Module PPC-4004:
Therapeutic Process and Context

Module Facts

Run by School of Human and Behavioural Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 1

Organiser: Prof Fay Short

Overall aims and purpose

This module will provide you with an insight into the professional role and responsibilities of a counsellor.

The work of a counsellor is complex and intense, as the client places a deep trust in you by sharing their inner world as they disclose their hopes, dreams, fears, and desires. It is essential that a trained counsellor is able to maintain a professional relationship that is warm and welcoming, yet has firm boundaries to protect both therapist and client.

On this module, you will learn about the professional autonomy and accountability of the counsellor, the professional relationship developed with the client, and the therapeutic framework for practice. You will be guided through the important stages of the therapeutic process; from initial assessment and contracting with the client, through the intervention selected to support the client, to evaluating the outcomes for the client. These topics will be illustrated with case study examples so that you can appreciate the social, professional, and organisational context for counselling. You will then have an opportunity to debate and discuss these case studies, drawing on your knowledge of professional practice, therapeutic theory, and research evidence. Throughout this module, you will be encouraged to reflect on your own development as a practitioner so that you are able to apply what you have learnt in your work with clients.

Course content

Topics covered in this module include: • Defining Counselling and Psychotherapy • Counsellor and Client Roles • Counselling in the Modern World • Boundaries and Ethics • Appreciating Diversity • Risks and Safeguarding • Therapeutic Process • Outcome Evaluations • Case Formulation • Language in Therapy

Please note that these topics are subject to change dependent on staff availability and the assessed needs of the students

Assessment Criteria

good

• Some insights into the process and context of therapeutic work • Strong knowledge of the therapeutic process and context • Clear understanding and mostly free of factual errors • Some analysis showing critical evaluation and links between ideas • Some originality in approach, interpretation, and/or voice • Some independent research • Coherent arguments with evidence for most claims • Focused and well structured • Good presentation with accurate and appropriate expression • Mostly correct format in appropriate referencing style

threshold

• Limited insights into the process and context of therapeutic work • Some knowledge of the therapeutic process and context • Understanding of the main concepts, but with factual errors in non-core concepts • Limited analysis showing only obvious points of evaluation and links between ideas • Limited originality in approach, interpretation, and/or voice • Limited evidence of independent research • Arguments presented but lack coherence with evidence for only some claims • Focused but with some irrelevant material and weaknesses in structure • Acceptable presentation with appropriate expression • Attempt at correct format in appropriate referencing style

excellent

• Insightful understanding of the process and context of therapeutic work • Comprehensive knowledge of the therapeutic process and context • Detailed understanding with no factual errors • Critical analysis showing evaluation and synthesis of ideas • Originality in approach, interpretation, and/or voice • Extensive independent research • Logically defended arguments with evidence for all claims • Highly focused and well structured • Excellent presentation with accurate and appropriate expression • Correct format in appropriate referencing style

Learning outcomes

  1. Orally present critical insights into a therapeutic case study in a mock group supervision setting

  2. Critically reflect on the professional relationship between counsellor and client, with specific focus on the student as a practitioner

  3. Critically appreciate the importance and difficulties involved in adhering to ethical guidelines, maintaining boundaries, and appreciating diversity

  4. Discuss and evaluate the requirements, values, and restrictions involved in collaborative working in a professional setting

  5. Apply therapeutic theory at each stage of the therapeutic process in accordance with the specific needs of the clients

  6. Critically assess and monitor clients using a range of methods to determine nature of difficulty, suitability of intervention, and risk factors

  7. Engage in the ongoing process of formulation by generating a comprehensive framework for the client's presentation and creating a therapeutic strategy for intervention

Assessment Methods

Type Name Description Weight
ESSAY What is Therapeutic Counselling?

Short essay of 500wds reflecting on the professional role of the counsellor and the experience of counselling for the client.

 10.00
COURSEWORK Psychoeducational Resources

Resources that will have real-world benefits to counsellors and clients. You must produce two resources (one for counsellors, one for clients): 1. Resource to educate potential clients on what to expect in counselling (approx. 1000wds or 10mins or blend thereof). 2. Resource to support new trainee counsellors in how to manage the challenges of working with clients and integrate professionally into a counselling organisation (1000wds)

 50.00
ORAL Oral Discussion Group Exam

Twenty-minute mock group supervision exam discussing an unseen case study.

 40.00

Teaching and Learning Strategy

Hours
Lecture

Your lectures will present the theories and research for each topic to help you gain an understanding of the process and context of counselling.

 20
Private study

Your private independent study should focus on watching the videos and reading beyond the lecture content to gain a deeper understanding of the therapeutic process and context.

 170
Workshop

Your case study workshops will mimic the format of a group supervision session by presenting a case related to the lecture topic for discussion within your small group.

 10

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • Computer Literacy - Proficiency in using a varied range of computer software
  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Information retrieval - Able to access different and multiple sources of information
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting

Subject specific skills

  • Understand the scientific underpinnings of psychology as a discipline.
  • Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
  • Communicate psychological concepts effectively in written form.
  • Communicate psychological concepts effectively in oral form.
  • Be computer literate for the purpose of processing and disseminating psychological data and information.
  • Retrieve and organise information effectively.
  • Handle primary source material critically.
  • Engage in effective teamwork for the purpose of collaborating on psychological projects.
  • Be sensitive and react appropriately to contextual and interpersonal psychological factors.
  • Use effectively personal planning and project management skills.
  • Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
  • Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
  • Reason scientifically and demonstrate the relationship between theory and evidence.
  • Understand and investigate the role of brain function in all human behaviour and experience.
  • Be aware of ethical principles and approval procedures.

Resources

Talis Reading list

http://readinglists.bangor.ac.uk/modules/ppc-4004.html

Reading list

Berne, E. (1961). Transactional analysis in psychotherapy. New York, US: Grove Press. Berne, E. (1964). Games people play. New York, US: Ballantine Books.

Egan, G. (1994). The skilled helper. Belmont, CA: Brooks/Cole Publishing Company. Freud, A. (1936). The Ego and the mechanisms of defence. Translated by Baines. US: Hogarth Press Ltd. Freud, S. (1923). The Ego and the Id. Reprinted in The standard edition of the complete psychological works of Sigmund Freud, Volume XIX (1923-1925): The Ego and the Id and other works, 1-66 (trans. J. Strachey). London, UK: The Hogarth Press and the Institute of Psycho-analysis. Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. London, UK: Constable. Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21, 2, 95-103. Rogers, C. (1961). On becoming a person: A therapist's view of psychotherapy. London, UK: Constable. Short, F. E., & Thomas, P. (2014). Core approaches in counselling and psychotherapy. UK: Routledge.

Pre- and Co-requisite Modules

Courses including this module

Compulsory in courses: