1. Illustrate a capacity to critically reflect on topic rationale and researcher worldview in order to demonstrate your reflexivity as an autonomous, self-directed person-centred practitioner-researcher. Reflection

2. Demonstrate originality in the application of knowledge when designing an ethically sound small scale research project of relevance to person-centred and experiential philosophy, theory and practice. Application

3. Demonstrate comprehensive understanding and critical evaluation of research methodologies and techniques and how these inform person-centred/experiential philosophy, theory and practice. Enquiry

The intention for this module is to conceptualise psychotherapy as a research endeavour, demystifying and making it accessible for use by person-centred and experiential practitioners. It draws attention to the common experiences of real-life re-search as reflection-in-action; with emphasis placed on both practice-based evidence and evidence-based practice in an attempt to support and advance professional practice. The module aims to assist you to develop a range of research skills and competencies to ensure you are able to engage in research on multiple levels: for instance, as informed, critical consumers of existing and emerging research: as students in training testing key research processes as part of your professional development and qualification; as applied researchers who integrate key aspects such as outcome and process monitoring into therapeutic practice; and as practitioners who bring scientific curiosity and openness to therapeutic practice along with and as an expression of attitudes informed by the underpinning philosophical and theoretical perspectives within the person-centred and experiential framework. The module will familiarise you with the philosophical origins and assumptions of the major research paradigms. You will be equipped to design a project and write a research proposal relevant to the person-centred and experiential theories and practices. You will explore the formulation of clear, practical research questions; data collection methods and research instruments; analysis methods, ethical approval processes and methods of dissemination. In addition, these experiences of research provide a basis for all assignments within the Independent Studies Stage, as well as preparation towards professional qualification and registration.

Part A – Presentation (50%): an individual presentation evidencing learning outcome 1
Part B – Small Scale Research Project Proposal (50%): a written assignment evidencing learning outcomes 2 and 3 of this module (2500 words + or – 10%).

Please note:

• Both elements must pass independently in order to receive an overall pass for the module.
• The project must be awarded ethical clearance prior to commencement.

Specify the number of Scheduled Learning & Teaching Hours attributed to each type of activity (eg lecture / lab / workshop). Total hours should equate to Scheduled Learning & Teaching Hours identified on page 1 of this form.

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

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.

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

BAGER-CHARLESON, S. (2014) Doing Practice-Based Research in Therapy: A reflexive approach. London: Sage.
ETHERINGTON, K. (2004) Becoming a Reflexive Researcher: Using our Selves in Research. London:
Jessica Kingsley.
MCLEOD, J. (2011) Qualitative Research in Counselling and Psychotherapy. 2nd Ed. London: Sage
Publishing Ltd.
SANDERS, P. & WILKINS, P. (2010) First Steps in Practitioner Research. Ross-on-Wye: PCCS Books.

• Creative materials
• 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
• Poster presentation template
• Presentation Assessment Form
• Ethical Approval Application