Academic Partnerships Template
Plymouth University
Academic Partnerships
Cornwall College
Camborne
Programme Quality
Handbook for
Diploma in Person-Centred
Counselling and Therapy
2014 – 15
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Contents
1.
Welcome and Introduction to Diploma in Person-Centred Counselling and Therapy. ............................. 3
2.
Programme Specification ........................................................................................................................... 4
3.
Module Records ......................................................................................................................................... 9
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1. Welcome and Introduction to Diploma in Person-Centred Counselling and Therapy.
Welcome to the Diploma in Person-Centred Counselling. The College is delighted that you have chosen to
study with us. We hope you will be enriched by the programme, and will graduate well equipped to
develop your career as a counsellor.
This programme has been designed to equip you with the skills and knowledge base required to work in
your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake
additional vocational and academic qualifications.
The core model of counselling on this programme is the Person-Centred approach. It is based on the
pioneering therapeutic work of Carl Rogers. The core counselling conditions are seen as central in terms of
qualities of attention paid to self, as practitioner, as well as to the client. Through an accepting, empathic
and congruent relationship, the counsellor offers a therapeutic presence which may enable a client to
discover and use their own unique resources towards self and cultural fulfilment.
Fulfilment is not seen as an eternally positive cycle of growth and development, but rather as an ability to
engage in one’s life to the full and to integrate one’s experience. The fulfilment of one’s potential is also
likely to include experiencing and integrating so-called negative or painful elements.
The programme team seek to create with students a Person-Centred learning climate within which
students can develop the personal and relational awareness, as well as the academic and professional
knowledge, skills and understanding needed to practice as counsellors. We wish to foster an environment
where you feel safe to learn and take risks with your learning. We also want you to feel stimulated and
challenged.
In practice this involves honouring the core Person–Centred values of respect for individuals, seeking to
understand different frames of reference and being congruent in relationship. Relationship lies at the heart
of the Person-Centred counselling process, and therefore relationship on the programme is valued and
recognised as providing important learning opportunities.
Many of the structures and processes of the programme are designed to facilitate a deeper understanding
of Person–Centred theory. The self and peer assessment process is intended to support you in developing
autonomy and confidence in your professional judgement. It also enables you to develop a more
internalised locus of evaluation within an academic environment, and encourages you to take
responsibility for your learning. Structures such as process groups and community group meetings provide
formalised learning opportunities for developing relational awareness and activity in varying contexts.
There are also opportunities within several of the modules to negotiate content and individualise the
curriculum.
This Programme Quality handbook contains important information including:
 The approved programme specification
 Module records
Note: the information in this handbook should be read in conjunction with the current edition of the
College Student handbook available at (college to add link) which contains student support based
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information on issues such as finance and studying at HE along with the University’s Student Handbook https://www1.plymouth.ac.uk/studenthandbook and your Teaching, Learning and Assessment Handbook
available on your programme virtual learning environment.
2. Programme Specification
On the following pages you will find the specification for your programme of studies. It is a University of
Plymouth Colleges requirement that this is included in your Student Handbook. Before reading it, please
study the following notes carefully as these will help you to understand what the programme specification
is telling you.
Awarding Institution
Teaching institution
Teaching Centres
Programme Accredited by
Final Award
Relevant Benchmark group
Date of Validation
Date of Revalidation
University of Plymouth
Cornwall College
Cornwall College, Camborne & Saltash
British Association for Counselling and
Psychotherapy (BACP) – Camborne only
Diploma in Person–Centred Counselling and Therapy
None
June 1994
August 2010
Admissions Criteria
This programme is open to students who have completed the Certificate in Advanced Counselling Studies
(or equivalent) and can demonstrate evidence of the selection criteria detailed by the BACP.
Accreditation of Prior (Experimental) Learning (APL/APEL)
In accordance with Section 4.5-4.8 of the University Academic Regulations for Taught Awards (September
2005), students will normally be awarded transfer of credit or credit for experiential learning to a
maximum of 50% of the total credits required for the award i.e. up to 60 credits against the proposed
award. The APL/APEL procedures of the School of Health and Social Care will apply. The scope for
APL/APEL will be ascertained during the application and interview process. APL/APEL claims will be
monitored by the School of Health and Social Care AP(E)L Monitoring and Tariff Group. Students can only
apply for AP(E)L prior to the start of the course.
Final Award
Students may exit with credit for assessed learning at any point, and this credit is normally transferable to
other comparable programmes of study within the national credit accumulation and transfer scheme.
There is only one award from this programme:
•
On successful completion of 120 credits at level 5
•
Completion of programme requirements for client work, supervision and personal counselling and
•
Demonstration of appropriate professional and ethical conduct
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On successful completion of the Diploma the students will be awarded a certificate or letter confirming
that they have successfully completed a BACP Accredited Training Course.
Distinctive Features of the Programme
 The programme offers a professional qualification which is accredited by the British Association for
Counselling and Psychotherapy (BACP)
 The BACP Framework for Ethical Practice underpins the programme
 The programme is staffed by a broad range of tutors, many of whom hold individual BACP
accreditation, and maintain current practices in counselling and supervision
 The ethos of the programme is in keeping with the core model of Person-Centred counselling
 A holistic approach to learning is taken, ensuring an integrated programme where affective learning,
professional skills and academic learning are equally valued.
 Assessment tasks are varied and reflect the holistic nature of the programme
 A self and peer assessment structure is utilised, ensuring students develop the capacity for arriving at
both autonomous and consultative professional judgements
 The programme is offered in Cornwall
 Although placements for fieldwork are scarcer in Cornwall, students benefit from a College-based
Counselling Agency which provides additional opportunities for client work
Aims of the Programme
 To offer opportunities to develop counselling to a safe professional standard
 To enable students to practise counselling in a professional manner, working within the BACP Ethical
Framework.
 To help students evaluate their strengths and utilise them in working with clients
 To help students know their limitations when presented with clients who take them out of their depth
 To enable students to develop their critical and analytical skills
 To help students develop the capacities needed to continue their professional development
 To enable students to develop their ability to offer the core conditions of empathy, congruence and
unconditional positive regard
 To offer students opportunities to extend their knowledge and understanding of persons and the
problems they face in contemporary society
Learning Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and
understanding, intellectual, personal and interpersonal, and professional skills. Key Graduate Attributes
and Skills (KGAS) have been integrated into the learning outcomes.
A Knowledge and Understanding


Knowledge of:
Knowledge of the core model of Person-Centred counselling within the context of other counselling
approaches
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
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

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



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Knowledge of other counselling paradigms
The therapeutic relationship
Psychopathology
Concepts of Self
Current developments within the Person–Centred approach
Values, professional identity and ethical frameworks
Research methodology
Intra- and inter-personal dynamics in counselling and group relationships
Socio-cultural issues of relevance to the field of counselling
Issues presented by counselling clients
Counselling contexts
B Intellectual Skills
Ability to:
 Effectively analyse and apply major theories within counselling psychology
 Synthesise ideas, concepts and information towards a personal understanding of key issues in
counselling
 Use appropriate methods to evaluate the relevance, usefulness and significance of data in key areas of
counselling
 Critically evaluate own values, beliefs, assumptions and attitudes
 Analyse own practice
 Accommodate to new principles and understandings
 Question concepts and theories encountered in study
C
Personal and Interpersonal Skills
Ability to:
 Interact effectively within the learning group
 Demonstrate awareness of own internal process
 Participate in self and peer assessment processes
 Communicate effectively, both orally and in written form
 Reflect on and self-appraise own practice, making use of audio and video taping, as well as feedback
from others.
 Plan and manage learning, taking responsibility for meeting identified learning needs through
negotiation with peers, tutors & other supporters of learning.
 Explore physical, intuitive and spiritual dimensions of perception and expression
D Professional Skills
Ability to:
 Effectively counsel a range of clients, working within an ethical framework
 Monitor the counselling process
 Create a portfolio, accurately evidencing quality of practice
 Identify key elements of problems arising in client practice and in placements and take appropriate
action
 Identify and address ethical dilemmas
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



Make effective use of counselling supervision
Engage in collaborative relationships with peers and colleagues in placement situations
Make appropriate referrals when encountering clients beyond one’s level of competence
Plan for continuous professional development
Students on the Diploma in Person-Centred Counselling and Therapy will acquire skills and attributes in the
following essential areas:










Knowledge and Understanding enabling them to develop a detailed knowledge of counselling theory,
and an awareness of a variety of paradigms and contexts within which this may be applied.
Analytical skills enabling them to effectively analyse and apply major theories within counselling
psychology. They can also compare alternative methods for obtaining data.
Synthesis and Creativity so that they can synthesise ideas, concepts and information towards a
personal understanding of key issues in counselling and demonstrate their understanding in a variety of
imaginative and creative forms.
Evaluation enabling students to use appropriate techniques to evaluate the relevance, usefulness and
significance of data in key areas of counselling. They are also required to evaluate their practice.
Interactive and group skills so that students interact effectively within the learning group,
demonstrating an awareness of group dynamics. They will be able to give and receive information and
ideas, and participate in self and peer assessment processes. They will also develop professional
relationships with clients, supervisors and colleagues in their counselling placements.
Communication and presentation skills enabling students to communicate effectively, both verbally
and through the written word.
Self-appraisal and reflection on practice enabling students to reflect on their counselling practice,
making use of counselling supervision, audio and video taping, and case notes. They will be expected to
evaluate their strengths and weaknesses, making use of feedback from peers, tutors, clients and
supervisors, showing the ability to work through appropriate challenge and criticism.
Planning and management of learning enabling students to develop the ability to take responsibility
for their learning within the framework of the programme: meeting identified learning needs through
negotiation with peers, tutors or other supporters of learning, and developing strategies to meet
learning goals.
Problem solving enabling students to identify key elements of problems arising in their studies and
client practice, and choose appropriate responses in a considered manner, and with regard for ethical
considerations.
Practical and psychomotor enabling students to demonstrate the core conditions of empathy,
acceptance and congruence with a range of clients to a good level of competence. Their work should
demonstrate a broad range of counselling skills, and follow the BACP Code of Ethics and Practice. They
are also required to evaluate their counselling practice.
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Programme Structure Diagram
College: Cornwall College 2707
Year: 2014/2015
PU Course Code: 2756
Programme: Diploma in Person-Centred Counselling and Therapy
Mode of Attendance: Part Time
Total Credits: 120
Year 1 - Stage 2
Module
Code
DIPC201
DIPC207
DIPC204
DIPC208
CORC2163
DIPC205
DIPC202
Module Title
Counselling Practice 1
Counselling Psychology 1
Personal Development 1
Counselling Psychology 2
Professional Development 1
Personal Development 2
Counselling Practice 2
No. of
Credits
10
10
10
10
10
10
0
Core /
Optional
CORE
CORE
CORE
CORE
CORE
CORE
CORE
No. of
Credits
10
10
10
10
20
Core /
Optional
CORE
CORE
CORE
CORE
CORE
Year 2 - Stage 2
Module
Code
DIPC202B
DIPC203
DIPC206
DIPC209
CORC2164
Module Title
Counselling Practice 2
Counselling Practice 3
Personal Development 3
Counselling Psychology 3
Professional Development 2
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3. Module Records
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COURSE CONTRACT
Aim
This contract is intended to make explicit the agreements entered into by the tutors and students for the
duration of the programme.
As tutors we undertake:

To facilitate a climate grounded in the core conditions of empathy, respect and congruence: this
will involve offering you both the support and challenge needed to achieve your potential. As tutors
this will necessarily involve making judgements about your academic and skills work and we
undertake to do this with respect and care

To give written feedback to your assignments within 20 working days

We will strive to create a safe learning environment by respecting your differences and monitoring
and maintaining the group ground rules

As tutors we will need to discuss your progress with each other and we promise to do so
respectfully

We will prepare well for our sessions with you and provide appropriate handouts and references

We will undertake to give each of you at least one tutorial per term as required

We are available to you during course hours and at other times by negotiation. You may contact us
on the contact telephone or email details provided.
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In return we wish you to confirm your agreement to:

Undertake to obtain a placement and meet the client work and supervision requirements of the
programme

Undertake personal counselling as required

Regularly maintain your personal journal

Hand in word-processed assignments on the agreed date (unless you have grounds for extenuating
circumstances)

Attend personal tutorials as arranged

Engage in sufficient personal study to ensure meeting course requirements. We recommend 5
hours of study per week.

Maintain the ground rules agreed by the group

Achieve a minimum of 80% attendance each academic year. If you do not attend for 3 consecutive
weeks your place on the course could be at risk.

Pay your course fees as agreed ( any questions or concerns should be addressed with student
finance)

As a counsellor in training, not to see clients on a private/independent basis. If you are an
experienced counsellor, you can discuss this with your tutor and an exemption may be agreed, in
which case you will need to take out and maintain an indemnity of professional liability

Attend the residential, stay at the chosen location and pay the relevant fee at the start of the
residential (eg £125)
Signed…………………………………..
Date………………………….
Signed…………………………………..
Date………………………….
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DIPLOMA IN PERSON–CENTRED COUNSELLING AND THERAPY
CORNWALL COLLEGE
CLIENT CONSENT FORM
I hereby give permission for this video taped counselling session to be used for the purposes of assessment
of practice of the counselling student named below.
I confirm that I understand that the DVD tape will be viewed by two peers of the counselling student
named below, after it has been ascertained that they are not acquainted with me or any member of my
family. I also understand that the tape will be viewed by tutors and possibly an external moderator.
I also understand that no copies will be made of this tape, and that it will be destroyed by the student on
completion of their course.
Client name ………………………………………………………………………
Signature………………………………..
Date………………………..
Counsellor name………………………………………………………………..
Signature…………………………………
Date…………………………..
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Diploma in Person-Centred Counselling and Therapy


With group supervision please put 1-1 equivalent
Please colour code clients
Date
client
Session
no
Running
total
Topic
agency
supervisor
Running
total
Supervisor(s) signature…………………………………… supervisor(s) name ………………………………………………….
……………………………………
…………………………………………………..
……………………………………
…………………………………………………..
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2014
Diploma in Person-Centred Counselling & Therapy
Fitness to Practice Guidelines
The Cornwall College Diploma in Person-Centred Counselling and therapy has put into effect the following
guidelines with regard to ‘fitness to practice’.
It is suggested that a student, registered for a programme of study and/or research, which includes one or
more periods of clinical and/or professional experience, is required at all times and as a condition of
continued registration for the programme, to act or behave in a manner which:

conforms to the relevant professional code of practice, (in this case the BACP Ethical Framework)
and/or

is consistent with behaviour required by the profession or employer
and/or

does not jeopardise or put at risk the welfare or wellbeing of others (eg patient, pupil, client,
members of the public, fellow student, fellow employee, member of academic or professional staff)
or him/herself.
We as a Counselling Department believe it is our responsibility to ensure that students are made fully
aware of any code of professional conduct to which they are expected to adhere whilst in professional or
clinical placements (in this case the BACP Ethical Framework) and of the consequences of engaging in what
might reasonably be seen as unprofessional conduct or continuing to work while unfit to practice.
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Diploma in Person-Centred Counselling & Therapy:
Fitness to Practice Guidelines
BACP also has a specific ‘fitness to practise’ clause in the Ethical Framework. It states that, ‘Practitioners
have a responsibility to monitor and maintain their fitness to practise at a level that enables them to
provide an effective service. If their effectiveness becomes impaired for any reason, including health or
personal circumstances, they should seek the advice of their supervisor or experienced colleagues and, if
necessary, withdraw from practice until their fitness to practice returns. Suitable arrangement should be
made for clients who are adversely affected.‘
Students on this Diploma in Counselling course are expected to adhere to both these sets of guidelines,
and to the BACP Ethical Framework in general. The guidelines are particularly relevant to the Professional
Development Modules Learning, but also to the Counselling Practice DVD work and to the skills sessions in
the Counselling Practice modules.
In the event that a complaint is made against any student that s(he) is behaving in a manner contrary to
the guidelines as outlined above, or the BACP Ethical Framework, the matter will be reported to the
Programme Lead for Counselling, who will take the matter up with the Curriculum Area Manager. The
complaint must be put in writing.
The Head of School shall be empowered, after consultation with the Principal of the College, to withdraw
and/or exclude a student from the Diploma course, particularly from practising in a placement without
notice, if s/ he perceives there is a justified risk of unprofessional behaviour, professional misconduct,
and/or if it is believed that the student’s behaviour has the potential to cause harm to others and/or to
him/herself (unsuitability to practise).
The student shall be advised of the allegations in writing and be afforded a full opportunity to respond to
them.
The Head of School shall arrange for the complaint(s) to be investigated with the intention of determining
whether there is a prima facie case of unprofessional behaviour, professional misconduct or unsuitability
to practise. He will normally report on the investigation within four working weeks after the complaint has
been reported to the Head of School.
He may gather evidence from staff and students, and may meet with the student concerned, who may
bring with them to the meeting a student union representative or another support person. The Head of
School may ask for a medical or psychiatric report.
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Diploma in Counselling: Fitness to Practice Guidelines
The investigation shall aim at establishing one of the following outcomes:

That a prima facie case has not been established and that the allegations be dismissed with no
further action taken by the School or College

That a prima facie case has been established and that either:
The Head of School shall take appropriate action to address and resolve the case.
Or:
The case be considered in accordance with the College Student Disciplinary Procedure
And
The case may be referred to BACP through their Complaints Procedure.
A student may be suspended or excluded from the Diploma Programme if a case of professional
misconduct or unsuitability to practice is demonstrated as a result of the investigation.
A student may appeal against the decision, through the College Appeals procedure. The grounds for appeal
shall be restricted to those of procedural irregularity or new evidence.
A student wishing to appeal shall give notice in writing, indicating the grounds for appeal. The appeal will
be dealt with under the student appeals procedure.
The Appeal Panel shall have the authority to determine the case put to it in any way it deems appropriate.
The decision of the Appeal Panel shall be final.
Fitness to Practice guidelines. July 2014.
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Diploma in PC Counselling
2014-2016
Name of Student………………………………………………………………..
Please tick one of the boxes, and sign and date the relevant statement.
I confirm that I am a member of BACP, intend to
remain a member of BACP while on this course, and
that therefore I will work within their Ethical
Framework for Good Practice while on the course.
Signed ………………………………………. Date …………………………….
BACP membership number ……………………………………………………..
We recommend that students on the course apply to BACP for membership if they are not already
members. However if you are not a member, the following will apply.
I am not a member of BACP but agree to work within
their Ethical Framework for Good Practice (a copy of
which I have received today) while on this course.
Signed ………………………………………. Date ……………………………….
If you are belonging to any other counselling/psychotherapy organisation, please indicate here the
organisation, and your membership number.
…………………………………………………………………………………………..
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