STUDY

Cognitive Behaviour Therapy is based on the principle that cognitions (thoughts, images and memories) and behaviours have a significant impact on mood and functioning. Emotions, cognitions and behaviours are inter-connected and changes at the cognitive level will impact both emotional experience and behaviours.  The concept of the inter-relationship between the cognitions, behaviours and emotions underpins a theoretical understanding of both our everyday experience of ourselves, others and the world, as well as psychological distress and disturbance.

The cognitive aspect of Cognitive Behaviour Therapy refers to interventions and treatments that address cognitions and cognitive processes which, according to the theory, are implicated in clients’ difficulties and their recovery from those difficulties.  Techniques aim to increase awareness of thinking processes and the ways in which people generate meaning out of their experiences.  Methods such as Socratic questioning and guided discovery are used to explore cognitions and cognitive styles.  Clients are helped to evaluate their thoughts and generate alternative, less distressing and more realistic understandings of events.  Cognitions can generate difficulties, but behaviours or actions can also generate and perpetuate psychological distress.  Behaviours such as avoidance can act to maintain problems. Therapy, in the context of a collaboratively agreed conceptualisation, encourages clients to test their predictions and assumptions which results in new learning that can enable the identification of possibilities for change. Interventions around behaviour can include behavioural experiments, activity scheduling, surveys, and experimenting with new ways of acting in the world.  Behavioural changes are supported by work in the session with the therapist. 

This module aims to give students a dedicated opportunity to advance their skills by incorporating all the theoretical approaches learned on the course and by engaging with the more complex aspects of the counselling relationship. Students will be expected to use role-play or bring current examples of client work to enable focus on skills development and consider how to be therapeutically helpful. Students will consider their use of supervision to enable effective therapeutic intervention.

The module encourages students to become self-reflexive practitioners through practice-based learning. It facilitates awareness of personal and professional development and career possibilities, supported by a professional organisation with a solid ethical framework for practice. It is an essential aspect of any counselling training that students reflect not only on knowledge learnt, but also on the inner emotional life of themselves and others and the dynamics of relationships they are involved in. In accordance with British Association for Counselling (BACP) requirements for a substantial self-awareness component, this module encourages experiential learning through participation in group processes, including experiential group and peer work and case discussion group. Throughout the year students will be completing a learning journal that supports and illuminates the work done in other parts of the course, as well as demonstrating their developing self-awareness.

A psychodynamic approach is based upon the principle that repetitive patterns can be identified in the narrative of an individual’s life. In time limited psychodynamic counselling a central pattern becomes the focus for collaborative work within a time-limited framework. Establishing a Dynamic Focus and working with the termination of the work and its emotional meaning are therefore key and distinguishing components of short-term psychodynamic counselling.

There are several fundamental principles that underpin a psychodynamic approach to counselling, firstly it is through both new understanding and new adaptive experiences that insight is gained and thus the possibility for change and development to take place.  Relationships and activities are dynamic, and this theoretical approach imagines each person as both author and product of his or her own history. 

This module provides grounding in a range of appropriate research methods and research skills, and the use of an evidence-based approach to aid clinical decision-making. Evidence-based approaches offer a way to think about, evaluate and critically reflect upon our professional knowledge and decision-making in the application of psychotherapy and counselling. This module enables students to become familiar with the methodological approaches and developments in research in counselling and cognitive behavioural therapy, including opportunities to understand the different paradigms that exist within counselling and within research approaches. It also provides opportunities to critically engage with a variety of current approaches in research at the level of both methodology and method. Students will not be conducting their own research; you learn skills in both qualitative and quantitative research approaches This will enhance your ability to interpret and deliver effective therapy as a reflective practitioner.

This module provides students with opportunities for ongoing clinical discussion groups, which take place via written or group presentation. This helps embed an advanced standard of clinical work into learning, enabling the ongoing reflection that is necessary to professional development as a counsellor. The module will be delivered as clinical supervision alternative weeks.  On the alternate week you will be placed in Peer Supervision Groups where you will be expected to work on exercises within Brightspace.  You will have to record your work and bring it to supervision the following week to evidence that the work has been completed. 

Students will practice presentation and active learning to enable them to build knowledge including recognising specific conditions, utilise knowledge to make therapeutic decisions and plans, multidisciplinary support, and/or referral to other professionals.

The Dissertation will enable students to bring together their clinical learning from placement with their theoretical learning, and to use research and evidence-based approaches to develop their professional approach.

Throughout the course students will learn to use approaches to counselling and research that offer a research-based approach, focusing on the evidence base and how to deliver effective psychotherapy.   

Psychodynamic Counselling and Cognitive Behaviour Therapy are based upon distinct theoretical frameworks and ways of practicing clinically as well as sharing in some common principles and methods and this is reflected in the design of the course. We aim to broaden student’s experience and knowledge by exploring practice within a variety of contexts and arenas.  In addition, we focus on encouraging students to form their own unique approach and to be able to reflect and justify this both practically and theoretically. 

Cognitive Behaviour Therapy is based on the principle that cognitions (thoughts, images and memories) and behaviours have a significant impact on mood and functioning. Emotions, cognitions and behaviours are inter-connected and changes at the cognitive level will impact both emotional experience and behaviours.  The concept of the inter-relationship between the cognitions, behaviours and emotions underpins a theoretical understanding of both our everyday experience of ourselves, others and the world, as well as psychological distress and disturbance.

The cognitive aspect of Cognitive Behaviour Therapy refers to interventions and treatments that address cognitions and cognitive processes which, according to the theory, are implicated in clients’ difficulties and their recovery from those difficulties.  Techniques aim to increase awareness of thinking processes and the ways in which people generate meaning out of their experiences.  Methods such as Socratic questioning and guided discovery are used to explore cognitions and cognitive styles.  Clients are helped to evaluate their thoughts and generate alternative, less distressing and more realistic understandings of events.  Cognitions can generate difficulties, but behaviours or actions can also generate and perpetuate psychological distress.  Behaviours such as avoidance can act to maintain problems. Therapy, in the context of a collaboratively agreed conceptualisation, encourages clients to test their predictions and assumptions which results in new learning that can enable the identification of possibilities for change. Interventions around behaviour can include behavioural experiments, activity scheduling, surveys, and experimenting with new ways of acting in the world.  Behavioural changes are supported by work in the session with the therapist. 

This module aims to give students a dedicated opportunity to advance their skills by incorporating all the theoretical approaches learned on the course and by engaging with the more complex aspects of the counselling relationship. Students will be expected to use role-play or bring current examples of client work to enable focus on skills development and consider how to be therapeutically helpful. Students will consider their use of supervision to enable effective therapeutic intervention.

The module encourages students to become self-reflexive practitioners through practice-based learning. It facilitates awareness of personal and professional development and career possibilities, supported by a professional organisation with a solid ethical framework for practice. It is an essential aspect of any counselling training that students reflect not only on knowledge learnt, but also on the inner emotional life of themselves and others and the dynamics of relationships they are involved in. In accordance with British Association for Counselling (BACP) requirements for a substantial self-awareness component, this module encourages experiential learning through participation in group processes, including experiential group and peer work and case discussion group. Throughout the year students will be completing a learning journal that supports and illuminates the work done in other parts of the course, as well as demonstrating their developing self-awareness.

A psychodynamic approach is based upon the principle that repetitive patterns can be identified in the narrative of an individual’s life. In time limited psychodynamic counselling a central pattern becomes the focus for collaborative work within a time-limited framework. Establishing a Dynamic Focus and working with the termination of the work and its emotional meaning are therefore key and distinguishing components of short-term psychodynamic counselling.

There are several fundamental principles that underpin a psychodynamic approach to counselling, firstly it is through both new understanding and new adaptive experiences that insight is gained and thus the possibility for change and development to take place.  Relationships and activities are dynamic, and this theoretical approach imagines each person as both author and product of his or her own history. 

This module provides grounding in a range of appropriate research methods and research skills, and the use of an evidence-based approach to aid clinical decision-making. Evidence-based approaches offer a way to think about, evaluate and critically reflect upon our professional knowledge and decision-making in the application of psychotherapy and counselling. This module enables students to become familiar with the methodological approaches and developments in research in counselling and cognitive behavioural therapy, including opportunities to understand the different paradigms that exist within counselling and within research approaches. It also provides opportunities to critically engage with a variety of current approaches in research at the level of both methodology and method. Students will not be conducting their own research; you learn skills in both qualitative and quantitative research approaches This will enhance your ability to interpret and deliver effective therapy as a reflective practitioner.

This module provides students with opportunities for ongoing clinical discussion groups, which take place via written or group presentation. This helps embed an advanced standard of clinical work into learning, enabling the ongoing reflection that is necessary to professional development as a counsellor. The module will be delivered as clinical supervision alternative weeks.  On the alternate week you will be placed in Peer Supervision Groups where you will be expected to work on exercises within Brightspace.  You will have to record your work and bring it to supervision the following week to evidence that the work has been completed. 

Students will practice presentation and active learning to enable them to build knowledge including recognising specific conditions, utilise knowledge to make therapeutic decisions and plans, multidisciplinary support, and/or referral to other professionals.

The Dissertation will enable students to bring together their clinical learning from placement with their theoretical learning, and to use research and evidence-based approaches to develop their professional approach.

Throughout the course students will learn to use approaches to counselling and research that offer a research-based approach, focusing on the evidence base and how to deliver effective psychotherapy.   

Psychodynamic Counselling and Cognitive Behaviour Therapy are based upon distinct theoretical frameworks and ways of practicing clinically as well as sharing in some common principles and methods and this is reflected in the design of the course. We aim to broaden student’s experience and knowledge by exploring practice within a variety of contexts and arenas.  In addition, we focus on encouraging students to form their own unique approach and to be able to reflect and justify this both practically and theoretically.