s PROGRAMME SPECIFICATION

Final

Course summary

Final award MSc Psychotherapy

Intermediate award n/a

Course status Validated

Awarding body University of Brighton

School Applied Social Science

Location of study/ campus Falmer

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency Direct to School

PART 1: COURSE SUMMARY INFORMATION

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Entry requirements Include any progression opportunities into the course.

Applicable for 2015 entry. Check the University’s website for 2016 entry requirements.

1. Postgraduate Diploma in Therapeutic Counselling (either Psychodynamic or Humanistic or equivalent)

2. 20M level credits of research methods training (for external applicants)

3. A willingness to take a critical position in relation to their chosen modality

4. A commitment to the practice of psychotherapy as a discreet activity.

5. Evidence of being, or having recently been, actively engaged in therapeutic practice.

Please note that points 3 and 4 above will be assessed through the interview process.

APL criteria (for those in possession of a Postgraduate Diploma in Counselling but who are outside the Currency of Learning regulations). In addition to the above:

1. Evidence of continuous supervised practice through the

presentation of a log of practice hours.

2. 1,000 word account of how the applicant has engaged

in Continuing Professional Development since they

obtained their PGDip.

3. 2,000 word case report which articulates the applicant’s

current philosophical and theoretical orientation as well

as their use of supervision.

Postgraduate Diplomas in Counselling gained from external institutions will be considered but will be subject to scrutiny for the purposes of assessing equivalency with the University of Brighton Postgraduate Diplomas in Therapeutic Counselling.

Start date (mmm-yy) Normally September

Sep-14

Mode of study

Mode of study Duration of study (standard)

Maximum registration period

Full-time Select Select Part-time 2 years 4 years

Sandwich Select Select

Distance Select Select

2

Course codes/categories

UCAS code

Contacts

Course Leader (or Course Development Leader)

Pamela Howard

Admissions Tutor Pamela Howard

Examination and Assessment

External Examiner(s)

Name

Place of work

Date tenure expires

Dr Gillian Popple

University of Hertfordshire

30.09.19

Examination Board(s) (AEB/CEB)

Counselling and Psychotherapy Examination Board

Approval and review

Approval date Review date

Validation April 20121 April 2017

Programme Specification Published Sept 2012 Republished Sept 2013 with no changes Republished Sept 2014 with change regarding professional body Republished Sept 2015 with minor changes

Sept 2016

Professional, Statutory and Regulatory Body 1 (if applicable): UK Council for Psychotherapy

April 2012 20172

Professional, Statutory and Regulatory Body 2 (if applicable):

Professional, Statutory and Regulatory Body 3 (if applicable):

PART 2: COURSE DETAILS

1 Date of original validation.

2

AIMS AND LEARNING OUTCOMES

Aims

3

Date of most recent review by accrediting/ approving external body.

4

The aims of the course are to:

(1) offer students successfully completing the Postgraduate Diplomas in Therapeutic

Counselling (both Humanistic and Psychodynamic) the opportunity to extend their studies to attain a Masters level qualification in psychotherapy;

(2) support students through a supervised Masters level dissertation on a psychotherapy related theme;

(3) extend students clinical competence and develop their capacity to respond effectively to complex manifestations of human distress;

(4) consolidate and deepen students’ critical understanding of their chosen modality;

(5) extend their knowledge through developing an understanding in depth of a range of models and associated therapeutic interventions;

(6) meet the requirements as a Psychotherapist with UKCP through UPCA.

Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate3.

Knowledge and theory

At the end of the MSc Psychotherapy students will demonstrate:

1. the ability to articulate a critical synthesis with regard to the place of their modality in relation to: systemic practice, cognitive-behavioural interventions, psychoanalysis, psychopathology, and models of change;

2. an in-depth and critical evaluation of the philosophical and theoretical debates associated with research in psychotherapy;

3. a critical understanding of the strengths and limitations of a variety of research methodologies and their relevance to psychotherapy.

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

At the end of the MSc Psychotherapy students will demonstrate:

1. the capacity to intervene with confidence in the face of complex and challenging therapeutic work in a range of settings;

2. the ability to locate their work within a multi-disciplinary setting;

3. the capacity to engage effectively in short and long-term interventions;

4. the ability to draw effectively on their core modality and a range of associated interventions;

5. the ability to evaluate the validity of research studies concerned with outcome and process issues in psychotherapy;

6. the capacity to design, conduct and analyse research into aspects of psychotherapy.

QAA subject benchmark statement (where

applicable)4

The Course Development Leader is currently a member of the QAA Subject Benchmark Statement Group developing a benchmark statements for counselling and psychotherapy. These are being developed at undergraduate level with notes for postgraduate courses. They will shortly be going out to national consultation. Once these are

3 Please refer to Course Development and Review Handbook or QAA website for details.

4 Please refer to the QAA website for details.

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PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

The MSc Psychotherapy is accredited by the Universities Psychotherapy and Counselling

Association (UPCA) as well as by the Universities Training College of UKCP. The course

gained accreditation in April 2012 concurrently with University of Brighton validation of the

programme. This accreditation is vehicle for graduates gaining access onto the UKCP’s

National Register of Psychotherapists.

Award of the MSc Psychotherapy may not always coincide with students having met all the

requirements for registration with the UKCP. Students who require a further period of

supervised practice in order to accrue their 450 hours of psychotherapy practice will need to

enrol of SS725 'Pre-registration psychotherapy practice and supervision (no credit rating)' until

such time as they have achieved all requirements for inclusion on UKCP's National Register of

Psychotherapist.

LEARNING AND TEACHING

Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

The course will be taught by a range of methods including: lectures; student-led presentations; interactive workshops; group and one-to-one tutorials; and private study. Presentation of the findings of students’ research and literature surveys, and critical reflection upon these, will be a regular requirement for participation in all modules. The learning input also includes formative student presentations and exercises with tutor feedback that facilitates critical reflection on psychotherapy concepts and practice. The high proportion of self-study time in the second year is designed to prepare students for the Dissertation and final Case Study. During the work for the Dissertation, students will participate and benefit from the group supervision led by a staff team member in order to be supported through a supervised research process.

Taking forward the philosophical underpinnings found in the Postgraduate Diplomas of cross- modality learning, the Course will offer students the experience of both modality specific and cross-modality learning. Regular case presentations in cross-modality groups will provide students with the opportunity to reflect on their practice, leading to the preparation of their final

published the course team will carry out a mapping exercise in relation to them.

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Case Study. In addition to formal structured sessions, students will be encouraged to form a learning community. This is intended to open the way for peer supported learning where texts and ideas for reading may be shared and issues arising from practice discussed. Experience from the MA Psychotherapeutic Counselling shows that these case presentations are experienced as invaluable to the student and previous groups have continued to meet for this purpose after the life of the course.

In addition, students will be required to be in either a psychotherapy placement or independent practice under the supervision of an appropriately qualified psychotherapist (see Appendix 6). There will also be a weekly personal therapy requirement in order to ensure the continuation of personal development and reflection. This will be separately negotiated and funded by the student.

Learning and Teaching Method % of Student Effort

Lectures 20%

Inductive methods (student let presentations,

seminars, case discussions and workshops)

50%

Independent study 30%

ASSESSMENT

Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. The assessment regulations and are in accord with the University's General Examination and

Assessment Regulations (GEAR).

The formal methods of assessment fall into five categories:

Research Dissertation (12,000 words): Students will submit a research dissertation at the end of Year 2. This assessment is intended to offer an opportunity for students to design and conduct a research study and to immerse themselves in their particular area of enquiry. This will provide the opportunity to evidence their capacity to critically analyse a literature review and use this to contextualise their own research project and will consist of an abstract, introduction, literature review, methodology section, results, analysis and conclusions surrounding a research study of their choice as negotiated and approved by their research supervisor.

The assessment of the research dissertation will be based upon evidence on:

the capacity to evaluate critically the current understanding of their subject matter within the fields of counselling and psychotherapy;

the appropriate selection and, critical analysis of, their chosen methodology;

a critical evaluation of the study’s validity and its consequent strengths and weaknesses.

Case study (4,000 words): students are required to write up a final year case study regarding work with a long-term client (40+ sessions) that provides details of the context of the work, the

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work itself including substantive verbatim extracts from sessions, the role of supervision, whether any ethical dilemmas occurred and how they were handled, and a critical analysis and evaluation of the work including appropriate references to theory.

The assessment of case studies will be based upon evidence of:

the appropriate use of a range of psychotherapy interventions;

competence in integrating theory and practice;

an ability to classify and identify the purposes of specific psychotherapy interventions;

a critical awareness of the student's strengths and weaknesses as the psychotherapist in the reported sessions.

Essays (3,000 words): there are two essays which require students to critically present theoretical ideas and to support their arguments with clinical evidence.

The assessment of essays will be based upon evidence of:

1. Critical examination of relevant psychotherapeutic theory. 2. Ability to integrate theory and practice. 3. Ability to locate aspects of psychotherapeutic theory within a broader philosophical and

theoretical underpinnings. 4. Capacity to engage reflexively with the material presented.

Presentation: The presentation for SS703 will be 20 minutes in length. Students will be asked to demonstrate the ability to articulate their personal synthesis of the potential for the integration of CBT into their core modality.

The assessment of presentations will be based upon evidence of:

1. Clarity of verbal presentation 2. Use of handouts visual aids 3. Coverage of issue 4. Creativity of presentation 5. Understanding theory 6. Evidence of critical and reflexive engagement 7. Evidence of independent reading

Supervisor’s reports: one report is required at the end of each academic year (plus a third report in the case of a student having to complete the 100 hours clinical requirement beyond the end of the course). These reports are considered by the Examination Board as part of the profile of the student. In the vast majority of cases the content of the supervisor’s report should hold no surprises for the trainee as the supervision process is, by its nature, a formative one with feedback in every supervision session.

All assessments are summative but feedback will be delivered in such a way that it makes a formative contribution to students’ progress as informed practitioners. The Counselling and Psychotherapy Subject Group have received consistently positive reports from External Examiners concerning the formative aspects of summative assessments.

Criteria for the various levels of award (fail, pass, merit and distinction) are clearly specified and included in the Student Handbook.

Compensation of modules is not allowed on this course as students are expected to demonstrate competence across the whole range of academic and professional modules. The

Board of Examiners when considering supervisors’ reports upon clinical placements may, at its discretion, in the event of a poor supervisor’s report require a student to complete a further period of supervised clinical work and require a satisfactory supervisor’s report before the award of the MSc Psychotherapy.

Learning Outcome Assessment Method

Module Number of credits

1. Analyse critically the philosophical and theoretical debates associated with research in psychotherapy;

2. Evaluate critically the relevance of a variety of methodologies to psychotherapy research;

3. Evaluate the validity of research studies concerned with outcome and process issues in psychotherapy;

12,000 word dissertation (L.O. 1 - 5)

SS722 40

1. Evaluate the implications of postmodern developments in psychotherapy for their chosen modality

2. Articulate a critical

synthesis with regard to the place of their modality in relation to other approaches

3. Locate the therapeutic

encounter within the context of other significant relationships in the client’s

4,000 word case study (L.O 3 – 7)

SS726 20

life 7

8

5. Intervene as a

psychotherapist with confidence and flexibility

6. Provide an account of the

process of psychotherapeutic intervention informed by the above over time

7. Take a critical position

from within their chosen modality as a basis for engaging in psychotherapy

1. Provide a critical account of the development of systemic intervention and place this within contemporary thinking and practice;

2. Articulate an epistemological account of the relationship between the systemic approach and psychological responses to human distress;

3. Establish a personal critical synthesis which remains sensitive to distinctions between systemic and psychological paradigms;

4. Formulate individually focused problems in interactional and contextual terms with reference to relevant systemic models;

5. Demonstrate intervention as a psychotherapist informed by systemic principles

3,000 essay (L.O 1 – 5)

SS702

20

1. Provide a critical epistemological account of the differences between psychiatric and psychotherapeutic paradigms.

3,000 reflexive account (L.O 1 – 7)

SS701 20

9

2. Provide critical accounts of

the aetiology of a range of common complex presentations.

3. Demonstrate a capacity to

liaise effectively with psychiatric services.

4. Demonstrate a critical

understanding of his/her limits of competence working a client with serious mental health difficulties.

5. Demonstrate the capacity to

intervene with confidence in relation to assessment and the management of referrals to other health professionals;

6. Demonstrate the capacity, where appropriate, for therapeutic intervention with complex presentations in clients.

7. To assess and differentiate

the responses of shock, trauma, bereavement and emotional emergency from severe mental illness.

1. Demonstrate a critical appreciation of cognitive- behavioural theory

2. Understand the historical origins, and philosophical underpinnings, of CBT theory and practice;

3. Appreciate the role of research in evaluating the effectiveness of CBT interventions;

4. Formulate a CBT response to a range of client problems;

5. Analyse and interpret assessment data relevant to a CBT approach to

Presentation (L.O 1 - 5)

SS703 10

10

therapy;

SS724 Non-credit rating

SUPPORT AND INFORMATION

Institutional/ University

All students benefit from: University induction week Student Handbook: the University and you Course Handbook Extensive library facilities Computer pool rooms (indicate number of workstations by site) E-mail address Welfare service Personal tutor for advice and guidance

Course-specific Additional support, specifically where courses have non- traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from: Please refer to information held in studentcentral.

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COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. Modules

Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

PART 3: COURSE SPECIFIC REGULATIONS

Level Module Code

Status Module Title Credit

SS722 M Dissertation Module 40

SS726 M Psychotherapy Practice and Models of Change

20

SS702 M Systemic Interventions: Theory and Practice

20

SS701 M Complex Presentations in Psychotherapy 20

SS703 M CBT and the Relational Paradigm 10

SS724 M Psychotherapeutic Practice and Supervision

Non credit rating

AWARD AND CLASSIFICATION

Award type Awar d*

Title Level Eligibility for award Classification of award

5

Total credits 6

Minimum credits 7

Ratio of marks : Class of award

MSc Psychotherapy 7 Total credit 110 Minimum credit at level of award Select

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

Select Select Total credit Select Minimum credit at level of award Select

Select Select

*Foundation degrees only Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree 8 Postgraduate degree (excludes

PGCE and BM BS)

70% - 100% Distinction First (1) Distinction 60% - 69.99% Merit Upper second (2:1) Merit 50% - 59.99%

Pass Lower second (2:2) Pass

40% - 49.99% Third (3)

5 Total number of credits required to be eligible for the award.

6 Minimum number of credits required, at level of award, to be eligible for the award.

7 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award.

8 Refers to taught provision: PG Cert, PG Dip, Masters.

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EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations

which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

University GEAR apply and are available to students via Studentcentral. Reference is made to these regulations in the Student handbooks.

In order to progress from year 1 to year 2, students must have satisfactorily completed modules SS701 and SS702 and must normally have completed a minimum of 20 hours supervised psychotherapy by end of August before the start of the second year.

Students must normally have achieved at least 50 hours supervised psychotherapy hours by the end of Semester 1 of year 2 of the course. The Examination Board has discretion to require a student who has less than 50 hours to repeat the whole (or part) of the first semester of the second year of the course.

The Board of Examiners when considering supervisors’ reports upon clinical placements may, at its discretion, in the event of a poor report require a student to complete a further period of supervised clinical work and require a satisfactory supervisor’s report before the award of the MSc Psychotherapy.

Given the professional nature of this course, in exceptional circumstances the Examination Board may decide at its discretion against progression of individual students on the basis of formative development difficulties. These decisions will be based on one or more of the following circumstances:

Fitness to practice (in addition to the University’s Fitness to Practice Procedures):

A practice supervisor report which highlights ethical breaches and/or examples of unprofessional and/or unsafe practice;

Ethical breaches and/or examples of unprofessional and/or unsafe practice picked up by the course team in casework supervision;

Evidence from supervisors, written assignments, workshop practice, placement agencies, or a client that the student is no longer psychologically available for the work.

Issues of progression:

Continual, unsatisfactory summative development which is related to formative difficulties outlined above;

2

Inappropriate and disruptive forms of classroom behaviour which seriously impede the learning process for other students on the course.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board