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Programme Specification for Theory and Skills of Psychodynamic Couple and Individual Counselling and Psychotherapy Graduate Certificate

This programme is only offered at: Tavistock Centre for Couple Relationships (TCCR).

Final award

Graduate Certificate

Intermediate awards available

N/A

UCAS code

N/A

Details of professional body accreditation

British Association for Counselling and Psychotherapy (BACP), only when combined with TCCR Postgraduate Diploma in Couple and Individual Psychodynamic Counselling and Psychotherapy

Relevant QAA Benchmark statements

N/A

Date specification last up-dated

December 2011

Profile

The summary - programme advertising leaflet

Programme content

The programme is designed to provide the underpinning for professional training to suitably qualified and experienced people, to enable them to progress to the Postgraduate Diploma in Couple and Individual Psychodynamic Counselling and Psychotherapy.

Psychosynthesis Couple and Individual Counselling and Psychotherapy at UEL

  • Students are receiving training from the Tavistock Centre for Couple Relationships: a nationally and internationally recognised clinical, training and research organisation which specialises in the adult couple relationship.
  • The programme is the first part of a training route accredited by the British Association for Counselling and Psychotherapy.

Admission requirements

  • First degree or equivalent professional qualifications/experience
  • Relevant work experience
  • Appropriate personal qualities
  • i. Self-awareness, maturity and stability
  • ii. Ability to make use of and reflect upon life experience
  • iii. Capacity to cope with the emotional demands of the course
  • iv. Ability to cope with the intellectual and academic requirement
  • v. Ability to form a helping relationship
  • vi. Ability to be self critical and use both positive and negative feedback
  • vii.Awareness of the nature of prejudice and oppression
  • viii Awareness of issues of difference and equality
  • ix Ability to recognise the need for personal and professional support
  • x Competence in, or the aptitude to develop generic professional skills, including: literacy, numeracy, information technology, administrative skills, self management skills, communication and interpersonal skills  
  • Commitment to self-development and personal therapy
  • Appropriate level of self-awareness in relation to motivation for learning about working with couples

Programme structure

One year, part-time, evening programme, with regular Saturday workshops.

Learning environment

Lectures, seminars, tutorials, self-reflective practice groups, workshops, experiential group work, self-directed study, personal therapy, journal & training/professional logs, assessed written work, presentation of seminar papers.

Assessment

All assessed work is coursework, which includes essays; self, peer and external assessment of skills; and tutor reports on group work, journals & logs and seminars.

Relevance to work/profession

-

Thesis/Dissertation/project work

The written assignments during the programme prepare students to begin thinking critically about the theory and practice of psychodynamic couple counselling and act as a preparation for proceeding to the Postgraduate Diploma programme if they choose.

Added value

This programme combined with the Postgraduate Diploma in Couple and Individual Psychodynamic Counselling and Psychotherapy satisfies the education and training requirements for BACP Individual Counsellor Accreditation. The majority of graduates from the combined programmes have achieved individual accreditation with BACP.

Your future career

On successful completion of the programme, and following an assessment interview, students may progress onto the Postgraduate Diploma in Couple and Individual Psychodynamic Counselling and Psychotherapy, during which students work as couple counsellors in TCCR’s clinical service. Successful completion of the PGDip will give the student professional status as a couple and individual psychodynamic counsellor and psychotherapist and able to work in various professional settings.

How we support you

Each student is assigned a personal tutor, with whom they hold regular meetings on an individual basis. Other staff, such as the Programme Leader, are also available for consultation. Clinical groups are kept small to give the student a rewarding and supportive learning environment. 

On a practical level, TCCR has its own well-stocked, specialist library, In addition to this, students become members of the Library of the Tavistock Centre – a National Resource for Psychotherapy, and are eligible to use UEL’s library and to elect to become members of up to three other academic libraries.  Teaching buildings have tea and coffee-making facilities. 

Bonus factors

  • Because TCCR is a service agency, students will eventually have ready access to a wealth of client material, which provides the opportunity to integrate the clinical and theoretical aspects of the programme.
  • The programme location is in central London, easily accessible by tube, bus and rail. Teaching and clinical work is done either at Warren Street or Artillery Lane in the City of London.

Outcomes

Programme aims and learning outcomes

What is this programme designed to achieve?

This programme is designed to give you the opportunity to:

  • Be introduced a range of psychoanalytic thought in its historical context
  • Consider how mental health issues, cultural and societal factors impact on how people form and sustain relationships
  • Practise and evaluate the skills involved in clinical work with clients
  • Develop self-awareness and self-evaluation skills

What will you learn?

Knowledge

  • Initial understanding of psychodynamic theory
  • Core issues in couple relationships, and their wider context in family/society/culture
  • The role of the counsellor/psychotherapist in couple/individual work (including the ethical dimension) 

Thinking skills

  • To use reflective skills
  • To use critical evaluation
  • Problem-solving

Subject-based practical skills

  • Core counselling skills
  • Giving and receiving feedback
  • Common steps and stages in the therapeutic process

Skills for life and work (general skills)

  • To establish effective working relationships
  • To work independently
  • Improved communication and presentation skills

Structure

The programme structure

Introduction

All programmes are credit-rated to help you to understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).

Credits are assigned to one of 5 levels:

  • 0 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme
  • 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
  • 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
  • 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
  • M - equivalent in standard to a Masters degree

Credit rating

The overall credit-rating of this programme is 40 credits at level 3

Typical duration

The typical duration of this programme is one year part-time: with a maximum of two evenings a week, and a minimum of three Saturdays a year.

How the teaching year is divided

The teaching year begins in September and ends in July. There are three terms.

What you will study when

Students must complete 40 level 3 credits during the one year of the programme

Year

Module title

Credit

status

1

Couple and Individual Psychodynamic Counselling and Psychotherapy: theory and skills                                         

40

Core

Requirements for gaining an award

In order to gain a Graduate Certificate, you will need to obtain 40 credits at level 3.

In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level M.

In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level M

In order to obtain a Masters, you will need to obtain 180 credits at Level M. These credits will include a 60 credit level M core module of advanced independent research.

Masters Award Classification

Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification

70% - 100%

Distinction

60% - 69%

Merit

50% - 59%

Pass

0% - 49%

Not Passed

Assessment

Teaching, learning and assessment

Teaching and learning

Knowledge is developed through

  • Lectures
  • Seminars
  • Workshops

Thinking skills are developed through

  • Self-reflective practice groups
  • Journal & Training logs
  • Personal therapy/Journal

Practical skills are developed through

  • Core skills seminars
  • Feedback from peers and tutors
  • Journal & Training logs

Skills for life and work (general skills) are developed through

  • Experiential group work
  • Self-directed study
  • Presentation of programme papers

Assessment

Knowledge is assessed by

  • Essays
  • Seminar papers
  • Journal & Training log

Thinking skills are assessed by

  • Tutor's report on self reflective practice group
  • Journal & Training log

Practical skills are assessed by

  • Self, peer and tutor assessment including audio/video work
  • Journal & Training logs

Skills for life and work (general skills) are assessed by

  • Self and peer assessment
  • Tutor's report
  • Reflective Journal & Training Log

Quality

How we assure the quality of this programme

Before this programme started

Before this programme started, the following was checked:

  • there would be enough qualified staff to teach the programme;
  • adequate resources would be in place;
  • the overall aims and objectives were appropriate;
  • the content of the programme met national benchmark requirements;
  • the programme met any professional/statutory body requirements;
  • the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

  • external examiner reports (considering quality and standards);
  • statistical information (considering issues such as the pass rate);
  • student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.

The role of the programme committee

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures.

The role of external examiners

The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:

  • To ensure the standard of the programme;
  • To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

  • Approving exam papers/assignments;
  • Attending assessment boards;
  • Reviewing samples of student work and moderating marks;
  • Ensuring that regulations are followed;
  • Providing feedback through an annual report that enables us to make improvements for the future.

Listening to the views of students

The following methods for gaining student feedback are used on this programme:

  • Termly reviews in all seminars
  • Student Evaluation forms at the end of the year
  • Student representation on programme committee meetings
  • Feedback through personal tutorials
  • Continuous access to the Training Administrator and Programme Leader

Students are notified of the action taken through:

  • circulating the minutes of the programme committee
  • Email notification
  • Informal, verbal contact
  • A student feedback report is included in the annual programme review
  • TCCR Bulletin

Listening to the views of others

The following methods are used for gaining the views of other interested parties:

  • TCCR Training Committee which gathers other course perspectives
  • Regular contact with former students via: correspondence, special invitations to graduation events.
  • Use of visiting lecturers and trainers from allied institutions to act as an informal monitoring system
  • BACP Annual Training Days/Conferences

Further Information

Where you can find further information

Further information about this programme is available from:


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