Introductory description

NEEDED

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.

Theory of person-centred counselling, including Carl Rogers’ theory of personality, necessary and sufficient conditions.
Comparative introduction to other major approaches to counselling.
Introduction to the philosophical, historical, social, political and archetypal context of person-centred counselling.
Ethics and ethical practice in counselling, the BACP Ethical Framework.
Person-centred theories of teaching and learning.
Ideas about mental health and wellbeing.
The function of research in counselling and psychotherapy.

Learning outcomes

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

• Define the key concepts in Rogerian Person-centred counselling and understand the main differences between person-centred counselling, CBT, and psychodynamic approaches.
• Understand and evaluate the Rogerian theory of personality and be able to apply their knowledge to reflect on their own and others’ life experiences.
• Begin to critically evaluate the Rogerian concept of the “actualising tendency” and understand person-centred attitudes to human growth, change and development and their shadow side of fixity and un-relatedness.
• Demonstrate clear understanding of Rogers’ “necessary and sufficient conditions” and how they work to facilitate client growth and change.
• Explain the significance of the therapeutic relationship in person-centred counselling and begin to reflect on their own counselling relationships.
• Demonstrate familiarity with the BACP Ethical Framework and show an understanding of the implications of a variety of ethical questions in counselling.
• Describe and begin to evaluate some of the main philosophical, political, social and archetypal influences on Rogers’ theory; in particular the phenomenological, existential and broadly humanistic philosophical ideas of Heidegger, Sartre and Rousseau
• Begin to evaluate the relevance of the Person-centred approach to contemporary society and to various cultural contexts and groups.
• Begin to explore themes of oppression, discrimination and power and to critically evaluate the theory and practice of person-centred counselling in relation to these concepts.
• Be aware of some of the main conceptual theories around mental health and begin to evaluate these in the context of person-centred ideas.
• Effectively research a topic drawing on a range of academic sources and research findings.
• Be aware of some person-centred theories of teaching and learning and be able to critically reflect on own experiences of teaching and learning on the course in relation to person-centred theory.

Indicative reading list

Dryden W Counselling in a Nutshell 2006 Sage
Lago C. and Charuru D. The Person-Centred Counselling and Psychotherapy Handbook: Origins, Developments and Current Applications: Origins. The Person-Centred Counselling and Psychotherapy Handbook:
Part 1. 2016 Maidenhead:
OU press
Howard A Philosophy for Counselling and Psychotherapy: Pythagoras to Postmodernism 2000 London: Palgrave
Joseph S. Theories of Counselling and Psychotherapy: An Introduction to the Different Approaches 2010 London: Palgrave McMillan
Lister-Ford C. A Short Introduction to Psychotherapy 2007 London: Sage
Mearns D. and Thorne B. (2013). Person-Centred Counselling in Action (4th ed.) (Counselling in Action series). 2013 London: Sage.
Reeves A. (2013). An Introduction to Counselling and Psychotherapy. 2013 London: Sage.
Rogers C. R. Client Centred Therapy 1951 London: Constable
Rogers C.R.
(Eds. Kirschenbaum H. and Land Henderson V.) The Carl Rogers Reader. 1990 London: Constable

Subject specific skills

Define the key concepts in Rogerian Person-centred counselling and understand the main differences between person-centred counselling, CBT, and psychodynamic approaches.
Understand and evaluate the Rogerian theory of personality and be able to apply their knowledge to reflect on their own and others’ life experiences.
Begin to critically evaluate the Rogerian concept of the “actualising tendency” and understand person-centred attitudes to human growth, change and development and their shadow side of fixity and un-relatedness.
Demonstrate clear understanding of Rogers’ “necessary and sufficient conditions” and how they work to facilitate client growth and change.
Explain the significance of the therapeutic relationship in person-centred counselling and begin to reflect on their own counselling relationships.
Demonstrate familiarity with the BACP Ethical Framework and show an understanding of the implications of a variety of ethical questions in counselling.
Describe and begin to evaluate some of the main philosophical, political, social and archetypal influences on Rogers’ theory; in particular the phenomenological, existential and broadly humanistic philosophical ideas of Heidegger, Sartre and Rousseau.
Begin to evaluate the relevance of the Person-centred approach to contemporary society and to various cultural contexts and groups.
Begin to explore themes of oppression, discrimination and power and to critically evaluate the theory and practice of person-centred counselling in relation to these concepts.
Be aware of some of the main conceptual theories around mental health and begin to evaluate these in the context of person-centred ideas.
Be aware of the function and importance of research in counselling and psychotherapy.
Be aware of some person-centred theories of teaching and learning and be able to critically reflect on own experiences of teaching and learning on the course in relation to person-centred theory.

Transferable skills

NEEDED