The route to Counsellor accreditation at the Faculty of Education University of Cambridge

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Faculty of Education CHILD and ADOLESCENT PSYCHOTHERAPEUTIC COUNSELLOR EDUCATION

www.educ.cam.ac.uk Faculty of Education 184 Hills Road Cambridge CB2 8PQ Email: ppd@educ.cam.ac.uk Telephone: 01223 767731

www.educ.cam.ac.uk

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Contents The route to national accreditation at the Faculty of Education

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The essential elements to gain qualification

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The essential elements to gain national accreditation

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Overview of the accredited programme

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Year 1, The Postgraduate Diploma

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Years 2 and 3, The M.Ed.

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Year 4

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Processes and study methods

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Attendance requirement

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The written requirement

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Course evaluation

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Course fees

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Entry qualifications and how to apply

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Course Director

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Course Tutors

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The route to counsellor accreditation at the Faculty of Education The Child and Adolescent Psychotherapeutic Counselling Course is an 11 term course.

For example, this means that students beginning in September 2013 will normally qualify as Child and Adolescent Psychotherapeutic Counsellors at Easter 2017. Successful completion of the first year leads to a Postgraduate Diploma and successful completion of years 2 and 3 leads to an M.Ed. in Child and Adolescent Psychotherapeutic Counselling.

The course is accredited by the British Association for Counselling and Psychotherapy and is a nationally recognised counsellor education. Entry to the Child and Adolescent Psychotherapeutic Counselling course requires successful completion of the Introduction to Child and Adolescent Therapeutic Counselling Course at the Faculty of Education or its 60 hour equivalent elsewhere.

The essential elements to gain qualification • Successful completion of the course study hours including completion of 100 supervised practice hours during training.

• Continuous weekly personal therapy during training (minimum of 35 hours per annum) • Successful completion of the academic requirements and the practical skills assessment elements of the Diploma and the Masters.

The essential elements to gain national accreditation • Qualification as a Child and Adolescent Psychotherapeutic Counsellor (see above).

• Graduates are eligible to apply for recognition as a B.A.C.P. accredited practitioner once they have completed a total of 450 hours of supervised clinical practice. 150 hours must be post qualifying.

Overview of the Accredited Programme Start of B.A.C.P. Accredited course Introductory Course 60 hours 1 x 4,000 word assignment at the Faculty of Education or its equivalent elsewhere

End of B.A.C.P. Accredited course

Year 1 Postgraduate Diploma 180 hours

Years 2 and 3 Masters 208 hours

2 x 4,000 word assignments

2 x 6,500 word assignments

1 x 8,000 word assignment

up to 20,000 word thesis

Year 4 12 hours 6–8,000 word case study

Personal Therapy Clinical work, placements & supervision of practice

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Details of courses at the Faculty Introduction to Child and Adolescent Psychotherapeutic Counselling The Introductory course (60 hours) at the Faculty of Education, or its equivalent elsewhere is a requirement of entry to the accredited programme. Details of the Introductory course are available on the faculty website or by request.

Accredited Programme: Year 1 The Postgraduate Diploma course (180 hours) which has the following elements: • Counselling Skills and the Counselling Relationship • Communication through Images:The therapeutic application of the arts • Working with and Understanding Groups • The Personal Development Group which meets weekly at the end of the day • Completion of the assessed practical and academic work Progression from year to year is by personal review interview to discuss student progress and readiness to continue to the next stage of the programme.

Accredited Programme: Years 2 and 3 The Masters course (208 hours) covers the following key areas: • The therapeutic relationship and therapeutic processes • Child and adolescent development • Developing childrens’ social and emotional well being • Professional issues in counselling • Specific issues in child and adolescent mental health • Social science research methods In addition, the following elements will run alongside Years 2 and 3 or into Year 4: • Placements and clinical work • Supervision of practice • Completion of a case study Students will undertake a minimum of 100 hours of supervised practice with an approved supervisor in order to qualify.This can be done through a placement approved by the course tutors. Normally students will qualify in 11 terms. In addition, students will complete 450 hours of supervised practice to gain accreditation as an approved therapist.

Accredited Training: Year 4 Michaelmas and Lent.

In these terms students meet with a tutor on two Wednesday mornings each term for support with placements, supervision on the case study and other accreditation matters (12 hours).

Personal development and self-awareness Personal therapy is required for all students for the duration of their programme.This will be once a week with a suitably qualified and experienced practitioner. (35 hours per annum as CHILD and ADOLESCENT PSYCHOTHERAPEUTIC COUNSELLING TRAINING | 3

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a minimum). Students are responsible for organising their own therapy and this will be discussed on the first day of the course.There is a personal development group which runs through Year 1. In addition, the teaching and learning methods used, encourage constant self-awareness and personal development.

Year 1 (The Postgraduate Diploma) The programme is only available to those who can commit themselves to following the three designated study units in sequence, each requiring attendance in Cambridge on 10 Thursdays, 9.30–5.00, over the autumn, spring and summer terms and the presentation of related assessed work.The diploma course begins in September and ends in July.

The programme is designed to enable participants to: • work towards practioner accreditation • develop the skills of counselling in one-to-one and group settings through the use of practicums, experiential, active learning methods and practical work with students • gain a grounding in the theoretical base of counselling and group work • increase their understanding of the development of young people personally, socially and emotionally • explore the ethical and professional aspects of working in a school or other setting • focus particularly on working therapeutically with children and young people.

It also aims to develop the emotional understanding and personal growth of participants and there will be a personal development group for an hour each week when course members should be prepared to explore personal experience.

The three units are: 1. Counselling Theory and Skills: practicum 2. Communication through Images: the use of the creative arts in counselling and affective education 3. Working with and Understanding Groups

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Term 1: Counselling: theory and skills Three main areas will be explored: 1. Counselling theory and psychology This will include a detailed look at the main approaches to counselling, the theory of human development and motivation and the psychology of change.

2. Counselling skills and their application Course members will study and practise the skills of listening, reflecting, questioning, communicating empathy, challenging and working on action.This will involve the use of a practicum (working on skills in the group) and will require work in the course member’s institution/setting.Video is also used.Videos are reviewed and explored with the aid of a supervisor.

3. The social and professional content of counselling This will involve exploring the social issues for clients and for counsellors. It will include the ethical and professional issues of working in organisations and will involve exploration of issues such as confidentiality and working with colleagues.

Term 2: Communication through Images: the use of the creative arts in counselling and aective education This unit aims to work in an experiential way and to explore the following: 1. The use of non-verbal methods in counselling and affective education (this is important because many course members will be working with students who are either young or unable to express themselves with ease verbally).

2. The theory behind the use of play and arts media in counselling.

3. The satisfactory expression of an experience through metaphor.

4. The use of the creative arts in counselling and affective education in schools/colleges.

Term 3: Working with and Understanding Groups The final unit aims to provide an opportunity for participants to: develop an understanding and awareness of how they experience and behave in a group; increase their knowledge and understanding of the theory of group psychology and psychotherapy; apply the above to their work situation. It will be structured around four components: 1. The theory of group and group processes.

2. Application in the workplace.This element looks at ways of integrating knowledge and awareness of groups and group processes into the work setting.

3. Personal growth and awareness. Activities will be used to engage participants in reflection on themselves and their communication.

4. The personal development group offers course members the opportunity to develop self-awareness by sharing their thoughts and feelings with each other and the effect they have on each other.This is an essential process for future counsellors as otherwise their own pre-conceptions, anxiety and distress may distort their attempts to help the client.

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Years 2 and 3 (The Masters programme) Progression from Year one to the Masters programme is dependent on satisfactory completion of all written tasks and appropriate progress in practice. Students discuss progression in individual interviews with tutors.The Masters programme runs on Wednesdays.

Theme 1: The Therapeutic Relationship & Therapeutic Processes This element explores an integrative approach to the therapeutic relationship. It will include a study of the working alliance, the transferential relationship and the person to person relationship. Processes at work in the therapeutic relationship and how these relate to different stages of the process are explored.There is an emphasis on the importance of processes at work in the therapeutic relationship including empathy, affect attunement, misattunement, affect regulation, attachment transference and projection.This includes processes involved in working with children and in working with play and the arts.

Theme 2: Professional Issues in Therapy with Children In this theme, the key professional, ethical and legal issues surrounding the practice of therapeutic counselling and research on counselling are examined. Since the context of work with children and adolescents is rapidly changing, with increased emphasis on working with other agencies, systems and groups as well as with individuals, it is important to understand different contexts and the different modes of working within them.The module will: • cover the following core processes: assessment for counselling and of progress during counselling; scanning; beginning; referral and co-working; ending counselling; and the use of time, boundaries and contracts.The use and role of supervision.

• explore the legal frameworks surrounding counselling practice, including the child protection requirements and other important frameworks such as the implications of the Children’s Act 2004 and the UN Convention on the Rights Of The Child.

• discuss ethical aspects including codes of ethics, confidentiality, information exchange and the law.

• examine the processes and issues related to working with systems e.g. schools, social services or welfare agencies, and working with health services. Particular attention will be paid to counselling in education, its history and current research on and developments in counselling in education.

• include a focus on research, management and evaluation of counselling and guidance in education.

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Theme 3: Understanding Child and Adolescent Development This element explores the key theoretical frameworks for individual and group development in childhood and adolescence and their implications for therapeutic practices. An integrative approach is adopted, through the use of: • Developmental frameworks of those such as Erikson, Piaget, Vygotsky and Klein.

• Theories of attachment and development, including the work of Bowlby, Rutter and Winnicott.

• Theories of self, self-concept and self-esteem.

• Children and play and the therapeutic uses of play and images.

• Current neurobiological research on emotional development and the brain.

• Current research on issues related to children and adolescents and mental health.

Theme 4: Developing Children’s Social and Emotional Well Being This element explores how children’s social and emotional well being can be developed in proactive and educational, as well as therapeutic, ways. It will include the following: • Working in developmental and reactive ways i.e. personal, social and emotional education through the curriculum as well as through individual and group work.

• A critical assessment of the role of individual and group work in education.

• Current issues in child and adolescent mental health, including an exploration of the research and approaches to working with suicide, depression, eating disorders, behavioural ‘problems’ and addictive problems.

The module also explores the social world of the child and how to intervene supportively to build social relationships in groups as well as with individuals. So working with peers will be a major theme.Working to support children and their carers will also be a major theme of this unit of work.This theme of working with parents and families will include reference to the theory of group development and group processes and theories of family development, processes and working with families.

Research Methods The M.Ed. degree at the faculty is designated a research degree.This means that alongside the counselling modules, students will also undertake a research methods module.The sessions cover a broad range of social science and humanities research methods and are essential for critically engaging with the research literature.

Year 4 Terms 10 and 11 In these terms students meet with a tutor on two Wednesday mornings each term for support with placements, supervision on the case study and other accreditation matters.

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Processes and Study Methods During the course a range of teaching and learning processes will be used, including lectures and discussion, the practice of skills and the use of video and audio tapes, experiential learning methods, using and reflecting on participants’ own experience and practice.There will also be individual and peer supervision of counselling practice. All sessions will be held at the Faculty of Education, Hills Road, where course members will have access to our extensive library and resource facilities.

Attendance requirement The minimum attendance requirement is 80% but full attendance is expected.

The written requirement The written requirement consists of two 4,000 word assignments and a 8,000 word assignment in Year 1. All course members will be formally assessed on the two 4,000 word assignments and the longer assignment. One of the assignments must be a commentary on a video of a counselling session undertaken in the Counselling Skills unit. In Years 2 and 3 the focus of the assessed work will be individually negotiated with the Course Director.

This will comprise two 6,500 word essays and a thesis of up to 20,000 words. In Year 4 the written assessed work will be a 6–8000 word case study.

Course Evaluation In collaboration with participants, each study unit will be separately evaluated by the Unit Tutor and an evaluation of the whole programme will be carried out by the Course Director on completion of the course.

Course Fees Introduction to Counselling Postgraduate Diploma in Counselling

£1,200.00 £2,800.00

Master of Education (MEd) – inc. College Membership Additional tuition fee

£7,500.00 £975.00

Total:

£12,475.00

The course fees above are approximate. University and College fees and other costs are set yearly and are subject to an annual adjustment.

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Entry qualifications and how to apply The programme is designed for those who work with young people in educational or related settings who have either satisfactorily completed the Introduction to Child and Adolescent Counselling Skills (60-hour course) or have equivalent relevant professional, academic experience and/or training.

Applicants must be able to demonstrate: • a knowledge and use of basic counselling skills and theory • the capacity for self-reflection and self-awareness • the potential to develop a therapeutic relationship • the capacity to undertake academic study • the capacity to receive and work with feedback • the capacity to work with others • an awareness of emotion and sufficient robustness to undertake the training • enthusiasm for and commitment to learning Interviews will take place with the Course Director and course tutors when further information about the requirements of the course and the expected demands will be given.

We will not be able to offer candidates feedback after interview.The deadline for applications is the end of April. Priority will be given to early applications.

Applications on the form provided should be sent to the Course Administrator (PDES), PPD Office, University of Cambridge Faculty of Education, 184 Hills Road, Cambridge CB2 8PQ. ppd@educ.cam.ac.uk

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Course Director Carol Holliday is the Course Director and oversees selection, the course programme and support for course members. She liaises between tutors and course members.

Course Tutors Carol Holliday is a UKCP registered Arts Psychotherapist who works with children, adolescents and adults. She has twenty years experience of clinical practice and also works as a clinical supervisor. Carol has particular interests in the therapeutic relationship and in working with images: in therapy, education and research. Her doctoral research explored the contributions of psychotherapy to the teacher/child relationship.

Tracey Fuller is a UKCP registered Child and Adolescent Psychotherapeutic Counsellor.

She has over ten years’ experience of working therapeutically with children; including working with a Looked After Children’s Service, working with the NSPCC and working as a Schools Counsellor in numerous primary and secondary schools. She has a particular interest in developing creative approaches to forming therapeutic alliances with adolescents.

Fiona Peacock is a BACP Senior Accredited Counsellor with experience of working as a counsellor in schools, in Child and Adolescent Mental Health (CAMHS) and in private practice. She is also a certified Theraplay® Therapist and accredited Story Stem assessor.

She has a particular interest in working with children for whom the usual processes of attachment have been disturbed.

Theraplay® is a registered service mark of The Theraplay Institute, 1840 Oak Ave., Suite 320, Evanston, IL 60201, USA.

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Fiona Pienaar has recently left New Zealand where she taught on the Post Graduate Counsellor education programme in the Faculty of Education at the University of Auckland.

Her teaching and research interests include the mental health of children, stress in children’s lives, children’s coping strategies, school mental health, the ethics of working with children, engaging in qualitative research with children and young people, and counsellor education.

Clair Lewoski is a child psychotherapist and state registered Arts Therapist. She has worked therapeutically with children and young people for over 15 years in a variety of settings, including, schools and in the NHS in a Child and Adolescent Mental Health Service.

Her experience extends to therapeutic parent/child work. She also works as a supervisor and is a qualified teacher.

Barbie Clarke is an international youth researcher with over twenty years of experience, she was formerly Director of the Family division of GfK NOP. She completed her PhD in child and adolescent psychosocial development at the University of Cambridge, Faculty of Education, where her research has looked at early adolescents’ use of digital media. She is also a child therapist, and has worked with young offenders and in secondary schools.

Judith Green is an experienced counsellor, supervisor and educator who is a Senior Accredited Member of BACP. Her research interests have included, work with young people, bereavement and emotional abuse. Her doctoral research investigated the personal and professional development of the teachers of counselling. Judith has recently retired from the post of director of the counselling programme at the Institute of Continuing Education, University of Cambridge.

Curtis Parker is a member of group-Analysis and registered with the U.K.C.P. His current work involves an NHS psychotherapy department, working within Primary Care in GP surgeries and private practice. He has a strong belief in the group as a powerful medium of professional and personal developments.

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For updated information, please visit our website:

www.educ.cam.ac.uk Content: Carol Holliday, University of Cambridge, Faculty of Education Design: Publications Office, University of Cambridge Photography: Nigel Luckhurst, members of the Faculty of Education Print: Victoire Press Ltd. www.victoirepress.com

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Faculty of Education CHILD and ADOLESCENT PSYCHOTHERAPEUTIC COUNSELLOR EDUCATION

www.educ.cam.ac.uk Faculty of Education 184 Hills Road Cambridge CB2 8PQ Email: ppd@educ.cam.ac.uk Telephone: 01223 767731

www.educ.cam.ac.uk