Education and Counselling Studies BA (Hons)

Single and Joint Honours, Full-time

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Key Details

  • 3 Years
  • 88/96 Typical UCAS Tariff
  • XB39 Course Code
  • Full Time
lecture

Overview

Why study this course?

Education and Counselling Studies is a popular course combination leading to a range of career opportunities. The course is ideal for those considering careers in primary teaching, learning support or family support, management roles in the education or third sector and roles requiring the skills of understanding, care and support. Whilst this course does not provide a professional counselling training, it provides an excellent basis for postgraduate training as a counsellor or psychotherapist with children and young people.

What does the course cover?

Education is studied from the perspective of the individual learner, within systems of formal education and informal contexts. The course is designed to give you a ‘rounded’ understanding of education through an interdisciplinary study of the philosophy, psychology and sociology of education. You will have the opportunity to consider education and equality, special educational needs, creativity in education and the impact of new technologies on education. You will gain an in-depth understanding of counselling theory and its application in working in educational settings, along with the acquisition of a range of listening skills.

The compulsory work placement not only provides you with valuable graduate level experience of work within an area you may be considering for a career, but is a key asset when applying for jobs. In addition to a work placement you will have the chance to do an extended dissertation in either subject or on an interdisciplinary basis, linking the two subjects together.

How will I be assessed?

The course uses a variety of assessments to help develop a range of different skills from traditional essay and report writing to presentations, analysis tasks, reflective logs, research projects, recordings of counselling skills work, and web design. Assessments are designed to introduce and develop important personal skills and understanding of Education and Counselling for the workplace.

What careers can I consider?

Education and Counselling Studies provides an excellent platform for a number of careers, including teaching in primary schools, learning support and family support services, children’s centres, employment in management, and roles requiring the skills of understanding, care and support. Whilst this course does not provide a professional counselling training, it provides an excellent basis for postgraduate training as a counsellor or psychotherapist with children and young people.

Entry Requirements

September 2018 Entry Requirements

You must achieve either at least 96 UCAS points including a minimum of CC at A level or equivalent (e.g.MM at BTEC Diploma), or a total of 88 points from a maximum of 3 A levels.

Access Students can achieve the requirements with the following combination of Distinction, Merit and/or Pass grades at level 3 achieved from a completed Access course. 96 UCAS Points: D21-M3-P21; D18-M9-P18; D15-M15-P15; D12-M21-P12; D9 M27-P9; D6-M33-P6; D3-M39-P3; D0-M45-P0.

5 GCSEs at grade C or above including English Language and Mathematics or a recognised equivalent, are also required.

If your Work Placement module in Year 2 involves working with children or vulnerable adults, you may be required to obtain a Disclosure and Barring Service (DBS) clearance.

Contact details

Admissions Tel: 0121 476 1181 (Ext. 2437) Email: admissions@newman.ac.uk

ContactRoger Willoughby (Senior Lecturer in Education Studies (Applied Psychology)) Tel: 0121 476 1181 (Ext. 2471) Email:R.Willoughby@newman.ac.uk

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Course Fees

Fees per academic year *

2018/19: Full-time Home/EU students: £9,250

* Please note for 2019/20 the University reserves the right to increase fees broadly in line with increases in inflation, or to reflect changes in government funding policies or changes agreed by Parliament.

Finance and Scholarship information

Additional costs:

A Disclosure and Barring Service (DBS) is not required for entry into this programme, although it is in many cases required by employers before students can begin their Year 2 (level 5) work placement. The cost of the DBS is currently £55 (including processing fee) with the option of subscribing to the update service which is currently £13 per year. For more information on your DBS application please click here.

Modules

As a full-time undergraduate student, you will study a total of 120 credits each year. Credits are made up of mandatory modules and you may have a list of optional modules to choose from. Please note, not all optional modules run every year.  All modules are listed below and you may not be required to complete all of these modules. Most modules are 20 credits and the dissertation is 40 credits.

  1. COUNSELLING STUDIES AND ACADEMIC PRACTICE
    (Compulsory) cou401
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    MODULE SUMMARY :

    This module will introduce students to a counselling approach, and the range of settings in which this can take place. Students will develop and reflect on basic helping skills, and consider a range of key theories taking into account issues of difference. Basic academic skills will be developed appropriate to study at level 4.

    CONTACT HOURS :

    Scheduled : 46.00 Independent : 154.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce students to counselling and a counselling approach
    • Introduce students to research and  the role of evidence-based practice in counselling
    • Identify therapeutic approaches that can be used by counsellors and others in helping professions
    • Identify, practice and reflect on basic counselling skills
    • Understand and apply sound basic academic practice.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Identify and analyse the ethical, professional aspects of applying a counselling approach and the range of settings in which this can take place
    • Describe in detail the main theoretical approaches used in counselling in the UK
    • Employ evidence-based reasoning to examine the efficacy of counselling including common factors
    • Identify issues that might arise when working with a minority group e.g. gender, disability, ethnicity, religion, sexual orientation, class etc.
    • Demonstrate and critique a range of skills appropriate to professionals using a counselling approach.
    • demonstrate a degree of self-awareness and reflect on the factors involved in       interpersonal communication
    • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, demonstrating effective choice and organisation of material, including electronic sources.

    .

    METHOD OF ASSESSMENT :

    Component 1 - 50% e-Portfolio (1500 words)

    Component 2 - 50% Portfolio of Evidence (1500 words)

  2. HUMANISTIC COUNSELLING THEORY AND SKILLS
    (Compulsory) cou404
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    MODULE SUMMARY :

    This module will introduce students to the three main theories of counselling used in the UK, but with a particular focus on the Humanistic Approach. Alongside which, students will develop their ethical and professional awareness.  There will be opportunities to begin to develop the process of self-reflection.  Students will have the opportunity to practice using Humanistic Skills in a counselling skills scenario, and will be required to record a short session demonstrating the use of these skills. 

    CONTACT HOURS :

    Scheduled : 37.00 Independent : 163.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Enable students to develop knowledge and understanding of the main theoretical approaches to counselling used in the UK, with a particular focus on the Humanistic approach
    • Enable students to be able to begin to demonstrate and critique their use of Humanistic skills in a counselling scenario
    • Enable students to develop an appreciation of the nature of counselling
    • Develop student’s awareness of ethical issues in counselling
    • Facilitate students in the process of developing self awareness
    • Enable students to reflect through experience on the nature of interpersonal communication and perception

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Articulate in detail the Humanistic approach and situate it in relation to the main theoretical approaches used in counselling in the UK
    • Demonstrate awareness of client issues and critique the application of the Humanistic approach to particular presenting concerns
    • Compare and contrast the Humanistic approach with other theoretical approaches
    • Demonstrate awareness of the importance of culture and difference in counselling, and in particular how this relates to the Humanistic approach
    • Demonstrate the ability to incorporate Humanistic ideas into counselling skills practice
    • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, to demonstrate effective choice and organisation of material
    • Use information technology to access, retrieve and store information, and present information as appropriate

     

    METHOD OF ASSESSMENT :

    Component 1 - 50% Transcript and Commentary (2000 words)

    Component 2 - 50% Essay (1000 words)

  3. AN INTRODUCTION TO ETHICS IN COUNSELLING
    (Compulsory) cou405
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    MODULE SUMMARY :

    This module explores the central role ethics plays in any counselling approach and the importance of integrity, trustworthiness and client autonomy. Students will engage in ethical problem solving and the importance of accountability.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Develop an understanding of ethics and ethical practice in counselling and counselling skills
    • Develop skills in ethical discourse.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Gain an understanding of ethics and ethical principles
    • Engage in ethical discourse in relation to counselling and using counselling skills
    • Recall a professional code of ethical practice for counsellors (e.g. BACP Ethical Framework for Good Practice in Counselling and Psychotherapy (2013).

    METHOD OF ASSESSMENT :

    Component 1 - 50% Case Study (1000 word equivalent)

    Component 2 - 50% Essay (2000 words)

  4. INTRODUCTION TO EDUCATION STUDIES: EDUCATION AND SOCIETY
    (Compulsory) esu401
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    MODULE SUMMARY :

    This module introduces key concepts in the study of Education at Level 4.  These concepts are introduced as distinct dimensions to support the development of students’ holistic understanding of Education at Level 4 and in particular the study of Education and Society in semester 1. 

    The module then aims to enhance students’ understanding of a range of factors that impact upon the ‘life journeys’ and ‘life chances’ of individuals and diverse groups and their experiences of education within different societies. Students will explore the constructs of childhood, adolescence and adulthood and investigate factors including the family, identity, class, engagement and disaffection that shape experiences of education. 

    The module will enable students to critically evaluate the extent to which these factors impact on different individuals and groups. They will be invited to reflect on the relationships between various examples of research and the factors that have influenced their own ‘life journey’ and biographies as learners. This particular focus complements the overall aim of L4-1: to explain ideas, themes and contemporary issues that inform critical study as the basis of progressive study across all levels of the award.

    CONTACT HOURS :

    Scheduled : 48.00 Independent : 152.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce students to key concepts that underpin the study of Education at undergraduate level
    • Develop students as active learners by enhancing their reflection on the impact of societal factors on the life chances and educational experiences of children, young people and adults.
    • Enable students to understand how these factors influence life chances and educational experiences within various settings and diverse countries.
    • Enable students to draw upon a wide range of intellectual sources and theoretical perspectives to illuminate education and the contexts within which it takes place.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had a range of opportunities to begin processes of: 

    • Applying key concepts in the discussion of educational issues
    • Understanding a range of societal factors that impact upon the education and life courses of children, young people and adults.
    • Evaluating the effects of differing social and economic factors on the education of children, young people and adults.
    • Critically engaging with fundamental questions concerning the aims and values of education and its relationship to society.
    • Analysing how concepts and theories from social policy relate to interpretations of education systems.
    • Evaluating a range of literature and other sources that engage with education policy and practice.
    • Investigating the assumptions that underpin policy and practice with relation to the aims and values of education policy where it affects the life courses of children and young people.
    • Developing their own research, critical analysis and writing skills.

    METHOD OF ASSESSMENT :

    Component 1 - 30% Essay (1500 words)

    Component 2 - 70% Group Presentation (15 minutes)

  5. DOING THEORY ON EDUCATION: DEVELOPING A CRITICAL APPROACH
    (Compulsory) esu402
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    MODULE SUMMARY :

    This module is designed to help students develop a critical approach to the theorisation of Education as a field of undergraduate study. It is intended that the phasing of this module will follow the completion of semester 1 course work and assignment feedback; thus offering formative advice and strategies for improving their reading, writing and  theorisation of Educational issues.  The module aims to help students make the familiar unfamiliar through further reflection on: their own educational experiences, their reading of key educational texts, and their approach to articulating ideas about education in written and oral form.  The module then aims to support students through the anxiety-provoking experience of ‘troublesome knowledge’ while encouraging them to explore and question contested educational ideas. 

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    The aims of this module are to enable students to:

    • Develop a critical perspective on educational ideas
    • Articulate evolving educational arguments in written and oral form
    • Evaluate and reflect upon assignment feedback and their own approach to writing and presentation
    • Question and corroborate previously held convictions through exposure to educational ideas and research.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have opportunities to:

    • Discuss educational ideas and approaches with reference to educational literature and published research 
    • Demonstrate an evolving approach to educational critique, argument and stance.
    • Share preferred approaches to undergraduate study
    • Evaluate educational ideas and practices in the context of personal experience, value positions, and ‘troublesome knowledge’
    • Develop a theoretical approach to the study of education.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Portfolio

  6. INTRODUCTION TO LEARNING AND TEACHING
    (Compulsory) esu404
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    MODULE SUMMARY :

    This module complements and develops some of the concepts which students will have been introduced to and engaged with in ESU401 (L4-1) Introduction to Education Studies: Education and Society.

    The module aims to enhance students’ understanding of a range of factors that impact upon learning and teaching to further student evaluation of contextual factors surrounding diversity in the learning and teaching experience.  The module will enable students to explore educational practice at various levels and encourage students to reflect on their own learning in order to explore the ways in which values and beliefs impact on decisions about how learning is organised, what we learn and why.

    Students will be invited to interrogate a variety of differing learning experiences and engage in evaluation of these with reference to issues of equity, diversity and social justice.  Students will be encouraged to reflect on their own learning experiences with reference to critical evaluation of theoretical perspectives, reading and research and to further understanding of concepts such as education, schooling, identities, learner/teacher roles, educational values and beliefs. 

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Enable students to understand theoretical contributions to understanding the nature and processes of learning and their relevance educational practice
    • Develop students as active learners by enhancing their reflection on the impact of contextual features of the learning and teaching experience.
    • Enable students to understand how differing values and perspectives influence learning and educational experiences within various settings.
    • Enable students to draw upon a wide range of sources and theoretical perspectives to explore differing contexts for learning and teaching

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had a range of opportunities to begin processes of:

    • Understanding the range of values and beliefs that impact upon the organisation of learning and teaching in differing contexts
    • Evaluating the effects of differing learning and teaching contexts on individual learning.
    • Analysing how concepts and theories on learning and teaching relate to interpretations in educational practice.
    • Evaluating a range of literature and other sources to interrogate educational ideas on learning and teaching and how these influence policy and practice.
    • Developing their own research, critical analysis and writing skills.

    METHOD OF ASSESSMENT :

    Component 1 - 100% 2500 WORD WRITTEN REPORT

  7. INTRODUCTION TO WORK RELATED LEARNING
    (Compulsory) plu404
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    MODULE SUMMARY :

    This module aims to equip students with the knowledge and self-management skills to make informed choices in preparing for work placement and the transition to employment or further study on graduation.  

    Learners will be provided with the opportunities to develop awareness of the workplace, identify different career and study options, recognise and articulate their own experience, accomplishments and talents and plan and implement career management strategies for the short and long term.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 88.00 Placement : Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Support students in developing informed choices about the career pathways available to them, in relation to their subject choices.
    • Prepare students for work-based learning and the application / exploration of subject knowledge in the workplace.

    • Encourage students to make connections between their learning, placement choice, future job aspirations and contribution to society.

    • Enable students to build confidence in securing work placements and future employment.

    • Support students in reflecting upon their preparation for their work placement and future employment.  

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had the opportunity to:

    1. Examine how their experiences, accomplishments, and abilities relate to employer expectations.

    2. Demonstrate engagement with, and an understanding of, graduate employment pathways and employability issues relating to their own career aspirations.

    3. Research organisations for the purposes of securing a work placement.

    4. Reflect upon their learning and development.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Reflective Essay and Appendix, 2000 words

  1. RESEARCH IN COUNSELLING
    (Optional) cou501
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    MODULE SUMMARY :

    This module aims to enable students who already have a foundation in counselling theory and skills to fully appreciate the role and application of research in this area.  In the course of the module students will be introduced to a variety of methods and approaches, which will be examined with a highly practical focus.  Emphasis will be placed on the kinds of issues and research questions which are commonly addressed in counselling, and which might be addressed using different research approaches. Students will demonstrate their acquisition of the knowledge by carrying out a small research project and writing a research proposal suitable for a final year dissertation.

    CONTACT HOURS :

    Scheduled : 50.00 Independent : 150.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Explore the notion of research, and the different types of research that are commonly used in counselling, including quantitative and qualitative approaches 
    • Evaluate the advantages and disadvantages of research and evaluation tools including interviews, observation, questionnaires, and case studies.
    • Enable students to design effective research tools that are fit for purpose and meet ethical requirements, and implement these.
    • Enable students to be able to carry out some data collection and analysis, with guidance, and to gain an understanding of how research reports are constructed.
    • Assist students in developing skills and understanding necessary for them to embark on a dissertation in the counselling subject area at level 6.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:       

    • Offer definitions for and discuss a range of research terminology and understand the processes involved in carrying out a research project
    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research
    • Be able to identify an appropriate research methodology and explain when and how to use the different research tools, identifying appropriateness to the methodology
    • Discuss the issues involved in planning and undertaking a research project.
    • Evaluate the possible success and failures of their chosen methodology.
    • Be able to undertake a small-scale research project utilising both qualitative and quantitative methods.
    • Be able to develop a proposal for a research project suitable for a final-year dissertation project.

    METHOD OF ASSESSMENT :

    Component 1 - 50% Report of Counselling Related Research Project (2000 words)

    Component 2 - 50% Research Proposal (1500 words)

  2. PHILOSOPHICAL AND CONCEPTUAL ISSUES IN COUNSELLING
    (Compulsory) cou503
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    MODULE SUMMARY :

    This module will explore the philosophical bases underpinning current theoretical counselling models. Students should be able to name important figures and discuss their contribution to philosophy and counselling. They should also be able to outline key philosophical concepts and relate these to socio-cultural and historical contexts, then demonstrate an understanding of how this influences developments in counselling and psychotherapy. They will be encouraged to critically consider the Eurocentric focus of much counselling in Europe and the United States, and consider alternative perspectives.

    CONTACT HOURS :

    Scheduled : 37.00 Independent : 163.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Give students knowledge of the philosophical underpinnings of counselling.

    • Give students a knowledge and understanding of key figures in philosophical thinking and relate these to the development of ideas in counselling and psychology

    • Enable students to relate current theories and practices in counselling to their philosophical underpinnings

    • Enable students to understand how particular socio-cultural contexts, that are underpinned by different philosophies, relate to counselling and psychology practice

       

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Study key philosophical influences in the development of counselling, including examples from the classical, renaissance, reformation and enlightenment periods.

    • Critically evaluate philosophical strands of the 19th & 20th centuries and their influences on key figures in counselling and psychology.

    • Apply the philosophical development of counselling and psychology to current models of practice.

    • Reflect upon the development of counselling and psychology in the context of differing socio-economic systems that are underpinned by different philosophies.

    • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, demonstrating effective choice and organisation of material.

    • Use IT, in particular word processing software, to produce documentation to a professional standard. Use IT in order to produce an information leaflet to a professional standard.

    • Work as a team member within a small group.

    • Take part in discussions both within a small group and within a larger class

       

    METHOD OF ASSESSMENT :

    Component 1 - 100% 2 HOUR EXAMINATION

  3. CBT COUNSELLING THEORY AND SKILLS
    (Compulsory) cou504
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    MODULE SUMMARY :

    This module gives students knowledge of the most recent developments within the Cognitive Behavioural Approach.  Students will gain an understanding of the historical influences of this approach and the theoretical assumptions.  There will be a focus on how to apply cognitive behavioural approaches to practice, and an opportunity to critically reflect upon cognitive behavioural concepts in light of other counselling theories.  There will be opportunities for students to continue to develop their ethical and professional awareness, and opportunities to continue the process of self-reflection. 

    CONTACT HOURS :

    Scheduled : 37.00 Independent : 163.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to further increase their knowledge of theory within the Cognitive Behavioural approach

    • Further develop students’ awareness of ethical issues in counselling

    • Enable students’ to enhance their understanding of how to apply cognitive behavioural approaches within therapeutic practice

    • Enable students to critically evaluate current cognitive behavioural concepts in the light of other theories

    • Use a range of resources, CBT tools and the Code of Ethics to identify and overcome problems and difficulties

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Detail recent developments within cognitive behavioural counselling

    • Critically compare recent cognitive behavioural concepts to concepts in other traditions

    • Critically reflect on future avenues for development of the cognitive behavioural approach

    • Consider how recent developments might impact upon their own working

    • Critically consider how recent developments can be integrated within their own personal philosophy and style of working

    • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, demonstrating effective choice and organisation of material.

    • Make critical judgements and evaluations, identifying general principles and evaluating competing perspectives 

    • Work autonomously, setting personal goals and deadlines as appropriate in order to complete set tasks

    • Extend subject knowledge through independent appraisal of a range of learning resources

    METHOD OF ASSESSMENT :

    Component 1 - 50% Critical Evaluation (2000 words)

    Component 2 - 50% Case Study (2000 words)

  4. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH AND PRACTICE
    (Optional) esu500
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    MODULE SUMMARY :

    This module introduces students to qualitative, theoretical research in education and some of its distinctive approaches. The module provides an over-view of some of the key methodological debates in educational research and the ways in which these debates influence selection of areas of investigation, research design, data analysis and interpretation. In this module students will be introduced to the aims, methodologies, research strategies and methods used in qualitative research including practice based research methods. Students will consider ethical guidelines in research and their importance. 

    This module will enable students to develop understanding, skills and knowledge to aid progression into research at undergraduate dissertation level as they will be introduced to the knowledge and understanding necessary for the design of a research proposal.

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Equip students with the skills and competences necessary for the presentation of a small scale research proposal;
    • Enable students to understand the difference between different methodological approaches in educational research and their broad philosophical and ideological standpoints;
    • Introduce students to different research methods and discuss their relative merits and suitability for identified research problems in order to understand the basic principles of effective research design;
    • Introduce students to the ethical practice in educational research and required codes of conduct;
    • Identify suitable approaches to the presentation and sharing of research outcomes;
    • Critically reflect upon their own location in the educational process.

    LEARNING OPPORTUNITIES :

    Students will by the end of the module, have the opportunity to: 

    • Identify appropriate environments, problems, questions and approaches for educational research and ways of accessing evidence related to educational research;
    • Understand the relationship between epistemology and research methods and be able to apply the relationship to analyses of educational research;
    • Use and demonstrate knowledge about different kinds of educational research methods and designs, and the kinds of research questions for which they are appropriate to;
    • Design an appropriate small scale investigation in consultation with the module tutor;
    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research;
    • Plan and present a research proposal through an appropriate medium e.g. presentation, conference paper, web-site.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Group Presentation (15 minutes)

  5. DEVELOPMENT AND EDUCATIONAL PSYCHOLOGY
    (Optional) esu503
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    MODULE SUMMARY :

    This module introduces students to and expands their knowledge of key theories and concepts within developmental, child and educational psychology. Utilising a bio-psycho-social stance, the module emphasizes normative perspectives on human growth and learning, with a predominant focus on that of children and young people. Against this foundation, consideration will be given to ways in which development and learning may be inhibited, derailed, varied and promoted by family, social and cultural influences as well as practitioner interventions. Emphasis is placed on interdisciplinary perspectives that contribute to critically understanding both these processes and the contested nature of the subject. The module aims to offer possibilities to link theory, research and practice with insights drawn from students’ own lived experience, thus fostering deeper integrative learning opportunities. Particular focus will be placed upon explaining ideas, themes and contemporary issues that inform critical study within this area, which, in turn, will serve to provide a platform for progressive study across all levels of the award.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Introduce selected key theories and concepts within developmental, child and educational psychology
    • Emphasise normative perspectives on human growth and learning, with a predominant focus on that of children and young people
    • Consider ways in which development and learning may be inhibited and promoted by a range of influences
    • Consolidate students understanding of these concepts and processes with teaching examples, readings, and personal reflection
    • Establish foundational academic knowledge for both the specific topic area and broader interdisciplinary collaboration
    • Support students in developing new perspectives and understanding of their own developmental and learning formation and that of others
    • Consider the role of values and ethics on policy and practice
    • Develop students as active learners and researchers

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Demonstrate an understanding of core academic and professional concepts both within developmental, child and educational psychology and in relation to other disciplinary domains
    • Critically reflect on normative perspectives on growth and learning, particularly among children and young people, and approaches to influencing these processes
    • Consider the ways in which professional practices in these areas have developed through a matrix of socio-political, economic, scientific, academic and individual drivers
    • Consider practitioner decision making and judgement within these areas in the light of wider societal value systems      
    • Question – using theory and data – dominant approaches to professional practices
    • Reflect on their own values and on-going formative experience in light of contested concepts and ideas
    • Develop their own research, critical analysis and writing skills

    METHOD OF ASSESSMENT :

    Component 1 - 100% Structured Literature Review (3000 words)

  6. ESU504
    (Optional) esu504
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    Module Summary: This module undertakes a development of themes and threshold concepts studied at Level 4 and, in particular, those in the Education and Society module. This module will explore the relationship between systems of schooling and education and their economic, political and social contexts within an emphasis on education policy. The module explores the relationship between specific moments of educational policy and broader theoretical ideas about social change, political agendas and the nature of education as part of a system. The distinctive ideologies of different education systems will be explored through a detailed examination of the social origins of education systems. The module will then focus on how and why education systems change over place and time and the consequences these changes have for educational experiences and outcomes. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 36 Independent: 164 Placement: 0 Total Hours: 200 Module Curriculum Led Outcomes: The aims of this module are to enable students to: •Explore the systemic features which shape the educational contexts within which educational systems develop. •Develop an understanding of the factors that shape educational policies and practices •Reflect on the interrelated processes of educational and social change. •Evaluate the relationships between education, the media and digital technologies in terms of learning and education systems. Learning Opportunities: Students will, by the end of the module, have opportunities to: •Outline policy developments in education and learning in post war Britain and how these reflect and have shaped educational processes and cultures. •Evaluate the significance of different chosen policy initiatives in education in terms of the inter relationships between educational systems and social change at institutional, local, national and international levels. •Identify the significance of chosen policy texts in terms of the education systems they have been produced within. • Articulate their own interpretations of these texts informed by various forms of evidence and research. •Develop their capacity for critical reflection and questioning. Method of Assessment Component 1: 50% Essay (2000 words) Component 2: 50% Paired Presentation (15 minutes)
  7. CREATIVE LEARNING
    (Optional) esu505
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    MODULE SUMMARY :

    This module considers the function of creativity and imagination in educational practice. Drawing on contemporary thinking, research, and inspection evidence, students will explore the different ways in which creativity has been defined and conceptualised and the relationship of imagination to the creative process. The module will consider the attributes of creative and imaginative practice and the environments and conditions for promoting imagination and creativity.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Outline contemporary thinking, research and practice in creative and imaginative education
    • Enable students to understand some of the characteristics, traits and conditions that are typically associated with creative behaviour and practice
    • Consider the ways in which creativity can be considered as a culturally specific practice
    • Help students consider ways in which the outcomes of imaginative and creative work can be evaluated
    • Promote students’ understanding of their own creative and imaginative processes, and those of others, through discussion and evaluation.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Demonstrate knowledge of contemporary thinking and practice in creative and imaginative education
    • Describe and critically evaluate characteristics, traits and conditions associated with creative and imaginative behaviour and practice
    • Recognise that creative and imaginative practices are subject to different interpretations depending upon cultural and historical contexts
    • Consider ways in which the outcomes of imaginative and creative work can be evaluated
    • Structure ideas and outcomes for an oral presentation
    • Negotiate the selection of material for a public presentation
    • Identify, select and synthesise appropriate literature, research data and materials for presentation
    • Critically evaluate competing definitions of creativity and imagination, and ideas and approaches to its development.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Paired Presentation in an Alternative Setting (15 minutes)

  8. EDUCATIONAL POSSIBILITIES
    (Optional) esu506
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    MODULE SUMMARY :

    This module does education differently, both in terms of what we study as well as how we do it. Whereas other modules in education studies educate about education largely from a critical perspective on schools and societies, this module rips up the school and even society as we hegemonically know it. We look at, consider and discuss alternatives. The purpose of the explorations we undertake together are to know education afresh and differently. Examples of schools and a wide variety of out of school educational practice from around the world are considered. Our focus is on education with autonomy, self-direction, freedom not license, voice, community, destructured, unschooled, deschooled, home-led versions and other legal options. We will be dealing with practices within and outside the mainstream. The module has a strong focus on ideas, theories, philosophies and possibilities set within an awareness of the limitations the modern world imposes on any and all approaches which challenge ‘normality’.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Advance and critically discuss philosophical and ideological traditions pertinent to the study of education

    • Distinguish significant differences between competing conceptions of broad educational purpose and critically discuss these in light of relevant literature and personal experience

    • Draw distinction between philosophies, ideologies of education and ideas about education

    • Enable students to discuss and critically evaluate different conceptions of education in the context of the above and how these inform the shaping of educational policy, provision and practice

    • Enable students to articulate a provisional and personal philosophy of education that is informed through the above

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Know the defining features of some of the philosophies and ideologies that shape conceptions of education and educational practice

    • Have a knowledge of the philosophical and ideological traditions pertinent to the study of education and distinguish the significant differences between competing conceptions of educational purpose

    • Know that practice, provision and policy in education is situationally defined and governed by a range of external contexts and forces

    • Have an evolving personal philosophy of education that is informed by relevant , reading, research interrogation, pair and group discussion

    • Locate and distinguish some of the competing philosophies and ideologies of education

    • Identify that ways in which such philosophies and ideologies have shaped practice, provision and policy in education

    • Describe how philosophies, ideologies and ideas about education are different

    • Articulate their own personal, provisional and developing philosophy of education in written and oral form

    • Develop their capacity for critical reflection and questioning.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Prospectus and Commentary (3500 words)

  9. DIGITAL CHILDHOODS
    (Optional) esu508
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    MODULE SUMMARY :

    This module considers the increasing role that digital media is playing in young people’s lives, and the implications of this for their development, education and well-being. Drawing on research, policy and contemporary thinking, students will explore both empowerment and protectionist discourses, as well as young people’s uses of and attitudes to technology. The module will consider e-safety issues and conditions for promoting digital literacy.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Outline contemporary debates around young peoples’ use of technology;
    • Explore the role of technology in society and related issues;
    • Enable students to understand the personal, social and educational implications of digital media use;
    • Help students consider issues of online behaviour and associated structure and agency;
    • Consider the ways in which digital literacies are promoted in schools;
    • Help students consider the ways that e-safety policies are implemented in different settings;
    • Promote students’ understanding of their own use of technology through discussion, debate and evaluation.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Demonstrate knowledge of contemporary thinking and practice around young people’s use of technology;         
    • Recognise that young people’s use of digital media are subject to a range of interpretations and competing agendas;
    • Consider ways in which young people’s use of digital media can be evaluated and understood;
    • Critically evaluate competing (and evolving) digital media policies;
    • Negotiate the selection of material for a public presentation;
    • Identify, select and synthesise appropriate literature, research data and materials for presentation;
    • Structure ideas and outcomes for an oral presentation.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Paired Presentation (20 minutes)

  10. CRITICAL ENQUIRIES: EDUCATIONAL RESEARCH METHODOLOGY
    (Optional) esu520
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    MODULE SUMMARY :

    This module will enable students to develop understanding, skills and knowledge to aid progression into research at undergraduate dissertation level.  Students will be introduced to the knowledge and understanding necessary for the design of a written research proposal and further develop skills appropriate for the development of a research proposal including literature evaluation, research planning, research governance and academic writing.

    The sessions aim to further develop an awareness of appropriate research methodologies and methods in relation to the research proposal including understanding of data and information collection techniques of observation, interviews, focus groups, survey design and use of secondary data. Management, analysis, interpretation and presentation of data will be explored in the context of ethical codes and practices.

     

    CONTACT HOURS :

    Scheduled : 24.00 Independent : 76.00 Placement : 0.00 Total :  100.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Enable students to understand the difference between different methodological approaches in educational research and their broad philosophical and ideological standpoints;
    • Introduce students to different research methods and discuss their relative merits and suitability for identified research problems in order to understand the basic principles of effective research design;
    • Introduce students to the ethical practice in educational research and required codes of conduct.

    LEARNING OPPORTUNITIES :

    Students will by the end of the module, have the opportunity to: 

    • Identify appropriate environments, problems, questions and approaches for educational research and ways of accessing evidence related to educational research;
    • Use and demonstrate knowledge about different kinds of educational research methods and designs, and the kinds of research questions for which they are appropriate to;
    • Understand what research ethics are and how to ensure that ethical considerations are in place when conducting research;
    • Plan and present a written research proposal demonstrating an awareness and understanding of ethical and equal opportunities issues involved in research design.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Written Research Proposal (1500 words)

  11. WORK PLACEMENT
    (Compulsory) plu502
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    MODULE SUMMARY :

    This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of work place learning. The placement supervisor in the work place will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the work place setting.

    CONTACT HOURS :

    Scheduled : 10.00 Independent : 90.00 Placement : 100.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Encourage students to take responsibility for initiating, directing and managing their own placement in a workplace setting.

    • Encourage students to work constructively with their workplace supervisor and university placement tutor, taking ownership of the placement and of their independent learning throughout the experience.

    • Enable students to negotiate the relationship between academic theory and their understanding of workplace settings and their roles within those settings.

    • Encourage students to reflect critically on their experiences.

    • Encourage students to produce a reflective digital resource aimed at an external audience, to contribute towards work and study transitions.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have had the opportunity to: 

    1. Secure, negotiate and undertake a specific role in a workplace setting.

    2. Evaluate features of the workplace setting and their role within it.

    3. Critically evaluate the learning opportunities provided by the workplace experience and understand that learning will benefit current and lifelong learning, values and future employability.

    4. Present a creatively engaging argument within an appropriate digital medium for an external audience, which critically reflects upon an issue or interrelating issues affecting the workplace setting.

     

    METHOD OF ASSESSMENT :

    Component 1 - % PLACEMENT REGISTRATION FORM

    Component 2 - 60% WORK PLACEMENT REFLECTION (2500 WORDS)

    Component 3 - 40% WORK PLACEMENT EVALUATION: DIGITAL RESOURCE (1500 WORDS EQUIVALENT)

  1. COUNSELLING STUDIES DISSERTATION
    (Optional) cou601
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    MODULE SUMMARY :

    This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of Counselling and to design, plan and execute an in-depth empirical research project in their chosen area. Students will be required to produce a brief initial research proposal, for discussion with their supervisor. The proposal is then used as a basis for developing an application for Newman University ethical approval, which must be achieved prior to commencing data collection. The research design should include either quantitative and/or qualitative analyses and draw upon and critically evaluate a range of both classic and contemporary research findings throughout.  A poster presentation detailing the research process and findings will also be assessed.

    CONTACT HOURS :

    Scheduled : 12.00 Independent : 388.00 Placement : 0.00 Total :  400.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Further enhance the ability to identify, analyse and critically evaluate research evidence relating to a selected area of interest in the field of Counselling
    • Further enhance the ability to select appropriate, ethically sound research methods in relation to identified research purposes and justify their use, with tutor support
    • Further enhance the ability to work constructively with an advisory tutor recognising that the content and execution of the project belongs to the student
    • Further enhance ability to present and analyse qualitative and/or quantitative data clearly and in an appropriate format.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Identify, analyse and critically evaluate research evidence relating to a selected area of interest in the field of Counselling
    • Select appropriate, ethically sound research methods in relation to identified research purposes and justify their employment, with tutor support
    • Carry out a substantial piece of independently-driven research
    • Present, analyse and evaluate either qualitative and/or quantitative data clearly and in an appropriate format
    • Draw appropriate conclusions from data analysis 
    • Write up research findings using normal conventions
    • Recognise the need to consider aspects of gender, and cultural and ethical issues in their research design where appropriate
    • Communicate their research findings to an audience of tutors and peers for scrutiny.      

    METHOD OF ASSESSMENT :

    Component 1 - 20% Poster Presentation

    Component 2 - 80% Dissertation (10000 words)

  2. COUNSELLING CHILDREN AND FAMILIES
    (Optional) cou603
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    Module Summary: This module examines child and adolescent development in the context of family, society and culture, and explores a range of issues that arise in relation to therapeutic work. The principles of multi-agency work will be explored. Students will study factors that contribute to resilience and vulnerability with reference to a basic knowledge of neurological development. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 37 (Lectures & Seminars: 36; Drop-in tutorial time: 1) Independent: 163 Placement: 0 Total Hours: 200 Module Curriculum Led Outcomes: This module aims to: • Explore models of child and adolescent development, recognizing specific needs and potential vulnerability that relate to levels of development, with reference to basic neurobiology. • Explore models of attachment in the context of the child and family, caring networks and outside world, examining how abuse disrupts attachment process. • Examine the basic concepts of family systems theory and how this applies to counselling. • Consider particular ethic principles that apply to working with children and adolescents, this includes multi-disciplinary and inter-agency working, and explore how this applies to working as an integrative counsellor. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Demonstrate a critical understanding of key theories of child and adolescent development, with reference to basic neurobiology, recognizing specific needs and potential vulnerability that relate to specific growth stages. • Critically evaluate the attachment process in the context of the child and family, care giving systems and outside world. Recognize disruptions to attachment where abuse occurs. • Demonstrate a critical appreciation of how a family system works and the basic principles of helping families in need. • Synthesise an in-depth understanding of adolescent development, appraising the role of sexuality and gender [including inter-sex] during puberty. • Critically reflect on how culture impacts on family structure and how socio-cultural influence child and adolescent development. • Apply knowledge of child and adolescent development to practice and critically reflect on specific ethical principles that underpin work with children and young people • Evaluate the strengths and limitations of an integrative approach in work with children, young people and families. • Communicate ideas and knowledge clearly, fluently and coherently both orally and in writing. • Work effectively as part of a group. • Apply knowledge and awareness of interpersonal process in working with others. • Apply knowledge and awareness of difference in working with others. • Plan and execute tasks within a given time frame. • Work autonomously, appropriately drawing on a range of resources including appraising current literature. • Be able to use IT skills effectively, including word processing databases, search techniques, data and resource retrieval. Assessment: Component 1: 50 % Case study exploring issues of relevance to counselling children and young people (2,500 words) Component 2: 50% Critical essay on therapeutic work with children and young people (2500 words)
  3. NEUROSCIENCE FOR COUNSELLORS
    (Optional) cou604
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    Module Summary: The module will develop knowledge and understanding of, and critically examine the relevance of human evolutionary and developmental biology and neurophysiology in the context of integrative counselling theory and practice. Developments in neuroscience with relevance to the development and maintenance of common presenting problems will be critically evaluated in relation to integrative counselling and to common presenting problems in order to consider the extent to which neuroscience can contribute to models of person and or provide a basis for integration. N.B. This module cannot be taken with PYU607 Neuropsychology since this is an excluded combination. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 37 (Lectures & Seminars: 36; Drop-in tutorial time: 1) Independent: 163 Placement: 0 Total Hours: 200 Module Curriculum Led Outcomes: This module aims to: • Develop understanding of contemporary human biology and particularly evolutionary, developmental and neural science of relevance to counselling, building upon the students’ previous counselling experience • Develop the student’s critical understanding of key aspects of the neurobiology of mind, with particular reference to: affect; cognition; behaviour; implicit, explicit and traumatic memory; attachment theory; inter-subjectivity and executive functions • Facilitate the student’s development of a reflective critique of human developmental and evolutionary biology, the nature-nurture debate, neurobiology, and philosophy of mind with reference to counselling theory and practice. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Critically evaluate the relevance of current knowledge of human evolutionary, developmental and neural biology to integrative counselling practice • Reflectively appraise the significance of the embodied mind for integrative approaches to counselling theory and practice • Synthesise and apply understanding of human evolutionary neural development to the theory and practice of integrative counselling with particular reference to common presenting problems. Assessment: Component 1: 50% A critical review of specified aspects of neuroscience or relevance to counselling practice, demonstrating substantial knowledge, understanding and critical evaluation. (2000 words) Component 2: 50% Case studies: The application of theory to practice in the analysis of one or more case vignettes demonstrating the relevance of neuroscience to clinical practice (2500 words)
  4. PSYCHODYNAMIC COUNSELLING THEORY AND SKILLS
    (Optional) cou605
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    MODULE SUMMARY :

    This module extends students’ knowledge and understanding beyond humanistic and CBT approaches to include the third major therapeutic tradition, the psychodynamic approach. Following a grounding in the historical influences of this approach on the development of counselling, students will gain an understanding of core psychodynamic theory and the associated skills, with emphasis on those that are most applicable to counselling practice.  There will be a focus on understanding counselling process from the psychodynamic perspective and an opportunity to critically reflect on the use of psychodynamic concepts within the counselling context.  There will be opportunities for students to continue to develop their ethical and professional awareness, and opportunities to continue the process of self-reflection. 

     

    NB: This module is mandatory for progression to the MSc in Adult or Child Psychotherapy.

    CONTACT HOURS :

    Scheduled : 37.00 Independent : 163.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Enable students to locate psychodynamic thinking and its influences with the broader field of therapeutic approaches

    • Enable students to understand core psychodynamic theory and associated counselling skills

    • Further develop students’ awareness of ethical issues in counselling

    • Enable students to understand and critically reflect on the contribution the psychodynamic tradition makes to counselling theory and practice.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

     

    • Articulate an understanding of the psychodynamic tradition and its modern applications in counselling practice

    • Critically evaluate central elements of that approach with those of other main therapeutic approaches

    • Synthesise psychodynamic understanding with counselling skills practice

    • Demonstrate an awareness and understanding of conscious and unconscious process in counselling

    • Critically evaluate counselling skills sessions using psychodynamic concepts and understandings

    • Critically reflect on the implications of diversity on psychodynamic theory and practice 

    • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, demonstrating effective choice and organisation of material

    • Make critical judgements and evaluations, identifying general principles and evaluating competing perspectives 

    • Work autonomously, setting personal goals and deadlines as appropriate in order to complete set tasks

    • Extend subject knowledge through independent appraisal of a range of learning resources

    METHOD OF ASSESSMENT :

    Component 1 - 50% Critical Essay (2000 words)

    Component 2 - 50% Reflective Commentary (2000 words)

  5. DIVERSITY IN COUNSELLING
    (Optional) cou606
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    Module Summary: This module explores the wide diversity present in the human population and the ways in which groups with certain characteristics experience discrimination. We will develop a personal understanding of our own and others experiences in relation to difference and the ways in which these can impact upon our relationships and in particular the therapeutic relationship. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 37 (Lectures & Seminars: 36; Drop-in tutorial time: 1) Independent: 163 Placement: 0 Total Hours: 200 Module Curriculum Led Outcomes: This module aims to: • Enable students to explore diversity and the ways it impacts upon counselling & psychotherapy. • Enable students reflect on their own background and culture • Enable students to develop a critical awareness of issues relating to diversity. Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Have a critical self-awareness of their own background and self in relation to diversity. • Identify the impact of discrimination and prejudice • Describe how diversity can impact upon relationships • Critically evaluate the impact of diversity on counselling • Create a personal action plan to further develop anti-discriminatory practice. Assessment: Component 1: 20 % Reflective statements of learning (1500 words) Component 2: 80 % Critical essay on diversity and counselling (3500 words)
  6. ADVANCED COUNSELLING SKILLS
    (Optional) cou607
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    MODULE SUMMARY :

    This module is for year 3 students who wish to gain direct access to the MSc in Integrative Psychotherapy or Psychotherapeutic Counselling. It continues the process of the development of professional counselling skills in preparation for clinical placement in year 1 of the MSc. The module guides students through the counselling process from the point of referral, to the first session, middle stages and ending of the counselling relationship. It also introduces students to the role and importance of supervision.

    CONTACT HOURS :

    Scheduled : 75.00 Independent : 125.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to: 

    • Provide students seeking professional qualifications in Psychotherapy with an opportunity to develop the requisite knowledge and skill for entry onto the MSc in  Integrative Psychotherapy
    • Develop and consolidate practical counselling skills
    • Enable students to build upon their skills and to learn to reflect upon the counselling process
    • Provide a firm foundation for students' understanding of how to structure a counselling session and a series of counselling sessions
    • Provide a solid foundation for students to prepare for a counselling placement, through introducing them to the main aspects of the process of work with a client (before the session, assessment, first sessions, middle stages and endings).
    • Develop a sound knowledge and awareness of the basic ethical issues and concepts relevant when using counselling skills.
    • Begin to explore issues of difference and their potential impact on the counselling relationship.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Appraise the importance of reflecting on the process of counselling.
    • Synthesise an understanding of the ethical and practical aspects of counselling related to the maintenance of professional boundaries.
    • Demonstrate an understanding of the process involved in forming and sustaining a therapeutic relationship and secure therapeutic frame.
    • Identify and appraise ways in which the therapeutic frame can be disrupted and the impact of this on the counselling process
    • Critically reflect on how issues of difference between the counsellor and client may affect the counselling process
    • Demonstrate a critical understanding of the different stages and types of therapeutic relationship, and the influence of a range of factors including client and therapist factors, and issues of context.
    • Appraise and apply relevant parts of the ethical framework specified by relevant professional bodies.
    • Identify and evaluate the ways in which personal issues may impact on the counselling and the range of personal and professional resources available to counsellors.
    • Demonstrate the use of counselling skills to facilitate and reflect on a short counselling session.
    • Manage client material safely and ethically.

    METHOD OF ASSESSMENT :

    Component 1 - % Pass or Fail Element: Learning Statement (1000 words)

    Component 2 - 50% Recording of a Practice Counselling Session (20 minutes)

    Component 3 - 50% Transcript and Critical Commentary (3000 words)

  7. ADVANCED CBT
    (Optional) cou617
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    Module Summary: This module gives students knowledge of the most recent developments within Cognitive Behaviour Therapy. There will be a focus on how to apply cognitive behavioural approaches to practice, and an opportunity to critically reflect upon third wave cognitive behavioural concepts. There will be opportunities for students to continue to develop and critically reflect upon their ethical and professional awareness, and continue the process of self-reflection. CATS Value: 20 ECTS Value: 10 Contact Hours: Scheduled: 37 (Lectures & Seminars: 36: Drop-in tutorial time: 1) Independent: 163 Placement: 0 Total Hours: 200 Module Curriculum Led Outcomes: This module aims to: • Enable students to further increase their knowledge of theory within the Cognitive Behavioural approach • Further develop students’ awareness of ethical issues in counselling • Enable students to enhance their understanding of how to apply cognitive behavioural approaches within therapeutic practice • Enable students to critically evaluate current cognitive behavioural concepts in the light of other theories • Use a range of resources, CBT tools and the Code of Ethics to identify and overcome problems and difficulties Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Critically consider cognitive behavioural approaches to the treatment of common mental health difficulties • Articulate an understanding of recent developments within cognitive behavioural counselling • Critically consider how recent developments might impact upon their own working • Critically compare recent cognitive behavioural concepts to concepts in other traditions • Critically reflect on future avenues for professional development within CBT • Evidence the ability to use written communication clearly, coherently and grammatically, within a given structure, using the standard referencing techniques of the discipline, demonstrating effective choice and organisation of material • Make critical judgements and evaluations, identifying general principles and evaluating competing perspectives • Work autonomously, setting personal goals and deadlines as appropriate in order to complete set tasks • Extend subject knowledge through independent appraisal of a range of learning resources Assessment: Component 1: 50% Essay (1000 words) A critical essay on therapeutic work using CBT Component 2: 50% Case Study (2000 words) Analysis of a hypothetical case study in the light of CBT approaches to working therapeutically with psychological distress
  8. ESU601
    (Optional) esu601
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    Module Summary: In this optional double module we invite students to select an educational topic of personal interest to be explored through field research in real educational settings and reported in a written study of some 10,000 words. The dissertation is designed to enable students to investigate educational phenomena that hold particular interest for in them and actively encourages the exercise of originality and personal autonomy. The module aims to draw and build upon students' previous knowledge and experience at certificate and intermediate level study. Contact Hours: Scheduled: 12 Independent: 388 Placement: 0 Total Hours: 400 Module Leader: Steve Dixon Mode of Delivery: As well as generic sessions that cover specific elements of the dissertation, teaching and learning strategies are designed to cater for individual interests and needs through a programme of individual tailored support. Each student is assigned a tutor for a maximum of 10 hours tutorial contact over a period of 24 weeks. Students will be required to submit sections of their work at regular intervals for comment and evaluation. Typical teaching and learning methods will embrace: • Lectures • Seminars • Individual tutorials • E-mail conferencing and online tutorial Module Curriculum Led Outcomes: The aims of this module are to: • Enable students to identify a research problem or articulate a research question/hypothesis • Enable students to acquire and apply a breadth of knowledge about the issue or phenomena in which they are engaged • Enable students to select appropriate research methods in relation to identified research purposes and justify their employment • To support students in the development, revision and refinement of their research design • Promote effective autonomous practice in the organisation and management of small-scale field research in educational settings • Promote the coherent structuring, sequencing and presentation of reported research Learning Opportunities: Students will, by the end of the module, have the opportunity to: • Demonstrate a breadth of knowledge and understanding of their chosen area of research • Understand the basic principles of effective research design and locate appropriate research methods in relation to their chosen area of study • Identify a research problem or articulate a research question/hypothesis and design an appropriate small scale investigation in consultation with their appointed supervisor • Work autonomously in the management of a small scale investigation and present a coherent written study that details the choice of field of study, methodology, data analysis and findings • Manage, structure and present information coherently, using a form and style of writing and presentation appropriate to the field of Education Studies, and use ICT appropriately for the interrogation, exchange and presentation of information • Develop their capacity for critical reflection and questioning Assessment: Component 1: 100% 10,000 word dissertation A presentation of the research proposal and presentation of the work in progress will provide up to 10% of the total marks of the dissertation.
  9. CRITICAL THEORY
    (Optional) esu604
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    MODULE SUMMARY :

    This honours level module explores a range of critical theory and its potential applications to the field of Education Studies.  Each contribution is examined in relation to its philosophical and epistemological ‘moves’ and students are encouraged to develop critical responses to such theory in terms of its relevance to specific areas of psychology, sociology and learning theory. The module will cover a range of theoretical contributions in the order of their publication, and students will consider the relationship between each approach. A specific example of critical theory will be selected for application in dialogue with a particular area of Education Studies encountered in the degree.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:
 

    • Explore and apply critical perspectives on the philosophy and sociology of education drawn from such approaches as Marxism, Psychoanalysis, Post-structuralism, Feminism and Post-modernism. 
    • Equip students with the ability to apply critical theory to specific aspects of education.  
    • Develop a critical perspective in response to key theoretical contributions. 
    • Facilitate the independent development of new theoretical perspectives to aid progression to study for a higher degree.  

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Describe a range of critical theory approaches in relation to Education Studies.
    • Compare and comment on relationships between different critical theory approaches.
    • Understand the philosophical differences between critical theories and other approaches to society, identity, learning and texts. 
    • Apply critical theory to the study of education.
    • Reflect personally on their own construction in discourses about education. 
    • Critique, from an informed vantage point, theoretical language games.
    • Create new ways of thinking about education arising from their analysis of the dialectical nature of educational philosophy.

    METHOD OF ASSESSMENT :

    Component 1 - 20% Abstract for a conference paper and 10 - 15 minute presentation

    Component 2 - 80% 3500 word paper following the presentation of the draft paper and feedback

  10. EDUCATION, TECHNOLOGY AND CHANGE
    (Optional) esu606
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    MODULE SUMMARY :

    The thematic and analytical focus of this module is the impact of digital media and new information and communication technologies upon culture, notions of identity and education / learning. Students will be introduced to the perspective that the spread of the new IC technologies is the source of some profound cultural changes that have massive implications for both socialisation and educational processes. Students will also be introduced to some of the ways in which educational outcomes for the 21st century can be facilitated by the incorporation and creative exploitation of the new technologies. Students will be expected to demonstrate that they can use the new technologies in their own creative educative production that critiques the impact of technologies on education.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

    • Provide students with an opportunity to explore and critique the relations between education, technologies and digital media, in terms of socialization, learning and culture.
    • Enable students to take a critical position on the question of whether traditional education models can adapt to digital worlds or whether digital experiences transform education and outdate its traditional models.
    • Enable students to take a critical position on the potential changes that new technologies may bring, with particular regard to power, access, safety and ethics.
    • Support students in the development of technological skills and competences through the practical application and usage of the new technologies.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Analyse and critically evaluate the impact of the new technologies on cultural experience, personal development and upon education processes.
    • Contextualise understandings of education, digital media and technology in relation to critical questions about the transformative effects of technology.
    • Analyse and critically evaluate the potential impact of new technologies and digital media on learning theory and learning styles.
    • Critically apply their understanding of technological developments to philosophies of education.
    • Synoptically relate new ideas about digital media and technology to theory of education encountered previously on the degree.
    • Develop and demonstrate digital competencies sufficient for the construction of a   dynamic web site that communicates effectively to its intended audience

    METHOD OF ASSESSMENT :

    Component 1 - 100% Paired Website (4000 word equivalent)

  11. POLITICS OF EDUCATION
    (Optional) esu607
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    MODULE SUMMARY :

    The module builds upon the understanding of sociological approaches to educational analysis introduced and developed at Level 4 and Level 5. It is designed to build on a range of knowledge, understanding and skills, in order to facilitate further understanding of the inter-relationships between education and political ideologies - within macro, meso and micro contexts. The overall purpose of the module is to enable students to question and analyse ‘common sense’ assumptions of policy and practice by investigating current and historical political issues and policy themes that, in turn, relate to their own interests and identities.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    The aims of this module are to:

    • Develop further understanding of the sociological and political analysis of educational policy and practice.
    • Analyse the factors that shape the making of policy at institutional levels using themes and questions of your choice.
    • Review the complex inter-relationships between these macro, meso and micro forms of education and politics.
    • Evaluate both the conventions and different forms of documentary and how they have been produced to interpret political issues and present a variety of critical perspectives on them.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:

    • Evaluate current educational policy developments and how these impact upon educational practices.
    • Analyse the connections between broader political discourses and the ‘shaping’ of educational policy and practice.
    • Apply an analysis framework to how different policy initiatives in education are influenced by their ideological contexts.
    • Identify an appropriate area of education for exploration using an enquiry based approach.
    • Develop their capacity for critical reflection and questioning.
    • Engage an audience through the conventions of a documentary produced to explain a political issue and present a critical perspective on it.
    • Collaborate effectively with others in the production of a group documentary.
    • Manage their learning, work collaboratively in undertaking a small scale investigation and develop an appropriate strategy for a documentary production.
    • Make use of basic audio visual equipment (cameras, editing software) to produce a documentary.

    METHOD OF ASSESSMENT :

    Component 1 - 40% Analysis (2000 words)

    Component 2 - 60% Group Documentary (12 to 15 minutes)

  12. INTERNATIONAL EDUCATION
    (Optional) esu608
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    MODULE SUMMARY :

    This module focuses specifically on the interconnectivity and interdependence of international and comparative aspects of education by exploring a range of analytical models drawn from sociological and political contexts. The module begins with an exploration of global historical contexts to consider how these relate to current worldwide controversies and challenges in educational policy and practice.  The module  will go on to invite students to explore a range perspectives to engage with themes including globalisation, educational transfer processes across nations, definitions of global ‘consumer’ and global ‘citizen’ and to consider how studies of pupil attainment contribute to global discussions about the future of education.  Students will explore differences & similarities in learning and teaching by comparing & contrasting aspects of the educational context in two different countries.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:  

    • Enable students to appreciate a multidisciplinary approach to the study of international & comparative education using a range of perspectives, including historical, cultural, sociological, economic and political models.
    • Critically review the concept of international and comparative study of education and consider international paradigms of educational ‘effectiveness’ and ‘improvement’ using a range of literature.
    • Understand the nature of the challenges that are currently being faced by the study of comparative and international education and how this contributes to the future of learning, teaching, research and professional development.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to:
 

    • Critically reflect upon contemporary challenges and controversies in international education and understand how these relate to historical, sociological and political contexts. 
    • Discuss and share critically informed perspectives on differences between international and comparative aspects of education.
    • Identify key topics of personal interest in relation to international perspectives on educational policy and practice.
    • Demonstrate knowledge and understanding of how international and comparative perspectives contribute to discussion on global educational aims and purposes.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Comparative Report (4000 words)

  13. ACCESS AND INCLUSION
    (Optional) esu609
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    MODULE SUMMARY :

    This module offers students the opportunity for exploration of the concepts of inclusion, disability, and special educational needs and to gain an appreciation of the diversity of a range of vulnerable and disadvantaged groups. Students will engage with research in the area of inclusion and with the debate surrounding the effectiveness of the inclusion ‘agenda.’ This will include an in-depth consideration of the issue of pupil disaffection using current research and relevant literature. There will be an informed perspective on current debates in the field of Special Educational Needs and this will provide opportunities for students to engage with their own interests in this area. 

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : 0.00 Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to provide students with opportunities to: 

    • Develop their knowledge and understanding of theoretical developments in the area of SEN.
    • Critically analyse the philosophies, principles and practice of inclusion and the legislative frameworks for SEN.
    • Gain comprehensive knowledge of the role and responsibilities of the SENCO; critically analyse the key debates in the field of special educational needs.
    • Synthesise and critically evaluate a range of research evidence offered in explanation of a broad range of special educational needs and provision.
    • Critically engage with research on a range of vulnerable and disadvantaged groups.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 

    • Demonstrate an informed perspective on inclusion and current debates in the field of special educational needs and an informed understanding of, and sensitivity to, individuals with special needs.
    • Demonstrate a critical understanding of the legal and social implications of relevant legislation.
    • Demonstrate a knowledge of, and a critical and analytical appreciation of, a range of special education needs and a critical appreciation of intervention strategies.
    • Discuss and critically evaluate issues of inclusion with specific reference to research, theory and practice.
    • Critically engage with, and analyse reading and research into issues discussed in this module.

    METHOD OF ASSESSMENT :

    Component 1 - 100% Individual Presentation (15 minutes)

  14. LEARNING JOURNEYS
    (Optional) esu611
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    MODULE SUMMARY :

    ‘Learning journeys’ are conceptualised, within this module, in terms of meanings that learners attribute to their experiences of learning and how individual and collective experiences may be critically analysed and interpreted. The overall purpose of the module is to enable students to review their own learning careers by developing their analysis of these experiences by working individually and collectively during the module.

    CONTACT HOURS :

    Scheduled : 36.00 Independent : 164.00 Placement : Total :  200.00

    MODULE CURRICULUM LED OUTCOMES :

    This module aims to:

     

    • Outline concepts of ‘learning career’, ‘learning journey’, critical events and turning points and situate these within research on life history and autobiographical methods.

    • Explore how notions of aspiration raising, barriers and progression are described as a series of problems or events to be rationally overcome.

    • Enable students to develop their capacity to review their own learning careers and journeys and interpret the factors that may have shaped them.

    LEARNING OPPORTUNITIES :

    Students will, by the end of the module, have the opportunity to: 


     

    • Critically analyse their own experiences of current and/or prior learning and identify critical events or ‘turning points’ that relate to these experiences.

    • Critique notions of aspiration raising, barriers and transition and how these have been constructed in policy texts

    • Critically debate these contested notions in policy texts and compare them with concepts of ‘learning journey’ or ‘learning career’ in life history research

    • Review and synthesise how other examples of life history research relate to events or ‘turning points’ within their own learning careers

    METHOD OF ASSESSMENT :

    No information available.