Plymouth University Academic Partnerships cornwall college, Rosewarne Programme Quality Handbook

The following will be assessed through a personal statement and interview

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PS11. Academic Standards and Quality Enhancement

The Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

All modules for the Diploma are covered by a single EE

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Additional stakeholders specific to this programme:

British Association of Counselling and Psychotherapy

Placement managers and placement supervisors – 2 meetings per year

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.

PS12. Programme Structure

The following structure diagram(s) provides the current structure for this programme:

The following will be assessed through a personal statement and interview:

  • Self-awareness, maturity and stability

  • Ability to make use of and reflect upon life experience

  • Capacity to cope with the emotional demands of the programme

  • Ability to cope with the intellectual and academic requirements

  • Ability to form a helping relationship characterised by empathy, acceptance and genuineness

  • Awareness of the nature of prejudice and oppression

  • Awareness of issues of difference and equality

  • Ability to recognise the need for personal and professional support

  • Commitment to self-development

  • Preparedness to undertake personal therapy whilst completing the course

FHEQ Level 5 For: Diploma in Person Centred Counselling and Therapy Part time

P/T Route Year

When in Year? (i.e. autumn, spring etc)

Structure as Agreed at Programme Approval

Core or Option Module




All Year



Counselling Practice 1

(CORC 2224)


All Year



Personal and Professional Development 1

(CORC 2225)


All Year



Counselling Psychology 1

(CORC 2226)


All Year



Counselling Practice 2



All Year



Personal and Professional Development 2



All Year



Counselling Psychology 2


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

The table below maps the BACP core curriculum to the QAA subject benchmarks.



Teaching and Learning Strategy / Methods


Prog Aims

Prog intended Learning Outcomes

Range of


Related Core Modules

Professional autonomy and accountability and Professional relationships
By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
maintain the ethical principles that underpin counselling and psychotherapy

integrate into practice legal, professional and organisational requirements pertaining to equal opportunities, diversity and anti-discrimination

recognise the social and cultural context of their practice

recognise potential limitations of their preferred theoretical model or models in work with specific clients

ensure a consistent commitment to continuing professional and personal development, including self-awareness and fitness to practice

recognise their own professional strengths and limitations that may affect therapeutic practice, and develop appropriate self-support and self-care strategies

recognise the need for, and engage with, their own personal support and/or therapy as appropriate

recognise and cope with uncertainty, responding therapeutically while maintaining firm boundaries

recognise responsibilities to the client, employers, the counselling and psychotherapy professions and to society at large

Professional relationships (QAA)

recognise and respect inter-professional and multi-agency approaches to mental health

recognise their own professional limitations, making referrals where appropriate

respect the role of supervision as an essential aspect of clinical practice

analyse ethical dilemmas and work with others as necessary, to formulate appropriate responses

take account of diversity issues and the rights and responsibilities of all clients, regardless of their gender, age, ethnicity, national or ethnic origin, culture, class, ability, sexual orientation, religion and beliefs

respond appropriately to the effect of their own values, beliefs, attitudes and behaviours when working as a counsellor/psychotherapist

work with managers and clients in the delivery, monitoring and evaluation of services

build and sustain professional relationships and work collaboratively, as appropriate to the work context

critically appraise a range of theoretical approaches to practice

make use of supervision to develop their understanding about clinical work and to enhance and protect their well-being.

    1. The professional role and responsibility of the therapist

The practitioner will have relevant knowledge to inform his or her ability to:
Show a commitment to personal and professional development including self-awareness and an awareness of fitness to practice in relation to clients.

Reflect on personal development including ways in which life experiences affect self and relationships with peers, clients and other professionals.

Demonstrate the psychological and emotional robustness necessary to work with intense feelings and uncertainties.

Engage in rigorous self-examination, monitoring thoughts, feelings, physical sensations and behaviour in the therapeutic relationship.

Recognise personal and professional limitations and identify ways of addressing these.

Recognise and maintain appropriate professional boundaries even when these are challenged by the client or others.

Understand the values underpinning the profession, as exemplified in the Ethical Framework.

Demonstrate the capacity for reflexivity as applied in therapeutic practice.

Understand the importance of supervision, contract for supervision and use it to address professional and developmental needs.

Understand the importance of professional development activities.

Understand and use a relevant ethical framework to make critical decisions about the practice of counselling and psychotherapy.

Manage counselling practice efficiently, including record and note keeping; provision of an appropriate environment; liaison with other services; reviewing of caseloads and evaluation of practice.

Identify and use networks that can be used for the benefit of the service.

Communicate clearly with clients, colleagues and other professionals both orally and in writing.

Demonstrate a critical awareness of commonly recommended therapeutic approaches that are underpinned by evidence of efficacy and effectiveness.

Give and receive feedback constructively, reflect and make appropriate changes.

Regularly evaluate and review personal development progress, making links with theoretical knowledge and the counselling process.

Lectures and tutorials
Directed independent study

Enquiry based learning


group tasks

Use of Virtual

Learning Environ

Group tutorials

Reading – both

directed and



self-directed study

Personal and Professional Development

CORC 2217


5,6,7, 8



practice portfolio
Self and peer


Personal and professional development 1 and 2

An explanation for embedding Professional autonomy and accountability and Professional relationships

through Teaching & Learning and Assessment at this level of the programme:

The nature of the curriculum, the learning outcomes, content of the modules and the assessment process embed the

QAA Benchmark Statements for Counselling and Psychotherapy and the BACP core curriculum. .

These are:

  • Knowledge based learning

  • Therapeutic competencies

  • Development of self-awareness

  • Professional development

  • Skills work

  • Practice placements

The teaching, learning and assessment strategies are designed to enable achievement of intended learning outcomes

A range of approaches are therefore employed to ensure that:

  • Students with different learning styles experience a diversity of learning methods

  • Students experience learning methods appropriate to the learning outcomes

  • There is parity in the students’ experiences of learning methods

  • Students learn to maximise their own learning even when the method is not their favoured one.

Maintaining a framework for practice (QAA)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
establish and maintain a secure frame for therapeutic work

maintain clear professional boundaries in all relationships with clients

make informed decisions about referral to appropriate agencies

negotiate an appropriate therapeutic contract using all available information

recognise the implicit power imbalance in the counselling/psychotherapy relationship

openly and freely discuss sexual matters when appropriate, whatever the client's sexual orientation or the nature of the client's problem

recognise and make appropriate decisions in response to ethical dilemmas

be aware of psychopharmacological interventions commonly used in the treatment of mental health problems and be sensitive to the impact that prescribed medication may have on the therapeutic relationship and process of counselling/psychotherapy

recognise signs and symptoms associated with mental distress and regularly update knowledge about mental health and well-being

recognise and make appropriate decisions in response to ethical dilemmas and legal responsibilities when assessing potential risk to the client or others

recognise the potential for physical signs and symptoms to accompany, mimic or be indicative of severe forms of psychological distress and respond appropriately

apply consistently a comprehensive, in-depth and research-informed body of knowledge in their practice

recognise that specific knowledge and skills are required to work with particular client groups, for example children and young people.

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