Programme Specification
University Advanced Diploma in Cognitive Behavioural
Studies and Skills (Not a Licence for Practice)
University of Derby Online Learning
Commencing
September 2016
Programme codes
OLUBA
JACS code
B940
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[Type text]
University of Derby Online Learning
Table of contents
SECTION ONE: GENERAL INFORMATION ........................................................................ 3
Programme Title .................................................................................................................. 3
Award title and interim awards ............................................................................................. 3
Interim awards ..................................................................................................................... 3
Mode of Study ...................................................................................................................... 3
Programme start date/review date ....................................................................................... 3
Awarding Institution .............................................................................................................. 3
Faculty Managing the Programme ....................................................................................... 3
Institution(s) Delivering the Programme/Joint Honours Subject ............................................ 3
Relevant external subject benchmark statement(s) .............................................................. 3
External Accreditation .......................................................................................................... 3
JACS Code(s) ...................................................................................................................... 3
SECTION TWO: OVERVIEW AND PROGRAMME AIMS .................................................... 4
Overview .............................................................................................................................. 4
Key Features of the Programme .......................................................................................... 6
Programme Aims ................................................................................................................. 7
SECTION THREE: PROGRAMME LEARNING OUTCOMES .............................................. 7
SECTION FOUR: PROGRAMME STRUCTURE .................................................................. 8
Structure and Curriculum ..................................................................................................... 8
Examples of Study Pattern ................................................................................................ 8
Accelerated Study Route ..................................................................................................... 9
Typical Study Plans ............................................................................................................. 9
Intake Points and module learning design types ................................................................ 10
Personal Development Planning (PDP) ............................................................................. 10
SECTION FIVE: PROGRAMME DELIVERY ...................................................................... 12
Online Teaching and Learning Methods ............................................................................. 12
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E-learning strategies .......................................................................................................... 13
Assessment ....................................................................................................................... 13
General Approach .............................................................................................................. 13
SECTION SIX: ADMISSIONS ............................................................................................ 14
Process .............................................................................................................................. 14
Entry Requirements ........................................................................................................... 14
Standard Entry Criteria....................................................................................................... 14
SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE ............................................. 15
Student Support ................................................................................................................. 15
Programme Leadership...................................................................................................... 17
Development and Delivery Team ....................................................................................... 18
The Student Voice ............................................................................................................. 18
SECTION EIGHT: POST PROGRAMME OPPORTUNITIES ............................................. 19
SECTION NINE: EMPLOYER LINKS................................................................................. 19
Appendix 1: Mapping out against module learning outcomes ............................................... 1
Appendix 2: Mapping out against QAA Subject Benchmark ................................................. 2
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SECTION ONE: GENERAL INFORMATION
Programme Title
University Advanced Diploma in Cognitive Behavioural Studies & Skills (Not a Licence for
Practice)
Award title and interim awards
University Advanced Diploma in Cognitive Behavioural Studies & Skills (Not a Licence for
Practice)
Interim awards
None
Mode of Study
Part-time, Online Distance learning
Programme start date/review date
Start date: May 2012
Period of Validation: Indefinite
Awarding Institution
University of Derby Online Learning (UDOL)
Faculty Managing the Programme
University of Derby Online Learning (UDOL)
Institution(s) Delivering the Programme/Joint Honours Subject
University of Derby Online Learning (UDOL)
Relevant external subject benchmark statement(s)
 QAA subject benchmarks for Counselling and Psychotherapy (2013)
Also the programme complies with the University’s policies and procedures.
External Accreditation
None
JACS Code(s)
B940
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SECTION TWO: OVERVIEW AND PROGRAMME AIMS
Overview
The University Advanced Diploma in Cognitive Behavioural Skills and Studies has been
running since 2005. The programme aims to serve as a foundation programme for students
who wish to prepare themselves for study at postgraduate level on the MSc in Cognitive
Behavioural Psychotherapy. This includes:

People who already have experience of a therapeutic profession such as
counsellors, but do not have the fundamental knowledge of cognitive behavioural
theory and practice.

People who are changing careers from an unrelated. Students in this group may
(depending on their background knowledge and academic skills) begin with the
University Diploma in Counselling Studies and Skills at level 5 which will provide a
broad overview of a wide range of theories within counselling and psychotherapy,
and study skills.

Counsellors and other therapists who want to enhance their knowledge and skills but
are not intending to become cognitive behavioural therapists

Nurses completing a BSc Top-up degree have the option to take modules as part of
their programme
On completion of this programme you will be able to demonstrate an understanding of some
of the fundamental theories and skills utilised within the cognitive behavioural practices. You
will be able to critically analyse the use of a variety of theoretical models used to treat
common psychological difficulties. You will be able to demonstrate and critically analyse the
key skills needed for initial assessment. You will be able to understand the debates and
issues around diagnostics and medication within mental health. You will be able to
communicate and demonstrate your skills employing both reflective and analytic styles.
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You will be guided by a specialist academic team consisting of Academic Leads, Lecturers,
Associate Academics, Personal Tutors and Online Learner Advisors who will support both
your individual aspirations and also reflect your work-based requirements. Individual modules
within the programme may address the development of your professional skills and
knowledge, management and leadership skills, skills in teaching and mentoring and research
skills. Flexibility is the key characteristic of the UAD Cognitive Behavioural Studies and Skills
in terms of study flexibility and utilisation of chosen tools and devices. The following diagram
illustrates this:
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Key Features of the Programme
-
To establish a solid foundation of understanding of Cognitive Behavioural Therapy
(CBT).
-
To learn the contemporary approaches within CBT, Mindfulness-Based Cognitive
Therapy and Compassion-Focused Therapy (CFT).
-
To create a flexible and student-centred programme of study that meets professional
and personal development needs.
This programme provides the opportunity to study a UAD in Cognitive Behavioural Studies
and Skills, covering core areas of Cognitive Behavioural Therapy (CBT), mental health and
wellbeing. The curriculum is designed to provide a structured and cohesive focus on the core
areas along with the contemporary approaches within CBT.
As the awareness on mental health increases worldwide, the need for CBT has been
increasing nationally and internationally. For busy professionals, this flexible part-time course
will introduce the foundation of CBT, issues in mental health, and the contemporary
approaches within CBT, which include the Mindfulness-Based Cognitive Therapy and
Compassion Focused Therapy.
The aim is to encourage a range of professions to engage in education whilst recognising that
most students will also be in full-time employment. Thus, this programme has considered the
following points:
-
Personal and Professional Development is a key driver in the design of this programme
recognising the requirements of both professional and political bodies that influence
health and social care nationally and internationally
-
In recognising the expanding roles and the need for practitioners nationally and
internationally, this programme enhances the provision by offering the potential for
flexibility of learning opportunity and access.
-
Provide an educational framework that responds to contemporary and future
challenges for integrative health and social care practice.
-
Create autonomous and self-directed learners who are able to sustain and advance
their specialist knowledge to meet their personal, professional and service
requirements.
-
Develop students’ critical thinking, analytic and appraisal skills to enable them to make
innovative use of evidence-based practice for high level decision-making and problemsolving for integrative practice.
-
Enhance students’ knowledge and understanding necessary for improving practice
within the context of integrative working.
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Programme Aims
To develop a critical understanding of the fundamental theories, personal and professional
skills employed within Cognitive Behavioural Therapy (CBT).
More specifically, on successful completion of the programme students will have developed

their knowledge of major theoretical models in CBT

their ability to critically evaluate assessment skills in a therapeutic relationship

a critical understanding of professional issues

a critical understanding of the use of diagnostics and medication within mental health

self-awareness and an understanding of the need for personal and professional
development
SECTION THREE: PROGRAMME LEARNING OUTCOMES
The learning outcomes in this programme reflect the Framework for Higher Education
Qualification (FHEQ) at level 6 see full list in the table below and further information at:
http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf
On successful completion, a student will be able to;
Knowledge and Understanding
1. Create a conceptual understanding of the theoretical, ethical and legal underpinnings of
cognitive behavioural approaches and their application to practice settings
2. Appraise cognitive behavioural theory in the wider context of psychopathology and as an
alternative or adjunct treatment to pharmacological approaches
Intellectual Skills
3. Critically reflect on their own personal values, behaviours, attitudes and beliefs within the
context of cognitive behavioural theory
4. Appraise, interpret and apply a range of comprehensive, in-depth, research-informed
evidence to make decisions in cognitive behavioural theory
Practical and Subject-Specific Skills
5. Critically evaluate the clinical application of cognitive behavioural theory and its
application to clinical practice, within a social and cultural context.
6. Evaluate the impact of cognitive behavioural theory in the development and maintenance
of the therapeutic alliance throughout the duration of therapeutic intervention.
Transferable Skills
7. Demonstrate effective and efficient collaboration
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8. Critically reflect on the processes involved when working with a diverse population
9. Establish a conceptual understanding of therapeutic theory within the wider context of
societal values, beliefs, attitudes and behaviours, considering these from the perspective of
therapeutic implementation.
SECTION FOUR: PROGRAMME STRUCTURE
Structure and Curriculum
ALL modules are 20 credits.
To achieve the University Advanced Diploma in Cognitive Behavioural Studies and Skills
students are required to achieve 60 credits at level 6.
Please note: If students are taking modules as part of another programme, they can only use
the modules as part of the programme they belong to. They cannot obtain the University
Advanced Diploma as well, because this would be double counting of modules and is not
possible within university regulations. (For example, if students in the BSc Nursing Studies
Top-Up programme take these modules, they can use them only for the BSc Nursing
Studies Top-Up programme.)
Examples of Study Pattern
Study Pattern for the University Advanced Diploma in Cognitive Behavioural Skills and
Studies. Please note: these patterns are dependent on student numbers.
September Starters
Autumn
Contemporary Approaches
within CBT
Spring
Relationships informed
by CBT
Summer
Working with People with Distress
and Disorder
Summer
Relationships informed
by CBT
Autumn
Working with People with Distress
and Disorder
January Starters
Spring
Contemporary Approaches
within CBT
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Accelerated Study Route
January Starters Fast Track
It may also be possible for a January starter to fast track.
Spring
Contemporary Approaches within
CBT
Summer
Autumn
Working with People with Distress and
Disorder
N/A
Relationships informed by CBT
May Starters Fast Track ONLY (dependent on student numbers)
This is only available as a fast track plan as students would need to pick up 2 modules in the
summer trimester.
Summer
Contemporary Approaches within
CBT
Relationships informed by CBT
Autumn
Spring
Working with People with Distress and
Disorder
N/A
Typical Study Plans
Study Pattern for the University Advanced Diploma in Cognitive Behavioural Skills and
Studies. Please note: these patterns are dependent on student numbers.
Autumn start
Autumn
Contemporary Approaches
within CBT
Spring
Relationships informed
by CBT
Summer
Working with People with Distress
and Disorder
Summer
Relationships informed
by CBT
Autumn
Working with People with Distress
and Disorder
Spring start
Spring
Contemporary Approaches
within CBT
Summer start
Summer
Relationships informed
by CBT
Autumn
Working with People with
Distress and Disorder
Spring
Contemporary Approaches within
CBT
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Intake Points and module learning design types
When viewed holistically the programme contains a combination of all the learning design
types that specifically reflect the nature of online learning. These are identified in module
specifications as:
-
Self-paced, supported online learning (S)
Collaborative online learning (C)
Portfolio-based, reflective online learning (R)
In some cases the learning design types are combined, for example self-paced supported
with significant collaborative activity (SC) or Self-paced supported with significant reflective
activity (SR).
A description of each learning design type can be found in Section 5: Programme Delivery.
You can see in the tables below the abbreviations placed beside individual modules
identifying the learning design type used.
Module
Learning design type
Working with People with Distress and Disorder
Reflective and
collaborative
Relationships informed by Cognitive Behavioural Therapy
Self-paced with
reflective
Contemporary Approaches within CBT
Self-pace with reflective
Personal Development Planning (PDP)
For this programme we have acknowledged the Higher Education Academy (HEA) (2012)
definition of Personal Development Planning:
PDP is defined as 'a structured and supported process undertaken by an
individual to reflect upon their own learning, performance and/or
achievement and to plan for their personal, educational and career
development'.
PDP embraces a range of approaches to learning that connect planning
(an individual's goals and intentions for learning or achievement), doing
(aligning actions to intentions), recording (thoughts, ideas, experiences,
in order to understand and evidence the process and results of learning)
and reflection (reviewing and evaluating experiences and the results of
learning).
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The UAD in Cognitive Behavioural Studies and Skills is built upon the philosophy of Personal
Development Planning and is underpinned by the expectation that you will reflect on your own
learning and become increasingly autonomous as you progress through your studies. This will
be in both your role as a learner but also in your subject/profession.
Opportunities for PDP are included in the programme in the following ways:
-
The application of learning materials to current practice within health and social care
-
The use of critical reflection within modules.
-
PDP is not restricted to portfolio development but is integral within modules as part of
individual personal and professional development.
Reference to guidance from relevant professional bodies should be considered alongside PDP
requirements for this programme. During the programme, you will be directed to activities that
assist you in developing your career plan, your use of tools and technologies and your
academic scholarship. The types of activities you encounter will be appropriate for the module
(and learning design type) you are studying. This approach will give you the opportunity to
develop and demonstrate new skills within your module and as you progress through your
programme.
Drawing on the model and range of graduate skills identified by Jackson et al (2013), these
are grouped and mapped against each learning design type to ensure that you have the
opportunity to develop all of them within their programme.
PDP elements will be integrated throughout the programme by:

The use of an initial skills diagnosis and links to additional self-study resources

The use of a microsite called ‘Personal Development Planning for the Digital Age’. This
microsite will contain a range of learning objects that address digital literacy, digital
scholarship and graduate employment skills, all of these skills being considered
transferable - from study to employment and vice versa. The learning objects can used
in several ways:
o
Students may be directed to carry out tasks which have been written into the
authored materials.
o
The Associate Academic may request or advise students to study specific skills
to improve their understanding of a work related concept, develop a specific
digital literacy or enhance a specific scholarship skill. The will look for the
development of these skills within the module.
o
Students may proactively engage with the microsite to develop the skills
independently.
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The attributes are mapped against each learning design type to ensure students have the
opportunity to develop all of them within the programme.
You are also able to network with peers at the programme level as well as the module level,
many of whom are health and social care practitioners globally located, hence interaction and
collaborative work offers excellent networking opportunities.
SECTION FIVE: PROGRAMME DELIVERY
Online Teaching and Learning Methods
At the University of Derby, we appreciate that some students have chosen this method of
learning because they prefer a more independent approach to learning. We use teaching
methods that give students the choice to become part of an active learning community. One
of the key methods we use is collaborative learning where we work with students on the
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electronic discussion board, exploring subject-related issues. Students and tutors
interactively engage in topics promoting a sense of being part of a group.
E-learning strategies
The study materials are delivered using the Blackboard Virtual Learning Environment via
module web pages. They were developed with the aim of making the material as interactive
and stimulating as possible. This is achieved by providing specific information via the written
material within the modules, various activities provided at the end of each section of reading
to offer students the opportunity to think and reflect on their reading.
As stated, the module material is supported by active engagement on the discussion boards
with the academic staff and students. Web based materials provide an overview of the
module content and are used to guide and structure activities associated with the module.
We also use video clips as they help students to synthesis theory and practice, and provide
an opportunity to develop critique.
Although much of the additional reading is available in the set texts via digital resources,
students at level 6 are encouraged to supplement their reading by sourcing journal articles
available from our online library. This helps to build up student’s confidence as independent
learners. The ability to learn independently is necessary for student progression at higher
academic levels.
Assessment
General Approach
The assignments correspond to the module’s Learning Outcomes, which were develop from
the module content, generic learning outcomes and programme aims.
Course work is chosen exclusively over examinations as it enables students to develop and
reflect on their thinking, rather than the acquisition of knowledge for its own sake.
The assessment strategy encompasses the use of written assignments (for cognitive and
problem solving skills development); video recordings (for skills development): reflection (for
personal development). This is in line with assessment strategies adopted by most courses
in the subject area and ensures that students have an opportunity to demonstrate a broad
range of skills.
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Students are encouraged to use the discussion board to discuss their assignments and are
permitted to send a plan of their assignment on which formative feedback is provided.
In all modules students are rewarded with higher grades for work that is deemed to evaluate
the subject matter and is supported with academic literature.
Please note: This programme operates within the University’s Regulatory Framework and
conforms to its regulations on assessment with one exception. Due to the professional
implications of counselling and psychotherapy courses no compensation is available for
each module. All aspects of the module must attain a grade of a minimum of 40, which is a
derogation from the University’s regulations. Where this is not attained, the University
regulations in relation to referral will apply.
SECTION SIX: ADMISSIONS
Process
Within the context of the University’s Mission Statement, equal opportunities and the
Admissions policy, the programme aims to attract a wide range of applicants.
We welcome and encourage applications from people of all ages as long as they can be
considered adequately prepared to succeed on the programme. All applicants must satisfy the
entry criteria but also be suitably prepared to achieve the aims and objectives of the
programme.
The primary function of the admissions process is to ensure that there are grounds for
believing that you are adequately prepared and will successfully complete the programme of
study leading to the intended award.
Entry Requirements
Standard Entry Criteria
You will need:
- A University Diploma in Counselling or an equivalent qualification.
- The ability to work independently (evidenced through a reference letter from a
professional person known to you regarding your suitability for this programme).
- To complete an online application form with suitable references.
If English is not your first language you will need an English language qualification. For this
course you will need at least one of the following:
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IELTS 6.0
TOEFL 550 (paper based) 213 (computer based) or 80 (internet based)
Pearson Test of Academic English: 51
Cambridge Advanced Certificate: Pass
London Tests of English: we accept level 4 for undergraduate courses
International GCE O Level English Language: Grade C
International GCSE English/English as a Second Language: Grade C
After completion of this programme, if you wish to move onto the BSc Cognitive Behavioural
Therapeutic Approaches, you will need to prove that you are currently in a health & social
care practice.
Non-standard entrants:
If your qualifications do not match the criteria above, you are a ‘non-standard’ entrant and you
will be required to submit evidence of your work experience and counselled before being
offered a place as a direct entrant to ensure that you have the necessary capacity for critical
awareness and reflection.
Applicants who have undertaken previous study at this level may wish to apply for Advanced
Standing which will be assessed according to the University’s Recognition of Prior Learning
(RPL) Regulatory Framework. This may be a combination of experience and/or certificated
evidence.
SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE
Student Support
UDOL’s learning and Teaching Strategy does not disadvantage students with additional
needs. Students experiencing difficulty or who have specific needs will be advised to use the
University Central Support systems. Students in employment will already benefit from work
place support systems, but are fully informed of and have access to all services available
through the University of Derby.
There is an Online Student Orientation which serves the purpose of highlighting the particular
needs of online study and prepares you for the online learning environment. This orientation
is available to you before formal entry to the programme and is accessible to you throughout
your studies.
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You will have access to an Online Student Portal, this will be the main source of information
and access to your studies throughout your programme, it directs you to appropriate support
guidance and prepares you for the online study and online learning environment.
A number of support mechanisms are available through the portal and via direct contact:
 Academic Leads provide programme and academic guidance;



Your Online Learner Advisor and Personal Tutor provides advice and guidance
on administrative and pastoral support issues;
Your Online Learner Advisor or Personal Tutor is able to refer you to central
University services designed to support your academic and personal
development within the programme i.e. technical support, library services,
careers or student wellbeing;
Lecturers and Associate Academics (module tutors) provide module support
and guidance.
There are many ways in which to access support during your studies either for tutorial support
or general programme related matters. A table depicting the students’ journey and support
mechanisms available is shown below.
Student journey and responsibility diagram
Sales and
Enquiry
Team
Enquiry
Application
Online
Learner
Advisor
Enrolment
Progression
Study
Associate
Academic
Assessment
Feedback
Retain
standards in
assessment
Retain
standards in
feedback
Internal
Moderator
Retain
standards in
assessment
Retain
standards in
feedback
External
Examiner
Retain
standards in
assessment
Retain
standards in
feedback
Academic
Lead
Support nonstandard entrant
decisions
Choices
support
Progression
Alumni
Relations
Team
Graduation
and Alumni
Assessment
and Awards
Boxes highlighted yellow denote the student journey
Further detail of the supporting teams is identified below.
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Programme Leadership
The UAD Cognitive Behavioural Studies and Skills has a clearly identified management
structure to support you throughout your studies which includes:
Senior Academic Manager
The Senior Academic Manager is responsible to the strategic implementation of the academic
framework and driving academic decisions about the portfolio.
Academic Manager
The Academic Manager manages a range of programmes at a cross subject level and drives
the coherence, consistency and online student experience across the UDOL portfolio.
Academic Lead
The Academic Lead is a subject specialist and is the Programme Leader. The Academic Lead
also takes line management responsibility for the module team.
Module Lead
Your module leader is a subject specialist that is responsible for the quality of the learning
materials and the engagement of the teaching team. Your module leader will gather your
feedback about the module and initiate changes and improvements.
Online Learner Advisors
The Online Learner Advisors provide the bridge between you and the academic team. Their
primary focus is on student pastoral care and guidance.
Admissions Advisors
The Admissions Advisors are often your first contact with the University of Derby Online
Learning. Their primary focus is to provide initial information and guidance in preparation to
make an application.
Content and Commissioning Team
The content and commissioning team consists of a manager and web developers. This team
coordinates the actions of authors and guides them in the preparation of academic learning
materials.
It is essential given the complexity and flexibility of choices and potential options that student
support is robust. To ensure this occurs, it is envisaged that there will be close communication
between all the members of the UDOL team and wider University teams, with the Academic
Lead acting as a conduit between these support mechanisms. The success of the programme
recognises the importance of academic counselling in guiding you the student through the
range of options available. Rigorous academic counselling will ensure the appropriateness of
module choice for you.
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Development and Delivery Team
You will also have access to the appropriate Associate academics for tutorial support on
individual module-related matters. Methods of contact will be advised in the module
information.
The teaching team is composed of Associate Academics and Module Authors that perform
their duties under guidance from the Academic Lead and the Content and Commissioning
Team. Many members of this team have Doctorate level credence, are exceptionally well
published and have international reputation in their field.
Associate Academics and Lecturers (module tutor)
These are subject specialists within modules. A module tutor manages the student experience
within a module, encourages engagement and provides support. The module tutor also
responsible for marking formative and summative assessments and providing feedback to
students.
Module Author
The module learning content is front loaded and prepared in advance of delivery.
Internationally renowned module authors are appointed for their specialist knowledge in the
subject area and their ability to visualise the learning process within the module. The module
author is guided by the Content and Commissioning Team’s appointed project manager.
The Student Voice
Whilst we develop academically robust programmes we constantly update and assess the
appropriateness of the curriculum via a series of methods. Students play an integral part in
these processes. For this diverse and flexible programme it is crucial we learn from your
experience.
As online students use Blackboard/Course Resources as the medium for learning and
collaboration, the Academic Lead is in the position to view the majority communications that
take place between the tutor and students, and also between students themselves as part of
group work and feedback on activities. This gives the Academic Lead the opportunity to pick
up initial concerns and gauge if there are any potential problems both with the Associate
Academic and the students on a particular module. This allows UDOL to monitor the student
voice in an unobtrusive way and has allowed us since inception to make changes during the
delivery of modules to improve the student experience. The tutor constantly monitors the
frequently asked questions forum in each module and responds to your e-mails in a timely
manner.
We additionally ask for student representation for our programme committee to represent the
student group. The students’ voice provides an opportunity for the student group to comment
on the delivery and learning within the programme and inform the quality and professional
standards of their studies. Through the student representatives we will seek formalised
feedback on the delivery of each module. The programme team also value informal
comments/opinions as to the relevance of the programme in developing professional practice.
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Consequently the students’ views are important to us and the identification of a representative
to convey the views of the student group is essential to the success and on-going development
of the programme.
Students will also be asked to complete a module evaluation that provides feedback after
completion of each module. These will be reviewed by the associate academic and feedback
reported to Academic leaders and to the programme committee. Students may also be asked
to complete other online surveys by the academic team at different stages in their studies.
The role of student representative is not extensive and requires interaction with UDOL typically
three times a year- to inform the programme committee meetings. The representative is also
required to gather student comment and provide feedback on the outcomes from each
meeting.
SECTION EIGHT: POST PROGRAMME OPPORTUNITIES
The knowledge and skills gained from studying this programme will enhance your ability to
develop your career and enrich your professional practice. Furthermore the programme may
enhance your academic ambitions which may include progressing on to Masters or Doctoral
level studies.
Post-qualification opportunities include progression onto postgraduate study across the
University inclusive of the MSc in Cognitive Behavioural Psychotherapy (subject to meeting
the requirements). Beyond this (subject to validation), there will be the possibility of moving
onto a doctoral level study.
Graduates can enhance their current practice by incorporating the concepts and framework of
cognitive behavioural therapy.
SECTION NINE: EMPLOYER LINKS
The programme team maintain strong links with practice and this has been reflected in the
design of this award. A range of bodies and stakeholders have assisted in the development of
the health and social care portfolio at UDOL ranging from UK-based charities, Government
bodies, leaders and managers across the University and external academics. This course is
the result of those continued discussions and seeks to deliver to stakeholders, students and
employers the flexibility they seek to meet the demands of modern health and social care. The
course is a continued portfolio development building on the relationships between UDOL, the
College of Health and Social Care.
External consultation with employers from across the whole range of provision in UDOL will
continue as the course develops and progresses, involving the new organisations such as
social enterprises, trusts, private and voluntary organisations. UDOL also benefits from links
with international partners who work with us to enhance the programme for the benefit of both
UK and international students.
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Appendix 1:
Mapping out
against
module
learning
outcomes
Knowledge and
Understanding
PLO 1
Relationships informed
by CBT
Working with people with
distress and disorder
MLO 1
MLO 2
MLO 3
MLO 1
MLO 2
MLO 3
MLO 1
MLO 2
MLO 3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
PLO 2
Intellectual
Skills
Practical and
Subject specific
Transferable
Skills
X
PLO 3
X
X
X
PLO 4
X
X
X
X
X
PLO 5
Contemporary approaches to
CBT
X
X
X
X
X
PLO 6
X
X
X
PLO 7
X
X
X
X
X
X
X
X
X
PLO 8
X
X
X
X
X
X
X
X
X
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PLO 9
X
X
X
X
X
X
X
Appendix 2: Mapping out against QAA Subject Benchmark
6.4.6
respond appropriately to the effect of their own values,
beliefs, attitudes and behaviours when working as a
counsellor/psychotherapist
recognise and make appropriate decisions in response to
6.5.12 ethical dilemmas and legal responsibilities when assessing
potential risk to the client or others
6.6.2
6.6.3
determine whether the type of counselling and
psychotherapy that can be offered is suitable for particular
clients
assess the components which underpin therapeutic
alliances, which may include client motivation,
commitment to the therapeutic process and contractual
arrangements
6.7.2
appraise the interrelatedness of truth claims, belief and
ideology, and their influence on professional practice
6.7.3
interpret and apply relevant policies and codes of the
employing organisation, including equal opportunities
statements, disability statements and widening
participation strategies
6.7.4
appraise the range of psychological services and
interventions available to clients
6.7.6
reflect on the role and function of counselling and
psychotherapy in society
Intellectual
Intellectual
Intellectual
Intellectual
Intellectual
Intellectual
Intellectual
Intellectual
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X
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6.3.6
recognise their own professional strengths and limitations
that may affect therapeutic practice, and develop
appropriate self-support and self-care strategies
6.4.4
analyse ethical dilemmas and work with others as
necessary, to formulate appropriate responses
6.4.9
critically appraise a range of theoretical approaches to
practice
6.5.4
implement an appropriate strategy for assessing potential
clients using appropriate consultation where necessary,
which may include risk assessment
6.5.5
make informed decisions about referral to appropriate
agencies
6.5.6
negotiate an appropriate therapeutic contract using all
available information
6.5.8
utilise research evidence or organisational guidance to
ensure an appropriate therapeutic response for specific
clients
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
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be aware of psychopharmacological interventions
commonly used in the treatment of mental health
6.5.10 problems and be sensitive to the impact that prescribed
medication may have on the therapeutic relationship and
process of counselling/psychotherapy
recognise signs and symptoms associated with mental
6.5.11 distress and regularly update knowledge about mental
health and well-being
recognise the potential for physical signs and symptoms to
6.5.13 accompany, mimic or be indicative of severe forms of
psychological distress and respond appropriately
6.5.14
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
apply consistently a comprehensive, in-depth and researchinformed body of knowledge in their practice
Knowledge &
Understanding
recognise that specific knowledge and skills are required to
6.5.15 work with particular client groups, for example children
and young people.
6.6.1
demonstrate familiarity with a model of assessment
compatible with their core theoretical model in order to
determine the client's therapeutic needs, while
maintaining an awareness of other assessment strategies
6.6.8
use research literature on the impact of the therapeutic
alliance to enhance relationships with clients
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
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6.6.9
recognise ways in which the relationship is conceptualised
in a range of different theoretical models
6.6.12
draw on a range of therapeutic responses, strategies and
interventions to inform practice
6.7.1
identify some of the philosophical assumptions
underpinning the practice of
counselling and psychotherapy
6.7.7
recognise ways in which government policies and
recommendations such as those in the National Institute
for Health and Clinical Excellence (N.I.C.E.) guidelines may
impact on mental health service provision and client wellbeing
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
6.7.8
recognise that power relationships and dynamics within
groups and organisations have the potential to impact on
therapy
6.7.9
critically appraise published research on counselling and
psychotherapy and integrate relevant research findings
into practice
6.7.11
be familiar with the legal and ethical framework in which
the therapy takes place
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
Knowledge &
Understanding
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6.3.1
maintain the ethical principles that underpin counselling
and psychotherapy
6.3.3
recognise the social and cultural context of their practice
6.3.4
recognise potential limitations of their preferred
theoretical model or models in work with specific clients
6.3.8
recognise and cope with uncertainty, responding
therapeutically while maintaining firm boundaries
6.3.9
recognise responsibilities to the client, employers, the
counselling and psychotherapy professions and to society
at large.
6.4.3
respect the role of supervision as an essential aspect of
clinical practice
6.4.7
work with managers and clients in the delivery, monitoring
and evaluation of services
Practical Sub
Specific
Practical Sub
Specific
Practical Sub
Specific
make use of supervision to develop their understanding
6.4.10 about clinical work and to enhance and protect their well
being
6.5.1
Practical Sub
Specific
establish and maintain a secure frame for therapeutic work
Practical Sub
Specific
Practical Sub
Specific
Practical Sub
Specific
Practical Sub
Specific
Practical Sub
Specific
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6.5.3
summarise the client's difficulties, as perceived by the
therapist, and articulate the ways in which
counselling/psychotherapy can address them
6.5.7
recognise the implicit power imbalance in the
counselling/psychotherapy relationship
6.5.9
openly and freely discuss sexual matters when appropriate,
whatever the client's sexual orientation or the nature of
the client's problem
6.6.10
recognise and manage difficulties and ruptures in the
therapeutic alliance
6.6.11
recognise and manage distortions in the client's perception
of the therapist and of their experience of therapy
6.6.15
apply appropriate strategies and interventions in work with
specific client populations and client issues
Practical Sub
Specific
Practical Sub
Specific
Practical Sub
Specific
Practical Sub
Specific
Practical Sub
Specific
Practical Sub
Specific
6.6.16 work with the constraints of the therapeutic contract
Practical Sub
Specific
6.6.17 recognise the importance of preparing clients for endings
Practical Sub
Specific
deliver the counselling/psychotherapy services with due
6.7.12 regard to the
practice setting
Practical Sub
Specific
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6.3.2
6.3.5
6.3.7
integrate into practice legal, professional and
organisational requirements pertaining to equal
opportunities, diversity and anti-discrimination
Transferrable
ensure a consistent commitment to continuing
professional and personal development, including selfawareness and fitness to practice
Transferrable
recognise the need for, and engage with, their own
personal support and/or therapy as appropriate
6.4.1
recognise and respect inter-professional and multi-agency
approaches to mental health
6.4.2
recognise their own professional limitations, making
referrals where appropriate
Transferrable
Transferrable
Transferrable
take account of diversity issues and the rights and
responsibilities of all clients, regardless of their gender,
age, ethnicity, national or ethnic origin, culture, class,
ability, sexual orientation, religion and beliefs
Transferrable
build and sustain professional relationships and work
collaboratively,
as appropriate to the work context
Transferrable
6.5.2
maintain clear professional boundaries in all relationships
with clients
Transferrable
6.6.4
be able to communicate the scope and limits of
confidentiality clearly and ethically to clients
Transferrable
6.6.5
set and maintain appropriate professional boundaries
6.6.6
establish and sustain a therapeutic alliance
6.4.5
6.4.8
Transferrable
Transferrable
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6.6.7
6.6.13
understand and manage the impact of diversity and
difference on the
therapeutic relationship
Transferrable
manage problematic situations, including violation of the
therapeutic contract
Transferrable
adapt responses and strategies to open-ended or time6.6.14
limited contracts
6.6.18
6.6.19
be able to comply with professional requirements for
record-keeping
manage contact with external agencies and professionals,
as appropriate to the interest of the client
Transferrable
Transferrable
Transferrable
6.6.20 regularly review client progress
Transferrable
6.7.5
6.7.10
recognise the potential importance of diversity in the
therapeutic relationship
implement methodologies to audit and evaluate the
process and outcome of therapy
Transferrable
Transferrable
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