MSc Integrative Counselling and Psychotherapy (BACP Accredited) - PROGRAMME SPECIFICATION
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Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION MSc Integrative Counselling and Psychotherapy (BACP Accredited) Valid from September 2012
Contents
Section One: General Information 2
Programme Title 2
Award Title & Interim Awards 2
Mode of Study 2
Programme Start Date & Review Date 2
Awarding Institution 2
Faculty Managing the Programme 2
Institution Delivering the Programme 2
Relevant External Subject Benchmark Statements 2
External Accreditation & Recognition 2
JACS Code(s) 3
Programme Specification Last Updated 3
Section Two: Overview & Programme Aims 3
Overview 3
Programme Aims 3
Section Three: Programme Learning Outcomes 4
Section Four: Programme Structure 6
Section Five: Programme Delivery 7
Section Six: Admissions 9
Section Seven: Student Support & Guidance 10
Section Eight: Post Programme Opportunities 11
Section Nine: Employer Links 11
Appendix 1. Programme Learning Outcomes Mapping 13
1
SECTION ONE: GENERAL INFORMATION
Programme Title
Master of Science in Integrative Counselling and Psychotherapy (BACP accredited)
Award title and interim awards:
Post Graduate Certificate in Integrative Counselling and Psychotherapy
Post Graduate Diploma in Integrative Counselling and Psychotherapy
Master of Science in Integrative Counselling and Psychotherapy (BACP accredited)
Mode of Study
2 year full-time
3 years part time
Programme start date
Start date: September 2012
Period of Validation:
Awarding Institution
University of Derby
Faculty Managing the Programme
Faculty of Education, Health & Sciences
Institution(s) Delivering the Programme
University of Derby
Mediterranean College
Relevant external subject benchmark statement
The British Association for Counselling and Psychotherapy lays down minimum standards
for counsellor training and education, which cover the three elements of theory, personal
development and competent practice. This Programme reflects these three essential
elements and develops the student’s ability to function as an effective ethically aware
counsellor/ psychotherapist in a structured and coherent way. It has been developed to take
account of the move toward integrative approaches, which better meet the needs of
counselling clients in our present day, complex society.
The British Association for Counselling and Psychotherapy accredited the course in 2001
and re-accreditation was awarded in 2005 and 2011 until 2016.
QAA/Professional benchmarks
Normally there are no QAA subject benchmarks for Counselling and Psychotherapy. The
relevant professional body, the British Association for Counselling and Psychotherapy,
makes a number of detailed recommendations for accredited courses. These
recommendations have been considered and employed in the development of this
programme. This is reflected in the nature of the curriculum, the learning outcomes, content
of the modules and the assessment process.
BACP accreditation assesses the programme’s framework to provide suitable standards in
the following areas:
teaching and learning;
knowledge base;
professional practice requirements;
suitability of practice placement;
the application of theory to practice;
2 the professional context; and
student assessment.
The QAA document (QAA; Validation & Approval Procedures for HE 2007) code of Practice
for the Assurance of Academic Quality and Standards in Higher Education – Section 1 Post
Graduate Research Programme provides clear guidance in the design of the programme.
JACS Code
B940
Programme specification last updated
March 2012
SECTION TWO: OVERVIEW AND PROGRAMME AIMS
Overview
This Master’s programme is a Postgraduate level 7 degree incorporating Postgraduate
Certificate and Postgraduate Diploma awards within the National Qualifications Framework
(FHEQ). It is designed for students who wish to work towards becoming an autonomous,
BACP accredited integrative practitioner. It has been developed to integrate three
psychotherapeutic approaches (person centred, attachment theory and cognitive behaviour
psychotherapy) using a trans theoretical model of change (Prochaska and Norcross 2010).
This is to facilitate a broad and extensive therapeutic approach to cater for the complexities
of the genesis of human problems.
Programme Aims
The aims of the Programme are to develop effective autonomous practitioners in integrative
counselling and psychotherapy and psychotherapeutic related fields, meeting local, national
and international needs. Students will be enabled to work ethically and efficiently with a
range of clients and in a variety of employment settings including the voluntary and statutory
sectors and in private practice.
To meet international, national and local needs;
To prepare students for employment within their chosen context of
healthcare;
To develop students’ capacity to learn as independent and lifelong learners;
To provide flexible learning opportunities, thereby widening participation;
To meet the needs of the counselling and psychotherapy profession.
To achieve these overall programme aims the specific aims are to:
Enable students to become critical and reflective practitioners, able to use
evidence from research in their clinical practice.
Enable students to become autonomous problem solvers, able to function
within an ethical and professional framework.
Enable students to become independent learners, able to continue their
personal and professional development.
3 Enable students to develop attitudes, adopt values and personal moral
qualities in line with the British Association for Counselling and
Psychotherapy Ethical Framework.
To provide a programme that is coherent and challenging that will facilitate
skills development that will meet market demands.
To provide the scope for the flexibility to meet market demand in terms of
pace of study, place of study and mode of study.
To offer a psychotherapeutic programme to stimulate and enhance the
intellectual creativity of students;
To develop transferable research skills for the professional and provide an
opportunity to gain a training in research.
To enable students to develop confidence in a self-critical and reflective
approach to study.
SECTION THREE: PROGRAMME LEARNING OUTCOMES
In taking part in the programme, we want students to achieve the pre-requisite qualification
for BACP accreditation (that will require a further 150 post qualified clinical practise hours).
Students should complete the programme as confident, competent, independent integrative
practitioners who understand how to provide ethical, legal, professional and theoretically
driven psychotherapeutic practise.
To achieve these learning outcomes, the programme can be defined in areas of knowledge
and understanding; intellectual skills; subject specific skills; and transferable skills.
These are listed below and are expressed at Level 7 of the National Qualifications
Framework that relates to degrees at Master’s level. All stages of the programme relate to
this level.
Knowledge and Understanding
A critical understanding of the nature of counselling and psychotherapy and the
relationship between integrative theory and practice.
A critical understanding of the relationship between research and practice in
integrative counselling and psychotherapy.
A critical understanding of ethical and legal frameworks and codes for
professional practice.
A critical understanding of the influence of socio-cultural factors in the human
problems alleviated by counselling and psychotherapy.
A critical understanding of the nature of the therapeutic relationship and the need
for cultural awareness and sensitivity.
4Intellectual skills
Critically analyse research papers used within counselling practice.
Demonstrate the application of evidence based practice within the counselling
and psychotherapy setting.
Demonstrate high-level problem-solving skills.
Demonstrate ethical reasoning within clinical practice
Subject Specific Skills
Demonstrate effective assessment skills with a range of people experiencing
problems.
Demonstrate effective intervention skills in counselling individuals.
Demonstrate the ability to reflect critically in practice and in clinical supervision.
Demonstrate effective communication and liaison skills.
Transfereable Skills
Demonstrate effective use of information technology for communications,
preparation of reports and the development of databases and resources.
Demonstrate effective communication skills.
Demonstrate effective skills of problem solving and evaluation.
Demonstrate the professional skills of self-management, time management and
boundary recognition.
Transferable Skills
On completion of this programme you will be able to analyse, synthesise and evaluate
psychotherapeutic principles that are required to work with clients. You will explore themes
of psychotherapeutic approaches within different contexts, drawing on personal and group
reflexive process and development. You will be required to inform your practise by
reference to research and develop different levels of skills in application, analysis, synthesis
and evaluation.
Transferable Ski
5SECTION FOUR: PROGRAMME STRUCTURE
Structure and Curriculum
The programme is designed to provide a flexible and innovative route towards professional
qualification and accreditation. The structure and design enable the systematic and staged
development of theoretical knowledge and practise competency as you progresses through
each phase.
Semester One Semester Two
(September - January) (February – June)
Phase One Integrating Current Developments in
Eligible for PG Cert in Psychotherapeutic Theory Psychotherapeutic Practice
Integrative Counselling &
Psychotherapy on and Practice (20)
gaining 60 credits (20) (Core Specific)
(Core Specific)
Professional Practice 1
(20) (Core Specific)
Phase Two Research Methods, Ethics Professional Integrative
Eligible for PG Dip in and Law in Practice
Integrative Counselling &
Psychotherapy on Psychotherapeutic Practice (20)
gaining 120 credits (20) (Core Specific)
(Core Specific)
Professional Practice 2
(20) (Core Specific)
Phase Three Independent Scholarship
Eligible for MSc in (60)
Integrative Counselling &
Psychotherapy (BACP (Generic)
accredited) on gaining
180 credits
Personal Development Planning (PDP)
The University of Derby has a commitment to the development of its students through the
inclusion of Personal Development Planning (PDP) processes within its programmes.
Personal development planning is a fundamental strategy for student development within the
programme. The process commences from initial induction through to final assessment.
The process within the programme includes using University of Derby Tools from within the
UDo electronic learning environment.
Personal Development planning is defined by the Higher Education Academy 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”
(HEA (2008) Personal Development Planning (PDP) available at
http://www.heacademy.ac.uk/ourwork/learning/pdp accessed 12th December 2008)
6The University of Derby has a commitment to the development of its students through the
inclusion of Personal Development Planning within all of its programmes. This is articulated
through the University Framework for Personal Development Planning available at
http://www.derby.ac.uk/qed/PDP/Framework%20for%20PDP.doc
Specifically within this programme students are required to produce a portfolio which
includes a specific task of recording their personal development evaluations. This is
supported by a variety of measures and psychometrics tests that students can engage in
such as:-
Personal Development planning
http://www.derby.ac.uk/skills/keynote/index.htm
Psychometric tests
http://www.derby.ac.uk/careers/applying-for-jobs/psychometric-tests
Students are also expected to maintain a reflective learning journal. The reflective learning
journal has also been subject to a formal evaluation (Sutton, Townend and Wright 2007).
SECTION FIVE: PROGRAMME DELIVERY
Learning and Teaching Methods
On commencement of the programme you will be provided with lectures and group work to
facilitate your learning of the theoretical counselling and psychotherapy approaches. You
will be able to practise integrating your developing counselling skills with your developing
theoretical understanding within your learning environment in preparation for working with
clients within your chosen placement agency. You will be encouraged to develop your
critical and reflexive thinking within process groups and support your practise with reference
to development of your ability to appraise and critique research.
As the programme progresses you will apply your skills to your clinical practise and you will
be encouraged to enhance your skills through independent learning. You will be given
opportunities to present case studies to your peer group and be given formative assessment
and feedback on your work. Summative assessments are varied and can take the form of
written assignments, critical reflection on recorded practise, viva voce based on your
presentation of case studies, and the submission of a dissertation or thesis.
The role of psychotherapist and counsellor is a demanding role that requires psychological
robustness and high levels of personal self-awareness. This is a professional development
need that many trainees have to address whilst in training. A range of strategies support this
personal development and these vary depending on the particular ideological and
philosophical stance of the psychotherapeutic modality. Some of the strategies utilised
include: personal and learning logs, personal development groups and/or individual
sessions, personal therapy, supervision and mentoring and demonstrate not less than 50
hours of time spent in work-based learning and other duties related to service provision.
On initial commencement of the programme you will be required to develop a critical
understanding of psychotherapeutic theory and practise within the safety of the University.
As you progress into the second semester you will be required to demonstrate your
increasing understanding of research, ethical, legal and professional clinical practise abilities
within your placements and ultimately leading towards independent practise as you gradually
progress towards more independent scholarship within the final phase of the programme.
7All students are required to comply with research governance and ethical principles whilst
undertaking their programme of study. This is of particular importance when conducting
research involving other people e.g. for module assessments or Independent Scholarship.
Information on these principles can be found on the University web site at
www.derby.ac.uk/research/ethics .
Assessment
The emphasis of the programmes in postgraduate counselling and psychotherapy is for
students to produce assessed work that will be topical, innovative and current to reflect their
working practises. Thus assessments have been designed to facilitate enquiry based
learning and allow students to produce work relevant to your own workplace and profession.
Underpinning this is the need for practitioners qualifying with specific awards to be fit for
purpose and fit for practise. The form of assessment has therefore been driven by the needs
of practice as directed by the professional accrediting organisations. As a programme team
we have identified elements which will assess your ability to apply and evaluate skills, apply
theoretical reasoning and problem solving, use reflection and demonstrate evidence based
practice in your clinical area. We have endeavoured to provide diversity in the assessment
types to ensure that we are catering for the variety of learning styles.
Similarly, the method of assessment for each module is designed to test the learning
outcomes of the module, each module descriptor outlines the assessment you will
undertake. Our approach to assessment assures assessments are rigorous, at an
appropriate level and mapped to specific module learning outcomes; are fair by ensuring the
nature and goals of assessment are clearly explained and that there are adequate
opportunities for formative assessment. The outcomes of the assessment process are
transparent and that students receive timely and constructive feedback on their
assessments, supporting student success.
The assessment strategy employed reflects both the learning and teaching strategy and the
professional nature of the programme. It is essential therefore that the assessment strategy
includes elements which assess the students’ ability to apply and evaluate skills, apply
theoretical critical reasoning and problem solving, use self-reflection and demonstrate
evidence based practice in the clinical arena. It therefore includes the following elements:
1. Critical case studies that examine your ability to apply theoretical knowledge into
clinical practise.
2. Recordings of clinical practice (depending on the assessment environment and
cultural context) combined with critical analysis of own performance, which examines
your ability to use and adapt high-level skills into clinical practise and to critique your
performance.
3. A professional, reflective portfolio and reflective learning journal which indicates your
ability to assess formulate, plan/implement and evaluate psychological interventions
as well as demonstrate your abilities to apply research findings into the clinical arena
engage in personal and professional development and handle complex problem
solving.
4. Written assignments to test academic, critical and higher order writing skills.
5. Clinical examination to test professional practice skills, judgement, reasoning and the
ability to defend critical decision-making.
6. Measures of clinical competency used by both the Clinical Supervisor and course
team to identify and endorse the development of competency in practice.
Fulfilment of the professional requirements is an integral part of the programme and there is
an 80% attendance requirement and fitness to practise policy.
8You are expected to adhere to BACP current standards of conduct, performance and ethics
in your practise.
This programme operates within the University’s Regulatory Framework and conforms to its
regulations on assessment.
SECTION SIX: ADMISSIONS
Entry requirements
In line with University policy, the programme seeks to be as accessible as possible to
potential students in so far as this remains compatible with both postgraduate study and
professional requirements. The standard entry requirements can be found at:
http://www.derby.ac.uk/postgraduate-study/general-entry-requirements/taught-degrees.
However, this programme also requires applicants to hold a minor qualification in counselling
or counselling skills similar to a 10 week counselling skills programme.
The programme has a rigorous selection criteria in order that only suitable candidates are
accepted onto the programme. A number of access and study skills programmes have also
been developed at undergraduate level in order to prepare students for the rigours of post
graduate study and initial preparatory development as a counsellor or psychotherapist. The
University Certificate in Psychotherapeutics on-line course provides an undergraduate
career pathway onto the Master’s degree for students who may not hold an undergraduate
degree.
In accordance with BACP requirements, applicants are assessed for the following attributes
or the potential for developing them, during the admissions process:
Self-awareness, maturity and stability;
Ability to make use of and reflect upon life experience;
Capacity to cope with the emotional demands of the course;
Ability to cope with the intellectual and academic requirements;
Ability to form a helping relationship;
Ability to be self-critical and use both positive and negative feedback;
Awareness of the nature of prejudice and oppression;
Awareness of issues of difference and equality;
Ability to recognise the need for personal and professional support;
Competence in generic professional skills including: literacy, numeracy, information
technology, administrative skills, self-management skills, communication and
interpersonal skills.
Both full time and part time students will have access to the Programme. However, it is
probable that the majority of students will pursue a part time route and full-time places will
only be given where the candidate has had previous experience of working as a counsellor
or psychotherapist and who wishes to change the modality of their work.
If English is not your first language then you must sit the IELTS test and score within band
seven (7) for both written and spoken English or equivalent e.g. TOEFL 600. The reason for
this high standard for access is that students will be working with clients in English and will
also need to have a good standard to be able to meet post graduate academic work
standards.
9Accreditation for Prior Learning (APL) (experiential and qualification) can provide advanced
standing for modules and indicative content that students have already completed prior to
entry onto the programme although any student who is admitted through AP(E)L must
undertake a minimum of 150 hours of supervised client work and an additional 50 hours on
work-based learning or other duties related to service provision whilst on the course,
regardless of the modules that apply for AP(E)L.
Widening participation has been a key strength of the programme and students of diverse
ages, racial and social class, religious, and ethnic origins have been recruited and have
successfully completed the course.
Students will not only have access to a personal tutor but tutorial time is included in each
module specification and timetable.
The role of psychotherapist and counsellor is a demanding role that requires psychological
robustness and high levels of personal self-awareness. This is a professional development
need that many trainees have to address whilst in training. A range of strategies supports
this and these do vary depending on the particular ideological and philosophical stance of
the psychotherapeutic modality in which the student is training. Some of the strategies
utilised include: personal and learning logs, personal development groups and/or individual
sessions, personal therapy, supervision and mentoring and demonstrate not less than 50
hours of time spent in work-based learning and other duties related to service provision.
The recruitment process has also been designed to detect and support students with
psychological vulnerabilities and/or mental health problems and specific learning disabilities.
Such issues are discussed at interview in order that students are not disadvantaged within
the recruitment process or subsequently after gaining access to a programme. This is linked
to programme values of equal opportunity and respect for possible specific learning
disabilities, psychological vulnerability, mental health problems or other disabilities.
SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE
There is a variety of student support and information services within the University, and at
programme and module level.
The MSc Integrative Counselling and Psychotherapy programme is staffed in accordance with
BACP accreditation requirements.
The programme leader, assisted by module leaders, oversees all students enrolled on the
programme. There are tutorial sessions at certain points during the course of the academic
year that provide you with the opportunity to discuss your work either in general, or to
receive guidance with a specific piece of work. Additional tutorials are provided to students
by tutors by prior agreement.
The module leader can provide support for any questions that you may have specifically
regarding the module that you are registered on.
At University level there is Student Support and Information Services (SSIS) that incorporates
a well-established and confidential Support Wellbeing Service. This service is independent of
the programme and available for support for financial difficulties, support plans for disabled
students, accommodation, for example.
10If you prefer to access advice from a different perspective, you could also access the
University Chaplaincy service, whose staff are able to offer support for faith related and non-
faith related concerns.
Independent advice and support is also available via the ‘The Source’, in the Student Union.
There is an induction programme (including IT and Learning Centre use) and you will receive
access to an on-line programme handbook that provides all the essential information about
the programme and the support we provide for your learning.
SECTION EIGHT: POST PROGRAMME OPPORTUNITIES
Post-Programme Opportunities
The programme aims to develop autonomous integrative counselling and psychotherapy
practitioners with a view to employment within a variety public and private sectors. The
number of posts is continually expanding and includes counselling and psychotherapy posts
in funded agencies, schools, hospitals, doctors’ surgeries, and private practice.
The programme is aimed at enabling students to achieve accreditation with BACP (once all
the criteria are met over and above the elements of the programme). The Postgraduate
Certificate in Clinical Supervision is a further opportunity for development as a supervisor for
qualified and experienced counsellor and psychotherapists and the MSc provides a
progression towards a Doctor of Health and Social Care Practice.
Our Annual Careers Day
Mediterranean College organises an Annual Careers Day, which is held in Spring/Summer
each year and it includes internal and external speakers on opportunities available to you. It
has session on how to write your CV, how to present yourself and how to conduct an
interview (dos and don’ts). It is an open invitation to all our students at every stage and all
our collaborative employers (e.g. day centres, kindergartens, pre-school settings). We also
invite ex graduates to talk to you about their progression experiences.
Ms. Nota Sotiropoulou, Career Guidance Specialist is available to meet you at any time to
help you make best use of your qualifications.
For more information contact:
Ms. Nota Sotiropoulou (careers@medcollege.edu.gr)
SECTION NINE: EMPLOYER LINKS
Employer Links
This programme has been developed in association with Nottingham Mental Health NHS
Trust, Derbyshire Mental Health Service, Leicestershire Mental Health Trust and
Lincolnshire Primary Care Trust. A specific partnership agreement is also in place between
Derbyshire Mental Health Trust and The University of Derby to ensure the sharing of
expertise between the two respective organisations. They were consulted on the
revalidation, as they are the nearest employers who each have supported a number of
students over the last five years on the programme. They have been part of the
Development Team from conception to completion either in a direct committee capacity or
11through consultation meetings. Students on the awards will either be employed by one of the
Health Care Trusts, be supported by another employer, or be self-supporting.
Local cognitive behavioural psychotherapists and supervisors will also be involved in
Programme Committees to ensure the continued development of the Programme and
awards within it. Users and Carer Groups in Derbyshire and beyond will give specialist input
into the Programme and will be involved in Programmes Committee.
This being a franchised programme in collaboration with the University of Derby
academically speaking the modules are the ones taught at Derby, but a certain Hellenisation
is achieved via the Programme Leader and Module Leaders at Mediterranean College
through the use of Greek examples and case studies, where relevant and applicable and
Visiting Speakers. Much of the teaching at the college is delivered by professionals who also
hold other part time posts and are therefore able to bring knowledge and experience of the
local employment context to their teaching.
12Appendix 1: Mapping of Programme Aims against Modules
Module 1. Integrating Psychotherapeutic Theory and Practice
Module 2. Current Developments in Psychotherapeutic Theory and Practice
Module 3. Professional Practice 1
Module 4. Research Methods, Ethics and Law in Psychotherapeutic Practice
Module 5. Professional Integrative Practice
Module 6. Professional Practice 2
Module 7. Independent Scholarship
Module
Programme Learning Outcomes
1 2 3 4 5 6 7
KNOWLEDGE AND UNDERSTANDING
A critical understanding of the nature of counselling and x x x x x x x
psychotherapy and the relationship between integrative
theory and practice.
A critical understanding of the relationship between research x x x
and practice in integrative counselling and psychotherapy.
A critical understanding of ethical and legal frameworks and x x x x
codes for professional practice.
A critical understanding of influence of socio-cultural factors x x x
in the human problems alleviated by counselling and
psychotherapy.
A critical understanding of the nature of the therapeutic x x x x
relationship and the need for cultural awareness and
sensitivity.
INTELLECTUAL SKILLS
Critically analyse research papers used within x x x
counselling practice.
Demonstrate the application of evidence based practice x x x x
within the counselling and psychotherapy setting.
Demonstrate high-level problem-solving skills. x x x x x x x
Demonstrate ethical reasoning within clinical practice. x x x
PRACTICAL AND SUBJECT-SPECIFIC SKILLS
Demonstrate effective assessment skills with a range of x x x x x
people experiencing problems.
Demonstrate effective intervention skills in counselling x x x x
individuals.
Demonstrate the ability to reflect critically on practice and in x x x x x
clinical supervision.
Demonstrate effective communication and liaison skills. x x x x x x x
TRANSFERABLE SKILLS
Demonstrate effective use of information technology for x x x x
communications, preparation of reports and the development
of databases and resources.
13Demonstrate effective communication skills. x x x x x x x
Demonstrate effective skills of problem solving and x x x
evaluation.
Demonstrate the professional skills of self-management, time x x x x x x
management and boundary recognition.
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