Assignments
The intended learning outcomes are measured by assessment: 100%

A 3,000 word Process Report on a 20 minute recording and transcript (assessing learning outcomes 1, 2, 3, 4, 5 & 6)
Please note that recordings should be with a placement client who is over 18 years of age.

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 – 14 hours
• Experiential and theoretical learning – 11 hours
• Supervised clinical practice in small and/or large groups – 14 hours
• Self-reflective journal writing – 4 hours
• student-focused activities encouraging active participation,(including tutorials, accessing electronic systems and support staff for data, literature, resources and contacts) – 7 hour

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

• Access to an approved placement which provides suitable learning opportunities, and 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. Deploy accurately established techniques of inquiry and analysis of the therapeutic process between yourself and your client.¿¿
2. Demonstrate a systematic knowledge and understanding of your significant personal attributes and limitations that you bring to a Humanistic and Integrative therapeutic relationship.¿¿¿
3. Deploy accurately established techniques of analysis and enquiry to critically evaluate the Humanistic and Integrative therapeutic process.¿¿
4. Communicate and analyse a range of therapeutic responses and critically reflect on the appropriateness, effectiveness and limitations of these with reference to therapeutic intent, the impact on the client and progression of the therapeutic relationship.¿¿
5. Apply ethical principles to your work with clients to identify a range of ideas, strategies and techniques for ethical practice.¿¿
6. Develop a range of appropriate interventions to working with clients with a complex process and unpredictable situations

This module will focus on the counsellor in a clinical setting, with an emphasis on the development of self-reflexivity and personal style in deploying established techniques of enquiry and analysis. This module will also focus on the application of methods and techniques. The student will provide a process report demonstrating evidence of the students integration of theory to practice.¿¿¿

Indicative Content may include the following topics:¿¿
1. Use of self in relationship¿¿
2. Self-reflection¿¿
3. Personal values in ethical decision making¿¿
4. Bracketing and self-disclosure¿¿
5. Membership of professional bodies¿¿
6. The impact of the role of therapist on self and the community¿¿
7. Own response to research¿¿
8. Limits of competence/knowledge¿¿
9. The impact of loss and bereavement, endings¿¿
10. Continuing Professional Development¿¿
11. The Reparative Relationship¿¿
12. Support and challenge from supervision¿¿
13. Parallel process¿¿
14. Relationship between theory and clinical practice¿¿
15. Range of therapeutic interventions¿¿
16. Transferential attitudes

Core Texts¿¿
Bond, T. (2015). Standards and ethics for counselling in action. (4th ed.). London: Sage Publications.¿
Erskine, R.G. (2021). A healing relationship: Commentary on therapeutic dialogues. Phoenix.
Evans, K. & Gilbert G. (2005). An Introduction to Integrative Psychotherapy. Basingstoke: Palgrave Macmillan.¿
Finlay, L. (2022). The therapeutic use of self in counselling and psychotherapy. Sage.¿
Rowan, J. & Jacobs, M. (2002). The therapist’s use of self. Milton Keynes: Open University Press.¿
Wosket, V. (1999). The therapeutic use of self: Counselling practice, research and supervision. London: Routledge. https://doi.org/10.4324/9780203772263¿¿¿

Further Reading¿
BACP Counselling & Psychotherapy Research (CPR) Journals.¿¿
Bor, R. & Watts, M. (2016). The trainee handbook: A guide for counselling and psychotherapy trainees. (4th ed.). London: Sage Publications.¿
Dryden, W. & Reeves, A. (Eds.). (2008). Key issues for counselling in action. (2nd ed.). London: Sage Publications.¿¿
Fonagy, P., Gergely, G., Jurist, E. & Target, M. (2004). Affect regulation, mentalisation and the development of self. London: Karnac Books. https://doi.org/10.4324/9780429471643¿
Gilbert, M. & Evans, K. (2000). Psychotherapy supervision: An integrative relational approach to psychotherapy supervision. Milton Keynes: Open University Press.¿¿
Gilbert, M. & Orlans, V. (2011). Integrative therapy: 100 key points and techniques. London: Routledge.¿¿
Herman, J. (2015). Trauma and recovery: The aftermath of violence -- from domestic abuse to political terror. London: Basic Books.¿
Jones, C., Shillito-Clarke, C., Syme, G., Hill, D., Casemore, R., & Murdin, L. (Eds.). (2000). Questions of ethics in counselling and therapy. Milton Keynes: Open University Press.¿
Mearns, D. (2003). Developing person-centred counselling (2nd ed.). London: Sage Publications.¿
Music, G. (2016). Nurturing natures (2nd ed.). London: Routledge. https://doi.org/10.4324/9780203843468¿¿
van Deurzen-Smith, E. (2012). Existential counselling & psychotherapy in practice. (3rd ed.). London: Sage Publications.¿
Wheeler, S. & King, D. (Eds.). (2001). Supervising counsellors: Issues of responsibility. London: Sage Publications.

Recommended Journals¿¿
Therapy Today: The Magazine for Counselling and Psychotherapy Professionals¿
https://www.bacp.co.uk/bacp-journals/therapy-today/archive/¿
Journal of Humanistic Psychology¿
https://journals.sagepub.com/home/jhp