the route to counsellor accreditation at the faculty of education university of cambridge

Faculty of EducationCHILD and ADOLESCENTPSYCHOTHERAPEUTIC COUNSELLOREDUCATION

www.educ.cam.ac.uk

www.educ.cam.ac.uk

Faculty of Education184 Hills RoadCambridge CB2 8PQ

Email: [email protected]: 01223 767731

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Contents

The route to national accreditation at the Faculty of Education 2

The essential elements to gain qualification 2

The essential elements to gain national accreditation 2

Overview of the accredited programme 2

Year 1, The Postgraduate Diploma 4

Years 2 and 3, The M.Ed. 6

Year 4 7

Processes and study methods 8

Attendance requirement 8

The written requirement 8

Course evaluation 8

Course fees 8

Entry qualifications and how to apply 9

Course Director 10

Course Tutors 10

CHILD and ADOLESCENT PSYCHOTHERAPEUTIC COUNSELLING TRAINING | 1

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The route to counsellor accreditation at the Faculty of EducationThe Child and Adolescent Psychotherapeutic Counselling Course is an 11 term course.For example, this means that students beginning in September 2013 will normally qualifyas Child and Adolescent Psychotherapeutic Counsellors at Easter 2017. Successfulcompletion of the first year leads to a Postgraduate Diploma and successful completion ofyears 2 and 3 leads to an M.Ed. in Child and Adolescent Psychotherapeutic Counselling.The course is accredited by the British Association for Counselling and Psychotherapy andis a nationally recognised counsellor education. Entry to the Child and AdolescentPsychotherapeutic Counselling course requires successful completion of the Introductionto Child and Adolescent Therapeutic Counselling Course at the Faculty of Education or its60 hour equivalent elsewhere.

The essential elements to gain qualification• Successful completion of the course study hours including completion of 100 supervised

practice hours during training.• Continuous weekly personal therapy during training (minimum of 35 hours per annum)• Successful completion of the academic requirements and the practical skills assessment

elements of the Diploma and the Masters.

The essential elements to gain national accreditation• Qualification as a Child and Adolescent Psychotherapeutic Counsellor (see above).• Graduates are eligible to apply for recognition as a B.A.C.P. accredited practitioner once

they have completed a total of 450 hours of supervised clinical practice. 150 hours mustbe post qualifying.

Overview of the Accredited Programme

2 | CHILD and ADOLESCENT PSYCHOTHERAPEUTIC COUNSELLING TRAINING

Introductory Course

60 hours

1 x 4,000 word

assignment

at the Faculty of

Education or its

equivalent elsewhere

Year 1

Postgraduate Diploma

180 hours

2 x 4,000 word

assignments

1 x 8,000 word

assignment

Years 2 and 3

Masters

208 hours

2 x 6,500 word

assignments

up to 20,000 word

thesis

Year 4

12 hours

6–8,000 word

case study

Personal Therapy

Clinical work, placements & supervision of practice

Start of B.A.C.P.Accredited course

End of B.A.C.P.Accredited course


Details of courses at the FacultyIntroduction to Child and Adolescent Psychotherapeutic CounsellingThe Introductory course (60 hours) at the Faculty of Education, or its equivalent elsewhere isa requirement of entry to the accredited programme. Details of the Introductory course areavailable on the faculty website or by request.

Accredited Programme: Year 1The Postgraduate Diploma course (180 hours) which has the following elements:• Counselling Skills and the Counselling Relationship• Communication through Images:The therapeutic application of the arts• Working with and Understanding Groups• The Personal Development Group which meets weekly at the end of the day• Completion of the assessed practical and academic work

Progression from year to year is by personal review interview to discuss student progressand readiness to continue to the next stage of the programme.

Accredited Programme: Years 2 and 3The Masters course (208 hours) covers the following key areas:• The therapeutic relationship and therapeutic processes• Child and adolescent development• Developing childrens’ social and emotional well being• Professional issues in counselling• Specific issues in child and adolescent mental health• Social science research methods

In addition, the following elements will run alongside Years 2 and 3 or into Year 4:• Placements and clinical work• Supervision of practice• Completion of a case study

Students will undertake a minimum of 100 hours of supervised practice with an approvedsupervisor in order to qualify.This can be done through a placement approved by thecourse tutors. Normally students will qualify in 11 terms. In addition, students will complete450 hours of supervised practice to gain accreditation as an approved therapist.

Accredited Training: Year 4Michaelmas and Lent.

In these terms students meet with a tutor on two Wednesday mornings each term forsupport with placements, supervision on the case study and other accreditation matters(12 hours).

Personal development and self-awarenessPersonal therapy is required for all students for the duration of their programme.This will beonce a week with a suitably qualified and experienced practitioner. (35 hours per annum as



a minimum). Students are responsible for organising their own therapy and this will bediscussed on the first day of the course.There is a personal development group which runsthrough Year 1. In addition, the teaching and learning methods used, encourage constantself-awareness and personal development.

Year 1 (The Postgraduate Diploma)The programme is only available to those who can commit themselves to following thethree designated study units in sequence, each requiring attendance in Cambridge on10 Thursdays, 9.30–5.00, over the autumn, spring and summer terms and the presentationof related assessed work.The diploma course begins in September and ends in July.

The programme is designed to enable participants to:• work towards practioner accreditation• develop the skills of counselling in one-to-one and group settings through the use of

practicums, experiential, active learning methods and practical work with students• gain a grounding in the theoretical base of counselling and group work• increase their understanding of the development of young people personally, socially

and emotionally• explore the ethical and professional aspects of working in a school or other setting• focus particularly on working therapeutically with children and young people.

It also aims to develop the emotional understanding and personal growth of participants and there will be a personal development group for an hour each week when course members should be prepared to explore personal experience.

The three units are:1. Counselling Theory and Skills: practicum2. Communication through Images: the use of the creative arts in counselling and affective

education3. Working with and Understanding Groups



Term 1: Counselling: theory and skillsThree main areas will be explored:1. Counselling theory and psychology

This will include a detailed look at the main approaches to counselling, the theory ofhuman development and motivation and the psychology of change.

2. Counselling skills and their applicationCourse members will study and practise the skills of listening, reflecting, questioning,communicating empathy, challenging and working on action.This will involve the useof a practicum (working on skills in the group) and will require work in the coursemember’s institution/setting.Video is also used.Videos are reviewed and explored withthe aid of a supervisor.

3. The social and professional content of counsellingThis will involve exploring the social issues for clients and for counsellors. It will includethe ethical and professional issues of working in organisations and will involveexploration of issues such as confidentiality and working with colleagues.

Term 2: Communication through Images: the use of the creative arts incounselling and affective educationThis unit aims to work in an experiential way and to explore the following:1. The use of non-verbal methods in counselling and affective education (this is important

because many course members will be working with students who are either young orunable to express themselves with ease verbally).

2. The theory behind the use of play and arts media in counselling.3. The satisfactory expression of an experience through metaphor.4. The use of the creative arts in counselling and affective education in schools/colleges.

Term 3: Working with and Understanding GroupsThe final unit aims to provide an opportunity for participants to: develop an understandingand awareness of how they experience and behave in a group; increase their knowledgeand understanding of the theory of group psychology and psychotherapy; apply the aboveto their work situation. It will be structured around four components:1. The theory of group and group processes.2. Application in the workplace.This element looks at ways of integrating knowledge and

awareness of groups and group processes into the work setting.3. Personal growth and awareness. Activities will be used to engage participants in

reflection on themselves and their communication.4. The personal development group offers course members the opportunity to develop

self-awareness by sharing their thoughts and feelings with each other and the effect theyhave on each other.This is an essential process for future counsellors as otherwise theirown pre-conceptions, anxiety and distress may distort their attempts to help the client.



Years 2 and 3 (TheMasters programme)Progression from Year one to the Masters programme is dependent on satisfactorycompletion of all written tasks and appropriate progress in practice. Students discussprogression in individual interviews with tutors.The Masters programme runs on Wednesdays.

Theme 1: The Therapeutic Relationship & Therapeutic ProcessesThis element explores an integrative approach to the therapeutic relationship. It will includea study of the working alliance, the transferential relationship and the person to personrelationship. Processes at work in the therapeutic relationship and how these relate todifferent stages of the process are explored.There is an emphasis on the importance ofprocesses at work in the therapeutic relationship including empathy, affect attunement,misattunement, affect regulation, attachment transference and projection.This includesprocesses involved in working with children and in working with play and the arts.

Theme 2: Professional Issues in Therapy with ChildrenIn this theme, the key professional, ethical and legal issues surrounding the practice oftherapeutic counselling and research on counselling are examined. Since the context ofwork with children and adolescents is rapidly changing, with increased emphasis onworking with other agencies, systems and groups as well as with individuals, it is importantto understand different contexts and the different modes of working within them.Themodule will:• cover the following core processes: assessment for counselling and of progress during

counselling; scanning; beginning; referral and co-working; ending counselling; and theuse of time, boundaries and contracts.The use and role of supervision.

• explore the legal frameworks surrounding counselling practice, including the childprotection requirements and other important frameworks such as the implications ofthe Children’s Act 2004 and the UN Convention on the Rights Of The Child.

• discuss ethical aspects including codes of ethics, confidentiality, information exchangeand the law.

• examine the processes and issues related to working with systems e.g. schools, socialservices or welfare agencies, and working with health services. Particular attention willbe paid to counselling in education, its history and current research on anddevelopments in counselling in education.

• include a focus on research, management and evaluation of counselling and guidancein education.



Theme 3: Understanding Child and Adolescent DevelopmentThis element explores the key theoretical frameworks for individual and groupdevelopment in childhood and adolescence and their implications for therapeuticpractices. An integrative approach is adopted, through the use of:• Developmental frameworks of those such as Erikson, Piaget, Vygotsky and Klein.• Theories of attachment and development, including the work of Bowlby, Rutter and

Winnicott.• Theories of self, self-concept and self-esteem.• Children and play and the therapeutic uses of play and images.• Current neurobiological research on emotional development and the brain.• Current research on issues related to children and adolescents and mental health.

Theme 4: Developing Children’s Social and Emotional Well BeingThis element explores how children’s social and emotional well being can be developed inproactive and educational, as well as therapeutic, ways. It will include the following:• Working in developmental and reactive ways i.e. personal, social and emotional education

through the curriculum as well as through individual and group work.• A critical assessment of the role of individual and group work in education.• Current issues in child and adolescent mental health, including an exploration of the

research and approaches to working with suicide, depression, eating disorders,behavioural ‘problems’ and addictive problems.

The module also explores the social world of the child and how to intervene supportivelyto build social relationships in groups as well as with individuals. So working with peers willbe a major theme.Working to support children and their carers will also be a major themeof this unit of work.This theme of working with parents and families will include referenceto the theory of group development and group processes and theories of familydevelopment, processes and working with families.

Research MethodsThe M.Ed. degree at the faculty is designated a research degree.This means that alongsidethe counselling modules, students will also undertake a research methods module.Thesessions cover a broad range of social science and humanities research methods and areessential for critically engaging with the research literature.

Year 4Terms 10 and 11In these terms students meet with a tutor on two Wednesday mornings each term forsupport with placements, supervision on the case study and other accreditation matters.



Processes and Study MethodsDuring the course a range of teaching and learning processes will be used, includinglectures and discussion, the practice of skills and the use of video and audio tapes,experiential learning methods, using and reflecting on participants’ own experience andpractice.There will also be individual and peer supervision of counselling practice. Allsessions will be held at the Faculty of Education, Hills Road, where course members willhave access to our extensive library and resource facilities.

Attendance requirementThe minimum attendance requirement is 80% but full attendance is expected.

The written requirementThe written requirement consists of two 4,000 word assignments and a 8,000 wordassignment in Year 1. All course members will be formally assessed on the two 4,000 wordassignments and the longer assignment. One of the assignments must be a commentaryon a video of a counselling session undertaken in the Counselling Skills unit. In Years 2 and3 the focus of the assessed work will be individually negotiated with the Course Director.This will comprise two 6,500 word essays and a thesis of up to 20,000 words. In Year 4 thewritten assessed work will be a 6–8000 word case study.

Course EvaluationIn collaboration with participants, each study unit will be separately evaluated by the UnitTutor and an evaluation of the whole programme will be carried out by the Course Directoron completion of the course.

Course Fees

Introduction to Counselling £1,200.00Postgraduate Diploma in Counselling £2,800.00

Master of Education (MEd) – inc. College Membership £7,500.00Additional tuition fee £975.00

Total: £12,475.00

The course fees above are approximate. University and College fees and other costsare set yearly and are subject to an annual adjustment.



Entry qualifications and how to applyThe programme is designed for those who work with young people in educational orrelated settings who have either satisfactorily completed the Introduction to Child andAdolescent Counselling Skills (60-hour course) or have equivalent relevant professional,academic experience and/or training.

Applicants must be able to demonstrate:• a knowledge and use of basic counselling skills and theory• the capacity for self-reflection and self-awareness• the potential to develop a therapeutic relationship• the capacity to undertake academic study• the capacity to receive and work with feedback• the capacity to work with others• an awareness of emotion and sufficient robustness to undertake the training• enthusiasm for and commitment to learning

Interviews will take place with the Course Director and course tutors when furtherinformation about the requirements of the course and the expected demands will be given.We will not be able to offer candidates feedback after interview.The deadline forapplications is the end of April. Priority will be given to early applications.


Applications on the form provided should be sent to the Course Administrator (PDES),PPD Office, University of Cambridge Faculty of Education, 184 Hills Road, CambridgeCB2 8PQ. [email protected]


Course DirectorCarol Holliday is the Course Director and oversees selection, the course programme andsupport for course members. She liaises between tutors and course members.

Course TutorsCarol Holliday is a UKCP registered Arts Psychotherapist who works with children,adolescents and adults. She has twenty years experience of clinical practice and also worksas a clinical supervisor. Carol has particular interests in the therapeutic relationship and inworking with images: in therapy, education and research. Her doctoral research exploredthe contributions of psychotherapy to the teacher/child relationship.

Tracey Fuller is a UKCP registered Child and Adolescent Psychotherapeutic Counsellor.She has over ten years’ experience of working therapeutically with children; includingworking with a Looked After Children’s Service, working with the NSPCC and working as aSchools Counsellor in numerous primary and secondary schools. She has a particular interestin developing creative approaches to forming therapeutic alliances with adolescents.

Fiona Peacock is a BACP Senior Accredited Counsellor with experience of working as acounsellor in schools, in Child and Adolescent Mental Health (CAMHS) and in privatepractice. She is also a certified Theraplay® Therapist and accredited Story Stem assessor.She has a particular interest in working with children for whom the usual processes ofattachment have been disturbed.

Theraplay® is a registered service mark of The Theraplay Institute, 1840 Oak Ave., Suite 320,Evanston, IL 60201, USA.



Fiona Pienaar has recently left New Zealand where she taught on the Post GraduateCounsellor education programme in the Faculty of Education at the University of Auckland.Her teaching and research interests include the mental health of children, stress in children’slives, children’s coping strategies, school mental health, the ethics of working with children,engaging in qualitative research with children and young people, and counsellor education.

Clair Lewoski is a child psychotherapist and state registered Arts Therapist. She hasworked therapeutically with children and young people for over 15 years in a variety ofsettings, including, schools and in the NHS in a Child and Adolescent Mental Health Service.Her experience extends to therapeutic parent/child work. She also works as a supervisorand is a qualified teacher.

Barbie Clarke is an international youth researcher with over twenty years of experience,she was formerly Director of the Family division of GfK NOP. She completed her PhD inchild and adolescent psychosocial development at the University of Cambridge, Faculty ofEducation, where her research has looked at early adolescents’ use of digital media. She isalso a child therapist, and has worked with young offenders and in secondary schools.

Judith Green is an experienced counsellor, supervisor and educator who is a SeniorAccredited Member of BACP. Her research interests have included, work with young people,bereavement and emotional abuse. Her doctoral research investigated the personal andprofessional development of the teachers of counselling. Judith has recently retired fromthe post of director of the counselling programme at the Institute of Continuing Education,University of Cambridge.

Curtis Parker is a member of group-Analysis and registered with the U.K.C.P. His currentwork involves an NHS psychotherapy department, working within Primary Care in GPsurgeries and private practice. He has a strong belief in the group as a powerful medium ofprofessional and personal developments.




For updated information, please visit our website:

www.educ.cam.ac.uk

Content: Carol Holliday, University of Cambridge, Faculty of EducationDesign: Publications Office, University of CambridgePhotography: Nigel Luckhurst, members of the Faculty of EducationPrint: Victoire Press Ltd. www.victoirepress.com


Faculty of EducationCHILD and ADOLESCENTPSYCHOTHERAPEUTIC COUNSELLOREDUCATION

www.educ.cam.ac.uk

www.educ.cam.ac.uk

Faculty of Education184 Hills RoadCambridge CB2 8PQ

Email: [email protected]: 01223 767731

FoE Prospectus Cover.qxp:A5 25/4/13 14:48 Page 4

the route to counsellor accreditation at the faculty of education university of cambridge

Documents

course study hours

course evaluation

course tutors

course fees

term course

course director

accredited programme2

faculty of educationthe