This module examines the notion, nature and assessment of change with specific emphasis placed within the person-centred and experiential therapeutic relationship. Critical consideration is given to the underpinning philosophical assumption that each client possesses vast resources for self-understanding and constructive change. The therapist’s role is that of understanding companion rather than educator, interpreter or diagnostician. Client and therapist roles will be explored in order to identify factors likely to facilitate and/or hinder therapeutic relating and change as it is thought to occur within the therapeutic process. Classic and contemporary person-centred and experiential views are considered together with ideas from other therapeutic models. Relevant research evidence will be explored in order to consider how this knowledge base might inform clinical work within person-centred and experiential psychotherapies. Attention is also given to diversity, relational ethics and practice-based research, providing you with ample opportunity to foster your personal style in practice via discussion and critical reflection of your audio-recordings. The aim of this module is to facilitate your development of a therapeutic approach, recognising the importance of both client and therapist as agents of change, whilst placing particular importance on the characteristics of the therapeutic relationship. This includes your adoption of a stance which emphasises attitudinal qualities such as acceptance, empathy and authenticity; which, will, in turn, improve your effectiveness through a client-directed, outcome informed approach devoid of power-over the client.

Process Report - Recorded Segment, Transcript and Commentary (100%)
A written report incorporating a prologue, critically reflective commentary of a transcribed recorded segment, and epilogue evidencing learning outcomes 1-3 of this module (3000 words +/- 10%).
The recording must be of at least 30 minutes duration with the transcribed extract being a selected 10 minute segment of this.

Total hours = 56
• Group process – 16 hours
• Experiential and theoretical learning – 12 hours
• Supervised clinical practice in small and/or large groups – 16 hours
• Self-reflective journal writing – 4 hours
• Student-focused activities encouraging active participation,(including accessing electronic systems and support staff for data, literature, resources and contacts, tutorials) – 8 hours


Total hours = 144
• Self-directed independent study including research, reading, assignment planning and writing – 74 hours
• Placement preparation and attendance – 30 hours
• Personal therapy (preparation, attendance, post-session journaling) – 12 hours
• Clinical supervision (preparation, attendance, post-session journaling) – 12hours
• Tutor-directed independent study (including workshop preparation) – 16 hours

COOPER, M. et al. (eds.) (2013) Handbook of Person-Centred Psychotherapy and Counselling. 2nd ed. London: Palgrave Macmillan
MEARNS, D. & COOPER, M. (2005) Working at Relational Depth in Counselling and Psychotherapy. London: Sage.
MCMILLAN, M. (2004) The Person-Centred Approach to Therapeutic Change. London: Sage.

• Creative materials
• Audio-recording/playback devices
• 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

1. Demonstrate systematic understanding of how change is theorised, facilitated and measured within person-centred and experiential approaches.
Knowledge and Understanding

2. Illustrate your capacity to develop originality in clinical practice informed by critical awareness and knowledge of client and therapist factors, which may facilitate and/or hinder the process of relating and change.
Application

3. Systematically evaluate a range of therapeutic responses when utilising process and outcome measures, in order to critically consider the relevance of intent and impact within your person-centred/experiential practice.
Problem Solving