This module examines the development and role of theory in counselling and psychotherapy
The aim of this Module is to provide the student with an opportunity to: Consider the strengths and weaknesses of different theoretical traditions; Apply an integrationsist perspective to issues of counselling process and relationship
By the end of this module the student should be able to:
1. Understand the distinctive nature of diferent models of counselling
2. Demonstrate ability to conceptualise and analyse the counselling relationship and process with the Collaborative Pluralistic Framework
3. Demonstrate an ability to formulate client difficulties within a range of counselling theories, including the Collaborative Pluralistic Framework
1 Integrationist model
Identifying the key dimensions of the Collaborative Pluralistic Framework in relation to its: underlying philosophy, assumptions, basic principles and elements, concepts, strategies and techniques. Critique of the the Collaborative Pluralistic Framework and comparisons with other approaches
2 Theoretical context
Understanding the theoretical context: historical overview of development of theoretical approaches in counselling: psychodynamic, humanistic, CBT, constructivist, narrative.
3 Application of the model
How do psychological problems develop and how are they perpetuated? The counselling relationship and process. The process of therapeutic change? What therapeutic interventions are consistent with the model?
Statement on Teaching, Learning and Assessment
A variety of learning, teaching and delivery strategies are employed within this module, designed specifically to enhance postgraduate knowledge development, thinking, reasoning and ability to critically reflect on and synthesise personal learning, theoretical and research knowledge into the students practice during counselling placements. The key mode of teaching and learning in this programme involves participative learning. Teaching/learning methods emphasise student participation, self- directed study and the use of interactive electronic media. Teaching is delivered through workshop and seminar sessions, and occassional formal lectures. This module will enable students to acquire a range of skills, such as critical thinking skills, ability to work collaboratively with others, relevant to future employability.
Teaching and Learning Work Loads
|Supervised Practical Activity||0|
|Unsupervised Practical Activity||0|
Credit Value – The total value of SCQF credits for the module. 20 credits are the equivalent of 10 ECTS credits. A full-time student should normally register for 60 SCQF credits per semester.
We make every effort to ensure that the information on our website is accurate but it is possible that some changes may occur prior to the academic year of entry. The modules listed in this catalogue are offered subject to availability during academic year 2017/18 , and may be subject to change for future years.