BA (Hons) Counselling Studies and Working with Children, Young People and Families

1. Counselling Professions and Academic Practice

   20 Credits(Compulsory)This module introduces students to counseling and counselling-related professions in the UK. The module considers the range of settings in which helping takes place professionally and the different remit and skills of different helping professions. Students will develop, practice, and reflect on their own use of basic helping skills. The module considers a range of key theories in addition to considering issues of difference and equality. Basic academic skills will be developed appropriate to study at level 4 using a range of group-based explorations of key texts relating to the content of the module.

2. The Inclusive Practitioner20 Credits(Compulsory)This module will encourage students to think about the centrality of inclusive practice and how this is influenced by practitioners’ own value base. It will look at how and why children, young people, and families can become socially excluded and will look at the implications for inclusive practitioners. There will be an opportunity for formative assessment within this module. This will take place in the first part of the semester

3. Humanistic Counselling20 Credits(Compulsory)This module will introduce students to the three main theories of counseling used in the UK, but with a particular focus on the Humanistic Approach. Alongside this, students will develop their ethical and professional awareness.  There will be opportunities to begin to develop the process of self-reflection.  Students will have the opportunity to practice using Humanistic Skills in a counseling skills scenario.

4. Changing Families10 Credits(Compulsory)This module will introduce the idea of the social construction of attitudes to children, young people, and families. Drawing on historical and cultural studies approaches, it will give students the chance to critically reflect on the values, meanings, and ideologies embedded in popular discourse and cultural products. It will explore the ways in which cultural production, including music, art, photography, film, and literature act as a site of struggle and a testing ground for competing constructions of childhood, youth, old age, and family in response to political, economic, demographic and technological change. It will also ask students to consider how these processes have shaped, and continue to shape, the contexts of professional practice in Working with Children, Young People, and Families

5. Advantaged Thinking: a different way of thinking about your place in the Children, Young People, and Families workforce10 Credits(Optional)‘Advantaged Thinking’ is an assets or strengths-based approach to working with children, young people, and families that put the emphasis on identifying talents rather than weaknesses. It also allows us to think about our own strengths and talents as professionals and encourages us to think about the positive role we play in the workforce. It is about using the advantages we possess as individuals (or talents, assets, resources, and abilities) to create the conditions for a society in which everyone can thrive.   The module, therefore, aims to introduce students to the Advantaged Thinking philosophy and prepare them for work-related learning. Equipping students with an Advantaged Thinking approach can help turn the disadvantaged narrative of a person’s life experience into personal opportunities and positive outcomes and give students a chance to think about how they do this in an economy where the models of employment are also changing rapidly.   This module will also enable an introduction to the careers service and support that it can provide to the students (such as careers progression coaches, finding placements, etc) during their degree and upon graduation.

6. Introduction to Work Related Learning10 Credits(Optional)This module aims to equip students with the knowledge and self-management skills to make informed choices in preparing for work placement and the transition to employment or further study on graduation.  Learners will be provided with the opportunities to develop an awareness of the workplace, identify different career and study options, recognize and articulate their own experience, accomplishments, and talents and plan and implement career management strategies for the short and long term.

7. Psychodynamic Counselling20 Credits(Compulsory)This module extends students’ knowledge and understanding beyond the humanistic approach to include a second major therapeutic tradition: the psychodynamic approach. Following a grounding in the historical influences of this approach, students will gain an understanding of core psychodynamic theory and associated practice, with emphasis on those that are most applicable to counseling, and include the central focus on unconscious communication.

8. An Introduction to Social Policy20 Credits(Compulsory)This module will examine some of the over-arching social policy issues that shape the working agenda around children, young people, and families. To do this it will be structured around the key issues identified by William Beveridge as the ‘giants’ of social policy – education, poverty, housing, health (including safeguarding and protection of the vulnerable), and work. These topics will be analyzed in the context of the challenges that face professionals working within the current model of the welfare state.

Getting to Grips with Research

10 Credits

(Optional)

This research module aims to develop students’ research literacy, knowledge, and understanding of research theory with a view to helping them understand where, why, and how the research was developed and its relationship to practice. It will also explore the choices of methodologies used for different research projects and consider the constraints and influences that have led to the research being undertaken in the way it was.

Getting ready for your Capstone Research Project

10 Credits

(Optional)

This module will build on the knowledge and understanding of research theory that was developed in Module WWU521. It will focus on strengthening the knowledge, understanding, and skills needed for students to proceed with their Capstone Research Project at level 6. The module will help students to explore the Capstone Research Project options so that they can make informed decisions/choices. The module will identify what the options are and will introduce a range of appropriate research and/or communication tools for each option.

Research in Counselling

20 Credits

(Optional)

This module aims to enable students who already have a foundation in counseling theory and skills to fully appreciate the role and application of research in this area. In the course of the module, students will be introduced to a variety of methods and approaches, which will be examined with a highly practical focus. Emphasis will be placed on the kinds of issues and research questions which are commonly addressed in counseling, and which might be addressed using different research approaches. Students will demonstrate their acquisition of knowledge by carrying out a small research project and writing a research proposal suitable for a final-year dissertation.

Work Related Learning

20 Credits

(Compulsory)

This year-long module offers learners the opportunity to apply and explore knowledge within a work-based context, through the mode of workplace learning. The placement supervisor in the workplace will negotiate the focus for the learner’s role on placement, with the learner. Students complete 100 hours in the work setting. The learner will reflect critically on different dimensions of the workplace setting. This module provides an opportunity for students wishing to attain National Professional recognition with the Teaching and Learning Academy (TLA) to complete an AMTLA project.

CBT Counselling Theory and Skills

20 Credits

(Compulsory)

This module gives students knowledge of the most recent developments within the Cognitive Behavioural Approach. Students will gain an understanding of the historical influences of this approach and the theoretical assumptions. There will be a focus on how to apply cognitive-behavioral approaches to practice, and an opportunity to critically reflect upon cognitive behavioral concepts in light of other counseling theories. There will be opportunities for students to continue to develop their ethical and professional awareness, and opportunities to continue the process of self-reflection.

Understanding Discrimination

20 Credits

(Optional)

Discrimination exists in many forms in British society, having a negative impact on the lives of children, young people, and families. It is therefore essential that practitioners understand discrimination. This module will explore the historical context for discrimination in the UK, who has the power to discriminate, and how discrimination is experienced. The module will also critically evaluate theories of discrimination, including Critical Race Theory, Feminism, and the Personal, Cultural and Structural model of understanding discrimination. The module will focus on exploring discrimination of different groups in society and the intersection and overlap of inequalities. A central focus of the module will be on the policy response to discrimination in the UK, the roles and responsibilities of institutions in relation to discrimination, and examining the extent to which the issues have been addressed

Promoting Participation

20 Credits

(Optional)

This module will focus on developing an understanding of the need to work in partnership “with” children, young people, and families in different contexts in order to promote participation and challenge deficit assumptions about those with whom we work. It will critically analyze different theories and approaches to participation and begin to challenge the power that practitioners exercise when making decisions that affect children, young people, and families.

Understanding Disability

20 Credits

(Optional)

This module will enable students to develop an understanding and analysis of disability that builds on the issues they engage with in the Level 4 module entitled ‘The Inclusive Practitioner’. The content of the module will be based on a human rights model and will encourage students to see issues relating to both physical and learning disabilities in their social, political, and ideological contexts. The module will enable the students to understand that issues of disability are best understood through an anti-discriminatory, values-led approach and not via a diagnostic or medical perspective.

Developing Effective Relationships with Children, Young People, and Families

20 Credits

(Optional)

This module will provide students with the opportunity to explore theoretical and practical notions of developing effective relationships with CYPF. Students will consider the aspects of best practice regarding the working alliance, ethical guidelines, pastoral care, and the importance of support and supervision. Consideration will be given to the benefits and challenges of using creative approaches to work with groups and individuals.

Introductory Counselling Skills

20 Credits

(Compulsory)

The module guides students through the counseling process from the point of referral to the first session, middle stages, and ending of the counseling relationship. It also introduces students to the role and importance of supervision.

Counselling Studies Dissertation

40 Credits

(Optional)

This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of Counselling. Students design, plan and execute an in-depth empirical research project in their chosen area. Students will be required to produce a brief initial research proposal, for discussion with their supervisor. The proposal is then used as a basis for developing an application for Newman University's ethical approval, which must be achieved prior to commencing data collection. The research design should include either quantitative and/or qualitative analyses and draw upon and critically evaluate a range of both classic and contemporary research findings throughout. A poster presentation detailing the research process and findings will also be assessed.

Counselling Studies Literature Review with systematic methodology and narrative synthesis

40 Credits

(Optional)

This tutored double module provides students with the opportunity to select an area of particular interest to them within the field of Counselling. Students design, plan and execute an in-depth Literature Review with a systematic search strategy and methodology and a narrative synthesis. Students will consider applications for counseling practice. Students will be required to produce a brief initial research proposal, for discussion with their supervisor. The proposal is then used as a basis for developing an application for Newman University's ethical approval, which must be achieved prior to carrying out the Systematic Literature Review. The Systematic Literature Review should draw upon and critically evaluate a range of both classic and contemporary research findings through a clearly identified systematic search strategy using the following databases: PsycINFO, Psychology and Behavioural Sciences, and PsycARTICLES. A poster presentation detailing the review process will also be assessed.

Negotiated Work-Based Research Project

40 Credits

(Optional)

This module offers students the opportunity to build on their level 5 work placement through the more developed application of a negotiated work-based research project. Students will agree with their placement tutor and workplace mentor a brief for a project which addresses a need within the organization. Learners should complete a minimum of 100 hours in the workplace. It is in the spirit of this module that wherever possible, the focus will be on social or community / sustainable development.

Capstone Projects – Dissertation

40 Credits

(Optional)

This module provides students with the opportunity to explore an area of particular interest by undertaking a small-scale research project supported by a member of staff from the subject area (or elsewhere) with appropriate specialist knowledge.

Capstone Project - Professional Practice route

40 Credits

(Optional)

This module provides students with the opportunity to explore an area of particular interest through undertaking an evaluation of a particular policy or practice area related to ‘professional practice’ Related to working with children, young people, or families

Therapeutic approaches to supporting children and families

20 Credits

(Optional)

This module examines child and adolescent development in the context of family, society, and culture, and explores a range of issues that arise in relation to therapeutic work with children and young people. The principles of multi-agency work will be explored. Students will study models of development and attachment as well as factors that contribute to resilience and vulnerability.

Mindfulness-Based Approaches to Wellbeing

20 Credits

(Optional)

This module is for level 6 students who wish to select this module option. The module will explore secular Mindfulness-based approaches to well-being including Mindfulness-Based Stress Reduction and Mindfulness-Based Cognitive Therapy. Students will explore the historical development of these approaches and their application to working therapeutically with counseling clients and other service users. This module will be substantially experiential, providing regular experiences of practice. It will draw upon relevant literature and research in the field as well as a comprehensive module handbook and meditation audios for the experiential part of the course. Students will be expected to engage in meditation classes.

Bereavement and Loss

20 Credits

(Optional)

This module is for level 6 students who wish to select this module option to explore therapeutic understandings surrounding bereavement and loss. The module will explore counseling theories of bereavement, complications of grieving, therapeutic approaches to grieving, mourning across cultures, and other kinds of losses. It will draw upon relevant literature and research to consider these areas.

Safeguarding and Child Protection in Policy and Practice

20 Credits

(Optional)

This module will provide students with the opportunity to explore historical and contemporary concerns that have served to shape policy and practice. Students will explore current legislation and its implications for practice for all those working with young and vulnerable adults. A clearer understanding will be gained of the different roles and responsibilities of those working in the area of safeguarding. Consideration will be given to the impact that abuse can have on the lives of victims and their families.

Working Creatively with Children, Young People, and Families

20 Credits

(Optional)

This module will explore the role of creativity and play in how children and adults make sense of their lives and worlds, and the role of practitioners in facilitating this process. Working with children, young people and families is a holistic and participatory discipline. Good practice should seek to develop a social pedagogy that treats children’s, young people’s, and families’ cultures as inherently valuable, and practitioners should support, in a person-centered way, those they work with to optimize their dignity, choice, and wellbeing in their own lives. Creativity is foundational in this process. The module will seek to give students a broad foundation in the theory and practice of creative working currently in the field. Drawing on concrete examples of children's and young people’s cultures and making use of arts, crafts, life skills, sports, games, religion, and the natural world, will help students to build their confidence in this mode of working. The key threshold concept will be an awareness of the tension between valuing children’s activities as developmental or therapeutic and valuing them for their own sake. It will encourage students to hold this tension through a reflective remembering of their own childhood lifeworld.

Working in Partnership with Organisations and Communities

20 Credits

(Optional)

Given the changing nature of children’s services in line with a neoliberalist agenda, understanding both how organizations and communities function and the roles that individuals play within each of those is important. Therefore students need to understand both the role of values at an institutional level and how partnership working is developed and sustained across organizations and communities.

Coaching and Mentoring

20 Credits

(Optional)

This module will provide students with knowledge and understanding of coaching and mentoring and how to promote positive change using solution-focused evidence-based interventions. Students will develop knowledge of theoretical concepts underpinning coaching and mentoring through the application of theory to practice. Students will learn about recent evidence-based developments within coaching, mentoring, and positive psychology and identify conditions required to facilitate growth and success. There will be opportunities for students to continue to develop and critically reflect upon their ethical and professional awareness and continue the process of self-reflection.

Applied CBT

20 Credits

(Optional)

This module gives students knowledge of the most recent developments within Cognitive Behaviour Therapy. There will be a focus on how to apply cognitive-behavioral approaches to practice, and an opportunity to critically reflect upon third-wave cognitive behavioral concepts. There will be opportunities for students to continue to develop and critically reflect upon their ethical and professional awareness and continue the process of self-reflection.

Working with Addictions

20 Credits

(Optional)

This module will introduce theories of addictions, and ways of working therapeutically with addiction. Definitions and explanations of addiction and addictive/compulsive behavior will be explored, alongside knowledge of common drugs of abuse. Contemporary approaches, methods of assessment, and treatment plans will be considered. A range of effective ways of working therapeutically with addictions will be introduced and critically evaluated.

Developing anti-oppressive practice

20 Credits

(Optional)

At levels 4 and 5 students will have been introduced to notions of inclusive practice, the effects of discrimination, and the need for practitioners to understand what lies behind the concept of social justice when it comes to working with children, young people, and families. This module offers students at level 6 the chance to develop their thinking about how they can best work with children and families to alleviate or overcome barriers to equality and justice in service design and delivery. The context for this will be an exploration of the concept of ‘anti-oppressive’ practice and will include an examination of the skills needed to work in this way.

Children, Young People, and Adults with Care Experience

20 Credits

(Optional)

This module will provide students with the opportunity to explore current legislation and its implications for practice for all those working with children, young people, and adults with care experience. The module will seek to examine the rhetoric within policy and initiatives concerning children who are in Care and the underlying political ideologies around the role of the state in caring for children. Students will investigate the range of provisions for people with care experience including models popular in other countries. A wide view of the diverse needs of children, young people, and adults with care experience will be presented, underlining the challenges in balancing protection and support with learning and development and the associated importance of partnership and collaborative working.

Working with Families Facing Violence and Harm

20 Credits

(Optional)

This module explores some practical challenges of working with families where there are concerns around violence, harm, and/or abuse. It seeks to explore different ways of thinking about vulnerability and risk and how this relates to the ways in which families are constructed in policy and practice. It also seeks to look at key practice issues around working with family members and other professionals.