combined with the humanistic philosophical base which underpins the teaching and learning strategy on the course, and work-related learning opportunities to engage in professional therapeutic relationships, that students emerge with a strong sense of who they are, how they relate to others and what they have to offer. Students engaging in counselling and mental health courses are often characterised by their ability to personally reflect, their interpersonal skills and their understanding of human diversity. In terms of graduate level skills, on completion of this degree, students have interpersonal and communication skills, therapeutic skills, teamwork skills, research skills, and the University’s own graduate attributes of enterprise, digital literacy and a global outlook. The core tutor team are qualified counsellors/psychotherapists, chartered/practitioner psychologists, mental health professionals who continue to work with clients so that they contribute their clinical expertise to the course as well as their theoretical knowledge.
Course Learning Outcomes At the end of the course students will be able to:
1 Demonstrate a critical understanding of the theory and practice of counselling and mental healthcare in contemporary and professional therapeutic relationships.
2 Demonstrate competence in a range of counselling and interpersonal/ communication skills and apply these appropriately in diverse work contexts.
3 Critically reflect upon personal awareness and development in relation to working with culturally diverse others, employing self-reflective problem solving and creative thinking skills.
4 Demonstrate an in-depth understanding of the social and cultural contexts of counselling and mental health therapeutic practice within the UK and contrasting global sectors, including historical, professional, organisational and commercial influences in the contemporary therapeutic setting.
5 Demonstrate competence as autonomous, reflective learners with excellent communication skills, relevant for contemporary working practice.
6 Apply a range of research techniques, including digital scholarship and other technology-rich methods, in order to facilitate research within the field of counselling and mental health.
4
Level Learning Outcomes At the end of the level students will be able to:
Learning Outcome
Level 4
LO1 Demonstrate a foundational understanding of the theories related to the practice of counselling and mental health care and the contexts in which they are offered.
LO2 Demonstrate a basic understanding of the knowledge and skills involved in counselling and mental health through application in practice.
LO3 Demonstrate an awareness of the link between personal development and effective clinical practice.
LO4 Discuss basic psychological explanations regarding personality development, mental illness and treatment.
LO5 Reflect on individual learning needs and identify strategies to address these.
LO6 Demonstrate a foundational knowledge of research methodology and its practical application to therapeutic practice.
Level 5
LO1 Compare and contrast theories and concepts found in counselling and mental health practice.
LO2 Demonstrate understanding of how to apply effective counselling knowledge and interpersonal skills within a range of work contexts.
LO3 Identify and evaluate individual development in relation to personal performance.
LO4 Compare, contrast and justify alternative perspectives within psychological theories related to mental health and treatment.
LO5 Analyse and prioritise individual learning needs, demonstrating reasoned efforts to address identified deficits.
LO6 Compare and evaluate qualitative and quantitative methods of research and consider ethical issues associated with processes in psychological therapies research.
Level 6
LO1 Critically evaluate core psychological theories and concepts associated with counselling and mental health practice in their application.
LO2 Apply competent role-specific knowledge and interpersonal skills in a theoretical practical contexts.
LO3 Critically appraise personal development in the fostering of ongoing, professional reflective practice.
LO4 Critically evaluate arguments, concepts and assumptions and to make judgements using appropriate tools and resources.
LO5 Be autonomous and self-directing in the identification of learning needs across a range of educational and professional contexts.
LO6 Employ appropriate research methodology to critically analyse, evaluate and effectively communicate arguments and ideas in an extensive piece of self-directed research.
5
Course Structure FULL-TIME ROUTE
Level 4 Year 1
At level 4 the focus is on providing students with a foundational understanding and knowledge of both counselling and mental health practice along with the skills to understand what it means to be a self-reflective student and practitioner. Both the counselling and mental health modules focus on theories concerned with the progress of effective practice and are designed to help students develop a grounding in the ideas and thinkers who shaped the disciplines. Attention is paid to the differences and similarities of each approach to working with mental disorders. Students develop their capacities as active, independent learners capable of self-organisation and management, as well as introducing a range of other study skills. This level also provides students with a foundational appreciation of research based evidence and its application to clinical practice. Modules for all three levels are delivered in lectures and seminars or ‘workshop’ format with a number of different approaches, e.g., skills practice, film viewings, group debates and observational exercises, being utilised within these lecturer-led sessions. Modules are assessed through a variety of formative and summative tasks/assignments.
Semester 1 Core Semester 2 Core
Foundational Counselling Skills 20 credits Y Engaging and Communicating 20 credits
Y
Introduction to Mental Health 20 credits Y Psychological Foundations for Practice 20 credits
Y
Professional and Academic Skills 20 credits Y Human Growth and Development across the Lifespan 20 credits
Y
Level 5 Year 2
At level 5 the emphasis is on building upon the knowledge and skills acquired at level 4 with added emphasis on analysis and critique. Students are asked to look beyond their previous experience and start to consider the wider contexts of practice, looking at working in varied settings and with different social and cultural groups. This vocational focus adds professional context to the students’ initial training in the theories and processes of contemporary counselling and mental healthcare, by examining and exploring professional requirements and ethics for different helping roles across the sector. They examine how research methodology impacts upon the evolution of practice and also have their repertoire of helping skills developed further by working in coaching skills.
Semester 1 Core Semester 2 Core
Development of Counselling Skills 20 credits
Y Coaching 20 credits Y
Mental Health and Practice 20 credits Y Therapeutic Practice 20 credits Y
Research Methods 20 credits Y Transcultural Perspectives and Practice 20 credits
Y
Level 6 Year 3
Modules at level 6 build upon and further contextualise the knowledge and skills acquired during the previous two levels with an emphasis on synthesis and evaluation. Modules in cognitive behavioural therapy and application of counselling skills develop interpersonal and counselling skills to a professionally relevant level, ready for employment in range of occupations or for application to postgraduate training in counselling and therapy. Students are enabled to have a greater global outlook and personally develop in relation to their interactions with others in diverse contexts. There are increased expectations of students’ ability to understand and apply and practice theory and concepts, and for students to understand the significance of psychological explanations regarding contemporary issues and debates in the contemporary mental healthcare sector.
6
Increasingly students are challenged to demonstrate their ability to critically evaluate competing arguments and to come to, as well as justify, their own judgements. At this level students are provided with more choice in what they study via their final research project. Students are expected to be more independent learners at this stage, choosing an area of study of their choice from a range of appropriate topics with the help of a dissertation supervisor.
Semester 1 Core Semester 2 Core
Application of Counselling Skills 20 credits Y Contemporary Mental Health Perspectives 20 credits
Y
Reflective Professional Practice 20 credits Y Cognitive Behaviour Therapy in Practice 20 credits
Y
Theory and Practice of Research 40 credits Y
PART-TIME ROUTE (see the full-time route for details of each level)
Level 4 – Years 1 and 2
Year 1
Semester 1 Core Semester 2 Core
Foundational Counselling Skills 20 credits Y Engaging and Communicating 20 credits
Y
Professional and Academic Skills 20 credits Y
Year 2
Semester 1 Core Semester 2 Core
Introduction to Mental Health 20 credits Y Psychological Foundations for Practice 20 credits
Y
Human Growth and Development across the Lifespan 20 credits
Y
Level 5 – Years 3 and 4
Year 3
Semester 1 Core Semester 2 Core
Development of Counselling Skills 20 credits
Y Coaching 20 credits Y
Mental Health and Practice 20 credits Y
Year 4
Semester 1 Core Semester 2 Core
Research Methods 20 credits Y Therapeutic Practice 20 credits Y
Transcultural Perspectives and Practice 20 credits
Y
Level 6 – Years 5 and 6
Year 5
Semester 1 Core Semester 2 Core
Application of Counselling Skills 20 credits Y Cognitive Behaviour Therapy in Practice 20 credits
Y
Contemporary Mental health Perspectives 20 credits
Y
Year 6
Semester 1 Core Semester 2 Core
Reflective Professional Practice 20 credits Y
Theory and Practice of Research 40 credits Y
7
Contained awards available Qualification Title Level
Certificate HE Counselling and Mental Health 4
Diploma HE Counselling and Mental Health 5
BSc (ordinary) Counselling and Mental Health 6
Length of course, FT/PT and mode of study Course Length FT/PT Mode
BSc (Hons) Counselling and Mental Health 3 years FT Campus based
BSc (Hons) Counselling and Mental Health 6 years PT Campus based
Learning and Teaching Learning and Teaching Approaches The course, whilst not providing a professional-qualifying award, prepare students to be 'self-reflective, ethical practitioners' (QAA Benchmark Subject Statement for Counselling and Psychotherapy (2013)). In line with this Benchmark Statement the course offers an integrated curriculum of theory, skills practice and placement experience. Our approach concentrates on: • Creating a friendly and supportive learning environment; • Offering an engaging, transformative and rounded experience for students; • Promoting a critical and reflective approach in a flexible and stimulating environment; • Broadening our students’ perspectives to enable them to develop skills for learning,
information literacy and employability. The learning and teaching approaches focus on delivering a coherent course of study, underpinned by relevant research, which engages students academically and professionally, builds their self-confidence and develops their expertise in their subject. Students are encouraged to become independent thinkers and learners, reflecting on and developing their personal and professional identity through the course. On graduating students would have interpersonal and communication skills, teamwork skills, research skills, and the University’s own graduate attributes of enterprise, digital literacy and a global outlook. In achieving a learning experience that meets individual and future employment requirements whilst also conforming to the QAA Framework for level 6 study, students complete modules which are structured across each year of the course to provide coherency, and year on year provide a deepening of knowledge and increasing criticality preparing students for independent learning and future employment.
8
Course structure by stream
Level
Semester 1 Semester 2
Counselling Stream
Mental Health Stream
Personal, Professional
and Academic Development
Stream
Professional Skills Stream
Psychological Theory Stream
Psychosocial stream
4 Foundational Counselling Skills
Introduction to Mental Health
Professional and Academic Skills
Engaging and Communicating
Psychological Foundations for Practice
Human Growth and Development
5 Development of Counselling Skills
Mental Health and Practice
Research Methods
Coaching Therapeutic Practice
Transcultural Perspectives and Practice
6
Application of Counselling Skills
Contemporary Mental Health perspectives
Reflective Professional Practice
Cognitive Behaviour Therapy in Practice
Theory and Practice of Research (Dissertation module)
The course is structured around six streams, and is intended to equip each student with the theoretical foundation and interpersonal skills to be employable in a range of settings that require an understanding of working in a therapeutic or psychologically-minded way. Three modules in year one are shared with students on other courses providing students with a social perspective for working with people and the opportunity for inter-professional learning and multi-professional working. The different streams describe the essential knowledge and skills of the course: • Counselling stream • Mental Health stream • Personal, Professional and Academic Development stream • Psychological Theory stream • Psychosocial stream • Skills stream The course is designed in such a way as to provide an 'escalator' of knowledge and skills. The first four streams build over the three years starting in year one with an introduction to the core, foundational knowledge and understanding context. Year two develops this knowledge into application with a deeper level of understanding and introducing the notion of criticality in preparation for the final year. In year three the modules develop analytical skills with exploration of critical and alternative perspectives to theory and application of skills, and supporting students to become increasingly independent learners in preparation for employment. The Skills stream provides opportunities for students to gain knowledge, understanding and application of additional 'helping' or 'people' skills which broaden and deepen their experience and skill set, with the aim of developing adaptable and highly skilled practitioners ready and prepared for any employment where they are working with people. The final Psychosocial Stream gives students the opportunity to learn with other students and to explore psychological work through social and transcultural lenses, preparing them for working with people in diverse and multicultural environments, utilising appropriate and culturally sensitive approaches.
9
The learning experiences offered on this course are intended to facilitate the personal and academic development of students through the establishment of a learning community which is mutually supportive, respectful and enabling within clear guidelines. Learning and teaching experiences aim to reflect the essential characteristics of the therapeutic philosophy, and in addition, promote a critical and reflective approach in a flexible and stimulating learning environment. Learning and teaching approaches are aimed to develop students personally and professionally for future employment and to encourage students to develop and articulate cross-cultural awareness and understanding of marginalised groups. The aim is to provide an active learning environment which facilitates students to become increasingly independent in their learning and to reflect on and develop their personal and professional identity so that they have more confidence and choice about how they relate to others. There is an emphasis on the integration of theory and practice, the use of the group experience enabling the development of a sense of identity, and helping students to recognise and learn from the diversity of experience within the group. The course seeks to provide both formal and informal learning in a climate which supports difference in learning styles and needs. Knowledge, skills and critical thinking are developed within the course, with clear evidence of progression between the different levels. Progression is assessed using assessment criteria designed to measure the different learning outcomes expected at each level. Across the course we aim to broaden student perspectives to enable them to develop skills for learning and employability. Learning and Teaching Activities Learning and teaching activities within the course embrace a student-centred philosophy and are designed around the principles of progressive, lifelong learning and transferability of skills. Learning and teaching activities within modules are aimed at developing active, challenging and authentic learning. Students are encouraged to participate in student-led seminars and presentations, as well as group work activities and problem-based learning in order to promote shared learning, generate peer feedback for formative assessment and grow their team working skills. Analytical skills and critical thinking are developed through experiential and reflective learning activities, role play, case studies and critical incident analyses as well as problem based learning activities. Core skills for counselling and mental health work are developed through skills development sessions in the Communication Skills Suite. The team is aware that different teaching methods suits different students’ needs and learning styles, and is committed to a variety of practices in order to promote active learning and the engagement of all students on the course The course uses a range of facilities including classrooms, seminar rooms and dedicated interpersonal skills suite with recording facilities that are required for practical training and supervision.
10
Graduate Attributes Students develop the University’s three graduate attributes – Enterprise, Digital Literacy, and Global Outlook throughout the course. A global outlook, in the sense of encouraging students to become aware and understand people with different beliefs, behaviours, values and aspirations is embedded in all modules, but is explicit in the second year module Transcultural Perspectives and Practice. Modules challenge students to reflect on their own background and assumptions, and in so doing develop an awareness of other, diverse backgrounds and experiences. Students are encouraged to accept the culture and values of others and be capable of rational and courteous argument in support of their own views. Enterprise in the sense of problem-solving skills, investigatory skills, resourcefulness and initiative as well as developing self-confidence is embedded in the course through the use of an assessment typology that tests a wide-range of skills and competencies. The use of written assignments at all levels of the course present students with the need to use ICT in order to find appropriate and relevant academic material, to then analyse this material in terms of the assignment question set and produce a well written and coherent answer/argument. The written assignments assess skills such as analysis, synthesis, initiative and written communication. Digital literacy is defined as ‘the confident and critical use of information and digital technologies to enhance academic, personal and professional development’. Throughout the course, students are supported and encouraged to use electronic databases to search for necessary materials to complete their studies. This is facilitated by the course team as well as through the academic library staff who have specific expertise in databases such as Discover. Students are introduced to a range of specialised digital software to support their leaning in the research and dissertation modules. By virtue of engaging with the Virtual Learning Environment (VLE), students also become familiar with a range of digital tools. Use of the Virtual Learning Environment The VLE, My Beckett, is an important resource for student learning and teaching. Course and module handbooks are uploaded onto My Beckett, along with assessment guidance, and assessments are submitted and marked online via Turnitin. Resources such as digitised chapters from books, lecture/session presentations and links to web resources are uploaded for the students to access at their convenience. The course team also makes use of discussion boards and personal learning journals on My Beckett to foster reflective learning. Course information is provided via My Beckett and communication tools (e.g., announcements to students) are utilised through this route. Use of Blended Learning Blended learning is used throughout the course and modules are designed to make best use of both face-to-face and online learning activities and resources which enhance the student learning experience. No modules are delivered solely online, so each module utilises a blended approach to integrate theory and practice making use of My Beckett tools such as discussion boards, blogs, video, tests, quizzes and journals. Some modules use My Beckett to upload supplementary resources, whist others may take a 'flipped' approach to the classroom, by providing theory before the face-to-face session, which allows for debate and structured reflective application activities in the classroom.
11
Student Support Student Support Network If you have a question or a problem relating to your course, your Course Administrator is there to help you. Course Administrators works closely with academic staff and can make referrals to teaching staff or to specialist professional services as appropriate. They can give you a confirmation of attendance letter, and a transcript. You may also like to contact your Course Rep or the Students’ Union Advice team for additional support with course-related questions. If you have any questions about life at our University in general, call into or contact the Student Hub on either campus to speak to our Student Experience Team. This team, consisting of recent graduates and permanent staff, are available to support you throughout your time here. They will make sure you have access to and are aware of the support, specialist services, and opportunities our University provides. There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one in Campus Central at Headingley. You can also find the team in the Gateway in the Leslie Silver Building at City Campus. The telephone number is 0113 812 3000, and the e-mail address is [email protected]. Within MyBeckett you will see two tabs (Support and Opportunities) where you can find online information and resources for yourselves. The Support tab gives you access to details of services available to give you academic and personal support. These include Library Services, the Students’ Union, Money advice, Disability advice and support, Wellbeing, International Student Services and Accommodation. There is also an A-Z of Support Services, and access to online appointments/registration. The Opportunities tab is the place to explore the options you have for jobs, work placements, volunteering, and a wide range of other opportunities. For example, you can find out here how to get help with your CV, prepare for an interview, get a part-time job or voluntary role, take part in an international project, or join societies closer to home.
Personal tutors Students are allocated a Personal Tutor at the start of the course and are offered the opportunity to meet with their personal tutor a minimum of twice a year to discuss overall progression, professional development and action planning for the future. The Library Library information can be found here: http://libguides.leedsbeckett.ac.uk/home. Further useful resources, advice and support are available via the subject-specific section of the Library website: http://libguides.leedsbeckett.ac.uk/subject_support/health. Libraries and Learning Innovation plays a key role in the student and staff experience at the University, supporting the teaching, learning and research needs of staff and students. There are two Libraries at the University at City Campus and Headingley Campus, both open 24/7,
12
365 days a year. Students can use either Library, although the book stock reflects the courses taught at each campus. The website also provides access to thousands of resources and information about Library services. The Academic Librarian for the course liaises with the course team to ensure physical and electronic information resources for the subject are available in the Library. Other support includes:
The Academic Librarian provides additional support and guidance for all students and is invited to meet with the students at regular intervals to provide support that is appropriate to their learning journey. At the start, this may be about making best use of online resources, whereas during the final phase of the dissertation, this is more individualised and linked to specialist journals and online resources. Academic Librarians provide tailored information and literature searching sessions to students as part of their course and also offer one-to-one appointments for students and staff.
All new students are offered an induction session and follow up information skills.
Teaching is complemented by online guides, web pages and online tutorials to inform students of relevant resources and activities to support their programme of study.
Skills for Learning provides online resources, services and publications to enable students to develop their academic skills. The Skills for Learning website offers a wide range of generic learning and teaching resources on topics which include: academic writing, group skills, research, maths, critical awareness and reflective skills. Skills for Learning also provides drop-in workshops, customised classes, and group and one-to-one tutorial support in academic communication, maths and IT. Information is available at: http://skillsforlearning.leedsbeckett.ac.uk/.
Assessment Strategy A range of assessment strategies have been developed across the course, providing a number of tasks that enable students to develop and demonstrate relevant knowledge, understanding and skills. Formative assessment and feedback is utilised within modules in order that the students get the most out of their learning experience. This form of assessment encourages the student to recognise their strengths and also their areas for ongoing therapeutic and academic development. A range of formative tasks are used to diagnose strengths and areas for development and these help to orientate students towards the pre-requisition of the knowledge and skills required in preparation for summative assessments. Students also engage in formative activities. Summative assessment is used to develop skills and abilities in students, and to determine levels of competence. A range of assessments are utilised to reflect the diversity of the student population, e.g., student presentations, reflective journals, video evidence of counselling skills, and assignments relating to placement engagement where students undertake work-related learning. Graduate attributes are integrated into the learning outcomes of each module which becoming more advanced at each level. The course develops critical self-awareness and reflection, interpersonal and counselling skills, knowledge of mental health and therapeutic practice and theory. These form clear strands running through the course from level 4 to level
13
6. The learning outcomes and assessment become more demanding and encourage greater development as the course progresses with the aim of giving students the skills and knowledge required to function in different interpersonal situations in the workplace.
14
Feedback on Assessed Coursework Students are informed about the different types of feedback; what they can expect from feedback; how to receive and give feedback; and what to do with their feedback. Through tutorial support students are encouraged to view feedback as ongoing in order to enhance their professional as well as academic progress. The course team mark against, and provide feedback directly against both the learning outcomes of the module, and the academic criteria for assessment. The form of feedback is varied: this may be via written comments, written comments plus a grade, verbal, and feedback as part of an online discussion. The module handbook gives specific details relating to when and what type of feedback students can expect for a given module. The marking, assessment and moderation of module assignments is consistent with the University’s Education Strategy. This includes clear time frames for the return of marks and feedback, which follows the University guidance of a four week turnaround for summative assessments, as well as transparent systems for the moderation of module marks. Module handbooks and information provided on My Beckett explain how assignments are submitted on Turnitin and when marks and feedback are available. Clear marking criteria is included in all module handbooks. Students are encouraged to consult their module tutor if they are unsure about anything relating to the assessment, or the mark they have been awarded. Students are given general group feedback and specific verbal or written individual feedback depending on the assessment. Students throughout this course are developing skills and knowledge through the strands running across all three levels. Students build on their learning from the previous year or previous module in that subject strand and are encouraged to use the feedback given to progress. This involves reflecting on strengths and weaknesses and action planning for future development. In the final year students look at the learning from the whole course and what they need to do to for career development and progression using previous feedback, peer feedback and tutor feedback.
15
Module Assessment Methods
Module Titles Core modules W
ritt
en
Ass
ign
me
nt,
incl
ud
ing
ess
ay
Jou
rnal
Re
po
rt
Po
rtfo
lio
Ora
l Ass
essm
en
t/
pre
sen
tati
on
Pra
ctic
al S
kills
Ass
essm
en
t
Set
Exer
cise
s
Dis
sert
atio
n
Level 4
1. Engaging and Communicating x
2. Foundational Counselling Skills x
3. Human Growth and Development across the Lifespan
x x
4. Introduction to Mental Health x
5. Professional and Academic Skills x x
6. Psychological Foundations for Practice x
Level 5
7. Coaching x
8. Development of Counselling Skills x x
9. Mental Health and Practice x
10. Research Methods x
11. Therapeutic Practice x
12. Transcultural Perspectives and Practice x
Level 6
13. Application of Counselling Skills x x
14. Cognitive Behaviour Therapy in Practice x
15. Contemporary Mental Health Perspectives
x
16. Reflective Professional Practice x
17. Theory and Practice of Research (40) x
16
Employability and Professional Context Graduates gain a comprehensive set of employability skills that make them highly marketable in a range of occupations and professions. The course does not have professional body accreditation. The degree provides excellent preparation for further study needed to obtain a professional qualification. Counselling Stream Students are introduced to counselling skills and contemporary approaches to counselling in year one, with further development of knowledge, understanding of the counselling process, professionalism and professional bodies in year two followed by a deepening of knowledge and greater understanding of the use of self, the therapeutic relationship in year three to prepare them to work in an ethical and individualised way with clients. These modules prepare students to embark on a course of training to become a professionally qualified/ accredited counsellor if they wish to following graduation. Alternatively, these modules provide a solid grounding in counselling practice which is invaluable to students both in their personal lives, and in the workplace. Mental Health Stream Students are introduced to current thinking in mental health and develop an understanding of diagnoses and professional roles in mental health practice. In year two students develop their ethical and psychosocial understanding of mental health and mental health first aid along with key concepts of co-production, recovery and person-centred approaches to mental health practice in order to develop intra and interpersonal skills for working with people experiencing mental health problems. In year three the students develop a global and analytical understanding of contemporary mental health practice exploring critical perspectives and the portrayal of mental health in art, literature, film and music. The modules provide a thorough grounding for person-centred, recovery focused professional practice in contemporary mental health settings. Such equivalent training is only found elsewhere in mental health nursing, specialist occupational therapy or social work training. As the contemporary mental health workforce is evolving to meet the growing needs of service users, graduating students are extremely well placed for employment in this sector. Personal, Professional and Academic Development Stream This module stream prepares students, personally, academically and professionally for study and future employment. In the first year students share learning with other undergraduate courses in the School and are supported through the move into higher education preparing them for increasingly independent study. Additionally, they are supported in their personal development as it relates to intra and interpersonal self-awareness and understanding for their transition to novice counsellor/mental health practitioner. Year two further develops students' professionalism through supporting their understanding of and ability to critique research and evidence based practice in counselling and mental health. Moral and ethical issues involved in research in these areas are discussed and the module thoroughly prepares students for research in practice (the dissertation).
17
The final year modules provides students with valuable work-related learning in which students apply learning and skills from all modules and take a critical, reflective approach to understanding ethical and professional practice in their chosen future area of employment. Psychological Theory Stream This stream provides the essential psychological theoretical underpinning to professional practice in counselling and mental health. Year one provides the foundational knowledge and introduces students to the core theories and frameworks in context enabling students to understand how theory informs practice. The second year module further develops students' psychological understanding in application and their appreciation of the therapeutic relationship in different modalities of therapeutic practice. This stream holds the final year dissertation which supports students in independent study whilst developing critical academic and practical skills in understanding and ethically applying research skills to the areas of counselling and mental health research through production of a piece of research. This prepares students to be critical thinkers with the ability to understand and apply evidence based approaches in practice in their future employment. Skills Stream The first year Skills stream module is a shared module which introduces the students to core interpersonal and communication skills. It explores communication and communication theories in application and allows the students to develop skills interpersonally and in the therapeutic use of self. The second year Skills stream module is an introduction to coaching. Coaching is gaining momentum as a 'helping' approach in both personal and professional arenas. It is offered by independently trained coaches, as well as by dually trained counsellors and mental health professionals. This module prepares students for practice in a contemporary approach to working with people as clients/patients, supervisors, mentors, leaders or managers. The final year Skills module is an introduction to Cognitive Behavioural Therapy (CBT). This is a popular, evidence based approach offered by counsellors as well as in mental health services. Primary care mental health services offer an IAPT (Increasing Access to Psychological Therapies) service with low and high intensity CBT from trained CBT therapists, however support for this comes from Psychological Welfare Practitioners (PWPs) who also use a CBT approach. Students completing this module are able to apply CBT approaches to practice and are prepared to work as Associate PWPs. Psychosocial Stream This stream allows students to learn alongside others on social support work undergraduate courses such as Youth Work, Working with Children, Young People and Families, and Social Care, Justice and Recovery. Students take one specific module on this stream (Human Growth and Development) at level 4 which allows students to develop skills in inter-professional work, critical for employment. At level 5 students take a module aimed at introducing students to the theories, methods and techniques employed when working in the future with clients who are culturally different. This includes an exploration of religion and spirituality as core elements of some clients’ beliefs, world views and practices through life supporting their development as a culturally aware and proficient employee.
18
Work Related Activities Work Related Activity Level The course provides the opportunity and support for work-related learning so that students can both consolidate the skills and knowledge gained and also put these into practice. Many of our students undertake volunteer work, and for this course we envisage students engaging in work-related learning within their own work places or in voluntary organisations such as BARCA, St. George’s Crypt, Samaritans, Place2Be, Beat Bullying and as teaching assistants in schools. Staff involved with the module Reflective Professional Practice work closely with a number of external voluntary organisations as well as the Students’ Union and the Study Abroad and International Volunteering office within the University. The course has been designed to support the development of employability skills, and the Careers Service also works closely with the course team to help students with job applications, their CVs and interviews as well as identifying potential employment opportunities. The Careers Service do sessions with our students throughout the course, but particularly in the final year, so that students are aware of the support they can access in terms of CV preparation, interview practice and also job vacancies (both permanent and temporary). The Psychological Therapies and Mental Health team has a successful history of graduate employment, with former students gaining work as youth workers, therapists within the voluntary sector, in the teaching professions, in social science research and as public service associate professionals in local government. Recent graduate employers include the Leeds General Infirmary, the Prison Service, and the NHS Improving Access to Psychological Therapies. We also provide an undergraduate level preparation for people who may wish to go into formal, professional postgraduate training in related areas such as teaching, occupational therapy, nursing, or social work (former students have gone on to do all of these). The course also provides students with sufficient hours of foundation level counselling training for entry onto our Postgraduate Diploma in Counselling and Psychotherapy, which is a counselling practitioner’s qualification and is accredited by the British Association for Counselling & Psychotherapy). Additionally students on this course are signposted to a variety of volunteering opportunities available through CALM volunteering (Community Action Leeds Beckett University) based in the Students’ Union and the ESAV which enable them to gain further work-related learning and employability skills. Work Related Activity Length in Weeks Students engage with 150 hours of work-related learning. This is a requirement of the Reflective Professional Practice module and is evidenced via a reflective assignment. Type of work related activity: Many of our students undertake volunteer work throughout the course, supported by the Practice Learning & Employability Unit. The placement and work-related activities that our students can access range from placements within the voluntary sector in supporting
19
therapeutic roles to other roles such as teaching assistants in schools or on various projects supporting disadvantaged people.
Reference Points used in course design and delivery All courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and where relevant subject benchmarks (where these are available). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. The University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA web site at http://www.qaa.ac.uk/reviews-and-reports External Examiners are appointed to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the Framework for Higher Education Qualifications (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement. Course-specific mapping to reference points The course design, including the course and module learning outcomes, has been guided by the QAA’s Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (2014), specifically the Descriptor for a HE qualification at level 6.
The course has been mapped to the QAA Subject Benchmark Statement for Counselling and Psychotherapy (2013). There are no QAA subject benchmarks for mental health practice but the course has been mapped to the QAA Statement of Common Purpose for Health and Social Care professions which provide benchmark statements in relation to practitioner values, practice, knowledge and understanding, and also the Subject Benchmark Statement for Health Studies (2016). The course streams have also been mapped against the mental health standards and frameworks of the KSF Core Dimensions, the National Occupational Standards for Mental Health and the Capable Practitioner Framework standards which have not been replaced or updated. These frameworks provide a strong practitioner identity and consequently course identity by providing the underpinning philosophy and values of all mental health modules. The course does not have any requirements relating to a professional body. The course has been developed to provide both an academic and vocational learning experience, and adheres to the QAA Quality Code: Chapter B10, Managing Higher Education Provision with Others (2012) for the work-related learning of 150 hours in the final level.
20
Staff Teaching on the Course Details of permanent teaching staff who are involved in teaching, research and administration associated with the course can be found on our website. See: http://www.leedsbeckett.ac.uk/school-of-health-and-community-studies/
Regulatory Exemption details None. The course adheres to the University Academic Principles and Regulations.
Course Specification References British Association of Counselling and Psychotherapy, (2009). BACP response to HPC Consultation. http://www.bacp.co.uk/news/index.php?newsId=1603 Das-Munshi et al. (2008) cited in McManus S, Bebbington P, Jenkins R, Brugha T. (eds.) (2016) Mental health and wellbeing in England: Adult Psychiatric Morbidity Survey 2014. Leeds: NHS Digital [Accessed 28 September 2017] Available at: http://content.digital.nhs.uk/catalogue/PUB21748/apms-2014-full-rpt.pdf McManus S, Bebbington P, Jenkins R, Brugha T. (eds.) (2016) Mental health and wellbeing in England: Adult Psychiatric Morbidity Survey 2014. Leeds: NHS Digital. [Accessed 28 September 2017] Available at: http://content.digital.nhs.uk/catalogue/PUB21748/apms-2014-exec-summary Patel V, Lund C, Hatherill S, Plagerson S, Corrigall J, Funk M, & Flisher AJ. (2010). Mental disorders: equity and social determinants. Equity, social determinants and public health programmes, 115.
Scheduled Non-Modular Contact Hours
Students are expected to attend the induction day at the start of the course – five hours.
