B1.4 BSc Hons Therapeutic Communication and Counselling Studies
UNIVERSITY OF ULSTER
PROGRAMME SPECIFICATION
COURSE OR HONOURS SUBJECT TITLE: THERAPEUTIC COMMUNICATION
AND COUNSELLING STUDIES (WITH ASSOCIATE BACHELOR’S DEGREE AND
CertHE EXIT AWARDS)
1 AWARD INSTITUTION/BODY:
2 TEACHING INSTITUTION:
3. LOCATION:
4 ACCREDITED BY:
5 FINAL AWARD:
6 MODE OF ATTENDANCE:
7 SPECIALISMS:
8 COURSE CODE:
9 DATE WRITTEN:
UNIVERSITY OF ULSTER
UNIVERSITY OF ULSTER
JORDANSTOWN CAMPUS
NOT APPLICABLE
BACHELORS OF SCIENCE (WITH HONOURS)
FULL TIME & PART TIME
NONE
TBC
EFFECTIVE FROM 2015/16
10 EDUCATIONAL AIMS OF THE COURSE
This course has been designed to meet the needs of students who wish to undertake
a study of communication with a specific focus on its application within the
therapeutic and helping contexts. The creativity of the programme aims to facilitate
the development of comprehensive and critical understanding of the complex nature
of counselling as a professional activity; the contexts in which it occurs; relationship
building; knowledge of therapeutic orientations; the skills based practiced within
counselling; research; monitoring, evaluation and reflective practice. It also aims to
develop students’ understanding of human growth and development; personal
development; mental health and well-being; philosophy and ethics; developing the
therapeutic alliance and research evidence with the outcome of developing a critical
understanding of the interplay between these factors within the therapeutic setting.
Students will also study key aspects of communication processes with a particular
focus on interpersonal interactions, group processes and language and
communication.
The degree in itself is not counsellor training and will not provide the graduate with a
professional counselling qualification but rather is concerned with equipping students
with a knowledge base of therapeutic communication and associated counselling
1
skills which can be built upon after graduation. The programme provides an excellent
springboard for students who wish to pursue professional counselling accreditation
following graduation or who wish to work in the more general caring sector. Our
overall aim is that students develop knowledge and skills to enhance their prospects
for employment, academic progress and continuing professional development.
11 MAIN LEARNING OUTCOMES (GRADUATE LEVEL)
The following reference points were used to inform the development of the
programme and its learning outcomes:
•
the University’s Vision and core strategic aims, learning and teaching strategy
and policies;
•
current research or other advanced scholarship carried out by academic staff;
•
subject benchmark statements for counselling and psychotherapy, and
psychology and communication
•
requirements of professional, statutory or regulatory bodies: British
Association for Counselling and Psychotherapy; Irish Association for
Counselling and Psychotherapy
•
National Occupational Standards for Counselling
•
National and University qualifications and credit frameworks;
•
relevant European or international reference points: European Association for
Counselling
The course provides opportunities for students to achieve and demonstrate the
following learning.
Successful students will be able to:
11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT
K1
K2
Demonstrate detailed knowledge and understanding of the area of counselling
Demonstrate critical knowledge and understanding of the theoretical contexts
in which therapeutic interventions are deployed and to be able to relate that
knowledge to professional concerns and core communication issues, thus
effectively integrating theory and practice.
2
K3
K4
K5
K6
K7
K8
K9
Evidence a systematic understanding of the main conceptual frameworks
available to define counselling and helping and to be able to illuminate and
justify specific interventions.
Demonstrate critical understanding of the following areas; mental health,
illness and well-being; psychological theories derived from lifespan
developmental psychology; a range of psychological concepts
Develop a critical awareness of the limitations and constraints on effective
practice within the conceptual framework of ethical, professional and legal
issues.
Demonstrate a systematic understanding of empirical research related to the
practice of counselling and psychotherapy.
Achieve in-depth knowledge of the key skills and strategies deployed in
counselling practice.
Detail in a reflective way the nature of communication as a social science and
its role in the regulation of social life.
Explain the processes of effective communication and ineffective
interpersonal interaction in dyadic and group contexts.
Teaching and Learning Methods: The programme will provide students with
opportunities for learning which are built upon a combination of discipline-specific
and pedagogic research. These will be supported through a combination of
formative and summative feedback. Teaching and learning methods will include:
lectures; seminars; tutorials; case based discussions; workbook; seminar
presentations; guest speakers; Blackboard; self –learning experience.
Assessment Methods: A range of assessment methods have been devised to
empower and engage students through providing appropriate opportunities to apply
what they have learned to new tasks, which, in turn, will facilitate active engagement
and promote positive motivation and self-esteem. These will include: seminar
presentation; case studies; essays; reports; workbooks; project preparation and
completed projects; seen and unseen exams.
11I
I1
I2
I3
INTELLECTUAL QUALITIES
Demonstrate the abilty to engage in critical evaluation of arguments and
evidence theory and models
Demonstrate the ability to systematically locate, extract and analyse data from
multiple sources including the correct acknowledgement and referencing of
sources
Pursue studies in theory and research of relevance to effective practice and
appraise and extend alternative strategies within a range of professional
contexts
3
I4
Critically appraise the contribution of theory to an understanding of
communication and be able to compare and contrast the different models and
perspectives of communication
Teaching and Learning Methods: The programme provides opportunities for active
learning through methods which embed and develop safe, yet challenging, learning
environments. These will be provided through: lectures; seminars; tutorials; case
based discussions; workbook; seminar presentations; guest speakers; Blackboard;
self –learning experience.
Assessment Methods: A range of assessment methods provide opportunities for
students to demonstrate intellectual qualities which are both subject-specific,
reflective and applicable for wider contexts. These include: seminar presentations;
case studies; essays; reports; workbooks; project preparation and completed
projects; seen and unseen exams.
11P
P1
P2
P3
P4
P5
PROFESSIONAL/PRACTICAL SKILLS
Demonstrate critical awareness of the need to integrate theoretical knowledge,
personal development and practice application.
Critically reflect and evaluate the effectiveness of skilled intervention.
Engage productively with a range of agencies to enhance the evidence base for
effective management of services.
Develop the habits of self-reflection and evaluation.
Demonstrate competence in a range of communication skill, strategies and
processes relevant to social and professional settings
Teaching and Learning Methods: A range of teaching and learning methods will be
employed to promote work-related learning opportunities and support employability.
These will be facilitated through: lecturers seminars; tutorials; seminar presentations;
guest speakers; Blackboard; workbooks; self-learning experience
Assessment Methods: Professional and practical skills will be assessed throughout
the course through providing opportunities to share and reflect upon experiences
and new challenges. These will be assessed through: seminar presentation; case
studies; essays; reports; workbooks; project preparation and completed projects;
seen and unseen exams.
4
11T
T1
T2
T3
T4
T5
T6
T7
TRANSFERABLE SKILLS
Develop the capacity to reflect on their own learning and demonstrate critical,
analytical and independent thinking
Display disciplined enquiry, analysis and evaluation, thereby supporting further
academic study or successful transition into the world of work
Communicate effectively in a variety of settings
Use information and communication technology for retrieval manipulation and
presentation of quantitative and qualitative information
Demonstrate the ability to work cooperatively and productively in group
contexts and to reflect upon personal performance in these settings
Work independently and take responsibility for gaining and acting on
appropriate advice and feedback from relevant sources.
Manage time and resources independently and effectively through planning and
organisation
Teaching and Learning Methods: A range of teaching and learning methods will be
employed which encourage the development of key transferable skills by placing
emphasis on experiential learning with opportunities to acquire transferable skills and
to observe others similarly engaged and to give and receive peer and staff feedback.
This will include: lectures; seminars; tutorials; seminar presentations; guest
speakers; workbooks; Blackboard; self-learning experience.
Assessment Methods: A range of assessment methods have been formulated that
will provide learners with opportunities to demonstrate these skills in conjunction with
cognitive knowledge through: seminar presentation; case studies; essays; reports;
workbooks; project preparation and completed projects; seen and unseen exams
11
MAIN LEARNING OUTCOMES (ASSOCIATE BACHELOR LEVEL)
Modules at level 5 are mapped to the programme level learning outcomes for the
Honours degree but while they address each of those outcomes as illustrated below,
at this level, they are contributing developmentally to their achievement at the
honours level. The achievement at this level is commensurate with descriptors for
HE credit level 5.
The programme provides the opportunity for students to achieve and demonstrate
the following learning
Successful students will be able to:
5
11K KNOWLEDGE AND UNDERSTANDING OF THE SUBJECT
K1
K2
K3
K4
K5
K6
K7
K8
K9
Demonstrate knowledge and understanding of the area of counselling
Demonstrate knowledge and understanding of the theoretical contexts in
which therapeutic interventions are deployed and to be able to relate that
knowledge to professional concerns and core communication issues, thus
effectively integrating theory and practice.
Evidence an understanding of the main conceptual frameworks available to
define counselling and helping and to be able to illuminate and justify specific
interventions.
Demonstrate knowledge and understanding in one of the following areas:
mental health, illness and well-being; psychological theories derived from
lifespan developmental psychology; a range of psychological concepts
Evidence critical understanding of the limitations and constraints on effective
practice within the conceptual framework of ethical, professional and legal
issues.
Develop an understanding of empirical research related to the practice of
counselling and psychotherapy.
Achieve knowledge of the key skills and strategies deployed in counselling
practice.
Articulate the nature of communication as a social science and its role in the
regulation of social life.
Discuss the processes of effective communication and ineffective
interpersonal interaction in dyadic and group contexts.
Teaching and Learning Methods: The programme will provide students with
opportunities for learning which are built upon a combination of discipline-specific
and pedagogic research. These will be supported through a combination of
formative and summative feedback. Teaching and learning methods will include:
lectures; seminars; tutorials; case based discussions; workbook; seminar
presentations; guest speakers; Blackboard; self-learning experience.
Assessment Methods: A range of assessment methods have been devised to
empower and engage students through providing appropriate opportunities to apply
what they have learned to new tasks, which, in turn, will facilitate active engagement
and promote positive motivation and self-esteem. These will include: seminar
presentation; case studies; essays; reports; workbooks; project preparation; seen
and unseen exams.
11I INTELLECTUAL QUALITIES
I1
I2
Demonstrate the abilty to engage in evaluation of arguments and evidence
theory and models
Demonstrate the ability to locate, extract and analyse data from multiple
sources, including the correct acknowledgement and referencing of sources
6
I3
I4
Pursue studies in theory and research of relevance to effective practice and
appraise and extend alternative strategies within a range of professional
contexts
Appraise the contribution of theory to an understanding of communication and
be able to compare and contrast the different models and perspectives of
communication
Teaching and Learning Methods: The programme provides opportunities for active
learning through methods which embed and develop safe, yet challenging, learning
environments. These will be provided through: lectures; seminars; tutorials; case
based discussions; workbook; seminar presentations; guest speakers; Blackboard;
self–learning experience.
Assessment Methods: A range of assessment methods provide opportunities for
students to demonstrate intellectual qualities which are both subject-specific,
reflective and applicable for wider contexts. These include: seminar presentations;
case studies; essays; reports; workbooks; project preparation; unseen exams.
11P
PROFESSIONAL/PRACTICAL SKILLS
P1
Demonstrate an awareness of the need to integrate theoretical knowledge,
personal development and practice application.
Reflect and evaluate the effectiveness of skilled intervention.
Engage productively with a range of agencies to enhance the evidence base
for effective management of services.
Develop the habits of self-reflection and evaluation.
Demonstrate competence in a range of communication skill, strategies and
processes relevant to social and professional settings
P2
P3
P4
P5
Teaching and Learning Methods: A range of teaching and learning methods will be
employed to promote work-related learning opportunities and support employability.
These will be facilitated through: lectures seminars; tutorials; seminar presentations;
guest speakers; Blackboard; workbooks; self-learning experience
Assessment Methods: Professional and practical skills will be assessed throughout
the course through providing opportunities to share and reflect upon experiences
and new challenges. These will be assessed through: seminar presentation; case
studies; essays; reports; workbooks; project preparation; unseen exams.
11T
TRANSFERABLE SKILLS
T1
Develop the capacity to reflect on their own learning and demonstrate critical,
analytical and independent thinking
7
T2
T3
T4
T5
T6
T7
Display analysis and evaluation, thereby supporting further academic study or
successful transition into the world of work
Communicate effectively in a variety of settings
Use information and communication technology for retrieval, manipulation and
presentation of quantitative and qualitative information
Demonstrate the ability to work cooperatively and productively in group
contexts and to reflect upon personal performance in these settings
Work independently and take responsibility for gaining and acting on
appropriate advice and feedback from relevant sources.
Manage time and resources independently and effectively through planning
and organisation
Teaching and Learning Methods: A range of teaching and learning methods will be
employed which encourage the development of key transferable skills by placing
emphasis on experiential learning with opportunities to acquire transferable skills and
to observe others similarly engaged and to give and receive peer and staff feedback.
This will include: lectures; seminars; tutorials; seminar presentations; guest
speakers; workbooks; Blackboard; self-learning experience.
Assessment Methods: A range of assessment methods have been formulated that
will provide learners with opportunities to demonstrate these skills in conjunction with
cognitive knowledge through: seminar presentation; case studies; essays; reports;
workbooks; project preparation; unseen exams
1
MAIN LEARNING OUTCOMES (CERTIFICATE OF HIGHER EDUCATION)
Modules at level 4 are mapped to the programme level learning outcomes for the
Honours degree but while they address each of those outcomes as illustrated below,
at this level, they are contributing developmentally to their achievement at the
honours level. The achievement at this level is commensurate with descriptors for
HE credit level 4.
The programme provides opportunities for students to achieve and demonstrate the
following learning.
Successful students will be able to:
11K KNOWLEDGE AND UNDERSTANDING OF SUBJECT
K1
K2
Demonstrate knowledge and understanding of the area of counselling
Demonstrate an awareness of the theoretical contexts In which therapeutic
interventions are deployed and to be able to relate that knowledge to
8
K3
K4
K5
K6
K7
K8
K9
professional concerns and core communication issues, thus effectively
integrating theory and practice.
Evidence awareness of the main conceptual frameworks available to define
counselling and helping, and to be able to illuminate and justify specific
interventions.
Demonstrate understanding of one of the following areas; psychological
theories derived from lifespan developmental psychology; a range of
psychological concepts.
Evidence an awareness of the limitations and constraints on effective practice
within the conceptual framework of ethical, professional and legal issues.
Develop an understanding of empirical research related to the practice of
counselling and psychotherapy.
Achieve awareness of the key skills and strategies deployed in counselling
practice.
Explain the role of communication in social interactions.
Identify processes of effective communication and ineffective interpersonal
interaction in dyadic and group contexts.
Teaching and Learning Methods: The programme will provide students with
opportunities for learning which are built upon a combination of discipline-specific
and pedagogic research. These will be supported through a combination of
formative and summative feedback. Teaching and learning methods will include:
lectures; seminars; tutorials; seminar presentations; guest speakers; Blackboard;
workbooks; self-learning experience.
Assessment Methods: A range of assessment methods have been devised to
empower and engage students through providing appropriate opportunities to apply
what they have learned to new tasks, which, in turn, will facilitate active engagement
and promote positive motivation and self-esteem. These will include: seminar
presentation; essays; workbooks; unseen exams.
11I INTELLECTUAL QUALITIES
I1
I2
I3
I4
Demonstrate an awareness of the evaluation of arguments and evidence
theory and models
Demonstrate an awareness of the need to locate, extract and analyse data
from multiple sources, including the correct acknowledgement and referencing
of sources
Demonstrate an appreciation of the pursuit of studies in theory and research
of relevance to effective practice
Understand the contribution of theory to an understanding of communication
and the different models and perspectives of communication
9
Teaching and Learning Methods: The programme provides opportunities for active
learning through methods which embed and develop safe, yet challenging, learning
environments. These will be provided through: lectures; seminars; tutorials;
workbook; seminar presentations; guest speakers; Blackboard; self-learning
experience.
Assessment Methods: A range of assessment methods provide opportunities for
students to demonstrate intellectual qualities which are both subject-specific,
reflective and applicable for wider contexts. These include: seminar presentations;
essays; workbooks; unseen exams.
11P PROFESSIONAL /PRACTICAL SKILLS
P1
P2
P3
P4
P5
Demonstrate an awareness of the need to integrate theoretical knowledge,
personal development and practice application.
Reflect on the effectiveness of skilled intervention.
Engage with a range of agencies to enhance the evidence base for effective
management of services.
Develop the habits of self-reflection and evaluation.
Be able to use a range of communication skill, strategies and processes
relevant to social and professional settings
Teaching and Learning Methods: A range of teaching and learning methods will be
employed to promote work-related learning opportunities and support employability.
These will be facilitated through: lectures, seminars; tutorials; seminar presentations;
guest speakers; Blackboard; workbooks; self-learning experience
Assessment Methods: Professional and practical skills will be assessed throughout
the course through providing opportunities to share and reflect upon experiences
and new challenges. These will be assessed through: seminar presentation; essays;
workbooks; unseen exams.
11T TRANSFERABLE SKILLS
T1
T2
T3
T4
T5
Develop the capacity to reflect on their own learning and demonstrate
analytical and independent thinking
Display analysis and evaluation, thereby supporting further academic study or
successful transition into the world of work
Communicate competently in a variety of settings
Be aware of information and communication technology for retrieval,
manipulation and presentation of quantitative and qualitative information
Demonstrate the ability to work cooperatively and productively in group
contexts and to reflect upon personal performance in these settings
10
T6
T7
Be able to work independently and take responsibility for gaining and acting
on appropriate advice and feedback from relevant sources.
Be aware of the need to manage time and resources independently and
effectively.
Teaching and Learning Methods: A range of teaching and learning methods will be
employed which encourage the development of key transferable skills by placing
emphasis on experiential learning with opportunities to acquire transferable skills and
to observe others similarly engaged and to give and receive peer and staff feedback.
This will include: lectures; seminars; tutorials; seminar presentations; guest
speakers; workbooks; Blackboard; self-learning experience.
Assessment Methods: A range of assessment methods have been formulated that
will provide learners with opportunities to demonstrate these skills in conjunction with
cognitive knowledge through: seminar presentation; essays; reports; workbooks;
unseen exams
11
11
PROGRAMME LEARNING OUTCOME MAP (Graduate level)
Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within
the modules offered in the programme
MODULE
TITLES
Social Psychology of
Communication
Communication & Language
Understanding
Ourselves and
Others
Interpersonal
Communication skills &
strategies
Lifespan
Development
Nature and
Contexts of
Counselling
Advanced Interpersonal
Communication
Communication in
Relationships
Mental health
& Wellbeing
Research Methods
Developing a
Therapeutic Relationship
Counselling Theory:
comparative models, skills &
K1
K2
K3
K4
K5
K6
K7
K8
LEVEL
1
CODE
1
1
CMM107
1
CMM111
1
CMM1XX
1
CMM153
2
CMM315
√
2
CMM348
√
2
CMM354
2
2
CMM317
CMM3XX
√
√
2
CMM322
√
√
CMM109
√
√
CMM114
K9
I1
I2
√
√
√
√
√
√
√
√
√
√
√
P2
P3
√
√
√
√
√
√
√
√
√
12
√
√
√
T2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
T1
√
√
√
P4
√
√
√
P1
√
√
√
I4
√
√
√
I3
√
√
√
P5
√
√
√
√
T7
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
T4
√
√
√
√
√
T5
√
√
√
√
T6
√
√
√
T3
√
strategies
Foundation to Dissertation
Organisational
Counselling
Integration &
Eclecticism in
Counselling
Dissertation
Psychological
Contexts of
Communication
& Counselling Issues
Research in
Counselling:
Theory & Practice
Groups, Identities
and Relations
2
2
CMM5XX
CMM520
√
√
√
√
3
CMM5XX
√
√
√
√
3
3
CMM5XX
CMM545
√
√
√
√
√
3
CMM5XX
√
√
√
3
CMM529
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
13
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
11
PROGRAMME LEARNING OUTCOME MAP (Associate Bachelors level)
Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within
the modules offered in the programme.
MODULE
TITLES
Social Psychology of
Communication
Communication & Language
Understanding
Ourselves and
Others
Interpersonal
Communication skills &
strategies
Lifespan
Development
Nature and
Contexts of
Counselling
Advanced Interpersonal
Communication
Communication in Relationships
Mental health
& Wellbeing
Research Methods
Developing a
Therapeutic Relationship
Counselling Theory;
comparative models, skills &
strategies
K1
K2
LEVEL
1
CODE
1
1
CMM107
1
CMM111
1
CMM1XX
1
CMM153
2
CMM315
2
2
CMM348
2
2
CMM317
CMM5XX
√
√
2
CMM322
√
√
K3
K4
K5
K6
K7
K8
CMM109
√
√
CMM114
K9
I1
I2
√
√
√
√
√
√
√
√
√
√
√
√
√
P2
P3
√
√
√
√
√
√
√
14
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
P4
T1
T2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
CMM354
P1
√
√
√
I4
√
√
√
I3
P5
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
T4
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
T5
√
√
√
√
√
T7
√
√
√
√
T6
√
√
√
√
T3
√
11
PROGRAMME LEARNING OUTCOME MAP (Certificate of Higher Education level)
Please Note: The matrix displays only the measurable programme outcomes and where these are developed and assessed within
the modules offered in the programme.
MODULE
TITLES
Social Psychology of
Communication
Communication & Language
Understanding
Ourselves and
Others
Interpersonal
Communication skills &
strategies
Lifespan
Development
Nature and
Contexts of
Counselling
LEVEL
1
CODE
1
1
CMM107
1
CMM111
1
CMM1XX
1
CMM153
K1
K2
K3
K4
K5
K6
K7
K8
CMM109
√
√
CMM114
√
I2
√
√
√
√
√
√
I3
I4
√
√
P1
P2
P3
√
√
√
√
√
√
√
I1
√
√
√
K9
√
15
√
√
√
√
√
√
√
√
√
√
√
√
T1
T2
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
P4
√
√
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P5
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STRUCTURE AND REQUIREMENTS FOR THE AWARD
This course will be studied full-time over a period of three years. The honours degree
for the award of BSc Hons Therapeutic Communication and Counselling Studies will
take three years full-time and comprise 360 degree credits. This will be delivered
through six compulsory 20-credit modules in each of Years 1 and 2 (Levels 4 and 5)
and five compulsory 20-credit modules and one of two optional 20-credit modules in
Final Year (Level 6). Students will be required to complete a supervised dissertation
at Level 6. There are two optional modules in second semester, level 6, providing
students with the opportunity to specifically focus on an area of particular interest to
them.
The programme may be studied on a part-time or a full-time basis and offers
potential exit points at Level 4 (Certificate of Higher Education) and at Level 5
(Associate Bachelor’s degree award). An accumulation of 120 credit points is
necessary to complete each year of the course. Progression and coherence is
maintained through the application of pre-requisites and co-requisites where
relevant.
In the part-time mode, a maximum of four modules may be studied per year. The
selection of modules allows for maximum flexibility in terms of structure and
coherence. Modules from more than one level may be studied simultaneously such
that a student may be completing their final level 4 module whilst also completing a
level 5 module.
Particular features of the course include teaching staff who are research active and
publishing in their chosen fields, staff experienced in working in a variety of
counselling fields, professional engagement with guest speakers, opportunities for
self-reflection and development, the use of varied teaching, learning and assessment
methods including case study assignments with real-life application, skill
development, including CCTV-based interpersonal communication practicals and
real-time analysis of group and team performance, and ongoing and advanced
development of presentation skills.
The language of instruction is English.
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Module Title
Credit Level
Credit Module Awards
Points Status
Year 1
Social Psychology of Communication
Communication & Language
4
4
20
20
C
C
Understanding Ourselves & Others
4
20
C
Interpersonal Communication skills &
strategies
4
20
C
Lifespan Development
4
20
C
Nature & Contexts of Counselling
4
20
C
CertHE
Year 2
Advanced Interpersonal
Communication
Communication in Relationships
5
20
C
5
20
C
Mental Health & Wellbeing
5
20
C
Research Methods
5
20
C
Developing the Therapeutic
Relationship
5
20
C
Counselling Theory; comparative
models, skills & strategies
5
20
C
Assoc.
Bac
Year 3
Foundation to Dissertation
Organisational Counsellling
6
6
20
20
C
C
Integration & Eclecticism in
Counselling
6
20
O
Psychological Contexts of
Communication & Counselling Issues
6
20
C
6
20
C
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Research in Counselling: Theory &
Practice
6
20
C
6
20
O
Dissertation
Groups Identities & Relations
BScHons
13 SUPPORT FOR STUDENTS AND THEIR LEARNING
Students and their learning are supported in a number of ways:
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Induction process
Access to Course Director and academic staff. There is structured access for
students to the Course Director in order to provide a single contact point for all
issues relating to the course and subsequent studies advice. The ethos of the
School is that of an open door policy.
Individual Studies Advisor;
An opportunity to address both general and specific course concerns through
Staff Student Consultative systems;
University Student Support Services
Chaplaincy;
Self directed packages for study skills;
Blackboard;
The provision of information on the formal Complaints and Appeals system;
Individual studies adviser, allocated by year throughout their course
Opportunities for feedback on academic progress at modular and courses
level;
Peer support (staff student meetings, placement experience sharing, group
practical work);
I.T. and computer support
Use of computer facilities
Student handbook and written module study guides;
Library and study skills information;
Research statistics clinics
CRITERIA FOR ADMISSION
Applicants must satisfy the University’s general entry requirements as set out in the
prospectus or demonstrate their ability to undertake the course through the
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accreditation of prior experiential learning (APEL). The initial offer standard may vary
from year to year. See prospectus entry.
15 EVALUATING AND IMPROVING THE QUALITY AND STANDARD OF
TEACHING AND LEARNING
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Formal evaluation of the modules at the end of each academic year.
Formal evaluation of the input of course team members at the end of each
academic year.
Annual review of course’s progress and achievement data by the School.
Staff Student Consultative Committees meet on a regular basis- at least once
per semester- and these are used as a first line of identifying and addressing
matters relating to course delivery.
Annual Subject Review
Subject Revalidation
Audit of student feedback
Feedback from the comments of External Examiners.
Committees with Responsibility for monitoring and Evaluating Quality
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Course Committee
Staff Student Consultative Committee
School Board
Board of Examiners
Faculty of Social Sciences Committee for Learning & Teaching
Faculty Board
Views of graduates in the National Student Survey
Views of external examiners
Student performance data and career progression
University processes for initial approval, periodic re-approval and annual
monitoring
In addition, there are University/ Faculty/School strategies for teaching and
learning
REGULATION OF STANDARDS
Assessment rules
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Pass mark for coursework, modules and individual assessments = 40%
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The award of BSc Hons Therapeutic Communication & Counselling Studies is
achieved after completion of 360 credit points.
Honours classification derives 100% from level 6, AB degree 100% from level
5 and the CertHE 100% from level 4
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Classification of Final Result (Honours Degree):
Class I
At least 70%
Class II (division i) (Iii)
At least 60% and less than 70%
Class II (division ii) (IIii)
At least 50% and less than 60%
Class III
At least 40% and less than 50%
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Classification of Final Result (exit awards)
The following shall be the minimum overall percentages used to determine the
final gradings of candidates.
Associate Bachelor’s Degree
Pass with Distinction
Pass with Commendation
Pass
70%
60%
40%
Certificate of Higher Education
Pass with Distinction
Pass with Commendation
Pass
70%
60%
40%
External examiners
There will be two external examiners covering the relevant module/subject areas.
External examiners are academic subject or professional experts appointed from
outside the University. Their key functions are to contribute to the assurance of the
standards of the award and the fair treatment of students. They are involved in the
moderation and approval of assessments and the moderation of the marking
undertaken by internal examiners.
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INDICATORS OF QUALITY RELATING TO TEACHING AND LEARNING
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Initial course proposals are validated by internal and external academics thus
ensuring equivalence across courses within the University and between
Universities
The Programme Management System ensures that there is scrutiny by
colleagues outside of the subject area
Coursework and examination scripts are cross marked by two internal
markers and a sample across the range sent to the external examiner
Students have access to additional workshops, advice and support through
the Student Services department
Student representatives on the Staff Student Consultative Committee are able
to present student views and opinions
Module and teaching evaluations allows students to give feedback on module
delivery
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