Introductory description

This module provides students with a consolidated range of Theories, Approaches and an understanding of how to apply them appropriately within the practice setting of Level 5. A fundamental range of theories will be matched and refined in relation to practical issues current in Counselling practice. The range of theories will both underpin (relationally) and guide (integratively) all practice and the developing nature of the therapeutic relationship. A model of intervention, closely linked to case formulation, will foster a direct link between theory and application.
John Heron’s 6 category Intervention Analysis is central to this module and will underpin students’ interventions with clients, alongside key issues from practice. A continuum of interventions will enable the student to accurately engage with clients and fully understand the range of options available to them in relation to their interventions. The other theoretical approaches and models (Egan, CBT, Humanistic, Psychodynamic, Jungian) will allow students to begin at L5 to create and refine their own integrative style of practice. This module develops employability skills in students through building a current awareness of key professional and ethical issues for students working within multidisciplinary teams and within various organisational settings. This particularly includes developing understanding, self awareness and critical analysis of key considerations in working with cultural and individual difference,

This module is delivered through a mixture of learning and teaching methods, including didactic presentations, small group work and discussion, and case studies/scenarios. Topical, relative issues recounted in the media are utilised to enable students to put the theoretical concepts in context. Formative and summative assessments aim to facilitate students’ ability to begin to develop a critical understanding of key concepts and issues; enabling them to develop further autonomous learning, problem solving, research skills and to work effectively with others. Formative feedback will be provided for essay plans and case study material. Summative assessments include a written assignment and a case study in which students consider ethical issues, good practice and processes.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

Formal input in relation to key theories: Experiential, Gestalt, Psycho dynamic and CBT approaches and their relevance to practice in
Formal input in relation to Heron’s 6 category intervention analysis.
Formal input in relation to Rogers' therapeutic model
Use of Egan’s skilled helper model to help critique both the above core models
Consideration of other integrative models e.g. Gelso and Carter, Clarkson.
Experiential learning re Counselling Themes via the ELG.
Ethical Framework and understanding ethical intervention
Case study work in relation to theory.
Diversity and Cultural awareness.

Learning outcomes

By the end of the module, students should be able to:

• Communicate clearly knowledge and understanding of key counselling theories and processes.
• Critically analyse and demonstrate Rogers’ core conditions for establishing therapeutic relationship.
• Critically analyse Heron's six category intervention analysis, and an appropriate use in applied settings.
• Utilise Egan’s skilled helper model to critique and assimilate Heron's and Rogers' models
• Utilise, and describe an accurate understanding and application of, relevant theory including CBT, Psychodynamic and Gestalt/ Experiential approaches and their development relating it to specific presenting issues in practice and therapeutic themes.
• Identify, critique and apply key considerations in working with cultural and indivdual difference
• Identify and apply other models of Integration to their developing integrative approach

Indicative reading list

Reading lists can be found in Talis

Research element

Exploration and application of relevant research,

Subject specific skills

• Consolidated theoretical understanding of core models
• Ability to identify key features of main counselling modalities and their relevance
• Capacity to describe relevantly the incorporation of approaches into consolidated integrative therapeutic model
• Monitoring and evaluation of theory and research to practice

Transferable skills

• Capacity to consolidate and apply knowledge and skills.
• Consolidation of theoretical models, adding in fresh knowledge
• Ability to make decisions in complex situations, and sometimes with incomplete information
• Capacity to understand and critically evaluate research
• Ability to communicate effectively both orally and in writing - to include skills such as the ability to articulate
  and compare more involved theoretical concepts and arguments,
• The use of developed IT skills, and a consolidated capacity to access library information
• The ability to use virtual learning environments confidently
• The developed ability to identify appropriate sources of information and to extract relevant information to suit
  specific contexts