The module takes a ‘lifespan’ developmental perspective emphasising the relevance of both individual differences and commonalities in human experience of growth and development. Whilst acknowledging the significance of early infant-caregiver relationships, you will be facilitated to challenge the centrality given to this phase of human development at the expense of recognition of the ongoing influence of relational experience to the nature and process of change. You will consider potential ways in which lifelong experience shapes and informs styles of attachment and relating, ensuring the opportunity to develop critical appreciation of how the potential connections between ‘past’, ‘present’ and ‘future’ have relevance may manifest and be worked with in the immediacy of the therapeutic endeavour. Building on previous learning, discourses about therapeutic philosophy and approach will incorporate aspects of ethics and diversity into human development by advancing learning beyond the confines of psychotherapeutic literature. You will explore approach-specific perspectives in regard to human development with attention to Rogers’ (1951; 1959) classical model of personality and development, critiques of this theory and contemporary contributions emerging from within the Person-Centred and Experiential framework. Modality-specific perspectives are considered in active comparison with a variety of theories from outside the approach with a view to considering relevance in terms of both knowledge and its translation into clinical work. You will have opportunity to consider contemporary research and understanding from the field of neuroscience in relation to person-centred philosophy, theory and practice. Attention will be given to embodied empathy and the concept of clinical intuition when exploring neurobiology.

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.
ROGERS, C. R. (1959) A Theory of Therapy, Personality and Interpersonal Relationships, as Developed in the Client-centred Framework. In KOCH, S. (ed.) Psychology: A study of science. New York: McGraw Hill.

• 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 and critical evaluation of a variety of person-centred and experiential theories concerning human development across the lifespan. (Knowledge & Understanding)

2. Systematically evaluate a range of lifespan developmental perspectives in order to determine relevance for your work as a person-centred and experiential practitioner. (Problem Solving)

3. Communicate your critical consideration of the relevance of contributions made by contemporary research in neuroscience to person-centred and experiential psychotherapies with specific focus on human development across the lifespan. (Communication )

Part A - Reflective Report (30%): a written assignment evidencing learning outcome 1 of this module (2000 words +/- 10%).

Part B – Therapist Developmental Review (70%): a written assignment evidencing learning outcomes 2 and 3 of this module (2500 words +/- 10%).

Both elements must pass independently in order to receive an overall pass for the module.