The intended learning outcomes 1, 2, 3, 4 5 & 6 are measured by assessment of a 10,000 word (+/- 10%) dissertation portfolio: 100%

This will include:
• Introduction 500 words maximum
• Rationale for Practice 2,000 words maximum
• Literature Review 3,000 words maximum
• Case study 5,000 words maximum
• Conclusion 500 words maximum
In addition, as per professional accreditation requirements, all modules require 100% attendance at the scheduled sessions.

All elements must be passed.

Additional Assessment Details (include formative feedback / assessment):
• Formative feedback is given by peers and tutors in relation to small/large group supervised clinical practice throughout the module

• Group process – 42 hours
• Experiential and theoretical learning – 33 hours
• Supervised clinical practice in small and/or large groups – 42 hours
• Self-reflective journal writing – 12 hours
• student-focused activities encouraging active participation,(including tutorials, accessing electronic systems and support staff for data, literature, resources and contacts) – 21 hour

Specify the number of Guided Independent Study Hours attributed to each type of activity (eg reading / assessment preparation). Total hours should equate to Guided Independent Study Hours identified on page 1 of this form.

Guided Independent Study is considered to include:
• Workshop preparation (25 hours per 20 credit module =75 hours)
• Reading and research (50 hours per 20 credit module =150 hours)
• Assignment preparation (50 hours per 20 credit module =150 hours)
• Placement attendance (25 hours per 20 credit module =75 hours)

• Access to an approved placement which provides suitable learning opportunities
• Access to a suitably qualified supervisor to provide the required ratio of supervision hours to clinical practice
• Access to a suitably qualified therapist to provide the required sessions of personal therapy
• Access to recording equipment

1. Describe, comment upon and evaluate current research to demonstrate your learning and to make sound judgments
(Analysis)

2. Deploy established techniques of analysis and enquiry to carry out a small scale research project
(Enquiry)

3. Demonstrate and communicate effectively a systematic understanding and critical evaluation of key aspects of Humanistic and Integrative Counselling and Psychotherapy and its limitations.
(Knowledge & Understanding, Learning, Communication)

4. Demonstrate your ability to apply methods and techniques you have learned to your Humanistic and Integrative clinical practice.
(Application, Reflection)

5. Demonstrate your knowledge and understanding of Humanistic and Integrative interventions and analyse the efficacy of these in responding to complex and unpredictable situations.
(Knowledge & Understanding, Problem Solving)

6. Apply the methods and techniques that you have learned to provide a critical account of ethical practice in relation to contracting and the therapeutic frame.
(Application)

This module provides students with an opportunity to develop and advance their understanding of the theories and practice of Humanistic and Integrative Counselling and Psychotherapy through in-depth consideration and evaluation of their clinical practice. Students will produce a case study dissertation in a particular area of interest to them, which will include a rationale for their practice as Humanistic and Integrative therapists, a review of relevant literature and research, and a case study relevant to the theory and practice of Humanistic and Integrative Counselling and Psychotherapy.¿¿

Indicative Content may include the following topics:¿¿
1. Personal philosophy
2. Approach to integration
3. Ethical practice and ethical frameworks
4. Assessment and DSM-5¿¿
5. The continuum of mental health¿¿
6. An introduction to personality disorders
7. Affect regulation¿¿
8. Neuroscience
9. Window of tolerance¿¿
10. Polyvagel theory
11. Literature Review¿¿
12. Contemporary research
13. Advancing the process of ethical thinking¿¿
14. Values and principles of Humanistic Integrative Counselling and Psychotherapy¿¿
15. Reflexivity¿¿
16. Use of self
17. Relationship between theory and clinical practice¿¿
18. The process of therapy/ongoing assessment¿¿
19. Evidence-based practice¿¿
20. Supervisor (internal/external)¿¿
21. Therapeutic practice¿¿
22. Parallel processes¿¿
23. Formulation of client’s presentation and suitability for counselling and psychotherapy¿¿
24. Transference phenomena
25. Intersectionality
26. Developmental trauma
27. Shame
28. Self-care, vicarious trauma/compassion fatigue¿¿
29. Preparing for a career in counselling and psychotherapy

Core Texts¿
Clarkson, P. (2003). The therapeutic relationship. (2nd ed.). London: Whurr Publishers.¿¿
Claringbull, N. (2011). Mental health in counselling & psychotherapy. Exeter: Learning Matters.¿
De Young, P. A. (2015). Understanding and treating chronic shame: A relational/neurobiological approach. Hove: Routledge. https://doi.org/10.4324/9781315734415¿¿
Erskine R., Moursund, J. & Trautman, R. (1999). Beyond empathy: A therapy of contact in relationship. London: Brunner Mazel. https://doi.org/10.4324/9780203778036¿¿
Erskine, R. G. (2015). Relational patterns, therapeutic presence: Concepts and practice of an integrative psychotherapy. Karnac Books. https://doi.org/10.4324/9780429479519¿
Evans, K. & Gilbert, M. (2005). An introduction to integrative psychotherapy. Basingstoke: Palgrave Macmillan.¿¿
Gilbert, M. & Orlans, V. (2011). Integrative therapy: 100 key points and techniques. London: Routledge.¿¿
Kahn, M. (1997). Between therapist and client: The new relationship (revised ed.). New York: MacMillan.¿¿
Charura, D. & Paul, S. (Eds.). (2014). The therapeutic relationship handbook theory and practice. Berkshire: Open University Press.¿
Kosciejew, R.J. (2013). Object relations theory. AuthorHouse.¿

Further Reading¿
Bager-Charleson, S. & Van Rijn, B. (2011). Understanding assessment in counselling and psychotherapy. Exeter: Learning Matters.¿¿
Batmanghelidjh, C. (2006). Shattered lives: Children who live with courage and dignity. London: Jessica Kingsley Publishers.¿¿
Casement, P. (2013). On learning from the patient. London: Routledge. https://doi.org/10.4324/9781315879468¿
Hunter, M. & Struve, J. (1998). The ethical use of touch in psychotherapy. London: Sage Publications.¿
Hycner, R. & Jacobs, L. (1995). The healing relationship in gestalt therapy. New York: Gestalt Journal Press.¿¿
Mearns, D. & Cooper, M. (2017). Working at relational depth in counselling & psychotherapy (2nd ed.). London: Sage Publications.¿
O’Brien, M. & Houston, G. (2007). Integrative therapy: A practitioner’s guide. London: Sage Publications.¿¿
Sanders, P., Frankland, A., & Wilkins, P. (2009). Next steps in counselling practice: A students' companion for degrees, HE diplomas and vocational courses. Ross-on-Wye: PCCS Books.¿¿
Stolorow, R. & Atwood, E. (1994). The intersubjective perspective. Maryland, USA: Jason Aronson.¿¿
Totton, N. & Jacobs, M. (2001). Character and personality types. Buckingham: Open University Press.¿¿
Warner, M. (2000). Person-centred therapy at the difficult edge: A developmentally based model of fragile and dissociated process, in D. Mearns & B. Thorne (Eds.), Person-centred therapy today: New frontiers in theory and practice (pp. 144-173). London: Sage Publications.¿¿
Worsley, R. (2009). Process Work in Person-Centred Therapy (2nd ed.). New York: Palgrave Macmillan.¿
Wyatt, G. (Ed.). (2001). Rogers’ Therapeutic conditions: Evolution, theory and practice. Volume 1. Congruence. UK: PCCS Books.¿
Wyatt, G. & Sanders, P. (Eds.). (2002). Rogers’ Therapeutic Conditions: Evolution, Theory and Practice. Volume 4. Contact and Perception. UK: PCCS Books.¿¿

Recommended Journal Articles:¿
Jackson, C. (2012). Diagnostic disarray, Therapy Today, 23(3), 4-5. Retrieved from¿ https://www.bacp.co.uk/media/1594/bacp-therapy-today-apr12.pdf¿¿
UKCP. (2014). Perceptions of mental health. The Psychotherapist, 57(2), 13.¿