Autumn 2025

Pre-requisites/co-requisites: satisfactory project confirmation (RDCom2) following completion of Stage 1 of the programme, or equivalent. This module is the research component (Stage 2), which embodies and completes the outcomes of this professional doctoral programme. The module provides the opportunity for students to work closely with suitable qualified staff members with particular expertise in their chosen research area, developing an original and substantial investigation of potential significance both to academic inquiry and professional practice, which should be a pressing issue or problem of current professional interest within the field of education related to the student's research proposal at the application stage as refined and amended appropriately in agreement with the supervisory team in Stage 1 (including the Dissertation module), and subject to the University being able to provide appropriate supervision and training; the student having access to the necessary resources; and any issues relating to commercial funding, intellectual property and research ethics having been considered and being addressed appropriately.

All students who are enrolled onto the following Moodle site should have access to this site via meta link enrolment.
Course meta link (Autumn 2025 Advanced Practice and Research - DCP360D060Y)

All students who are enrolled onto the following Moodle site should have access to this site via meta link enrolment.
Course meta link (Autumn 2025 Advanced Practice and Research - DCP360D060Y)

All students who are enrolled onto the following Moodle site should have access to this site via meta link enrolment.
Course meta link (Autumn 2025 Advanced Practice and Research - DCP360D060Y)

Once students have successfully completed the foundation modules of Year 1 and achieved the criteria needed to proceed to year 2 of the programme, they enrol on the Advanced practice and research module. This is a two-year long module that builds on the knowledge and skills developed in year 1, and helps trainees develop the range of experience and advanced competencies they will need to practice as a counselling psychologist and apply for registration with the HCPC and chartered status with the BPS.

The module comprises a number of components that cover areas such as psychodynamic and cognitive-behavioural models of therapy, advanced practitioner competencies, supervised placement experience, personal development and empirical research. The topics covered reflect the scope of work and abilities expected of the modern practitioner psychologist, and will help prepare students to successfully undertake roles in a range of professional areas, including clinical practice, supervision, service evaluation and research. Students will build on their competence in person-centred therapy by learning and gaining experience in a psychodynamic approach. They may then opt to build more in-depth experience in a person-centred or psychodynamic approach, or develop a more pluralistic-integrative model of practice. They will also have the option of gaining experience in cognitive-behavioural therapy. As well as building up knowledge and competence in different therapy models, students will also need to gain experience in an appropriate range of settings and with a range of different client groups.

Throughout the module students continue to attend weekly professional practice groups, facilitated by a clinical tutor, which support their learning. They are also expected to attend personal therapy and participate in an experiential group, to support the development of their capacities as reflective relational practitioners. Students are also allocated to research supervision teams, who support them in carrying out and writing up the empirical research project outlined in their Year 1 research proposal. Teaching and learning also includes interactive lectures, independent study, skills development and workshops, group work and practice-based learning tasks. Formal module assessment includes the completion of case studies, an empirical dissertation and a reflective essay. Students prepare and receive formative feedback on these pieces, while they work towards the production of a final doctoral portfolio that showcases their development and achievements in professional practice and research. This is then formally assessed by a viva voce examination. Students are also encouraged to disseminate and publish papers from their doctoral work.

All students who are enrolled onto the following Moodle site should have access to this site via meta link enrolment.
Course meta link (Autumn 2025 Advanced Practice and Research - DCP360D060Y)

All students who are enrolled onto the following Moodle site should have access to this site via meta link enrolment.
Course meta link (Autumn 2025 Advanced Practice and Research - DCP360D060Y)

All students who are enrolled onto the following Moodle site should have access to this site via meta link enrolment.
Course meta link (Autumn 2025 Advanced Practice and Research - DCP360D060Y)

Once students have successfully completed the foundation modules of Year 1 and achieved the criteria needed to proceed to year 2 of the programme, they enrol on the Advanced practice and research module. This is a two-year long module that builds on the knowledge and skills developed in year 1, and helps trainees develop the range of experience and advanced competencies they will need to practice as a counselling psychologist and apply for registration with the HCPC and chartered status with the BPS.

The module comprises a number of components that cover areas such as psychodynamic and cognitive-behavioural models of therapy, advanced practitioner competencies, supervised placement experience, personal development and empirical research. The topics covered reflect the scope of work and abilities expected of the modern practitioner psychologist, and will help prepare students to successfully undertake roles in a range of professional areas, including clinical practice, supervision, service evaluation and research. Students will build on their competence in person-centred therapy by learning and gaining experience in a psychodynamic approach. They may then opt to build more in-depth experience in a person-centred or psychodynamic approach, or develop a more pluralistic-integrative model of practice. They will also have the option of gaining experience in cognitive-behavioural therapy. As well as building up knowledge and competence in different therapy models, students will also need to gain experience in an appropriate range of settings and with a range of different client groups.

Throughout the module students continue to attend weekly professional practice groups, facilitated by a clinical tutor, which support their learning. They are also expected to attend personal therapy and participate in an experiential group, to support the development of their capacities as reflective relational practitioners. Students are also allocated to research supervision teams, who support them in carrying out and writing up the empirical research project outlined in their Year 1 research proposal. Teaching and learning also includes interactive lectures, independent study, skills development and workshops, group work and practice-based learning tasks. Formal module assessment includes the completion of case studies, an empirical dissertation and a reflective essay. Students prepare and receive formative feedback on these pieces, while they work towards the production of a final doctoral portfolio that showcases their development and achievements in professional practice and research. This is then formally assessed by a viva voce examination. Students are also encouraged to disseminate and publish papers from their doctoral work.

The Dissertation module provides students with the opportunity to integrate their prior learning from the programme through designing, conducting and reporting an original research project under the supervision of an experienced Psychologist. Students will apply the analytical and conceptual tools and personal skills gained from the previous modules to an in-depth investigation of a specific psychology research question. The final outcome will be the presentation of a research report.

This module is meta linked and receives enrolments from the blended learning version of this module (PSY060LD050Y) so that both distance and blended students are on the same site - PSY060L050Y and PSY060LD050Y.
Course meta link (Autumn 2025C Dissertation - PSY060LD50Y (not in use))

This module?provides an opportunity for an optional work placement year between the second and third year of the degree. This module is available as an option to all students studying on the listed programmes. Please note that this is additional to the 360 credits of a 3-year degree programme.? Participating in a work placement year will enable students to develop employability skills across a longer period. It thus complements and builds on the employability skills developed through the curriculum throughout the first two years of the degree programme.? This is a full-time professional work placement in a role with graduate-level learning opportunities. In the event that a placement lasting 12 months (52 weeks) is not possible, or the placement is cut short for any reason, then the placement must last a minimum of 9 months / 39 weeks (that is, each placement should last between 1260-1680 hours).? It is possible that there may be a second employer during the 12-month period, in agreement with the Dean of School/Department and Head of Placements and Work Experience. The aim of the professional placement is to provide students with an opportunity to develop experience in managing real-life issues in the workplace?that: a) will enhance graduate attributes,?and b) give an opportunity to critically review and evaluate the relevance of subject-specific-related theories and practices in a real world context. Students are responsible for sourcing their own placements.

In this module, you will delve into the theories and practice of psychodynamic approaches and develop knowledge and critical understanding of the theoretical assumptions and philosophical principles that underpin psychotherapeutic counselling. This is a yearlong module that will support the development of skills and knowledge required for psychodynamic work in general and with mild to moderate depression in IAPT services, in particular. Key to this learning will be ability to understand the service user’s perspective in relation to their own experience of depression and the impact of depression on the person, families and carers. You will learn about the importance of clinical supervision and you will develop and practice key psychotherapeutic and analytic skills with service users at your IAPT employment.

Personal development is viewed as a crucial element of the programme. Learning to know and understand oneself is an essential prerequisite to understanding and being able to help others. In addition, it is considered important that trainees have the opportunity to work through their own defences and relational patterns and gain insight into their own processes in order that these do not hinder the counselling process with clients. Personal therapy therefore functions to safeguard both potential clients and the individual trainee.

Students on the MA programme are required to be in personal therapy for the duration of the programme. This is a zero-credit module which students must complete as part of their progression to the following year or the final award. Each module requires students to have attended a minimum of 35 personal therapy sessions with an approved therapist during the year. Forms for therapist approval and the letter confirming the student's attendance are available via Moodle/Programme Handbook.

This module will introduce trainees to various clinical and institutional factors that may enable or impede the advancement of social justice through the counselling psychology and the broader mental health professions. Trainees will explore key institutional, historical and ideological impediments to social justice by situating the psychotherapeutic enterprise in its wider social context. A central focus will be understanding and debating the relationship between social justice and wider themes of diagnosis, neoliberalism, medicalisation, depoliticization, inclusion as well as other potential forms of societal oppression. Another key focus will be developing essential clinical competencies in trainees in relation to working with diversity and difference, to safeguard against replicating various forms of oppression in the counselling room. In essence, as well as critically appraising how injustice may be enacted therapeutically (often unwittingly), this module will facilitate the capacity to think about (and work sensitively and ethically with) diversity, oppression and difference (e.g. in the areas of race, gender, class, sexuality neurodiversity/disability, ethnicity & religion). The module will cover the following areas: i). Critical analysis of social, historical and professional impediments to social justice & inclusion, focusing the themes such as the commodification, pathologisation, pharmaceuticalisation, depoliticization and individualisation of mental distress. It will address key social determinants of distress; the situated nature of concepts of suffering; the role of social meanings and the way these are negotiated as well as the use of contemporary theory within counselling psychology e.g. sociological, race, identity, neurodiverse & gender theory etc. ii). Advancing social justice in relation to working with diversity and difference; working effectively with diverse forms of sexuality, gender, race, religion, ethnicity, disability etc., and considering their impact on meaning generation and practice. iii). Developing key clinical competencies in relation to working effectively with diversity and difference. Advancing reflective practice in relation to the work of counselling psychology. Such reflexive practice will also be encouraged in relation to your research and assignments and how you locate yourself within your academic work. The module will comprise lectures, experiential workshops, the discussion of media resources. Small and large group discussions will allow the further development of the students’ reflective and professional skills, as applied to the contexts in which they are working on placement.

Students on Professional Practice and Development 1a (DCPL031) and Professional Practice and Development 1b (DCPL032) will also have access to this site.

Professional practice and development are core components of students' learning to become competent counselling psychologists. By the end of the programme students are required to have accrued a minimum of 450 supervised hours of practice in placements, 105-140 hours of personal therapy, and a range of professional skills needed to practice as a counselling psychologist. This module supports students in making a start towards these objectives. This will involve completing a minimum of 100 hours of supervised practice within an appropriate placement(s) at a ratio of 1 hour of supervision for every 8 hours of practice, and a minimum of 35 hours of personal therapy. Within the programme's relational pluralistic philosophy, the focus of Year 1 is on developing core competencies in a person-centred model of therapy. This means that students are required to undertake first year placements in which they gain supervised experience providing person-centred therapy. This provides students with a solid foundation from which to further develop their practice and professional identity over years 2 and 3 of the programme. This module's key aim is to support students and help them to integrate their learning in placements with their learning from other areas of the programme, particularly with the Person-centred and experiential theory and practice module, in which students develop the theoretical, research and skills base for their clinical practice. As well as engaging in supervised placements and personal therapy, students attend small Professional Practice Groups at the university on a weekly basis led by a clinical tutor from the programme team. These groups help students to develop core reflective skills that underpin effective practice, and the facilitation of learning and psychological mindedness in others. The module also provides students with a broad-based induction to the profession and programme. This includes an introduction to the philosophy and values of the counselling psychology profession; the models of psychological therapy that students will be learning about; the structure and ethos of the Roehampton programme; the roles of supervision, personal therapy, professional practice groups and clinical tutors; key professional standards and placement requirements; as well as opportunities to practice core skills that will support students in beginning their first placements effectively.

This module will provide you with an overview of the range of contexts for coaching professional practice and the psychological models and theories that can be applied to these contexts. This module will offer the opportunity to apply a range of psychological concepts and reflect on their use and impact on clients. You will practice coaching using different psychological models as well as coaching tools to develop your own style and portfolio of skills, strengths and coaching knowledge. You will reflect upon each method and approach and identify where and when these methods are best suited to create your own coaching map for your future practice. You will continue to develop skills around the value and practice of creating a place of safety and trust in coaching, and the coaching relationship. The learning on this module will use an evidence-based approach, allowing for critical reflection and evaluation. This module is one of six modules designed to help you apply for EMCC practitioner accreditation as a coach, where each assessment is designed to respond to specific requirements in the accreditation application.

Throughout this module you will be taught in a mixture of lectures and seminars. The lectures will cover core information for each topic and will be recorded. Recordings will be made available on Moodle. Interactive seminar activities will offer space to practice the learning from the lectures, develop in-depth understanding of the theory and practice the skills, and offer support for the assessments. In the seminars, you will coach, experience being coached and observe coaching in action in different contexts. Your ability to demonstrate knowledge and suitability of a particular approach or range of approaches or models for a particular coaching client will be assessed using a coaching design report. Your coaching skills and knowledge of coaching models will be assessed through coaching practice at placement, where you will have opportunities to receive feedback. Your written communication skills will be developed through writing a case study and designing public communication, a skill that will be required for the rest of your degree and for many careers.

This programme is not a training degree and therefore does not offer clinical training placements. However part of the rationale for the programme is to give students chance to apply for PG training programmes in psychotherapy or arts/play therapy with a portfolio of academic qualification, skills training, personal exploration, personal therapy and voluntary experience of working for an organisation that deals directly with people in psychological need. This module formalises what our strongest students already do: volunteer (on a limited time basis) throughout their third year and to undertake some personal therapy. This module aims to give the student a broad and relevant portfolio of experience to add to the formal academic qualification offered by the degree programme. This will enable you to compete effectively during the post-graduate recruitment processes. The student is expected to carry out 50 hours of face-to-face work in a voluntary experience that concerns helping people with psychological needs. This is clearly distinct from students who undertake clinical placements as part of professional therapy training. Students would not be allowed to work in a formal one-to-one therapy contract with clients, unless they are in possession of a formal counselling qualification. Some examples: Samaritans, MIND Helpline, Childline, Homeless Shelters, teaching prisoners to read, working with youth groups on gang issues, supporting family where children have cerebral palsy or autism, befriending projects for the elderly through Wandsworth Volunteer Bureau. The Module convener would sign off on the suitability of the volunteer work. The student is also expected to receive at least 30 hours of personal therapy experience (additional costs to be borne by the student)

Students on the Therapeutic Psychology degree are not aiming for Graduate Basis for Chartership (GBC) with the British Psychological Society. They will not need to complete a full research dissertation. However, all practising therapists need a familiarity with research methods frequently used to investigate counselling and practice outcomes. The BACP, UKCP and associations connected with the Arts/Play Therapies all support the development of a practitioner-researcher approach which contributes to the body of academic knowledge supporting practice within these professions. All therapies share such knowledge through journals, conferences and professional discourse. As future practitioners, students should be familiar with current debates, implications for practice and be able to use the research methods most commonly associated with the investigation of client and therapist experience. The content focusses on the following: introduction to Post-Modernist thinking; social constructionist, narrative, feminist and Foucauldian research ideas; underlying epistemological and conceptual issues in qualitative research; clarifying difference between qual and quant approaches; ethics and sampling; qualitative data collection including focus groups, semi-structured interviews and ethnography; Thematic Analysis; phenomenology; IPA; Grounded Theory; Discourse Analysis including feminist, Foucauldian; Narrative Analysis; writing up qualitative research; presentation of staff research.

Assessment in counselling entails knowledge from diverse theoretical backgrounds and assessment methods, training in different skills and flexibility in applying this information to specific contexts and clients. You will learn all that in this module including the ethical underpinnings of each approach and the difficulty of negotiating the diverse categories of normativity and difference currently used in mental health.
In this module, we will teach you different conceptualisations for normality and mental health issues, including traditionally contradictory perspective that in modern approaches are integrated and complementary. You will learn how practitioners from different schools of thought assess human distress and mental health issues, with a specific focus on clinical assessment, and how to use them in an integrative practice necessary when working in multidisciplinary teams.
Finally, you will be trained in the process of psychological assessment, including the use of interviews (according to diverse theories), structured methods of assessment (e.g., checklists and questionnaires), ethical issues that might arise at every stage of the assessment process, and how to use formulation when working with clients. These skills are crucial to becoming a practitioner or a helping professional in various workplaces.

The importance of interpersonal neurobiology to therapy practitioners has been growing rapidly over the last ten years. This cutting edge module has been incredibly well received by students thus far and continues to develop. Students will need to build upon basic neuroscience material introduced in Mind Body Brain 1. This module focusses on the early interpersonal environment of the baby and the sensitivity of the caregiving and dyadic regulation offered by the primary caregiver. We explore how this shapes specific brain structures (particularly the pre-frontal orbital cortex, the limbic system and the threat management system). We explore the developmental and neurological outcomes for children exposed to neglect, abuse, trauma or various forms of insecure or disorganised attachment. We also explore how the therapeutic relationship can serve to repair some of these maladjusted neurological structures employing a reparative, empathically attuned right brain to right brain interaction.

This module will introduce you to the theory, research and models behind different ways of understanding human distress. You will learn about possible explanations of different mental health conditions, their nature and their treatment. The module will cultivate a critical, dialogical approach to these issues and will help you develop an empathic, holistic, evidence-based understanding of psychological distress.

The aim of this module is to introduce trainees to person-centred psychology - theory, practice, research, and philosophical underpinnings. The module will help trainees to develop a critical understanding of person-centred and experiential therapies, as well as an appreciation of the relevance of these models of therapy to their identities and practice as counselling psychologists. Within the broader relational pluralistic philosophy of the programme, this module thus helps trainees begin to critically explore a range of psychological models and possible approaches to therapeutic intervention, and to begin to think about links between empirical evidence, theory and practice. Although trainees will go onto learn about other models of therapy during the programme, developing skills and values in PCT will help to provide first year trainees with a solid foundation for their development as counselling psychologists, whether they subsequently develop a specialist focus in this approach or as an underpinning for sound relational practice in any another model. With its emphasis on supporting the client's agency, self-determination, and power-sharing, the PCT model also provides an excellent grounding in contemporary pluralistic values.

This module will examine issues of equity, diversity, and inclusion from a range of psychological perspectives. You will learn from diverse theoretical frameworks that question assumptions about individuals, science, and society, enabling you to explore ways of thinking about fundamental issues such as gender inequality, cultural sensitivity, racism, discrimination, and intersectionality. Throughout this module, you will become better equipped to understand the complex challenges faced by individuals, groups, and communities enabling you to foster more caring, just, inclusive, and sustainable attitudes as an active citizen. The inclusive practice, critical thinking, and communication skills that you develop in this module are valued by employers across the sector.

Making sense of the world around us involves numerous biological and cognitive processes. This module aims to give you a comprehensive grasp of the psychological processes that are involved in perceptual experience, cognition and behavior. Biological aspects of psychology investigate how the brain, nervous system and other physiological systems affect and are affected by mental functioning, behavior and experience. Cognitive psychology topics cover aspects of human mental processes such as the way we perceive, attend to information, remember and use language. By integrating these topics, this module aims to give you a rounded systematic understanding of how typically developing and diverse populations interact with the world and make sense of it. You will acquire skills and subject knowledge to critically engage with research findings and theoretical perspectives in biological and cognitive psychology.

This module builds on the knowledge of cognitive psychology and psychopathology that you would have acquired from the first two years of your degree. It aims to develop an understanding of information processing biases that may influence our social and emotional lives. The module will examine biases in how we attend to our environment, judge and predict, resolve ambiguity, and remember. It will consider the importance of these biases in relation to aspects of mental health, such as the onset, maintenance, and treatment of affective disorders. The module will enhance the relevance of your BSc Psychology degree to lines of work in mental health and related sectors and provide a foundation for postgraduate study on a range of BPS accredited courses.

In this module you will learn about changes in the brain and in cognitive abilities across development. We will discuss both the typical development of different cognitive functions, such as memory, language, and social cognition, as well as the atypical development that is seen in neurodevelopmental conditions such as autism, attention deficit hyperactivity disorder, dyslexia, and intellectual disabilities. This module will cover current research and perspectives in these topics as well as future directions, giving you an up-to-date overview of key research questions in these areas.

Throughout this module you will be taught in a mixture of lectures and seminars. The lectures will give an overview of key research and the current research questions for each topic. Seminars will give you the opportunity to discuss current perspectives in the field to enhance your understanding, as well as consider how we can apply our knowledge to better support people and improve their lives. Seminar activities will also be designed to support the assessments for the module.

In this module your knowledge and understanding of developmental cognitive neuroscience will be assessed through a research summary portfolio and a public communication. These assessments will develop your ability to synthesise, summarise, consider the impact of, and apply knowledge, as well as your communication skills for non-academic audiences. Both postgraduate study and many workplaces require effective communication for different audiences, and so these skills will be vital for the next stage in your career.

Producing an independent project is an important part of your degree. In this module you will develop your research, project management, and written and oral communication skills through either conducting an independent research project or an independent consultancy project. If you conduct a research project you will apply your previous knowledge and skills around research methods and statistics to your own project, where you will independently design your research question(s), collect your data, manage and analyse your data, and report on your findings. In addition, you will interpret your findings in terms of the existing literature and the possible implications of these. If you conduct a consultancy project you will apply your previous knowledge and skills around literature searching and critical evaluation to independently perform a systematic and critical evaluation of contemporary research and future directions in a specific topic, and report on your findings.

Available projects will span different areas relating to neuroscience, meaning you are able to select a topic in an area that interests you. You will be supported in your project by a supervisor who is an expert in the topic, and you will also take part in lectures and workshops to further develop your research skills and to support your work for this module.

Whichever project you choose, you will be required to write an extended report and deliver a poster presentation. This will further develop your written and oral communication skills, as well as your research and project management skills. Through your work on this module, you will therefore develop a number of key transferable skills that are important for many graduate careers.

In this module, you will delve into the theories and practice of psychodynamic approaches and develop knowledge and critical understanding of the theoretical assumptions and philosophical principles that underpin psychotherapeutic counselling. This is a yearlong module that will support the development of skills and knowledge required for psychodynamic work in general and with mild to moderate depression in IAPT services, in particular. Key to this learning will be ability to understand the service users perspective in relation to their own experience of depression and the impact of depression on the person, families and carers. You will learn about the importance of clinical supervision and you will develop and practice key psychotherapeutic and analytic skills with service users at your Talking Therapies employment.

In this module you will develop the basic skills and competences in counselling practice. You will focus on relational aspects and their centrality, such as your ability to develop and maintain therapeutic relationships and be responsive and adaptive to service-users' needs. Working with and actively considering the wider context, such as family members and carers, and developing personally and professionally through engaging with reflexivity and self-awareness, developing strategies to handle the emotional and physical impact of practice.

This module takes enrolments from the following module - Professional Practice and Development DCP060L020Y

The module is an opportunity for students to participate and reflect on a boundaried therapeutic process within an educational context. Students will participate in an on-going weekly process group that facilitates the exploration, development and understanding of aspects of students' individual psychology through group processes. As such, this module is considered central to the Programme as a whole as it enables students to integrate practice, relational skills and theoretical concepts through the active participation. The process group is an opportunity for the exploration of new behaviours, perceptions and attitudes towards self and others. The opportunity to explore and understand the complexities and intricacies of group dynamics will be provided. This module will also feature a number of professional development seminars that will focus on deepening students' understanding of how art psychotherapy might be established within different health contexts. It will explore professional issues germane to the task, as well as support students in how this might be communicated to a broader clinical audience. This capacity to succinctly demonstrate students understanding of setting up an art psychotherapeutic service is central to securing employment or establishing a new service on completion of the training and registration with the HCPC.

The Voluntary Experience (VE) module focuses on applying the theory that you have learnt over the previous two years within a voluntary setting. It is an opportunity to think about theory ‘in action,’ and as a group, start to discuss voluntary and workplace experiences from a reflective and theoretically informed perspective. The module provides an opportunity for you to engage with professionals, practitioners and service users to continue developing your knowledge of the workplace. The module leader and the careers department, will work with you to explore your interests in working with specific demographics or in certain settings. Previous students have volunteered as Befrienders and Mentors across a range of setting such as; educational and charitable and with demographics ranging from young people, older populations, and vulnerable adults. We understand that upon graduating, not all students will choose careers in clinical and counselling psychology as well as the helping professions (counselling, therapists etc.); for this reason, the type of voluntary experience suitable for the module encompasses a wide range of roles and contexts. However, what is necessary is that central to all voluntary experience is the concept of a ‘helping relationship.’ As third-year students, the aim is to allow you to apply personal responsibility, decision-making, and problem-solving skills to develop your personal and professional positionings. There will be a shift away from didactic teaching approaches, although they will be used where appropriate and encourage a critical evaluation of theory and practice. Through small group work, taught content, scenario-based discussed discussions, role-plays, and reflective spaces, you will be encouraged to draw upon and bring in experiences from your voluntary experience, which the module leader will scaffold in terms of topics and clinical practice.

Conducting a research project and writing a dissertation are relevant abilities that every research-informed practitioner should have. In this module, you will apply and develop research skills acquired through the program to a supervised research project. You will develop and improve skills in reflecting on ethical issues, reviewing and referencing literature, collecting and analysing data, and drawing interpretations and conclusions. In addition, you will increase your understanding of the research endeavor and further develop skills to successfully implement evidence-based practice with this module.

You will be taught the required competencies to deliver DIT effectively. The training builds on the DIT training you completed in year two and supports further your practice of this manualized treatment with supervision. The course includes presentation of theories and techniques, observation of live role-plays, discussion and formulation of specific cases. Among other skills and abilities, at the end of the module you will develop critical knowledge and understanding of the application of the main therapeutic strategies stemming from the psychodynamic therapeutic framework and DIT in clinical practice.

This yearlong module will complete your training as a Psychotherapeutic Counsellor by helping you develop your capacity for complex interventions, your adaptability to the changing dynamics of the psychotherapeutic work and your ability to make clinical judgements. You will become skilled in recognising subtle communications and feedback within the therapeutic relationship and strengthen your confidence in the modality and its application across a variety of complexities.

This module will provide you with an overview of coaching, its history, its uses and the varied and continually evolving coaching methods. You will learn to differentiate between coaching, coaching psychology, mentoring and counselling/therapy. You will become clear about the characteristics of a successful coach and those of a coachable client. You will gain practical insights into the coaching relationship and models through experiential learning during the seminars and practice at placement. You will distinguish between a client and a sponsor and manage the relationship between the two. This module will also allow you to evaluate your own strengths, values, motivations and those of the client. The learning on this module will use an evidence-based approach, allowing for critical reflection and evaluation. This module is one of six modules designed to help you apply for EMCC practitioner accreditation as a coach, where each assessment responds to specific requirements in the accreditation application. Throughout this module you will be taught in a mixture of lectures and seminars. The lectures will cover core information for each topic and will be recorded. Recordings will be made available on Moodle. Interactive seminar activities will offer space to practice the learning from the lectures, develop in depth understanding of the theory and practice the skills, and offer support for the assessments. In the seminars, you will learn and practice listening and questioning skills, where you will take turns to coach, be coached and observe coaching in action. You will demonstrate and reflect on your experience of coaching and the motivation to be coached using a reflective essay. Your understanding of coaching techniques and the personal insights that coaching may offer will be assessed through coaching practice, where you will have opportunities to receive feedback. Your written communication skills will be developed through the reflective essay, a skill that will be required for the rest of your degree and for many careers.

Making sense of the world around us involves numerous biological, cognitive and social processes. This module aims to give students a comprehensive grasp of the psychological processes that are involved in individual functioning, behavior and experience. Biological aspects of psychology investigate how the brain, nervous system and other physiological systems affect and are affected by mental functioning, behavior and experience. Cognitive psychology topics cover aspects of human mental processes such as the way we perceive, attend to information, remember and use language. Social processes refer to the individual in relation to others and consider how we understand how other people and think. By integrating these topics, this module aims to give the student a rounded systematic understanding of how typically and non-typically functioning individuals interact with the world and make sense of it. Furthermore, the module aims to introduce students to quantitative methods including descriptive and inferential statistics. Students will acquire skills and subject knowledge to critically engage with quantitative research findings and theoretical perspectives in biological, cognitive and social psychology.

This module aims to introduce students to the critical distinction between realist and social constructivist approaches in psychology in the context of theories of self and identity. This distinction permeates much of psychology and is at the heart of the main methodological approaches in psychology, quantitative and qualitative. The aim is to provide students with the tools and arguments needed for critical analysis of traditional psychological approaches. Students will be required to consider self from multiple psychological perspectives, including developmental psychology (gender and identity development), cognitive psychology (memory) and social psychology (social and cultural determinants of identity, stereotypes, prejudice and discrimination). Practical skills development is addressed by embedding qualitative research methods addressing research questions which are directly related to the material studied. Students are encouraged to develop reflective and critical skills by comparing and contrasting different approaches to self and identity throughout the module.

The module is intended to provide an introduction to key historical and conceptual issues pertaining to the study of psychology including scientific underpinnings of the discipline, the relationship between quantitative and qualitative data and theory, and research and professional ethics. The module aims to convey a critical overview of how the discipline has developed over time and how this has shaped knowledge and understanding today. Students are guided to critically analyse historical case studies in social and health psychology in terms of methodology, theory and ethical thinking and practice and apply their learning to current issues. Students will begin to develop skills required for Masters level study including understanding principles of ethical conduct, critical evaluation of theoretical and methodological approaches in psychology and systematic understanding of how historical events have shaped the discipline in terms of theory and method.

This module aims to introduce students to the critical distinction between realist and social constructivist approaches in psychology in the context of theories of self and identity. This distinction permeates much of psychology and is at the heart of the main methodological approaches in psychology, quantitative and qualitative. The aim is to provide students with the tools and arguments needed for critical analysis of traditional psychological approaches. Students will be required to consider self from multiple psychological perspectives, including developmental psychology (gender and identity development), cognitive psychology (memory) and social psychology (social and cultural determinants of identity, stereotypes, prejudice and discrimination). Practical skills development is addressed by embedding qualitative research methods addressing research questions which are directly related to the material studied. Students are encouraged to develop reflective and critical skills by comparing and contrasting different approaches to self and identity throughout the module.

Making sense of the world around us involves numerous biological, cognitive and social processes. This module aims to give students a comprehensive grasp of the psychological processes that are involved in individual functioning, behaviour and experience. Biological aspects of psychology investigate how the brain, nervous system and other physiological systems affect and are affected by mental functioning, behaviour and experience. Cognitive psychology topics cover aspects of human mental processes such as the way we perceive, attend to information, remember and use language. Social processes refer to the individual in relation to others and consider how we understand how other people and think. By integrating these topics, this module aims to give the student a rounded systematic understanding of how typically and non-typically functioning individuals interact with the world and make sense of it. Furthermore, the module aims to introduce students to quantitative methods including descriptive and inferential statistics. Students will acquire skills and subject knowledge to critically engage with quantitative research findings and theoretical perspectives in biological, cognitive and social psychology.

The module is intended to provide an introduction to key historical and conceptual issues pertaining to the study of psychology including scientific underpinnings of the discipline, the relationship between quantitative and qualitative data and theory, and research and professional ethics. The module aims to convey a critical overview of how the discipline has developed over time and how this has shaped knowledge and understanding today. Students are guided to critically analyse historical case studies in social and health psychology in terms of methodology, theory and ethical thinking and practice and apply their learning to current issues. Students will begin to develop skills required for Masters level study including understanding principles of ethical conduct, critical evaluation of theoretical and methodological approaches in psychology and systematic understanding of how historical events have shaped the discipline in terms of theory and method.

Students are expected to engage in evidence-based practice and this involves both the ability to critically evaluate others' research and conducting research. This module provides students with the opportunity to engage and learn from supervised work in forensic psychology. As such, the module synthesises the students' learning by providing the opportunity to use the knowledge and skills they have learned on the programme to mount a small-scale research project. Planning and managing work effectively are essential skills required to successfully complete this module.

This module focuses on research methods in order to ensure that students understand the central importance of Evidence Based Practice and have the understanding and skills necessary to critically evaluate research that might inform their practice. This requires a working knowledge of research design and the various methods of analysis, together with the more common statistical tests. The module covers ethical considerations, data collection, data preparation and data analysis as well as dissemination of one's work. It also focuses on a range of advanced analysis procedures for both quantitative and qualitative data using appropriate software packages such as SPSS and NVIVO. Students will gain sophistication in understanding and using basic and advances research and evaluation methods.

Forensic mental health is broadly defined as an area of specialisation applicable to treatment of offenders who mental disorder, and the role that mental disorder plays as a factor contributing to offending behaviour. Offenders are often referred to forensic services when their ongoing behaviour places them at risk of offending, or they are suspected of, or commit an offence. This inevitably results in the currently escalating rates of such referrals. This module is designed to explain the complex relationship between mental disorders and criminal behaviour. Students will learn about the legal framework underpinning forensic mental health services, the structure of forensic mental health services and work of the multidisciplinary team. Various agencies working collaboratively with the mental health service providers (e.g. OPD Pathway) will be introduced. Links between specific mental disorders and offending behaviour will also be covered.

Acknowledging empirical understandings of the predictors of criminal behaviour, this module provides students with the current approaches to assessment that are routinely carried out in the forensic settings. Appropriate assessment is central to the effective management and treatment of offenders. Psychological assessment in forensic settings may be used at any stage of correctional involvement, as well as different stages of community involvement and intervention. By examining specific factors known to be associated with recidivism, assessment is used to provide insight into criminal behaviour and predict the risk of future offending. However, forensic assessments also aid practitioners in other contexts such as case formulation, treatment planning or treatment evaluation. The module introduces general clinical skills, addresses challenges of forensic assessments, explains various types of the assessment tools (e.g., structured professional judgement tools) whilst encouraging students to evaluate various approaches. Each theoretical session is followed by a practical workshop designed to consolidate theoretical understandings with practical skills and consultancy elements. Students will learn how to carry out an assessment interview, evaluate available evidence and score some of the most commonly used assessment tools and produce a professional report. In addition to transferable skills, the module will foster various practical skills such as specialist report writing, dissemination of the findings and communication of knowledge to a wider audience. The module will also discuss the aim of organisational consultancy in a forensic environment, and the value of providing a consultancy service to assist in the development of psychological provision and theory within service strategies, as well as consultancy role when applied to forensic psychological evaluations.

The issue of criminal behaviour is one of the topics within the academic discipline of psychology. To date, psychology has contributed a number of theories that advance our knowledge and understanding as to why people offend. Psychological perspectives of crime include learning, developmental, personality or neuropsychological perspectives. While some models (e.g. moral reasoning or social information-processing theories) apply to general offending, others examine specific offences (e.g. sexual offending, homicide or arson) in order to provide a greater understanding of these serious crimes. Despite the various approaches, psychological conceptualisation of crime tends to focus on association between individual characteristics (especially mental processes that impact individual propensities for violence) and its interaction with the social environment to produce a violent event. This module will explore a range of theoretical conceptualisations and theories of criminal behaviour. A general introduction to this topic will be followed by an introduction to theoretical understanding of the onset, development, and maintenance of factors associated with specific offending behaviours such as fire-setting, stalking, domestic violence, and sexual aggression. Where appropriate, distinctive offending trajectories within these specific offending groups will also be explored. The module sets out to provide theoretical basis for more applied modules such as assessment and the offending behaviour interventions. Students will be encouraged to consider the links between theoretical approaches and the practical applications to forensic work. The ability of a theoretical framework to account for research findings, integrate diverse determinants and gain empirical support for hypothesis testing is a necessary requirement for scientific acceptance. Therefore, theoretical models will be scrutinised in terms of their explanatory depth, predictive accuracy, empirical adequacy and practical utility. The module will foster various transferable skills including the ability to retrieve information from appropriate databases, managing information from a variety of sources, using appropriate evidence for the solution of complex problems and communicating effectively in academic writing.

This module will expand your knowledge, skills and competence in psychotherapeutic counselling. It builds on and expands further the knowledge and experience you have gained during the first year of the programme and at work. Among other skills, you will demonstrate competence in managing a caseload of people with depression efficiently, safely and aligned to individual need. You will develop competence in using supervision to aid clinical decision-making and continue to learn from on-going continuing professional development.

This Module will provide you with a basic introduction sufficient to enable you to begin practicing Dynamic Interpersonal Therapy with supervision. The course includes presentation of theories and techniques, observation of live role-plays, discussion and formulation of specific cases. You will develop the knowledge of, and competence to work with, the emotional and psychological needs and problems of a range of adult age groups across the lifespan, including young people (18 to 25) and older adults, within DIT.

Personal development is viewed as a crucial element of the programme. Learning to know and understand oneself is an essential prerequisite to understanding and being able to help others. In addition, it is considered important that trainees have the opportunity to work through their own defences and relational patterns and gain insight into their own processes in order that these do not hinder the counselling process with clients. Personal therapy therefore functions to safeguard both potential clients and the individual trainee.

The Independent Research Project module will provide students with the opportunity to integrate their prior learning from the programme through designing, conducting and reporting an original research project under the supervision of an experienced Cognitive Neuroscience researcher. Students will apply the analytical and conceptual tools and personal skills gained from the previous modules to an in-depth investigation of a specific cognitive neuroscience research question. Students will complete a short ethics proposal (assessed in-house) to give them experience in this important research process before beginning their study. The final outcome will be a 4,000-word write-up that is in the style of a journal article (which can also be submitted for publication) and the presentation of the study and its findings via a poster that will be presented at the end of year scientific conference (preferably in person, or as a recorded presentation if needed).

This module will provide students with knowledge of, and skills in the use of, cognitive neuroscience techniques, as tools for both research and therapy. The knowledge and skills obtained via this module will aid students in the completion of their own research studies (including their Independent Research Project), and will enhance their employability in a range of careers. Specifically, students will learn the theory behind, and relevance of, important cognitive neuroscience techniques via lectures, including cognitive tasks, brain imaging techniques (structural magnetic resonance imaging (sMRI), task-based and resting-state functional MRI (fMRI), Positron Emission Tomography (PET), 1H-magnetic resonance spectroscopy (1H-MRS), functional near-infrared spectroscopy (fNIRS), Diffusion Tensor Imaging (DTI) and Arterial Spin Labelling), brain stimulation techniques (transcranial magnetic stimulation; TMS and transcranial direct current stimulation; tDCS), electroencephalography (EEG), and eye-tracking techniques. In addition, as expertise within the department expands as staff recruitment occurs, this module may in subsequent years also include topics on machine learning and computational neuroscience. Furthermore, workshops will provide students with the opportunity to gain experience in the use of all of these techniques. Importantly, the use of these techniques will always be linked to the research discussed in other modules, so as to keep within the remit of this 'Applied' Cognitive Neuroscience programme. Furthermore, this module will both aid in students' selection of methods they wish to employ in their Independent Research Project and will provide them with experience in the use of such methods that will serve to prepare them for said project. Finally, this module will link heavily to the 'Advanced Research Methods and Statistics' module, as in the workshops of that module they will analyse data that has been collected using many of these techniques.

This module will provide students with skills in scientific research methods so that they can conduct their own research studies (both as part of their Independent Research Project module, and in their future careers), and to provide skills in data analysis and use of technologies that will improve their employability in a range of careers. Specifically, students will learn about the scientific process, study design, hypothesis testing, statistical analysis (both frequentist and Bayesian), statistical inference and interpretation, and dissemination of findings. Emphasis will also be placed on data analysis; students will analyse data pertaining to various cognitive neuroscience techniques, including cognitive tasks, structural Magnetic Resonance Imaging (sMRI), both task-based and resting-state functional Magnetic Resonance Imaging (fMRI), Magnetic Resonance Spectroscopy (1H-MRS), brain stimulation techniques (tDCS, TMS), electroencephalography (EEG) and eye-tracking techniques. Data analysis using a wide range of relevant descriptive and inferential (univariate and multivariate, as necessary) statistical models and techniques, will also be taught. Data analysis will be achieved using a combination of SPSS, Excel, SAS and Matlab software packages (e.g. SPM etc). These statistical analyses and cognitive neuroscience research techniques will be linked to the research discussed in the other modules, and will allow students to experience the research methodology that they will work with for their Independent Research Project module. In addition, this module will provide students with a general background to research in cognitive neuroscience, and will cover issues such as the need for objectivity in science, the importance of reproducibility/replicability of findings, methods of open science, research ethics, philosophical background, potential careers and the necessary study skills needed to successfully develop the knowledge and skillset required to succeed in the programme and future careers.

This module will introduce students to a broad range of topics upon which other modules will build. Lectures will cover the basic structure and function of the human brain from a macro (i.e. brain regions) to a more micro (i.e. cellular, molecular and genetic) perspective and then will then introduce a range of basic cognitive faculties, and will link these faculties to reveal the neural mechanisms of such cognitions. This module will also introduce cognitive neuroscience research techniques enabling students to understand and critique how cognitive neuroscientific data is collected and interpreted. As with all modules, scientific research methods and statistics will be embedded in the majority of lectures to introduce students to how cognitive neuroscience research studies are designed and performed so that they can begin to undertake their own studies. Importantly, lectures will provide students with a critical understanding of the material, particularly when discussing the applications of cognitive neuroscience techniques and findings, so that students can concisely identify the limitations of such applications and determine avenues for future approaches.

In this module you will learn about the importance of self-awareness and self-reflection in counselling and psychological therapies. You will be introduced to the theory and research behind different models of reflective practice, and you will be invited to engage in self-awareness and self-reflective experiential learning. As part of your continuing development in communication skills and your ability to engage in a helpful professional relationship, you will gain an understanding of how to use self-reflection to help others and the ability to reflect on your own relational styles and how they become apparent in your interactions.

This module provides a foundation in developmental psychological theories throughout the lifespan from conception to older age. You will be introduced to human growth, change and stability from multiple perspectives including biological, cognitive, developmental, psychodynamic, social, humanistic with a focus on how these factors interact. You will learn about developmental disorders and how these might develop and present in different contexts, such as in school, or clinically. The module will critically examine dominant developmental theories and consider current alternative understanding and approaches. This knowledge is crucial to assess and work with clients and members of communities in different developmental stages of life and in different contexts. You will acquire skills needed to develop assessment and intervention plans in different communities and contexts as well as with clients with specific needs and in specific stages of life. The knowledge you will acquire will provided a basis for other modules such as Psychological Assessment and Formulation, Voluntary Experience and Evaluating Interventions.

How people use language, how they communicate, and how they interact have long been central topics in psychological research. Recently there has been an expansion of multidisciplinary and interdisciplinary research in this area. This module is designed to give you knowledge of key issues in this domain of inquiry, focusing on issues which are relevant for psychology. It also aims to develop your thinking skills and your capacity to communicate your ideas. The module expands on some of the issues addressed in the social psychology and cognitive psychology modules, and in qualitative research methods (though these are not pre-requisites for this module). In this module we will review a number of frameworks for researching communication and interaction (e.g. philosophical and literary approaches, sociological and anthropological perspectives, mass media and cultural studies, and psychological approaches). The focus is mainly on everyday interaction and the work done in conversation analysis.

This module will explore key areas in neuropsychology covering each major lobe of the brain and covering sustained as well as progressive neuropsychological brain disorders. Each week is devoted to a key topic within the field, with the background material covered in the lecture and then the seminars focussed on critical evaluative discussion of important papers within that topic area. Students successfully completing this module will gain knowledge and understanding of the main theoretical perspectives, debates, research and statistical paradigms that have informed and shaped key neuropsychological disorders.

This module focuses on the phenomenology, biological basis and treatment of symptoms of psychiatric illnesses and will examine a range of mental health experiences such as schizophrenia, depression, and anxiety. Specifically, the module will provide a comprehensive understanding of more common mental health disorders and what may underpin them including evidence from epidemiology, genetics, cultural and social factors, psychological and neurobiological predictive factors and contemporary theories. You will apply evidence and theories to understand key symptoms of mental disorders such as hallucinations, delusions and depression. Additionally, you will also explore the very latest methods in therapeutics - clinical trials, drug treatments, psychological treatments, cognitive enhancement and neuromodulation. This module will cultivate a range of skills including reflective and critical thinking, and interpersonal sensitivity and awareness around issues in mental health. It will also promote the development of psychological knowledge of mental health for the benefit of yourself, your community, and society. This module may contribute in part to your preparation towards a traditional psychology career in a wide-range of contexts including but by no means limited to mental health services in the NHS, counselling, or other clinical practice - including the government’s IAPT initiative. It would also equally serve as preparation for further studies in mental health or a career in psychological or psychiatric research.

This core module will give you subject knowledge and understanding in two important areas of psychology. One is Individual Differences which includes topics such as intelligence and personality where diversity between individuals is a focus of theory, research, and application in settings including education, health and work. The other is Social Psychology where thought and behaviour are explained in terms of the influence of others on the self, such as the groups and communities to which one belongs. You will learn about multiple perspectives recognising a distinctive range of approaches to issues including relevant ethical and socio-cultural implications. An awareness of the ideas and concepts in this module are required to qualify for the Graduate Basis for Chartered Membership of the British Psychological Society and are necessary to progress to post-graduate degrees in psychology. You will acquire the ability to discriminate and evaluate between the different kinds of explanations you will encounter for how people think and behave.

On this module you will learn about the core topics of cognitive psychology and neuroscience. Taken together, they are concerned with the study of how the brain, nervous system and other physiological systems affect and are affected by mental functioning and behaviour, with a specific focus on the neural substrates of mental processes. You will learn how this field of research has made exciting discoveries about the way we perceive the world, remember, communicate, learn and think. The focus of the lectures and seminars will be on conceptual and historical issues, as well as contemporary theory and research. You will be encouraged to engage critically with the material and think about the applications of biological and cognitive psychology, and neuroscience. Additionally, this module will further develop skills including communicating effectively, handling materials critically, and reasoning scientifically to consider alternative approaches and solutions, which are crucial skills for future employment.

Assessment in counselling entails knowledge from diverse theoretical backgrounds and assessment methods, training in different skills and flexibility in applying this information to specific contexts and clients. You will learn all that in this module including the ethical underpinnings of each approach and the difficulty of negotiating the diverse categories of normativity and difference currently used in mental health. In this module, we will teach you different conceptualisations for normality and mental health issues, including traditionally contradictory perspective that in modern approaches are integrated and complementary. You will learn how practitioners from different schools of thought assess human distress and mental health issues, from the medical model to a person-centered approach, and how to use them in an integrative practice necessary when working in multidisciplinary teams. Finally, you will be trained in the process of psychological assessment, including the use of interviews (according to diverse theories), structured methods of assessment (e.g., checklists and questionnaires), ethical issues that might arise at every stage of the assessment process, and how to use formulation when working with clients. These skills are crucial to becoming a practitioner or a helping professional in various workplaces.

The provision of psychological assessment and formulation constitutes a key aspect of the work that practitioner psychologists undertake across different professional settings. This module aims to enable trainees to develop the required core knowledge and skills in carrying out assessments and the collaborative development of individualized formulations, which address clients' presenting issues, needs and available resources with sensitivity and sophistication, and help to plan effective interventions. Trainees will be encouraged to develop a relational, pluralistic and reflective stance towards assessment that is grounded in a phenomenological appreciation of the client's lifeworld and includes an understanding of clients' psycho-social, socio-cultural and socio-political contexts as constituting aspects of their presenting issues as well as potential sources for recovery. Furthermore, trainees will become familiar with, and develop competencies in using, more formal assessment tools, including psychometric tests and standardized measures. Throughout, there will be an emphasis on psychological formulation as opposed to psychiatric diagnosis, and students will critically consider notions of psychopathology, diagnostic classification and psychopharmacology from a counselling psychology perspective while becoming familiar with alternative perspectives such as the service user movement and the recovery model. The module will also help students gain a theoretical understanding of a range of common presenting issues that they are likely to encounter in their clinical practice. Teaching combines lectures, experiential and practice-based learning and skills practice.

Once students have successfully completed the foundation modules of Year 1 and achieved the criteria needed to proceed to year 2 of the programme, they enrol on the Advanced practice and research module. This is a two-year long module that builds on the knowledge and skills developed in year 1, and helps trainees develop the range of experience and advanced competencies they will need to practice as a counselling psychologist and apply for registration with the HCPC and chartered status with the BPS. The module comprises a number of components that cover areas such as psychodynamic and cognitive-behavioural models of therapy, advanced practitioner competencies, supervised placement experience, personal development and empirical research. The topics covered reflect the scope of work and abilities expected of the modern practitioner psychologist, and will help prepare students to successfully undertake roles in a range of professional areas, including clinical practice, supervision, service evaluation and research. Students will build on their competence in person-centred therapy by learning and gaining experience in a psychodynamic approach. They may then opt to build more in-depth experience in a person-centred or psychodynamic approach, or develop a more pluralistic-integrative model of practice. They will also have the option of gaining experience in cognitive-behavioural therapy. As well as building up knowledge and competence in different therapy models, students will also need to gain experience in an appropriate range of settings and with a range of different client groups. Throughout the module students continue to attend weekly professional practice groups, facilitated by a clinical tutor, which support their learning. They are also expected to attend personal therapy and participate in an experiential group, to support the development of their capacities as reflective relational practitioners. Students are also allocated to research supervision teams, who support them in carrying out and writing up the empirical research project outlined in their Year 1 research proposal. Teaching and learning also includes interactive lectures, independent study, skills development and workshops, group work and practice-based learning tasks. Formal module assessment includes the completion of case studies, an empirical dissertation and a reflective essay. Students prepare and receive formative feedback on these pieces, while they work towards the production of a final doctoral portfolio that showcases their development and achievements in professional practice and research. This is then formally assessed by a viva voce examination. Students are also encouraged to disseminate and publish papers from their doctoral work.

This module builds on the work covered in the first year of training and aims to explore the centrality of the therapeutic relationship within the context of child-centred play therapy theory and practice. Emphasis will be placed on developing the qualities of presence, openness, and authenticity within the play therapist with careful consideration to reflective practice, self-care, and the professional challenges of working with vulnerable children and young people. This module also offers students the opportunity to further their knowledge and understanding of the unconscious and symbolic communications of children in order to enter into the inner world of the child. Recognition of, and respect for, the child’s innate capacity for self-healing, given the right support, is at the heart of this module as is the therapeutic relationship. This module will also enable students to put into practice all the factors involved in setting up, maintaining, facilitating and processing three to four play therapy cases in the second placement of the training. This will involve a minimum seventy (70) hours of which approximately 30 hours must be with one long-term case. Students will have the opportunity to develop and explore their understanding of both the theory and practice of play therapy in relation to working with different client groups, including children who have experienced abuse, neglect, trauma, separation, loss and disability. This module will also develop the student’s knowledge of child mental health. Students will be required to attend weekly supervision with an external BAPT-approved clinical supervision on a ratio of 1 supervision hour to every 2 client hours. Using information and experience from the clinical placement and external supervision as well as from lectures, students are expected to reflect on and critically evaluate their practice and the efficacy of the intervention. Students will also engage in observations with a young child over the age of one but ideally under the age of three. Building on their observational skills from Year 1, students continue to hold the role of observer in order to consider and evaluate the behaviour of the young child and those around them. This component is supported by regular small group seminars.

This module is the first play therapy module that students engage in during their training. It introduces students to core concepts central to creative processes in play therapy practice, (e.g., playfulness, spontaneity, empowerment, curiosity, responsiveness and choice). Students will learn about beginning play therapy practice and how to embark on the therapeutic relationship within clear boundaries, rules and contracts. By the end of this module, students will be able to evidence knowledge, understanding and competence in referral, assessment and initial intervention skills. They will acquire the required knowledge, understanding and skills to plan, set up, develop, maintain and process effective child-centred play therapy sessions with child clients. Students will also be supported to develop the necessary skills to assess suitability for play therapy when meeting with parents/carers. A key component of this is the opportunity for students to film themselves engaging in practice role plays and then reflecting on these with peers.It is also important that students are appropriately prepared for the professional and inter-professional environment in which they will be practising whilst on placement as well as post-qualification. Thus, this module will also equip students with knowledge and awareness of the social, professional, legal and ethical context of their clinical work and the requirements of the programme’s professional body that accredits the training. Respect for, and appreciation of, individual and cultural differences of abilities, beliefs and values will be emphasised, as well as the ability to view difference creatively and as a potential resource. In addition to the above, this module will support students to begin the process of finding an infant to observe as part of their infant observation component in a module which will start in the Spring term. It is essential for play therapists to have an in-depth understanding of both the development in the first days, weeks and months of life, and the growth of the infant’s relationship with their caregiver. Consideration of the process of finding an infant and caregiver will be given in the Autumn term. This first module aims to support students in beginning the demanding process of becoming a play therapist. Personal development will be at the centre of this module as students begin the process of finding a personal therapist, start to engage in experiential work and learn about reflective journalling and processing. Students are not permitted to commence their clinical placement in the following term unless they are able to evidence the appropriate learning outcomes and competences related to this module component. Thus, successful completion of this module will enable students to proceed to the module in the Spring term which involves students starting their first play therapy placement.

This module, partly taught alongside other Arts and Play Therapies training students, provides students with an introduction to research practice and a variety of methodological research frameworks in the Arts Therapies, including qualitative, quantitative, embodied and arts based research paradigms. Through giving an overview of research approaches, including theoretical research, practice based evidence and evidence based practice, this module will provide students with a framework within which they can plan and write a research proposal, engage in critical review of literature, employ an appropriate methodological framework, explore a range of research methods, consider the ethical implications of research investigation and focus on an area of research interest.

Students on the MA programme are required to be in personal therapy for the duration of the programme. This is a zero-credit module which students must complete as part of their progression to the following year or the final award. Each module requires students to have attended a minimum of 35 personal therapy sessions with an approved therapist during the year. Forms for therapist approval and the letter confirming the student's attendance are available via Moodle/Programme Handbook.

In epigenetic terms, children’s development is shaped by the interaction of genetic and organic factors within the environment. A crucial part of the environment is parenting, the family and the wider social and cultural context within which children grow-up. Even when treating children individually, it is difficult to understand their problems without an assessment of how these developed in response to the family ecology. Therefore, this module focuses on the family as well as the wider environment, emphasising understanding how to conceptualise family problems and to 'think at the family level' when approaching therapeutic interventions. Students who successfully complete this module will: · Be able to observe and record human attachment in a family setting. · Have a good understanding of a variety of theoretical and practical models of parenting, together with an ability to draw on knowledge that effective forms of parent/carer engagement change as children and young people develop. · Understand ecological models that nest the family in a wider social and cultural context. · Be able to reflect on work with children, young people and families within a systemic context, including an understanding of an historical overview of the practice of Systemic Psychotherapy.

Increasingly, best practice in contemporary counselling and psychotherapy requires practitioners to engage in evidence-based practice. This requires both the ability to critically evaluate other’s research and to be able to conduct research of one’s own. This module synthesises previous teaching and learning on the programme by providing the opportunity for students to use existing knowledge and skills to mount a small-scale research project involving some aspect of practice, an empirical investigation or case-study. The final submission is a dissertation of 8,000-words.

The aim of this module is to introduce the student to a range of qualitative and quantitative research methodologies and to the philosophical positions that underpin them. The student will learn to evaluate critically the strengths and limitations of each approach, and consider the links between research and therapeutic practice. The module aims to assist the student in developing the skills and knowledge base to equip them to identify, design, plan, and carry out a small-scale empirical research project that has relevance for counselling and psychotherapy theory and practice.

This module has three strands which are deeply inter-related – Assessment, Diagnosis and Clinical Disorders. Integrative relational therapists need to be able to make informed choices about therapeutic interventions appropriate for the problems with which clients present. Careful assessment of the nature of clients’ presenting issues, their needs and available resources within their current context, provide the basis for well-considered and ethical treatment planning and interventions. In line with the integrative relational philosophy of this training, students need to develop the flexibility to adopt various actuarial and clinical theoretical perspectives with an attitude of critical reflection on practice. As many counsellors and therapists work in a multidisciplinary team, in particular within the NHS, trainees require an understanding and working knowledge of psychiatric diagnoses and classification systems, while being aware of their critiques. Furthermore, trainees need to understand how their personal, theoretical and cultural biases might influence the judgements made about clients, in terms of presenting problems and possible planning for treatment. In this module a number of prevalent presenting problems will be addressed in relation to assessment. It is expected that trainees will transfer this learning to other presenting issues clients bring, in order to demonstrate their competencies in autonomously investigating appropriate approaches congruent with their use of supervision, to sustain their ethical practice in line with BACP ethical guidelines.

The rationale for this module is to enable learners to develop and apply an integrative, relational model of therapeutic practice at a professional level and to understand the reasons for working in this manner. Although students will be learning to practice from this particular integrative perspective, it is important that they understand integrative theory and the critiques of it in order to have a rationale and context for their own practice. Attention will be paid to the complex arguments and associated research evidence underlying the move towards integration in counselling and psychotherapy. Illustrative clinical material will be used to assist in making specific links between theory and practice. There will be a substantial skills learning component, using a variety of experiential formats designed to develop learners’ skills in moment to moment therapeutic work using an integrative, relational model. The focus of this component will usually be the therapeutic relationship.

This module continues on from Supervised Counselling Practice 1, in facilitating trainees to gain their final 100 supervised client hours in the second year of this training. Supervision of client work is an essential part of their development to become competent practitioners and is an ongoing professional requirement after qualification. It serves both the welfare of clients and the professional development of the counsellor. In training, experienced supervisors transmit the accumulated skills, knowledge, and attitudes of counselling to the next generation of professionals. Furthermore, supervision provides a context for reflecting on personal strengths and limitations as they arise in practice, and for support in difficult situations. It is also a thinking space for reflecting on what is happening in the therapeutic relationship, with the benefit of an external perspective.

This module will further develop students’ capacities to reflect and work from an integrative, building on the theoretical module presented in Year 1. Students will consider the challenges, synergies, tensions and complexities of assimilating cognitive-behavioural and psychodynamic perspectives with humanistic-existential perspectives. The therapeutic relationship is proposed as an integrative agent. In term 1 psychodynamic approaches are considered. These may provide insight into symbolic and unconscious communications, the influence of the past in the present, and complex relational dynamics between therapist and client. In term 2 cognitive-behavioural perspectives are considered. These may aid the therapist and client in understanding the clients’ emotions about events in their life and identify problematic thinking patterns that are taking place, in the here-and-now, and how these may impact on behaviour. As practitioners in diverse social environments, it is also necessary for counsellors and psychotherapists to be aware of the influence of context (e.g. cultural, identity, socio-economic, environmental) and the person of the therapist on the process of therapy; and be able to work with ethical maturity and reflexivity, and constructively and creatively with cultural difference. As independent professional practitioners, trainees must be able to practise ethically and competently with a range of presenting issues in a variety of settings, with both brief and longer-term contracts. This requires familiarity with the BACP Ethical Framework (2018), related legal issues and professional duty of care.

This module provides an introduction to counselling skills and preparation for counselling practice at placements. It aims to provide students with the knowledge and skills necessary to start working with clients and to prepare them for the use of personal therapy and supervision. It is delivered in an interactive manner, which allows students to learn theory and then apply it directly to their own experiences and to their beginning practice in counselling skills. Sessions will usually involve some theoretical/practical input from the tutors and some experiential work in which to practice/apply this input. The structure has been kept flexible in order to accommodate the needs of the group and of the particular subject material. We will aim to provide an enjoyable and supportive learning environment to allow students to learn about themselves and to develop basic counselling skills and attitudes. The key specific counselling skills the module aims to develop are: • Non-verbal communication • Accurate reflection of content and understanding of story • Accurate reflection of client feelings • Clear beginning, ending & keeping of time boundaries • Ability to engage with the client – the PCT core conditions • Ability to challenge appropriately • Ability to stay with silence • Ability to understand deeper feelings and meanings

As competence can only develop through practice, students are required to work with clients at suitable placements to gain practical experience. In order to pass this module, they must complete a minimum of 100 hours of client work under qualified supervision at a ratio of one hour of supervision to every 8 hours of client work fortnightly. Supervision of client work is an essential part of the development to become a competent practitioner and is an ongoing professional requirement after qualification. It serves both the welfare of clients and the professional development of the counsellor. In training, experienced supervisors transmit the accumulated skills, knowledge, and attitudes of counselling to the next generation of professionals. Furthermore, supervision provides a context for reflecting on personal strengths and limitations as they arise in practice, and for support in difficult situations. It is also a thinking space for reflecting on what is happening in the therapeutic relationship, with the benefit of an external perspective.

This module aims to introduce students to the theory and practice of an integrative approach to counselling and psychotherapy, with a particular focus on humanistic-existential models or of counselling and psychotherapy. A humanistic orientation takes a holistic view of the human being and seeks to understand what makes people thrive. Central to this approach is a belief in each person’s capacity to develop to their fullest or, in Maslow’s words ‘self-actualise’. Equally important elements of such approaches are the ideas of personal responsibility, the here-and-now subjective experience of the person, and phenomenological inquiry. A constructive, critical and reflexive approach will be taken to consider the therapeutic principles upon which these modalities are based and the central importance of the therapeutic relationship. For example, a Person-Centred practice requires the therapist to attend to the relational environment they are providing and to refrain as far as possible from imposing their own meanings upon the other person’s experience. It requires a sustained effort of attunement to the other, as well as openness to and awareness of the therapist’s own internal processes. As such, it offers students a basis for deep relational clinical work. Further, Rogers’s notions of the conditions of worth and the self-concept can be regarded as examples of relationally derived internal representations of the self and others that serve to organize interpersonal behaviour. Person centred therapy is designed to provide a set of conditions under which change to those internal relational representations and their associated beliefs and behaviours can occur. The rationale and philosophy of this training is based on an assimilative, integrative, relational approach to counselling and psychotherapy and this module will therefore also introduce students to integrative models and approaches, which will be built on in subsequent years of the training. This will include the integration of theoretical ideas, research into practice, and the influence of related disciplines on our work as therapists (such as philosophy, neuroscience, social psychology). We will also consider the importance and influence of contextual factors context (e.g. cultural, identity, socio-economic, environmental), difference and diversity on the process of therapy and an integrative approach. Equally, the importance of the personal and professional interface in psychotherapeutic work will be considered, such that the integrative endeavour may also be seen as a journey of personal integration for the practitioner.

Students are expected to engage in evidence-based practice, and this involves both the ability to critically evaluate others' research and being able to conduct research of one's own. This module provides students with the opportunity to engage and learn from supervised work in forensic psychology. As such, the module synthesises the students' learning by providing the opportunity to use the knowledge and skills they have learned on the programme to mount a small-scale research project. Planning and managing work effectively are essential skills required to successfully complete this module.

This module focuses on research methods in order to ensure that students understand the central importance of Evidence Based Practice and have the understanding and skills necessary to critically evaluate research that might inform their practice. This requires a working knowledge of research design and the various methods of analysis together with the more common statistical tests. The module covers ethical considerations, data collection, data preparation and data analysis as well as dissemination of one's work. It also focuses on a range of advanced analysis procedures for both quantitative and qualitative data using appropriate software packages such as SPSS and NVIVO. Students will gain sophistication in understanding and using basic and advances research and evaluation methods.

Forensic mental health is broadly defined as an area of specialisation applicable to treatment of offenders who have been diagnosed with mental disorder. In practice however, offenders are often referred to forensic services when the nature of their offending, or their ongoing behaviour is too difficult to manage in the general mental health services. This inevitably results in the currently escalating rates of such referrals. This module is designed to explain the complex relationship between mental disorders and criminal behaviour. Students will learn about the legal framework underpinning forensic mental health services, the structure of forensic mental health services and work of the multidisciplinary team. Various agencies working collaboratively with the mental health service providers (e.g. OPD Pathway) will be introduced. Links between specific mental disorders and offending behaviour will also be covered.

Acknowledging empirical understandings of the predictors of criminal behaviour, this module provides students with the current approaches to assessment that are routinely carried out in the forensic settings. Appropriate assessment is central to the effective management and treatment of offenders. Psychological assessment in forensic settings may be used at any stage of correctional involvement. By examining specific factors known to be associated with recidivism, assessment is used to provide insight into criminal behaviour and predict the risk of future offending. However, forensic assessments also aid practitioners in other contexts such as case formulation, treatment planning or treatment evaluation. The module introduces general clinical skills, addresses challenges of forensic assessments, explains various types of the assessment tools (e.g. those examining static and dynamic risk factors or structured professional judgement tools) whilst encouraging students to evaluate various approaches. Each theoretical session is followed by a practical workshop designed to consolidate theoretical understandings with practical skills and consultancy elements. Students will learn how to carry out an assessment interview, evaluate available evidence and score some of the most commonly used assessment tools and produce a professional report. In addition to transferable skills, the module will foster various practical skills such as specialist report writing, dissemination of the findings and communication of knowledge to a wider audience. The module will also discuss the aim organisational consultancy in providing advisory service to assist in the development of service strategies as well as consultancy role when applied to forensic psychological evaluations.

The issue of criminal behaviour is one of the topics within the academic discipline of psychology. To date, psychology has contributed a number of theories that advance our knowledge of why people offend. Psychological perspectives of crime include learning, developmental, personality or neuropsychological perspectives. While some models (e.g. moral reasoning or social information-processing theories) apply to general offending, others examine specific offences (e.g. sexual offending, homicide or arson) in order to provide a greater understanding of these serious crimes. Despite the various approaches, psychological conceptualisation of crime tends to focus on association between individual characteristics (especially mental processes that impact individual propensities for violence) and its interaction with the social environment to produce a violent event. This module will explore a range of theoretical conceptualisations and theories of criminal behaviour. A general introduction to this topic will be followed by an introduction to theoretical understanding of the onset, development, and maintenance of factors associated with specific offending behaviours such as fire-setting, stalking, domestic violence and sexual aggression. Where appropriate, distinctive offending trajectories within these specific offending groups will also be explored. The module sets out to provide theoretical basis for more applied modules such as assessment and the offending behaviour interventions. Students will be encouraged to consider the links between theoretical approaches and the practical applications to forensic work. The ability of a theoretical framework to account for research findings, integrate diverse determinants and gain empirical support for hypothesis testing is a necessary requirement for scientific acceptance. Therefore, theoretical models will be scrutinised in terms of their explanatory depth, predictive accuracy, empirical adequacy and practical utility. The module will foster various transferable skills including the ability to retrieve information from appropriate databases, managing information from a variety of sources, using appropriate evidence for the solution of complex problems and communicating effectively in academic writing.

DMP Clinical applications is an essential module where students learn about safe practice working with different client groups paying specific attention to working with the moving body in relationship. There is a theoretical component to this module as it is important for students to understand historical and contemporary theoretical perspectives and DMP practices and principles and how to apply them in practice. Students will be given opportunities to critically consider and compare influential theoretical approaches such as Humanistic, Psychodynamic, Jungian, Body Psychotherapy in relation to DMP. Another important part of clinical application includes the awareness of fundamental anatomical principles in relation to the body in motion and how these manifest directly according to the individual’s resources and abilities. This module offers students an opportunity to integrate an understanding of anatomy in direct relation to their clinical experience with clients as bio-psycho-social bodies. The bio-psycho-social framework to working safely with clients will be addressed by drawing on a variety of perspectives: anatomical, physiological, biological, neuroscientific, theoretical and clinical. A pluralistic theoretical understanding of psychotherapeutic approaches will enhance students ability to critically consider working with embodiment, the therapeutic relationship, and the process of change. The ability to work safely with the moving body with different client groups is fundamental to becoming a safe practitioner within the DMP field. The module emphasises issues of safe practice when engaging in movement experiences with clients within health and social care and educational settings. Conducting risk assessments and risk management will be addressed. Students are encouraged to make connections with their clinical and supervisory experiences and reflect upon the interrelated nature of motion and emotion within a medical, social or educational context. This module also aims to generate critical thinking about DMP in practice and to sensitise students to the different systems within community settings including: mental health, social care and education. It provides an opportunity for a critical evaluation of standard approaches to diagnosis in mental health settings with particular emphasis on inclusive and diverse practice and perspectives based on client’s lived experience. This will also include critical engagement with psychological, medical and social models of mental illness including: theories of abnormal psychology, psychiatric diagnostic systems and major diagnostic categories, medication including its potential effects on the body and movement located within current DMP clinical practices and case presentations. To support students’ professional development and employability, this module facilitates the development of ... Presentation Skills Professional Communication Skills Ability to critically engage with dominant discourses and method of diagnosis within psychiatry Evaluation and facilitation of safe practice Collaborative working.

This module teaches students the skills of observing and understanding the attachment relationships of adults using the Meaning of the Child system of analysing interviews of parents and caregivers (the MotC: www.meaningofthechild.org) along with constructs drawn from the Adult Attachment Interview. Students will learn about the impact of danger and threat on how adults think about their relationships and mental states, and how intentions to create more fulfilling relationships in adulthood may be tripped up by unconscious scripts leant within past relationships. Students may choose either to become a reliable coder of the MotC (analyse and classify interview transcripts provided to an agreed standard) or present an evidenced assessment of 1-2 adults in ways that focus on an attachment-based formulation of real-world problems.

This module offers training in the coding of a wide range of validated procedures which assess child and adult attachment, parent-child relationships and how parents think about their children. This module offers training in the coding of a wide range of validated procedures which assess child and adult attachment, parent-child relationships and how parents think about their children. All of the procedures are taught once per year and are open to external CPD students. Students must pass the reliability test in at least one procedure and select 2 procedures out of the following: - Infant CARE-Index - CAPA - Narrative Story Stems with pre-school or school aged children - The Adult Attachment Interview - The Meaning of the Child Interview They must also learn to explain a coding and its implications for the functioning of the individual or relationship concerned. This should be the other procedure than the one submitted for reliability.

This module will focus on using the results of attachment procedures to understand family functioning. The aim is to equip students with the ability to bring together information from different sources and mount or commission effective interventions. The emphasis is on formulation rather than diagnosis and treatment.

This module is designed to teach students to understand and administer a wide range of DMM and other assessment procedures. The aim is to teach students when to use a particular assessment, how they are coded and what they need to do to conduct them so they can be coded.

The understanding and critical evaluation of current attachment research requires a working knowledge of research design and the various methods of analysis together with the more common statistical tests. Students should also be able to mount a small scale research project of their own and use research approaches to evaluate interventions.

This module synthesises the students' learning by providing the opportunity to use the knowledge and skills they have learned on the programme to mount a small-scale research project aimed at either practice or empirical investigation. Students may also conduct a systematic literature review.

This module provides the underpinning knowledge for the programme and equips students to understand and critically evaluate attachment theory and research from both an historical and a contemporary perspective.

This module teaches students the skills of observing and understanding the attachment relationships of children and the effects of trauma, drawing on the narrative story stems procedure (the CAPA: www.the-capa.com) along with other attachment assessments of children. Students will learn about the impact of danger and threat on child development, play and relationships, how to observe this, and think about the consequences upon the family system. Students may choose either to become a reliable coder of the CAPA (analyse and classify videos provided to an agreed standard) or present an evidenced assessment of the attachment relationships of children a family, in ways that focus on an attachment-based formulation of real-world problems.

This module will introduce students to contemporary theories of human development and growth. Theories of development, creativity, play and cultural competence will be explored. This module will provide the context for students’ clinical work and initial opportunities for an understanding of effective interdisciplinary exchange and communication with other professionals. The module will provide students with a deep and systematic understanding of human development. To this end, students will be introduced to human development, verbal and pre verbal communication in development, the formation of symbolism and play, and experiences of service users with developmental delays and psychiatric disorders across the lifespan. The module provides a consideration of the different theoretical and clinical perspectives and current research concerning human development: embodied, psychological, social, cultural and biological. Study of these topics allows for a deep understanding of the experiences and needs of the service users with whom students will work on placement. Professional skills such as formulation, an understanding of the centrality of diversity and consideration of power, and the key concepts of the knowledge base are also included within this module.? Independent study will further embed knowledge about the health and care landscape of the experiences of service users in a range of different settings. Additionally, students will engage with a creative project that allows opportunities for reflection and exploration of their own relationship to well being and a consideration of their culture. All these topics provide a framework for practice that introduces a critical view of health and health promotion, the idea of power and encourages a focus on the interests of the service user in therapeutic work. The learning on this module will allow students to progress into the placement environment with a critical understanding of the health and care landscape, of different approaches to mental health and wellbeing and with an understanding of the centrality of issues relating to diversity within healthcare.

This module provides students with an introduction to research practice and a variety of methodological research frameworks in the Arts Therapies, including qualitative, quantitative, embodied and arts based research paradigms. Through giving an overview of research approaches, including theoretical research, practice based evidence and evidence based practice, this module will provide students with a framework within which they can plan and write a research proposal, engage in critical review of literature, employ an appropriate methodological framework, explore a range of research methods, consider the ethical implications of research investigation and focus on an area of research interest.

This is a core module within the MA Art Psychotherapy Programme, providing the training with its unique philosophical base. This module enables students to trace the historical development of analytical art psychotherapy, as well as critically explore its conceptual base, through theoretical and experiential based learning. Analytic art psychotherapy is used as an inclusive term to encompass art therapy and art psychotherapy. Further, analytic art psychotherapy places the art object and art making process as the central determinate within which transformation may take place. As analytic art psychotherapy is informed by analytic psychology, it will draw its theoretical base from Jungian and post-Jungian theory. Through theory and practice, students will have the opportunity to gain critical insight into the relationship between imagination, art making processes and psychic change, along with how this may manifest within the triangular art psychotherapeutic relationship. Continuous links will be made to the application of this knowledge in clinical practice.

All students who are enrolled onto the following Moodle site should have access to this site via meta link enrolment.
Course meta link (Autumn 2025C Research Project - ATH040L045Y)

This module is divided into three fundamental areas of DMP training. One part focuses on internal supervision for external clinical placements. The second part involves developing core DMP skills in relation to the clinical practice. The third part of this module focuses on core concepts central to healing processes in Dance Movement Psychotherapy. During the supervision component of this module students are supported in their independent placements and assisted in the reflection of key issues arising at this time in order to enhance both personal and professional skills development. This component of the module is the central focus for students’ DMP clinical practice. It feeds into each learning outcome of the overall programme and fulfils (with DMP placement and process 1), clinical requirements for registration with the Association for Dance Movement Psychotherapy UK. It offers students direct experience of working with clients and of planning, implementing and evaluating their developing DMP clinical skills in at least two different settings during the year. The focus is upon finding helpful ways of understanding the development of, and influences upon, a therapeutic relationship over time. Students are encouraged to be discerning about what is useful for particular clients at specific times in therapy and how this intersects with therapist’s theoretical assumptions. Students are supported in their continuing self-evaluation of their developing skills towards becoming safe, ethical and self-reflexive practitioners. During the skills component part of this module, students are offered opportunities to develop core clinical skills informed by practice, feedback from observation and reflection. This aspect of the module provides students with practical opportunities to develop intersubjective skills when working with groups and individuals within a variety of settings. Students will learn a range of core skills including appropriate use of touch and maintaining ethical therapeutic boundaries, kinesthetic empathy and therapeutic movement relationship, integration of verbal and non-verbal material, and interventions based on individual client/ group presentation(s), treatment planning, assessments, movement observation and emergent thematic material. Students will learn how to structure and facilitate individual and group sessions with children and adults in different settings where DMP is practiced. Both supervision and core DMP skills components of the module enable students to communicate coherently with other professionals, provide a treatment rationale for specific client groups and give an introductory presentation on DMP to other professionals within their placement setting. According to ADMP UK, students are required to fulfil a minimum of 675 hours of clinical placement including a minimum of 100 clinical facilitating hours over the duration of the programme. Placements will include direct client contact as a therapist providing Dance Movement Psychotherapy in either group or individual sessions (100 hours). Experience of at least two different client populations is required.

This module will provide students with an introduction to research practice and a variety of methodological research frameworks in the Arts Therapies, including qualitative, quantitative, embodied and arts based research paradigms. Arts and Play Therapists are required to evaluate their interventions, and when necessary, modify these in the light of evidence. They need to be aware of the requirements of audit and service evaluation, evidence based practice and clinical effectiveness and the way in which research contributes to this body of evidence. Through giving an overview of research approaches, including theoretical research, practice based evidence and evidence based practice, this module will provide students with a framework within which they can gain this understanding and apply it to their work on placement. Through this learning and teaching students will gain the skills to plan and write a research proposal, engage in critical review of literature, employ an appropriate methodological framework, explore a range of research methods, consider the ethical implications of research investigation and focus on an area of research interest. Additionally, the module provides an opportunity to continue to develop understanding and experience of interdisciplinary work within clinical practice and research, with opportunities for students to reflect creatively upon potential research ideas for development provided through creative workshops in 3 of the Arts and Play Therapies disciplines

Practice-based learning lies at the heart of the music therapy programme. Students gain a second placement in a professional music therapy setting, where there is a qualified Music Therapist working as Placement Educator. This continued placement experience supports students in understanding the work and role of the Music Therapist. Through continuing to lead individual or group music therapy work with service users, students continue to develop their sophisticated conceptual and critical understanding of the therapeutic relationship, and consolidate their skills in managing a clinical caseload. With sufficient clinical supervision provided by the Placement Educator in the placement setting, and additional support provided by reflective practice groups within the programme, including the opportunity to share in the experiences of those students working in different settings, students will continue to prepare for future work as a professional Music Therapist.?In this second placement, students have the opportunity to consolidate and develop their independent music therapy approach, demonstrating their ability to embark upon professional practice. In addition, students will gain knowledge of and skills in working with interprofessional colleagues, reflecting upon their ability to work with others and to make use of the skills of colleagues. They will also consider how Music Therapists might develop advanced clinical practice skills, and develop and reflect upon their leadership and innovation skills.

This module will provide you with the opportunity to explore the role and impact of the workplace and working practices on job satisfaction, health and wellbeing, motivation and productivity. Topics covered will include admission and selection, diversity and equity, stress, wellbeing and promoting organisational and cultural changes in the workplace. You will adopt and develop your consultancy skills by consulting and designing an evidence-based workplace intervention to create an effective working environment utilising scientific reasoning, interpersonal, communication and problem-solving skills. This module will facilitate the development of skills suitable for employment in HR, recruitment and consultancy or management.

The aim of this module is to investigate the psychology of learning and teaching in educational settings and consider how psychological theories and concepts are applied in practice. This will equip you with a comprehensive understanding of child learning, teaching pedagogies and educational strategies in real-world settings. You will explore a range of topics relevant to contemporary learning contexts including the impact of technology enhanced learning and systemic barriers to achieving optimal learning outcomes. Students will further enhance transferable skills through experiential learning approaches in line with the programme aims and rationale. This module provides a rich learning pathway for students who want to pursue a career in educational psychology, play/ behavioural psychology, teaching or other education related fields including special educational needs.

This module will support you to further develop your employability, communication and reflective skills, focusing on marketing yourself in relation to CV writing, communication and interview skills, teamwork and developing an online social media presence (e.g Linkedin). You will be supported in adopting a life-long learning perspective, identifying and pursuing knowledge and skills directly relevant to academic, personal, and work-based development. In the latter part of the module, you will have the opportunity to acquire experience in the workplace, applying psychological knowledge and skills in a paid or voluntary capacity. Over the course of this module, you will develop a personal development portfolio and reflective journal drawing on your learning in industry, enterprise or with the community. This module will enable you to develop your employability skills, reflective capacity and psychological literacy, preparing you for your career after graduation.

The ability to apply psychological research methods is an essential skill to learn as part of your degree. As well as fulfilling the basic requirements of your degree for the Graduate Basis for Chartered Membership (GBC) with the British Psychological Society (BPS), the project management, data management and analysis, and writing skills you will gain in this module are important transferable skills essential for future academic and occupational careers. The independent research project module is designed to facilitate the application of your existing knowledge and skills acquired across the programme to independently design, formulate, conduct, analyse and report research in your area of interest. This research will be conducted with further support from a supervisor who is an expert in the research area, alongside small group workshops and lectures to provide advanced research knowledge and skills.

This module will provide you with knowledge relating to key paradigms to assess different cognitive functions, and experience of designing and conducting research and data analysis in cognitive neuroscience. You will learn about and re-create classic paradigms and experiments used to assess and enhance our knowledge of a variety of cognitive functions such as perception, attention, memory, decision-making, language, and emotion. This module will introduce you to the conceptual issues associated with these major paradigms in cognitive neuroscience research and will foster your understanding of the nature, purpose, and logic of experimental methods and a quantitative approach. You will also design and conduct research studies using these paradigms, and so will see how these can be applied in real-life. During this module you will be taught in a mixture of lectures and workshops. The lectures will give an overview of the different paradigms and the key findings using these. Workshops will provide you with the opportunity to design and conduct your own research studies using these paradigms. As a part of the workshops you will also have the opportunity to be a participant in another person’s study. Workshop activities will also be designed to support the assessments for the module. Your knowledge in this module will be assessed through a literature review and a research report. These assessments will develop your abilities in synthesising, summarising, and evaluating relevant literature. Your work on the research report will also develop your abilities in designing, conducting, analysing the results of, and reporting the findings of studies in cognitive neuroscience. You will develop your skills in literature searching and reviewing as a part of this module, as well as your practical skills in programming and using computer software for data collection (e.g., E-Prime and Working Memory Analyser) and to perform statistical analysis (e.g. Excel and SPSS). This module will also further develop your academic written oral communication skills. These skills and your developed knowledge and understanding of cognitive neuroscience research will build on your knowledge from the first year and will be important for later modules, particularly your dissertation in the third year. This module will provide you with several skills that are highly desirable for postgraduate studies and employment within a wide range of careers linked to psychology and neuroscience, in particular careers in research and data analytics.

The study of mental health is a major focus of theory, research and practice in psychology. This module is designed to stimulate critical thinking about current conceptualisations of mental health and ill-health as well as issues associated with diagnosis and treatment. You will learn about factors which impact on individual and societal experiences of mental ill-health. This module will cover a range of topics exploring biopsychosocial perspectives on the aetiology and maintenance of common mental health disorders. You will learn to evaluation of treatment effectiveness. The aim of the module is to develop mental health literacy by examining and critically evaluating a broad range of perspectives on mental health on the one hand, and to enhance practical research skills on the other hand.

Making sense of the world around us involves numerous biological and cognitive processes. This module aims to give you a comprehensive grasp of the psychological processes that are involved in perceptual experience, cognition and behavior. Biological aspects of psychology investigate how the brain, nervous system and other physiological systems affect and are affected by mental functioning, behavior and experience. Cognitive psychology topics cover aspects of human mental processes such as the way we perceive, attend to information, remember and use language. By integrating these topics, this module aims to give you a rounded systematic understanding of how typically developing and diverse populations interact with the world and make sense of it. You will acquire skills and subject knowledge to critically engage with research findings and theoretical perspectives in biological and cognitive psychology.

This module is intended to provide you with an introduction to key historical and conceptual issues pertaining to the study of psychology including scientific beginnings and ethical developments, together with modern day applied issues in the study of psychology, integrating foundational knowledge with skills for personal and professional development. You will critically examine the historical evolution of psychology, assessing its impact on contemporary knowledge and methodologies. Through the analysis of case studies in individual differences, social and health psychology, you will evaluate theoretical, methodological, and ethical dimensions, applying these insights to current issues in the field. The module also emphasises the application of psychological theories and research in personal and professional contexts. It fosters an understanding of individual differences and psychological measurement, preparing students for evidence-based practice across diverse settings. You will engage with case studies drawn from a range of applied areas of psychology and apply these to their own learning and development. By developing skills essential for Master’s-level study, including ethical conduct, critical evaluation of theoretical and methodological approaches, and systematic understanding of historical influences, you will also critically reflect on your strengths, weaknesses, and professional identity. This foundation equips them to navigate a range of professional psychology pathways with key skills and adaptability.

This module will provide you with knowledge and skills in the use of neuroscience techniques, as tools for both research and therapy in mental health disorders, across the lifespan. Throughout this module, you will delve into the intricacies of neuroscience techniques and their application to mental health disorders. You will be equipped with both theoretical knowledge and practical skills, essential for a diverse range of professional pathways. The content will be delivered through a blend of lectures and seminars, ensuring a comprehensive learning experience. Specifically, you will learn the theory behind and relevance of important neuroscience techniques via lectures, including non-invasive brain stimulation (Transcranial Magnetic Stimulation, transcranial electrical stimulation), neuroimaging (Electroencephalography, Structural and functional MRI) and animal techniques. Furthermore, you will gain knowledge on about mental health disorders involving a technique. You will develop essential written communication skills and practical experience in seminars.

This module will provide you with a thorough foundation in structures and functions of the human brain, with a particular focus on the neuroanatomy of different cognitive functions. You will learn about the neural mechanisms underlying a range of key cognitive functions, such as visual processing, attention, language, memory, social and emotional processing, cognitive control, and reward. These neural mechanisms will be underpinned by evidence from a variety of approaches, including functional magnetic resonance imaging (fMRI), event related potentials (ERPs), transcranial magnetic stimulation (TMS), and neuropsychological case studies. You will also learn about the functioning of the brain at a cellular and molecular level. As a result, this module will provide you with a solid grounding for subsequent studies and careers which rely on an understanding of brain structures and functions. You will be taught using a mixture of lectures and seminars. The lectures will cover key information for each week’s topic, including core knowledge relating to brain structures and functions, and the neural mechanisms of different cognitive abilities. Your understanding of key concepts will be enhanced through quizzes in the seminars. Seminar activities will also include student presentations and discussions. These will allow you to develop your own thinking relating to structures and functions of the human brain, as well as your oral communication and presentation skills. Seminars will also include elements to develop your skills for your assessments, and you will have opportunities to receive formative feedback. Your learning for each week will be supplemented by additional video content, including further exploration of ideas and applications of knowledge, revision of key background information, or examples of patients to illustrate concepts. Within this module you will be assessed using a presentation and an essay. These assessments will develop your oral and written communication and presentation skills, as well as your ability to synthesis, summarise, and critically evaluate research literature. These skills are essential for research degrees and a range of careers, and so these assessments will provide you with important skills that are valued by many employers.

The Ethics, Policy, and Entrepreneurship in Digital Health module provides you with a comprehensive understanding of the ethical, legal, and business considerations that shape the development and implementation of digital health technologies. Integrating all five pillars of education—Equity, Diversity & Inclusion, Sustainability, Global Engagement, Professionally Focused Education, and Technology-Enhanced Learning—this module ensures that you develop the critical knowledge, practical skills, and strategic thinking needed to navigate the complexities of digital health innovation. You will explore key topics, including data privacy laws (e.g., GDPR, HIPAA), AI bias and algorithmic fairness, accessibility in digital health, health economics and funding strategies, and policy frameworks regulating digital health solutions. You will also engage with the entrepreneurial landscape, learning how startups, investors, and healthcare organisations develop and scale digital innovations. Learning activities will include interactive lectures, case study analyses, and hands-on workshops, fostering critical thinking and problem-solving skills. Guest seminars from industry leaders, policymakers, and health tech entrepreneurs will provide real-world insights into digital health governance, ethical dilemmas, and market opportunities. Assessments are designed to prepare you for professional practice, including a policy brief (50%) that critically evaluates an ethical or regulatory challenge in digital health and a business case analysis (50%) requiring you to apply entrepreneurial principles to a real-world health tech scenario. As a core module in the MSc Digital Health, this module prepares you for careers in digital health policy, governance, entrepreneurship, and ethical AI development. By integrating practical applications, interdisciplinary perspectives, and global insights, you will gain the competence and confidence to lead in the digital health sector.

This module provides an essential introduction to the field of digital health, equipping you with a broad understanding of the key concepts, theories, and challenges shaping the sector. You will explore the digital transformation of healthcare, the role of big data and AI, and the translation of in-person treatments, both preventive and reactive, into digital formats. Through interactive discussions and case studies, you will examine user-centred design principles, accessibility considerations, and the evolving business landscape of digital health. The module also introduces you to career pathways in digital health, emerging innovations across the healthcare industry, and fundamental entrepreneurial concepts. By engaging with contemporary debates and real-world examples, you will develop a critical awareness of the opportunities and challenges presented by digital health technologies. Assessments will focus on developing analytical and teamwork skills through a global trends analysis (presentation; 50%) and a group project (50%), preparing you to navigate the complexities of the digital health landscape. This module lays the groundwork for deeper exploration in later modules, providing a solid theoretical and practical foundation for further study and professional development.

In this module, you will explore current issues in which developmental psychology plays a role, such as education, technology and the media, cross-cultural differences in development or other global issues (such as young people’s environmental concerns). Topical sessions will review the issues where developmental theory, research and practice are implicated, and interactive seminars will discuss their impact on the development of individuals and societies. The module brings contemporariness to the programme by reviewing, discussing, and evaluating, pertinent and timely issues in key contexts of developmental psychology. This extends knowledge and encourages consideration of theoretical implications and practical applications. The academic and professional benefits you’ll gain include applying understanding of developmental psychology concepts, critical analysis of practical problems or ‘real-world’ concerns and documenting of these as transferrable skills that can be used in further studies and/or the workplace. Areas include children and young people’s use of technology and media, the nature and impact of formal schooling, other forms of education, and transition between forms or from education to the world of work, and global issues such as cross-cultural differences, migration and climate change. The module will review, discuss and evaluate the role of developmental psychology in such topics. You will engage in learning through online topical introductions, lectures and seminars that involve discussions or debates, and reviewing examples of real-life problems, case studies or intervention practices, and reflections. Assessment includes one written assignment and one non-written task. Other class activities such as a professional talk or external visit and career planning discussions (Career Development Week), an Assessment Support Week, and live draft coursework feedback, will be available to help to give you positive experiences and promote employability.

Human development is characterized by divergent developmental trajectories across cognitive and socioemotional domains. At critical points in development, when progress does not align with established expectations or milestones, interventions can be applied to help individuals achieve expected outcomes. In this module, you will study developmental differences and diversity issues at different stages of human development, and explore specific neurodivergent conditions, such as autism spectrum disorder (ASD) and ADHD. The module will enable you to discuss the major diagnostic criteria and the ways in which knowledge of developmental psychology theory and latest research can be applied to inform assessments and intervention practices in key domains in contexts, catering to diverse needs and care settings. The topics and issues require applying and synthesizing developmental psychology theory and research to consider individual and group differences and to cater to diversity in different practical contexts. You will enjoy various academic and professional benefits from studying this module, including the essential theoretical and research-informed knowledge in areas of developmental differences and diversity, applying such knowledge when considering outcomes and practical implications in context, and communicating research evidence, as transferrable skills that can be used in further studies and/or the workplace.

In this module you will explore the development of mental processes, their biological underpinnings and neurological pathways through the lifespan. Indicative topics include prenatal development to infancy, genetic and environmental influences, transitions, impairments and resilience. Cognitive and biological development is an essential part of developmental psychology. It reflects how the developing individual perceives and processes information from the world and how human biology has evolved to support our unique social and ecological niche. This module delves into the different perspectives and methodologies that examine developmental trajectory from conception to childhood. Common paradigms, neuroimaging modalities and neurodevelopmental batteries are illustrated. We also follow adolescents through emerging adults under construction, embedded in their environment and actively contributing to maturity. Applications of developmental cognitive neuroscience in the classroom, adult populations and generalizability to global majority countries are considered. The academic and professional benefits to you will include obtaining essential theoretical and research-informed knowledge, creating a cohort proficient in applying knowledge to diverse settings, outcomes and practices, and exercising critical evaluation as transferrable skills that can be used in further studies and/or the workplace. You will engage in learning through topics and seminars including group discussion, debates about different perspectives or explanations, consideration of case studies (for preparing a review), and reflective exercises. Assessment includes one written assignment and one non-written task. Outside-class activities such as a lab visit (Career Development Week) and Assessment Support Week will be available to help ensure positive experiences and promote employability

This module introduces you to the first psychotherapeutic approach explored within the BSc Therapeutic Psychology and counselling programme, by exploring and experimenting with the key concepts and principles of Humanistic and Person-Centred approaches. You will explore the philosophical foundations of Humanism, including its development, values, and influence on psychology, psychotherapy and counselling. In this module, you'll explore the intricacies of Carl Rogers’ Person-Centred Therapy, examining its core principles, critiques, and contemporary developments. As the module progresses, you'll engage with Humanistic and Existential theories, such as Rogers’ 19 Propositions and Yalom’s ‘Four Givens,’ to understand human distress and change. Additionally, you'll delve into integrative and pluralistic approaches, contemporary humanistic-experiential models, and the role of Humanism in various therapeutic contexts including diverse populations and difficulties. Through lively discussions, stimulating debates, immersive role-plays, and hands-on activities, you'll critically evaluate the evidence base for Humanistic-Experiential Psychotherapies. You'll consider their effectiveness compared to other approaches, all while honing your critical thinking skills. Finally, we will delve into the emerging trends in Humanistic Psychology and explore its evolving role in therapy and society. You will be assessed through the presentation of a 10-minute theory-based video and a research poster. These innovative tasks are designed to blend theoretical knowledge with practical application, enhancing your research and presentation skills. You'll showcase your mastery of the content, critical thinking, and creativity, making this module a valuable and enriching experience in your academic journey. Formative Feedback will be provided based on the poster content in order to help you to rely on constructive support aiming to improve your 10-minute video assessment. Formative assessment will be developed to help you engage with the final set of assessments. By attending this module, you will gain foundational knowledge necessary to understand the dynamics of helping relationships, the notion of therapeutic alliance as well as counselling and psychotherapeutic techniques employed from a person-centred perspective. This knowledge is essential for the professional growth of psychotherapists, counsellors, and mental-health workers. It will equip you with the skills to excel in counselling techniques and reflective practice, which are fundamentals for your future careers.

In Foundations of Psychology you will embark on a broad exploration of the field, gaining fundamental knowledge that is essential for success throughout your degree. You will learn about historical perspectives that highlight the changes in psychological thought over time. You will explore the foundational areas of cognitive psychology, which examines mental processes; biological psychology, which explores the connection between biology and behaviour; developmental psychology, which focuses on human growth and change; and social psychology, which investigates how individuals behave in a social context. Additionally, the topic of individual differences will address the unique traits and variations that shape human behaviour. You will also discover how we can approach current topics in psychology from cognitive, biological, developmental, and social perspectives, and the importance of individual differences. By engaging with these core areas of psychology and exploring how they may apply in an integrated manner to specific issues, you will develop a well-rounded understanding of psychological concepts and some basic methods of carrying out research. This knowledge will be essential in preparing you for the rest of your degree, postgraduate studies, and careers in a variety of fields linked to psychology. In this module, you will be taught through a mixture of lectures and seminars. Lectures will provide a vivid overview of each topic and will identify what psychology contributes to our understanding of the issues and the applications of that knowledge. Seminars will be directly linked to the focus of each lecture and will enable you to interactively engage with the topic in a sustained manner. Whilst the focus and format of each seminar will be tailored to the specific topic, each seminar will enable the opportunity for interactive engagement and discussion. Seminars will make use of activities such as guided discussions and debates in small groups focusing on issues relevant to the topic, quizzes that recap and extend ideas raised in the lecture, and specific tasks where you might apply concepts to real-world situations and issues. Research practicals will also be embedded within seminars to illustrate some of the research paradigms of modern psychology and issues in the interpretation of quantitative and qualitative data. Finally, seminar activities will support the assessments for the module. You will be assessed using a poster and portfolio for this module. In the poster, you will develop your presentation design skills, as well as your ability to undertake independent research and to summarise this. In the portfolio you will develop your abilities in written communication and evaluating material. As a result, this module will equip you with valuable communication, analytical, and evaluative skills that will be important for the rest of your degree and for postgraduate studies. These skills are also useful in many workplaces and are highly valued by employers.

Skills for Success provides an opportunity for you to maximise your chances of success within and beyond your degree. Through interactive lectures and seminars, you will cover a variety of topics that will prepare you for the rest of your degree, as well as postgraduate study and the workplace. Interactive lectures will help you adjust successfully to being at university, enabling you to effectively locate and use the many resources that are available to you. The sessions address issues such as procrastination, time management, and anxiety that could be holding you back from achieving your full potential. Skills for Success also dedicates time to focus on how you can excel in understanding and reporting research, an essential skill for psychology and related disciplines. In addition, the interactive lectures will address the importance of artificial intelligence (AI) and how we can learn to use this effectively and critically, by seeing it as not replacing human intelligence but rather making it more relevant than ever, and how we can use artificial and human intelligence together. Skills for Success will also equip you in identifying the skills that you already have and are in the process of developing. This is an important step in better understanding some of the many possibilities that are available to you in your future professional development and career, and so this will help you to better appreciate how your developing skills empower you to excel in these roles. The Skills for Success seminars will provide hands on opportunities for you to put ideas covered in lectures into practice. You will have opportunities to work independently and with your peers to develop skills such as resource finding, debating (on a topic that you choose), analysing, and presenting. In the seminars you will become skilled at using AI critically, ethically, and creatively – for example using it for feedback, to discuss complex ideas, and for interview practice. This will allow you to discover ways in which you can use AI effectively to deepen your understanding and provide new ideas and perspectives, whilst being increasingly able to identify AI’s shortcomings and improve upon them. Seminar activities will also support you with the assessments for this module. The assessments for Skills for Success provide interesting and challenging ways of encapsulating your skills and understanding. You will be assessed by a presentation and a critical debate and reflection. These assessments will help develop your communication skills in presenting and summarising information clearly, and in writing persuasively. You will also develop your skills in using AI effectively for the critical debate and reflection. These assessments will therefore help you develop key skills that you will use throughout your degree, and these skills will also be important for postgraduate studies and many workplaces.

In this module you will cover key information relating to the structure and functions of cells, and the principles from chemistry that underpin relevant biological processes. You will learn about the components of cells and the biochemistry of different molecules found inside cells, including nucleic acids, carbohydrates, proteins, and lipids. You will also learn about key processes that take place in cells such as DNA replication, protein production, and metabolism, in addition to mechanisms that control the cell cycle and that allow cells to communicate with each other and respond to damage. This module will provide you with a solid grounding in fundamental principles relating to cell biology and biochemistry, topics that will be important for developing your understanding of nervous system functioning across your degree. You will be taught through a mixture of lectures and seminars in this module. Lectures will cover key principles and concepts relating to each topic, while seminars will consist of activities to further enhance your knowledge and understanding. These activities might include practical tasks where you apply your knowledge to real-world situations. You will also take part in several practical laboratory classes during seminars, and so you will build up your practical laboratory skills through this module. Seminar activities will also support you with the assessments for this module. You will be assessed using a poster and a portfolio. These will allow you to demonstrate your knowledge relating to key topics and principles in cell biology and biochemistry covered in this module. These assessments will develop your skills in synthesising and summarising information, and communicating this in a written format. The poster will also develop your presentation design skills. These transferable skills will be valuable through the rest of your degree as well as postgraduate studies and a range of workplaces.

This module is designed to support and develop clinical learning whilst students are on placement. Students will present examples of client work from their current practice on placement for exploration within the small group seminars. The module will take an explicitly didactic approach using live examples from practice to deepen and consolidate clinical understanding. This module will support students’ development in terms of the BACP (2019) competence framework for therapeutic work with young people aged 11-18 years (and up to 25-years for those in youth counselling services) by focusing on specific competences and themes in the work as the year progresses and the students gain further confidence while on placement. Lectures and skills workshops are delivered at the end of the summer term to support students in terms of employability and careers post-qualification.