SHE Level 3
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code M3B924262
Module Leader Neil Morrison
School School for Work Based Education
Subject SCWBE
  • 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

CBT or Counselling Knowledge and Skills

Summary of Content

This online module is designed to build on and enhance the therapists practitioner's knowledge by adding 'Mentoring for Professional Development' a complimentary developmental intervention. This will assist the practitioner with helping clients when they come to the action phases of professional development. It will also assist with facilitating integration of mentoring theory, models, processes, skills and ethical practice within the context of a working alliance with 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 mentoring interventions throughout the module.


-142 Developing mentoring knowledge to enhance client's professional development. Mentoring Theoretical Perspectives and Models Mentoring in Different Settings Mentoring Core Qualities and Skills Mentoring Issues and Accountability Mentoring Practice and Self-Assessment

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 mentoring that use a person-centre approach.LO2: Critically evaluate current perspectives and models/approaches of mentoring for professional development that applies to your workplace/practice.LO 3: Utilise knowledge of the cognitive processes to develop and enhance communication skills in a mentoring interactionLO 4: Demonstrate the appropriate core skills and qualities (Rogers) to support and facilitate clients through specific stages of a mentoring model to explore, understand and set goals leading to professional development outcomes.LO 5: Assess accurately and critically evaluate the potential of the work place setting for supporting and mentoring 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 therapy interventions with clients who have professional development issues. 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 knowledge. 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 mentoring for professional development with feedback from the online tutor.

Indicative Reading

Conner, M., and Pokora, J. 2012. Coaching and Mentoring at Work: Developing Effective Practice. Open University Press: Maidenhead. Cranwell-Ward, J., Bosson, P. (2014). Mentoring: A Henley review of Best Practice. Palgrave Macmillian Publishers? Garvey, B., Stokes. P., Megginson, P., (2014). Coaching and Mentoring Theory and Practice.(2nd Ed). Sage: London. Gray,D.E., Garvey, B., Lane, D.A. (2016). A critical introduction to Coaching and Mentoring. Sage: London. Connor, M.P, (2012). Coaching and Mentoring at Work: Developing Effective Practice. Open University Press: Maidenhead. Gopee, N., (2015). Mentoring and Supervision in Healthcare, (3rd Ed). Sage: London. Kilgallon. K., Thompson. J. (Eds) (2012) Mentoring in Nursing and Healthcare: A Practical Approach. Wiley-Blackwell: Chichester. McCarthy, G. (2014) Coaching and Mentoring for Business. Sage: London. Western, S. (2014). Coaching and Mentoring. Sage: London. Journals -142 International Journal of Mentoring and Coaching International Journal of evidence Based Coaching and Mentoring The Mentor - An Academic Advisory Journal Workplace mentors: demands and benefits= Journal of Workplace Learning Websites -142 _factsheet.pdf

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 -142 -Appreciate the need for a high level of ethical and professional conduct

Module Structure

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

Assessment Methods

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