BA Counselling Studies and Working with Children, Young People and Families (with Foundation Year)

This module, delivered in whole or in part by subject-specific staff, will introduce students to the content and staff of their chosen degree subject. Students will explore the disciplinary conventions, core concepts and professional requirements of their degree. The themes under discussion will vary according to the degree the students are studying, but each degree group will enable students to gain familiarity with their chosen area of study and subject staff. In the tutor group, students will complete a capstone assessment designed by staff in their subject area.

Students will explore big ideas around higher education, society and identity as they develop their academic skills and confidence. Students will be introduced to theory, examples of which include education theories, theories of learning, race theory, gender theory. Students will be introduced to the context and development of these concepts over time, and from literary and philosophic perspectives. The module will explicitly engage with digital literacy and will include opportunities for students to engage with the online learning environment and develop their digital skills.

This module, delivered in whole or in part by subject-specific staff, will continue students’ introduction to the content and staff of their chosen degree subject. Students will explore the disciplinary conventions, core concepts and professional requirements of their degree. The themes under discussion will vary according to the degree the students are studying, but each degree group will enable students to gain familiarity with their chosen area of study and subject staff. In the tutor group, students will complete a capstone assessment designed by staff in their subject area.

This module is designed to facilitate students’ further critical engagement with the context and concepts to which they were introduced in semester one. Students will exploring ideas about childhood, life and old age in a digital world and have the opportunity for the continued development of core academic skills as well as providing opportunities for students to reflect on their progress. The module will include opportunities for students to engage with the online learning environment and develop information literacy skills.

This module extends students’ knowledge and understanding beyond the humanistic approach to include a second therapeutic tradition: the psychodynamic approach. Following a grounding in the historical influences of this approach, students will gain an understanding of core psychodynamic theory and associated practice, with emphasis on those that are most applicable to counselling, and to include the central focus on unconscious communication.

This module introduces the importance of equality, diversity and inclusion within professional practice by examining how and why children, young people and families can become socially excluded. The module encourages students to draw on their own expertise of their own cultures, to reflect upon their own value base in relation to equality and explore their role in developing an inclusive practice with a view to educating their peers to move away from privileged knowledge, and assumptions about the community in which we live and work.

This module explores the diverse representations of childhood across different cultural, historical, and literary contexts. It examines how childhood has been conceptualized and constructed in literature, media, and visual arts, highlighting the social, political, and ideological factors shaping these multicultural representations. The module aims to foster diverse critical thinking about the implications of these portrayals on our understanding of childhood and their impact on contemporary discourse and how privileged knowledge may be detrimental to others.

This module will enable students to explore the stages human development through the life course from pre-birth to later life and death and will consider how the lives of individuals and families are shaped by physical and environmental factors. Students will reflect upon life course stages through the lens of their own diverse, lived experiences, and consider the implications of life course for practice in working with children, young people and families.

This module will introduce the humanistic approach with a primary focus on person centred counselling. 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.

This module introduces students to counselling and counselling related professions in the UK. The module considers the range of settings in which helping takes place professionally and different remit and skills of different helping professions. Students will develop, practice and reflect on their own use of basic helping skills. The module considers a range of key theories in addition to considering issues of difference and equality. Basic academic skills will be developed appropriate to study at level 4 using a range of group-based explorations of key texts relating to the content of the module.

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.

This module will explore the historical context for discrimination in the UK, who has the power to discriminate and how discrimination is experienced. The module will critically evaluate theories of discrimination, including Hegemony, Critical Race Theory and Feminist Theory through a Personal, Cultural and Structural model of understanding discrimination. The module will focus on exploring discrimination of different groups in society and the intersection and overlap of inequalities. A central focus of the module will be on the policy response to discrimination in the UK, the roles and responsibilities of institutions in relation to discrimination and examining the extent to which the issues have been addressed.

This module will enable students to develop an understanding and analysis of disability that builds on the concepts they engage with in ‘Equality, Diversity and Inclusion’ and ‘Understanding Discrimination’.
The content of the module will be based on a human rights model and will encourage students to see issues relating to mental ill-health, physical and learning disabilities in their social, political and ideological context. The module will enable the students to understand that issues of special educational needs and disability are best understood through an anti-discriminatory, values-led approach and not via a diagnostic or medical perspective.

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.

This module explores the use of creative approaches and methodologies in engaging with children, young people, and families. It aims to develop students’ understanding of how creative activities can foster positive multicultural relationships, support wellbeing, and address challenges within diverse family and community contexts. Students will engage with theories of creativity and practical strategies to inspire and facilitate meaningful participation and self-expression.

This module will enable students to explore the stages human development through the life course from pre-birth to later life and death and will consider how the lives of individuals and families are shaped by physical and environmental factors. Students will reflect upon life course stages through the lens of their own diverse, lived experiences, and consider the implications of life course for practice in working with children, young people and families.

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.

This module will focus on developing an understanding of the need to work in partnership ?with© children, young people and families in different contexts in order to promote participation and to challenge deficit assumptions about those with whom we work. It will critically analyse different theories and approaches to participation and begin to challenge the power that practitioners exercise when making decisions that affect children, young people and families.

This module will provide students with the opportunity to explore historical and contemporary concerns that have served to shape policy and practice. Students will explore current legislation and its implications for practice for all those working with the young and vulnerable adults. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding. Consideration will be given to the impact that abuse can have on the lives of victims and their families.

This module will provide students with the opportunity to explore current legislation and its implications for practice for all those working with children, young people and adults with care experience. The module will seek to examine the rhetoric within policy and initiatives concerning children who are in Care and the underlying political ideologies around the role of the state in caring for children. Students will investigate the range of provision for people with care experience including models popular in other countries. A wide view of the diverse needs of children, young people and adults with care experience will be presented, underlining the challenges in balancing protection and support with learning and development and the associated importance of partnership and collaborative working.

At levels 4 and 5 students will have been introduced to notions of inclusive practice, the effects of discrimination and the need for practitioners to understand what lies behind the concept of social justice when it comes to working with children, young people and families. This module offers students at level 6 the chance to develop their thinking about how they can best work with children and families to alleviate or overcome barriers to equality and justice in service design and delivery. The context for this will be an exploration of the concept of ?anti-oppressiveÊ practice and will include an examination of the skills needed to work in this way.

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.

This dissertation module provides students with the opportunity to select an area of particular interest to them within the field of Counselling. Students design, plan and execute a Narrative Literature Review research project in their chosen area. Students will be required to review the research proposal produced for COU521 Research in Counselling module in discussion with their allocated supervisor. The proposal is then used as a basis for developing an application for Birmingham Newman University ethical approval, which must be achieved prior to commencing data collection. The research design should include Systematic Narrative Synthesis and draw upon and critically evaluate a range of both classic and contemporary research findings throughout.

This module will introduce theories of addictions, and ways of working therapeutically with addiction. Definitions and explanations of addiction and addictive/compulsive behaviour will be explored, alongside knowledge of common drugs of abuse. Contemporary approaches, methods of assessment and treatment plans will be considered. A range of effective ways of working therapeutically with addictions will be introduced and critically evaluated.

This module will explore the role of creativity and play in how children and adults make sense of their lives and worlds, and the role of practitioners in facilitating this process. Working with children, young people and families is a holistic and participatory discipline. Good practice should seek to develop a social pedagogy which treats children’s, young people’s and families’ cultures as inherently valuable, and practitioners should support, in a person-centred way, those they work with to optimise their dignity, choice and wellbeing in their own lives. Creativity is foundational in this process. The module will seek to give students a broad foundation in the theory and practice of creative working current in the field. Drawing on concrete examples of children and young people’s cultures and making use of arts, crafts, life skills, sports, games, religion and the natural world, it will help students to build their confidence in this mode of working. The key threshold concept will be an awareness of the tension between valuing children’s activities as developmental or therapeutic and valuing them for their own sake. It will encourage students to hold this tension through a reflective remembering of their own childhood lifeworld.

This module provides students with the opportunity to explore an area of particular interest through undertaking an evaluation of a particular policy or practice areas related to “professional practice” Related to working with children, young people or families.

This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of Counselling. Students design, plan and execute an in-depth Systematic Literature Review and consider applications for counselling practice. 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 carrying out the Systematic Literature Review. The Systematic Literature Review should draw upon and critically evaluate a range of both classic and contemporary research findings.

This module provides students with the opportunity to explore an area of particular interest through undertaking a small scale research project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge.

This module is for level 6 students who wish to select this module option. The module will explore secular Mindfulness-based approaches to wellbeing including Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy. Students will explore the historical development of these approaches and their application to working therapeutically with counselling clients and other service users. This module will be substantially experiential, providing regular experiences of practice. It will draw upon relevant literature and research in the field as well as a comprehensive module handbook and meditation audios for the experiential part of the course. Students will be expected to engage in meditation classes.

This module will provide students with knowledge and understanding of coaching and mentoring and how to promote positive change using solution focused, evidence-based interventions. Students will develop knowledge of theoretical concepts underpinning coaching and mentoring through the application of theory to practice. Students will learn about recent evidence-based developments within coaching, mentoring and positive psychology and identify conditions required to facilitate growth and success. 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.

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 with children and young people. The principles of multi-agency work will be explored. Students will study models of development and attachment as well as factors that contribute to resilience and vulnerability.

This module is for level 6 students who wish to select this module option to explore therapeutic understandings surrounding bereavement and loss. The module will explore counselling theories of bereavement, complications of grieving, therapeutic approaches to grieving, mourning across cultures and other kinds of losses. It will draw upon relevant literature and research to consider these areas.