Full Programme Approval (FPA)

1 School HE Health and Care Industries

2 Title of Programme Counselling Studies

3 Award (e.g. FdA, FdSc) FdA

4

Contained Award (list the contained awards

available for those students who do not

complete the full programme; e.g.

Certificate of HE for successful completion

of 120 credits at Level 4)

Certificate of HE for successful completion of 120 credits at Level 4

5 UCAS code (if applicable) B941

6 JACS codes B940

7 Mode of Study (full or part-time) Full Time

8 Duration (total number of years) 2 Years

9 Number of weeks per academic year

31 Each trimester consists of eight weeks of

module delivery. Trimester 1 has an extra

week in which students are prepared for

study at the new level.

10 Location of delivery University Centre Grimsby Scarborough TEC

11 Accrediting Professional / Statutory Body (if

applicable) Aligned to the British Association for Counselling and Psychotherapy (BACP)

12 Entry requirements (including (CEFR) level)

Standard offer The ‘standard’ requirement is 96 UCAS points from A levels; a level 3 Certificate in Counselling or an alternative level 3 qualification, or 60 Access credits. For this counselling programme, students must be a minimum of 18 years old at the point of entry. Interview Process: All applicants are required

to attend a 1-1 interview and workshop. The workshop will include counselling related tasks and a thorough explanation of the course requirements and content. Non-standard offer In line with the widening participation brief and lifelong learning strategy, the Institute will also encourage applications from non-traditional learners who lack formal academic qualifications. All such non-traditional applicants will be interviewed, set a 1000-word essay relevant to counselling and a judgement will be made taking into account their academic potential and relevant experience. Accreditation of prior learning Applicants may be admitted with credit for prior certificated learning (APcL) or work/life experience or other uncertificated learning (APeL) – refer to the Higher Education Quality Handbook. Students who have successfully completed another relevant programme of study at least at the equivalent level may be eligible to apply for APcL. Claim forms must be supported by the official transcript or certificate of the awarding body of the original qualification and any guidance explaining the allocation of credit and grading scheme used to enable module comparison. Students may also be eligible to apply for life or work experience or other uncertificated learning in which the acquisition of skills or knowledge at the equivalent level to the higher education programme has been gained. These APeL claim forms must be supported by a portfolio of evidence including supporting letters or statements from third parties (i.e. employers) to validate any claims made within the portfolio by the applicant. Further, a letter or statement of support from the programme leader identifying any interviews or discussions that have taken place with particular attention being paid to ensure that should the accreditation be granted, the applicant or enrolled student would be able to cope with the demands of the programme. International admissions The Institute recognises a wide range of entry

qualifications as being equivalent to A’ level standard; if students hold a qualification not listed above please contact the Institute's admissions team on +44 (0) 1472 311222 ext 434. International students must evidence they possess a satisfactory command of English language in terms of reading, writing, listening and are expected to have achieved Level B2 on the Common European Framework of Reference for Language (CEFR), as defined by UK Visas and Immigration.

13

Minimum number of students – for

numbers less than this approval for the

programme to start must be obtained 12

14 Degree classification weighting

Certificate stage 0%

Intermediate/Foundation Degree stage 100%

15 Aims of the programme and distinctive features/fit with existing provision

Aims This undergraduate Foundation Degree will provide a challenging and high quality academic grounding for future counselling practitioners. It seeks to do this by encouraging students to develop the integration of academic skills, counselling skills and competencies, and knowledge required by those working in areas of the counselling profession. Students will develop an understanding of therapeutic models of counselling practice, the influence of other subject disciplines, such as psychology and mental health, an awareness of key client issues such as addictions, abuse and eating disorders and an understanding of how culture and diversity impact on the counselling role and relationship. It will further empower students through a process of personal development to become autonomous practitioners aligned with the British Association for Counselling and Psychotherapy (BACP) Ethical Framework, taking into consideration issues such as confidentiality, record keeping, insurance and contracting. Upon successful completion of the degree students will be equipped with the confidence, knowledge, skills and theoretical understanding to be able to put this into practice on a level 6 counselling studies programme; further advance an existing career or utilise the skills and theory learned within a helping environment. Furthermore, students who achieve the FdA Counselling Studies may progress onto level six of the BA Counselling Studies or alternative top up courses. Distinctive features The definitive feature of this programme is underpinned by the integration of knowledge and understanding with experiential learning, in order to encourage student competency within counselling practice. The programme seeks to provide a firm foundation for knowledge, skill and self-development and an interchange between classroom learning and placement experience. Thus, specially designed counselling

rooms are provided to recreate a counselling environment. Furthermore, this programme will employ the use of counselling tutors/facilitators who hold registered membership of the British Association for Counselling and Psychotherapy (BACP) and adhere to the BACP Ethical Framework for Counselling Professionals, have the necessary skills, qualifications and experience and engage in one to one supervision to maintain their own counselling casework. Personal counselling A particular emphasis which underpins the programme and is critical to the field of counselling is the acknowledgement of boundaries, confidentiality, professional practice and self-care. Therefore, in order to help trainee counsellors, separate their own issues from the client it is mandatory that through the duration of this programme, students maintain responsibility for engagement in and payment of personal therapy to a minimum of 20 hours over the two years, as an independent, self-managed process (typical cost approximately £25 to £50 per hour). The total number of therapy hours will be submitted as a requirement of the Personal Development module assessment at the end of level 5. Pastoral Support Strength of provision offered by the Grimsby Institute is the level of pastoral and personal support offered by tutors and other teams. Our aim is to work with students in order that they may achieve their goals, and hence tutorial support is offered within the weekly timetable, which may take the form of group sessions or one to one meetings with their pastoral tutor. Additional support available within the Institute includes: Progression Coaches, learning support, counselling, safeguarding support and help with financial and domestic issues. This support may include referral to relevant services where agreed and appropriate. Work related placement. Work related learning in the programme consists of live situations embedded into learning and teaching. Within the work related learning module, students will be expected to complete 50 hours within a work related placement, which must be completed within stages throughout the programme and present a signed log of hours at the end of level 5. Failure to present this log will result in failure of the Foundation Degree. There is the general expectation that students will actively seek their own placements. However, the University Centre Grimsby and Scarborough TEC have a well-developed and structured work based learning support team who are available to support students in finding, vetting and starting a work related learning placement. During the completion of work related learning hours, the student will be expected to continually communicate with a placement mentor. The placement mentor will be a suitably qualified and experienced person, designated by the placement provider, responsible for supervising the student while on placement. Further information regarding the work related placement is available in the placement handbook.

16

Programme intended learning outcomes

Reference the relevant subject benchmark statement(s) for each outcome (in brackets

after each outcome)

State supporting learning, teaching and assessment strategies for each group of

outcomes

a Knowledge and understanding of

1. The relevance and breadth of

theoretical principles and approaches relevant to the counselling process (CP 3.1.3, 3.3; BACP Ethics 5)

2. Theories of counselling and

psychology underpinning the counselling process, and their practical application (CP 3.1.1; 3.1.3)

3. A contextual explanation of human

growth and development applicable to the counselling process (CP 3.1.2)

4. Recognised codes of practices and

ethical frameworks essential to counselling practice (CP 3.1.4, 6.3.1; BACP Ethics 3)

5. Issues relating to counselling and

other therapeutic orientations, skills, competencies and interventions (CP 3.2)

Teaching and learning methods/strategies: Knowledge and understanding is acquired through a number of methods within counselling. These methods include lectures, seminars, tutorials, group work, research activities and other multi-media presentation. There will be a number of enrichment opportunities for students throughout each academic year that will be presented via guest speakers as well as master classes within the University Centre. The use of self-directed study and independent learning will be essential to all levels, with tutors guiding and assisting with this learning, dependent on the level of the student. The use of a VLE will also be used widely to encourage self-directed study and be utilised for independent engagement with students.

Assessment A wide range of methods will be used throughout the programme, reflecting the diverse nature and level of the cohorts. Assessment activities include those which are common within undergraduate education; essays, case studies, reports, portfolios and presentations. The programme has taken every effort to ensure that all assessments can be innovative and creative so that students can be fully engaged with their assessments. In line with this the programme will offer assessments that are unfamiliar to other provisions such as video recordings of counselling skills sessions which is a feature of particular modules where students can take a practical approach to theoretical and academic subjects. For each module the student will have the opportunity for formative assessment and will also receive feedback following summative assessments which will contribute to the overall final mark. The process of formative assessment will offer students feedback for improvements of assessments. Module tutors should not read work that will be submitted for summative assessment.

b Intellectual skills – be able to

1. Critically analyse counselling theory, and research to inform

Teaching and learning methods/strategies:

understanding and underpin practice, reflection and evaluation (CP 4.6, 4.7)

2. Integrate relevant counselling skills

into practice (CP 4.6) 3. Produce reasoned arguments,

justifying conclusions and recommendations by reference to appropriate supporting evidence (CP 4.3, 4.4)

4. Develop cognitive skills which

include critical thinking and analysis which relate to the counselling experience (CP 4.4, 4.5)

Intellectual thinking skills are developed during the sessions that students will attend; including lectures, seminars, workshops and group activities where students will be encouraged to engage in discussion, evaluation and analysis of their subject area. Study skills and reflective writing will be placed throughout all levels, and in specific modules, where the aim is for students to further develop their intellectual skills to allow competency in practice.

Assessment Specific strategies for assessing intellectual thinking skills will include oral and written assessments which will test for critical analysis and evaluation of student’s knowledge surrounding counselling, as well as the sector that they practice in. This will include students demonstrating their intellectual skills both in academic formats and also their work related placement.

c Practical/Professional skills – be able to

1. Form and sustain intimate, boundaried relationships essential for therapeutic practice (CP 4.2, 4.9.6, 6.3.8, 6.5.2; BACP Good Practice 13)

2. Use a range of essential counselling

skills competently in situations which may contain complex elements in a professional context (CP 4.2, 4.4, 4.6, 6.6.12; BACP 32)

3. Demonstrate critical awareness of

self within group interactions and experiential learning (CP 4.1.6, 4.7, 4.9.5)

4. Demonstrate an ability to work

independently and with others (CP 4.3, 4.9.1)

5. Demonstrate effective

communication and presentation skills across a range of situations (CP 4.1.2, 4.3, 4.9.4)

Teaching and learning methods/strategies: The programme focuses widely on the practical and professional skills of students, so that it can be assured that they can appropriately practice within areas of counselling in the future. Students will be encouraged to learn, develop and evaluate their own skills in practice through the use of specific modules designed to allow reflection of skills based content. Students on this programme also have a unique opportunity to develop these skills within the care sector, through their work related placement. Students will be required to have a mentor in sector, to learn and develop relevant practical and professional skills; this is something implemented throughout all elements of this Foundation Degree

Assessment These skills will be assessed using a wide range of assessment techniques, including written reflective journals and purposeful evaluation in order for students to recognise

the direction of their development, to learn and adapt to new practical and professional skills. Staff will also encourage, considering these skills during all elements of the counselling programme; in communication, presentation, attitude, valued and ethical methods of communication and interpersonal skills, as it is these professional and practical skills that are considered of great importance for the students to become more employable.

d Transferable skills – be able to

1. Work in small groups, with an understanding of group dynamics (CP 4.9.5)

2. Make decisions in complex

situations, and sometimes with incomplete information (CP 4.4, 4.9.2, 6.5.4; BACP Ethics 14)

3. Communicate complex ideas

effectively in verbal and written form (CP 4.1.2, 4.3, 4.9.4)

4. Use ICT competently and

appropriately (CP 4.9.8) 5. Locate information from a wide

range of sources (CP 4.1.7, 4.8, 4.9.10; BACP Good Practice 14)

6. Form good, supportive, challenging

and trusting relationships with others in which sensitive personal material can be considered (CP 4.2, 4.9.6, 6.3.8, 6.5.2; BACP Good Practice 20)

Teaching and learning methods/strategies: There are a wide range of transferable skills that students will develop during the course of this programme. These skills are designed to encourage students in a positive and progressive manner in their education and placement. These methods will introduce students to research time management, presentation skills, ability to work with groups and individually, presentation of self, professional standards and professional qualities when dealing with service users. These methods are embedded into all the modules within this programme and presented throughout teaching on this programme.

Assessment The assessment of these skills will be evident during each module assessment, including individual and group presentations. Assessment will also take place that will occur in a reflective nature, where students will consider their own development in these particular skills.

17 Programme structure (please delete stages not required)

Certificate Stage

Trimester 1, 2 & 3 module

Code/New

Title Core/

Option Credits Level

Compensatable Yes/No

New Personal Development C 20 4 No

Trimester 1 & 2 module

New Theories for Counselling C 20 4 Yes

Trimester 1 module

New Study Skills C 20 4 Yes

Trimester 2 module

New Person Centred Counselling Skills 1 C 20 4 No

Trimester 3 modules

New Person Centred Counselling Skills 2 C 20 4 No

New Professional and Ethical Issues C 20 4 No

Intermediate/Foundation Degree Stage

Trimester 1, 2 & 3 modules

Code/New

Title Core/

Option Credits Level

Compensatable Yes/No

New Advanced Person Centred Counselling Skills in Practice

C 20 5 No

New Personal Development and Life Transitions

C 20 5 No

Trimester 1 & 2 module

New Therapeutic Models C 20 5 Yes

Trimester 1 modules

New Contemporary client issues C 20 5 Yes

Trimester 2 modules

New Mental health awareness C 20 5 Yes

Trimester 3 modules

New Research in Counselling C 20 5 No

18 References used in designing the

programme

QAA Subject Benchmark Statement for Counselling and Psychotherapy (2013) British Association for Counselling and Psychotherapy Ethical Framework for the Counselling Professions (2015)

19 Employers used in designing the

programme

Discussion with a current counselling placement provider Geri Sellars, Counselling Co-ordinator at The Blue Door (Grimsby and Scunthorpe), regarding the FdA Counselling Studies, resulted in her acknowledging that the ethical consideration of level 5 students participating in work related experience was excellent. She further discussed that her organisation would be willing to work with the programme by providing ‘befriending’ placements for students.

20 Indicators of quality and standards

The programme will follow the QA standards of the Grimsby Institute Group (the Institute). The programme has been written with reference to appropriate external reference points. QAA reviews, through the Institute will be published and any weaknesses addressed as appropriate. The Institute also undertakes a number of scheduled internal periodic and thematic reviews throughout each academic year to assure itself of the quality and standards of its provision. External Examiners reports are received by the HE Quality department and a copy forwarded to the relevant School at the Institute. The Institute requires action plans to be created for any actions recommended as a result of student, tutor, moderator or External Examiner comments. These are reported to the Progression and Standards Committee. The Institute also monitors External Examiner reports and these are reported on through faculty self evaluation and enhancement documents, the Institute’s quality enhancement report and the Institute's External Examiner's institutional analysis report. Annual course reviews (AMRs) will take place in line with the requirements of the Institute and actions planned to rectify any weaknesses and further develop the quality of the provision. These AMRs are moderated internally by the Curriculum Manager and then submitted to the HE Quality department to ensure key sources such as External Examiner reports are fully reflected upon before being published and also to reduce variability in the quality of information presented.

21 Particular support for learning

The needs of disabled learners are taken into account in the design of all learning programmes. Students will be screened at induction to identify those with individual learning support needs. The Institute has well-established procedures in place

to support all identified students through the application and assessments for the Disabled Students' Allowance to secure any specialist equipment or tuition which is required. Students will also be invited in for advice and support through the DSA procedure. Each student is entitled to tutorials with the programme leader to discuss individual issues relating to both modules and the programme overall. In addition to study skills embedded in the programme, the Institute employs an Academic Achievement Coach. The Academic Achievement Coach is responsible for working with students to support them in the development of their study skill abilities and includes interventions such as support towards use of ICT, giving presentations, using formal writing and appropriate academic conventions, avoiding plagiarism, analytical and critical writing skills. Students have access to one support and also timetabled study skill workshops.

22 Methods for evaluating and improving

the quality of learning

All students will have the opportunity to comment on the quality of the learning experience on each module. Staff will also be expected to complete module evaluations for each module that they deliver. This feedback must be analysed by the module leader and the results fed into the annual monitoring report, faculty self evaluation document and subsequent year's module handbook. Programme and module leaders must give consideration to modification to improve the delivery of any module and this should be recorded in the annual monitoring report and carried forward for minor or major modifications as appropriate. The Institute's policy requires that all teaching staff should be observed delivering learning at least annually. Teaching and learning that does not reach the minimum expected standard will result in an action plan agreed between the line manager and the member of staff. Student satisfaction is measured by student surveys on larger courses, on the smaller courses student opinion may be gathered by other survey means. Student representatives are invited to course team meetings and additionally have the opportunity to raise items with the course leader at individual meetings outside the course team.

Further, The Institute facilitates the UCG Student Senate, which consists of student representatives from each HE department. The Senate meets on a monthly basis and their remit is to:

Consider matters relating to the student experience within Higher Education.

Enhance the Student Voice within the Institute’s Higher Education strategic and operational agenda.

Provide feedback on areas of good practice.

Put forward suggestions of the development of Institutional policy and strategy.

Enhance the student learning experience by promoting academic and research events and cultural events in UCG.

Increase student engagement in all aspects of Higher Education quality processes.

23

Identify any ethical issues that relate to

this programme’s teaching and

assessment (supporting material may

be monitored from time to time)

The teaching and learning strategies employed by tutors within the Grimsby Institute Group comply with the ethical values of the Grimsby Institute Group and Primary Care settings. All staff teaching on the Programme are required to annually engage in Continuing Professional Development to ensure quality of teaching and learning. Practise learning based modules are focused around enhancement of ethical practice and are designed to ensure client and organisational confidentiality. The School of Health and Social Care Sciences is committed to ethical standards and as such placement contracts are signed and abided by both the organisation and student cohort. When submitting assessments students must adhere to professional principles of confidentiality as failure to do so may lead to action being taken to prevent students from completing their programme of study. This programme has been designed to ensure that appropriate ethical concepts and frameworks are incorporated throughout and that students are aware of, and encouraged to demonstrate, the need for ethical considerations within their proposals and practical work. Where assessments are judged, by module tutors, to require ethical approval, such as in the

case of dissertations and final major projects, students will be expected to submit a proposal to the School/Faculty and/or Institute’s Ethics Committee. Information regarding ethics approval can be obtained from the Institute’s Higher Education Quality Handbook at the following link http://www.grimsby.ac.uk/documents/quality/EthicalApproval.pdf

24 Is the 20 credit Level 5 mandatory

module Work Based or Work Related? Work related learning

25

How are Work Related Learning

opportunities managed, monitored,

and reviewed, and what arrangements

are there for student support (e.g.

identification and quality assurance of

placement opportunities, management

arrangements, learning agreements,

mentoring, supervision arrangements

and support for employers).

Work related learning in the programme consists of a minimum of 50 hours which must be completed within stages throughout the programme. The ability for the student to practice will be assessed via observations and assessments related to professionalism, personal development, ethical practice, and counselling skills. Within the work related learning module, students will be expected to present a signed log of hours at the end of level 5. Failure to present this log at the end of level 5 will affect the student’s ability to complete the Foundation Degree. It is expected that students will demonstrate evidence of having undertaken at least 50 hours during their study at level 5 to ensure that they have had sufficient opportunity to apply new knowledge to a working environment. There is the general expectation that students will actively seek their own placements, however, the University Centre Grimsby has a well-developed and structured work based learning support team who are available to support students in finding, vetting and staring a work related learning placement. During the completion of work related learning hours, the student will be expected to continually communicate with a placement mentor. The placement mentor will be a suitably qualified and experienced person, designated by the placement provider, responsible for supervising the student while on placement. As this programme may involve regular contact with vulnerable adults, also known as regulated activity, as such a Disclosure and Barring Service (DBS) check must be completed prior to attending any placement. The cost of undertaking the DBS check is the responsibility of the student and the outcome of the DBS check will be considered on an individual basis. The Institute's international strategy means that international students may be admitted onto the

programme subject to meeting the entry requirements. It has to be noted that with international students there are border agency limits regarding working in the UK. The UKVI rule on work placements for a non HEI is that a work placement is permitted if it is an integral and assessed part of the course and the time spent on it must not exceed 33% of the length of the course. The minimum study time per week must be 15 hours per week so the placement could therefore be 5 hours’ placement with 10 hours’ classroom study. The Work Based Learning code of practice is available at http://www.grimsby.ac.uk/highereducation/documents/quality/CoPWBL_approved_Nov_06.pdf

26

Have all resources (both physical and

human) been considered for the

programme with specific consideration

given to the RTS status of all teaching

staff on programme? Please provide

detail here.

All teaching staff are experienced with RTS status. The programme may draw upon sector expertise for particular modules

27 Other sources of information about

this programme N/A

28 Date of most recent Institute periodic

review N/A

29 Year of next Institute periodic review N/A

30 Revision History

Version Details of minor modification Date of approval

1.6 Change of hours and delivery model. 27/02/2019

2

3

4

5