The following will be assessed through a personal statement and interview

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.

2. The professional role and responsibility of the therapist

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.

Enquiry based learning

Workshop

group tasks

Learning Environ

(VLE)
Group tutorials

Reading – both

directed and

self-directed

self-directed study

Personal and Professional Development

seminar
professional

practice portfolio
Self and peer

assessment

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

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

• 
  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.
  

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 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.