CLINICAL AND PASTORAL COUNSELLING

SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B924214
Module Leader Jackie Duff
School School for Work Based Education
Subject SCWBE
Trimesters
  • A (September start)-B (January start)
  • B (January start)-C (May start)
  • C (May start)-A (September start)
  • S-C (May start)-A (September start)
  • A (September start)
  • B (January start)
  • C (May start)
  • A (September start)-B (January start)-C (May start)

Pre-Requisite Knowledge

Counselling Skills and Counselling Practice

Summary of Content

This online module is designed to build on and enhance the practitioner's counselling knowledge by facilitating critical analysis and integration of 'Clinical and Pastoral Counselling' theory, models, processes, skills and ethical practice within the context of a counselling and supportive relationship to clients with the practitioner operating within a professional code of ethics and practice. Emphasis is on further developing self-awareness, professional development and critical reflection to facilitate 'New Knowledge' that will inform practice throughout the module. The online module incorporates both theoretical principles and work based practice activities supported by an online mentor.

Syllabus

Further developing counselling knowledge to enhance practice. -Theories and Models of Clinical and Pastoral Counselling -The Counselling Process Integrated -Developing Core Therapeutic Qualities and Skills -Applied Professional and Ethical Practice -Portfolio: Reflective Practitioner Activities

Learning Outcomes

On completion of this module, students should be able to:LO1: Scrutinise evidence from literature to explore the scope and content, perspectives of current models of clinical and pastoralcounselling that use a person-centre approach.LO2: Demonstrate a detailed knowledge and critically evaluate current perspectives and models/approaches developed byEgan, Gerkin and Rogers.LO 3: Critically analyse and evaluate three models of counselling to demonstrate an appropriate integrative counsellingapproach to work with a client(s)LO 4: Demonstrate the appropriate core skills and qualities (Rogers) to support and facilitate clients through specific stages of aclinical and pastoral counselling model to explore, understand and set goals leading to outcomes (Egan)LO 5: Assess accurately and critically evaluate the potential of the work place setting for supporting and counselling clients.

Teaching / Learning Strategy

The teaching and learning strategy will enable the students to synthesise and apply knowledge gained from study of the topics within the module. The teaching and learning will follow an online approach to ensure flexibility for students. Teaching methods will include tutor and peer input, guided reading and online learning. Tutors will provide opportunities to consider and explore actual and potential therapeutic intervention strategies relevant to counselling interventions with clients seeking counselling . Online multi-media presentations, audio files and online course materials provide the main theoretical, skills and knowledge framework to assist independent learning. Written and oral feedback from tutors will develop and maintain student's professional competence. The Reflective Practitioner Activities Portfolio will enhance student's abilities to reflect on self, apply theoretical concepts and use the 'collective' (peers, colleagues and internet) to develop their self-regulated learning. The Reflective Practitioner Activities Portfolio further enhances the student's ability to reflect and evaluate progress in developing knowledge and competence in counselling with feedback from the online tutor.

Indicative Reading

Egan,G. 2014, The Skilled Helper, 10th edn, Brooks/Cole, Belmont, CA. Gordon, T., Kelly, E., Mitchell, D., 2011, Spiritual care for healthcare professionals reflecting on clinical practice, Radcliff Publishing, London Kelly, E., (2012) Personhood and presence, T&T Clarke, London McLeod, J. 2013, An introduction to research in counselling and psychotherapy, Sage, London. Mearns, D., Thorne, B., McLeod, J., 2013, Person-centred counselling in action, 4th edn, Sage: London. Proctor, G., 2014, Values and ethics in counselling and psychotherapy, Sage, London Priest, H., 2011, An introduction to psychological care in nursing and the health professions, Sage, London Thorne, B., 2012, Counselling and spiritual accompaniment: bridging faith and person-centred therapy. John Wiley & Sons, Chicheter. Stewart, W., 2013. An A-Z of counselling theory and practice. Centage Learning EMEA, Andover: Hampshire Journals Counselling in Scotland -- Journal of COSCA (Counselling and Psychotherapy). www.cosca.org.uk/docs Counselling News - European Association for Counselling http://eacnews.net/ European Journal of Psychotherapy and Counselling (Eur Journal of Psychotherapy Counselling Health). www.tandfonline.com/toc/rejp20/current Reflective Practice - Journal www.researchgate.net/journal/1470-1103_Reflective_Practice Therapy Today - Journal of the British Association for Counselling and Psychotherapy. (BACP) www.bacp.co.uk/publications/journals/therapytoday.php The Person-Centred Quarterly _ Magazine of the British Association for the Person-Centred Approach (BAPCA) http://www.bapca.org.uk/the-association/bapca-magazine/12-bapca/membership.html PECP - Journal of the World Association for Person-Centred and Experiential Psychotherapy and Counselling (WAPCEPC) https://www.pce-world.org/pcep-journal.html Websites www.bacp.org.uk/ www.bapca.org.uk/ www.cosca.org.uk www.eac.eu.com/about-eac/ www.instituteofcounselling.org.uk www.nationalcounsellingsociety.org/ www.pastoral-counselling.co.uk/ www.pce-europe.org/ www.pce-world.org/

Transferrable Skills

Develop independent learning by working in a self-directed manner -Develop study and IT skills to underpin effective learning -Develop critical thinking, decision making and communication skills -Work effectively with others -Underpin professional practice through reflection and the integration of theory and practice -Appreciate the need for a high level of ethical and professional conduct Work effectively with others Underpin professional practice through reflection and the integration of theory and practice Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Directed Learning (FDL) 50.00
Assessment (PT) 30.00
Independent Learning (BL) 140.00
Tutorials (PT) 15.00
Practicals (FDL) 65.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 02 n/a 50.00 35% 2500 word Case Study-Recorded/Analysed (Trimester 2)
Course Work 01 n/a 50.00 35% 2500 word Reflective Essay on Theory (Trimester 1)
Course Work 03 n/a 0.00 35% Practice Activities Portfolio - P/F only - Exceptions case No.162