This module provides students with an opportunity to reflect on their personal development through development of self knowledge and self acceptance. The module involves an introductory lecture exploring `what is personal development?' and `why is it necessary?'. Subsequent seminars are tutor led to facilitate the personal development of students and involve work both in small and large groups. Within this module students will work in triads to practice their listening skills and will gain both tutor and peer feedback.
The `self' will be explored in terms of others - including beliefs and prejudices and their possible impact in terms of counselling. Consideration will also be given to how individual beliefs can influence perception and behaviour in terms of learning. Students will explore the ability to develop personal goals and will undertake a critical evaluation of self whilst challenging their own personal assumptions and attitudes.

Students must be registered on the BSc Psychology and Counselling award

Johns, H. (2005). Personal Development in Counsellor Training. London: Sage Publications.
Johns, C. (2004) 'Becoming a Reflective Practitioner' Oxford, Blackwell.
McLeod, J. (2003). An Introduction to Counselling (3rd Edn). Maidenhead: O.U. Press.
Mearns, D, Thorne B. (2007). Person Centred Counselling in Action (3rd Edn). London: Sage Publications.

Summative assessment:

1. A Personal Development & Learning Journal (Pass/Fail)
2. A 2500 word critical summary of the Personal Development & Learning Journal. (100% weighting, to assess learning outcomes 1 and 2).

Both the Journal and summary must directly relate to the `self in context' seminar groups and must show a link with theoretical concepts and professional issues in counselling.


Formative learning and assessment:
Through self and peer group assessment students are encouraged to take an active part in their own assessment in dialogue with their tutors and peers. This is achieved through the student being actively involved in group and individual activities and exercises, including group discussions and role plays. These activities are reflected upon and recorded in an experiential Personal Development & Learning Journal.

The module will be taught through 12 x 2 hour weekly sessions (total 24 hours). The first session will comprise a 2 hour introductory lecture, which will both prepare students for seminar groups and introduce them to the concept of personal development. Subsequent sessions will consist of personal development seminars (see below). Students will engage in 126 hours of independent learning.

The emphasis of this module is on understanding the self and personal growth and development. Therefore in seminars students will focus on learning from life events and reflecting on these from a personal perspective. This module contains experiential learning, which involves thinking about experiences related to the student's current level of learning. Experiential learning enables students to activate the knowledge they already possess and increases their motivation and attention to learning.

This module will include a variety of learning strategies including role play, activities that will be undertaken on an individual basis and those involving working in pairs and/or small groups as well as large group discussions. Students will also practice their listening skills through working in triads, whih will offer both tutor and peer feedback.

The use of the weekly personal journal and various forms of creative and expressive work will be incorporated within the module.

The module facilitators will operate within the B.A.C.P. Ethical Framework for Good Practice.

All activities will necessarily involve feedback from either the individual's peer group, the group facilitator or from a review of self.

Blackboard
Learning Resource Centre,
Information Services
Art equipment
Counselling textbooks
Video/DVD/TV equipment