Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
MSc in Psychotherapy Studies
2
Programme Code
HART38 (MSc); HART39 (PG Dip); HART40 (PG Cert)
3
JACS Code
4
Level of Study
Postgraduate
5a
Final Qualification
MSc in Psychotherapy Studies
5b
Position in the QAA Framework for
Higher Education Qualifications
M level
6a
Intermediate Qualification(s)
PG Diploma, PG Certificate
6b
Position in the QAA Framework for
Higher Education Qualifications
M level
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Medicine Dentistry and Health
9
Department
ScHARR
10
Other Department(s) involved in
teaching the programme
None
11
Mode(s) of Attendance
Distance learning
12
Duration of the Programme
3 years Part-time
13
Accrediting Professional or
Statutory Body
Not applicable
14
Date of production/revision
May 2007
15. Background to the programme and subject area
The new Masters in Psychotherapy Studies is a taken entirely online by distance learning (DL). It draws on
philosophy, psychology, social and health sciences to provide a comprehensive theoretical basis for psychotherapy,
counselling, coaching, mediation, and psychological management. The programme is designed to further the
Continuing Professional Development of counsellors, psychotherapists and other mental health practitioners but is
not intended as training in the practice of psychotherapy; candidates wishing to practice psychotherapy will be
advised to contact a training institute.
The Masters in Pychotherapy Studies builds on the success of the Psychotherapy studies pathway of the Masters in
Medical and Health Science which was developed under European funding. The programme was piloted for two
years across 8 European countries and has now been taken by over 350 students worldwide. Students from a wide
variety of backgrounds have used the programme to further their own development, increase their knowledge base
and increase their ability to undertake research.
ScHARR has a strong track record of running programmes in this area, and there is a vibrant and growing student
community of online learners. As part of ScHARR’s continuing development of distance learning, the intention is to
make this programme a stand-alone Masters degree, and to exploit the potential for greater overlap with other
Masters programmes within ScHARR by converting the course materials from their current bespoke virtual learning
environment to webCT.
The MSc in Psychotherapy Studies is one of the flagship flexible learning programmes within the School’s
“ScHARRflex” postgraduate portfolio, alongside the MA in Psychoanalytic Studies and the MSc in Social Care &
Research. The School’s co-ordinated approach to postgraduate studies means that students benefit from a range of
options, and will be part of a large multi-disciplinary student body while gaining the advantage of retaining smaller
class sizes.
Particular features of the Masters in Psychotherapy Studies include:

the use of a collaborative online learning model, based upon the online learning environment specially developed
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around the course materials, facilitating high levels of student-student and student-tutor interaction and resulting
in the development of a strong learning community able to offer members pastoral support
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a firm grounding in the range of skills and disciplines essential to good health services research (both qualitative
and quantitative research methods) via the Research Methods module
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the opportunity to study units from the MA in Psychoanalytic Studies programme along with those of the MSc in
Psychotherapy Studies
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continuous assessment conducted through a range of methods including written work, online MCQs and
discussion forum/chatroom contributions

the use of electronic methods to facilitate student representation on the Course Committee- the MSc is included
in “Repsonline”, a piece of ground-breaking research funded by a Learning and Teaching Development Grant
being undertaken within ScHARR to determine the most effective ways of ensuring that distance learning and
part-time students can contribute to Course Committees

the use of plagiarism detection software (available via http://www.submit.ac.uk) coupled with online submission
of essays to ensure that students are away of plagiarism issues and supported appropriately in avoiding
plagiarism in their assessed work
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a dissertation, which comprises the final piece of work MSc in Psychotherapy Studies students undertake
16. Programme aims
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to provide experienced counsellors, psychotherapists, and other health and social care professionals with the
opportunity for professional development

to introduce psychology graduates and others with suitable qualifications and experience to an internationalised
curriculum on the theory of psychotherapy and counselling
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to increase candidates’ employability by focusing learning on relevant professional behaviours
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to widen accessibility to counselling and psychotherapy theory by offering a distance learning course in what is
usually an attendance subject
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to develop skills in research for those with an interest in psychotherapy and counselling

to develop skills in use of eLearning methodologies

to provide opportunities for transnational mobility of students through collaboration with partner institutes across
Europe by encouraging applications to appropriate funding bodies, e.g. Marie Curie fund
17. Programme learning outcomes
By the end of the programme, students will be able to demonstrate knowledge and understanding of the
following:
K1
Theoretical frameworks relevant to the clinical practice of psychotherapy or counselling with particular
emphasis on the following areas.
a.
Positive psychology, and other theoretical approaches to mental wellbeing, within an overall strategy of
improvement of quality of living.
b.
Existential philosophy and its relevance to psychological treatment.
c.
Understanding and therapeutically intervening in conflict.
d.
The aims and focus of symptomatic, short-term, motivational, and longer-term psychotherapies.
e.
Contemporary psychotherapy/counselling literature and developments in the field.
f.
Developmental theory as it relates to the stages of psychological development.
g.
The principles that underpin the ethics of health care in psychotherapy and counselling.
h.
Integrating and transforming knowledge about individuals and groups of people into specific standards,
policies, practices, and attitudes used in appropriate cultural settings to increase the quality of services.
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K2
Understanding of the range of relevant bodies of knowledge pertaining to psychotherapy and counsellingfamiliarity with knowledge from the fields of social science, psychology, psychiatry, philosophy and
anthropology as it bears on psychotherapy and counselling and knowledge of resources to be used by
therapist with particular attention to web-based knowledge systems.
K3
Knowledge of epistemology as it applies to experimental and other methods of enquiry.
K4
Knowledge of the evolution of social science thinking from clinical anecdote through quantitative, qualitative
and narrative methods.
K5
Knowledge of the multiplicity of perspectives on relevant fields of enquiry.
Unit
K1
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b
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c
d
e
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f
g
K2
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HAR 603
Well-being
HAR 604
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Culture
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HAR 605
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Dev
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HAR 606
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Ethics
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HAR 607
Exist
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HAR 608
Overview
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HAR 609
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Conflict
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HAR 6650
Dissertation
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*depending on the choice of topic for dissertation
By the end of the programme, students will be able to demonstrate the following skills and other attributes:
S1
Familiarity with web-based teaching, including ability to use discussion forums and chatrooms for
collaborative learning.
S2
Ability to formulate clinical problems or challenges and access the appropriate research evidence in order to
suggest ways to deal with it.
S3
Ability to show through discussion an understanding of the uncertainty generated by multiple perspectives
and to arrive at practical solutions to problems in the absence of definite answers.
S4
Ability to link personal experience and theoretical knowledge.
S5
Ability to reflect on personal prejudices and assumptions in the light of new learning.
S6
Ability to use written expression to present logical analysis and argument.
S7
Ability to justify a particular course of action in psychotherapy and counselling on the basis of available
evidence, previous experience and reasoned argument.
S8
Skills in the use of academic sources and the ability to present their learning within the context of appropriate
source materials using appropriate referencing conventions.
S9
Critical understanding of the ethical study behaviours and conventions that underpin the submission of
assessed academic work, including plagiarism and confidentiality.
S10
Ability to identify a relevant research topic and to define it in such a way that it can be satisfactorily
completed in the time available.
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S11
Ability to demonstrate understanding of the methodological issues involved in research.
S12
Ability to interpret and assess findings of the research.
S13
Ability to critically reflect on the context of learning.
S14
Ability to access and select information resources that support the development of their critical thinking
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Unit
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
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HAR 603
Well-being
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HAR 604
Culture
HAR 605
Dev
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HAR 606
Ethics
HAR 607
Exist
HAR 608
Overview
HAR 609
Conflict
HAR 6650
Dissertation
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18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning methods:
1. Due to the distance learning aspect of the programme, and the three available intakes, an Induction
Programme is provided by distance learning methods to enable students to make contact with one another
and with the staff who will be teaching them, to familiarise them with the resources available within ScHARR,
and to explore their expectations of the programme. New students are provided with information on basic
skills in information management, independent study and personal skills development, e.g. information about
the plagiarism exercise, study skills training, how to use MUSE, how to access the eLibrary, and are enabled
to discuss any issues raised by electronic means. A face-to-face Induction Programme lasting two days
(immediately before the Autumn semester begins) is also available for students who can attend in person.
2. Course material is delivered to students via webpages, with formal teaching input in the core subject areas
supported by online discussion of personal experience and research findings in the light of this course
material; learning objectives are presented at the start of each week’s study, and an inquiry-based learning
model is used to encourage students to develop and apply research skills to the topics under discussion.
Learning objectives K1-5 relate to the different units as shown in the grid in the APPENDIX.
3. Continuous assessment is a key component of ensuring that the distance learners’ engagement on the
programme is properly monitored; this is achieved through the use of self-administered, automated multiple
choice questionnaires at the end of each week of teaching and tutor-moderated participation in discussion
forums and chatrooms (equivalent to tutorials and seminars). Discussion forum entries and chatroom
contributions are assessed by tutors for relevance and originality of content, theory-practice link and
communicative style using a checklist with anchor points for unsatisfactory and unsatisfactory contributions.
Student contributions must be considered to be satisfactory on each of the scales to be awarded a pass. No
distinctions will be offered. Unsatisfactory students may request detailed feedback, and this will normally be
provided, formatively, during each week of the term if students are not making satisfactory progress. All of
the assessment methods require authenticated log-on to a password-protected website, thereby minimizing the
chance that examination integrity/security will be compromised. In addition, tutors become very familiar
with students’ pattern of interaction and learning/assessment styles, and if student performance
unexpectedly improves or worsens, tutors will follow this up by email.
4. Group work relating to research topics in psychotherapy encourages the development of independent
research skills, and students are encouraged to apply research principles, through sharing and discussion of
the research issues which arise in their own contexts. Students must engage fully and appropriately in
collaborative learning with other learners and with tutors. This involves showing respect to others, openness
to new ideas and different points of view, and non-oppressive behaviour at all times. Failure to do so will lead
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to warning from the programme staff and then on to disciplinary procedures against the person(s) involved.
5. Students are given access to information technology based methods and resources including statistical
software packages for data analysis and literature searching.
6. Independent study is a key element of participation in the programme and students are expected to take
responsibility for their own learning in class, and for the learning of other members of the group. Classes are
used to identify and begin to explore topics, and students work outside these periods to study further and
work on projects. A section seminar programme is held each semester and students are encouraged to
attend seminars that may be in areas of particular interest to them.
7. The dissertation itself is a major piece of work that students must conduct on their own initiative, again, with
guidance from supervisors, contributing to development of skills relevant to learning outcomes S1-14. The
dissertation also provides students with the opportunity to increase their substantive knowledge, and
synthesise the various elements of the programme.
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Formative assessment
1. Regular formative assessments are conducted as part of each week’s learning. Self-administered,
automated multiple choice questionnaires are administered at the end of each week of teaching, and these
are a way of ensuring that students are reading and understanding the course material.
2. Tutor-moderated participation in discussion forums and chatrooms (equivalent to tutorials and seminars)
gives a measure of the level of engagement of students with the course material and with one another, and
where relevant, the extent to which they are applying the theory and research base to their clinical practice.
This context also identifies areas of specific interest and strengths which can then be supported and
developed as dissertation projects and transfer of skills to work based projects.
Summative assessment
Four of the modules:
Unit 1. Well-being and Mental Health
Unit 2. Existential and Human Issues
Unit 4. An Overview of Different Methods of Psychotherapy and Personal Change
Unit 6. Development through the Life Cycle
are assessed by submission of a 3,000 word written assignment. This enables tutors to assess the level of
understanding of the taught component of the programme.
The following units:
Unit 3. Conflict Management
Unit 5. Ethics in Psychotherapy and Counselling
Unit 7. Cultural Competence in Psychotherapy and Counselling
are assessed by collation of 3,000 word portfolios where candidates must demonstrate their knowledge of theory in
relation to real-life examples of Conflict, Ethics and Cultural Competence. Candidates are required to produce
evidence that they have systematically analysed the case studies presented to them and synthesized their learning
into a coherent answer to a specific question, demonstrating their theoretical knowledge, their use of appropriate research
resources and their ability to communicate their ideas to others.
A portfolio is defined as:
"A purposeful collection of student work that exhibits the student’s efforts, progress and
achievements in one or more areas. The collection must include student participation in selecting
contents, the criteria for selection, the criteria for judging merit and evidence of student selfreflection." (Paulson, Paulson & Meyer, 1991).
It has the following characterisics (Barton & Collins, 1997):
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Multisourced
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Authentic
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Dynamic
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Explicit
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
Integrated
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Based on ownership
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Multipurposed
In the Conflict Management unit, the examples that a candidate uses to demonstrate their knowledge may be from
clinical, professional or personal experience- no practical therapy experience is required to undertake the
assessments. In the Ethics and Culture units, these examples will be from the perspective of the therapist, client,
manager of psychotherapy service or allied professional, and this will be made clear to candidates wishing to take
these units that the assessment for these units requires them to have certain levels of knowledge and/or experience
to call upon.
19. Reference points
Learners completing the programme will have acquired knowledge from publications and authors at the forefront of
their discipline. They will have been exposed to debate at the boundary of knowledge in each of the areas of
psychotherapy and counselling taught. They will, through their essays and through formative assessment, have
shown their own understanding of this knowledge, and how they will apply it in their own practice. The material
presented, and analysed by the student, will be based on clinical case studies, research and systematic review.
The learning outcomes have been developed to reflect the following points of reference:
 The research-informed orientation of the University of Sheffield and the School of Health and Related
Research as set out in University and School research strategies.

Department of Health objectives of providing evidence based healthcare and developing research capacity
within the NHS

Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx

University Strategic Plan
http://www.sheffield.ac.uk/strategicplan

Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/staff/lts
20. Programme structure and regulations
The MSc in Psychotherapy Studies has been designed to provide a structured programme over three years for parttime students, within which basic knowledge and skills are augmented progressively through study of advanced units
and options, culminating in a period of independent study leading to the dissertation. Diploma students take the
taught units up to 120 credits, while a Certificate will be awarded following completion of the 60 credits.
The following units are on offer:
Unit
Title
Weeks
Credits
1- HAR
603
Well-being and mental health
10
30
2- HAR
607
Existential and human issues
10
30
3- HAR
609
Conflict management
10
30
4- HAR
608
An overview of different methods of psychotherapy and
personal change
10
30
5- HAR
606
Ethics in psychotherapy and counselling
5
15
6- HAR
605
Development through the life cycle
10
30
7- HAR
604
Cultural Competence in psychotherapy and counselling
5
15
8
Research Methods
12
15
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Candidates will be required to take the Research Methods module during their first year, unless they have already
acquired an appropriate level of skills and knowledge in Research Methods elsewhere, in which case they will be
able to select one of the other modules, and there is no restriction on when this module is taken.
During the first year of study, part-time students undertake 60 credits worth of units; during the second year of study,
part-time students undertake 60 further credits worth of units; during their final year of study, students undertake their
dissertation, a 60-credit unit that is undertaken for the award of MSc in Psychotherapy Studies. Progression to the
dissertation is subject to satisfactory completion of the taught units.
Detailed information about the structure of programmes, regulations concerning assessment and progression and
descriptions of individual modules are published in the University Calendar available on-line at
www.shef.ac.uk/calendar
21. Student development over the course of study
The programme has been designed to give students a comprehensive overview of psychotherapy theory. A range of
personal and generic skills are developed progressively alongside the development of subject knowledge through
structured learning and assessments, namely skills in:

critical appraisal of the research literature

literature searching

IT

collaborative learning
Taught units are divided into core and options, to provide the student with the skills and knowledge which can then
be applied to undertake a dissertation (MSc only).
Core units (from a total of 180 credits) impart the fundamentals of the psychotherapy theory and the necessary
research skills for completing the programme.
A range of options (30 credits) build on these foundations, giving students access to relevant psychoanalytic studies
material from the MAPS programme.
A 15 credit module on Research Methods will be mandatory for students unless they can demonstrate that they have
already gained this knowledge elsewhere.
For MSc students, the dissertation enables knowledge and skills gained during the taught units to be applied to a
piece of original primary or secondary research, or to a systematic review of literature, according to the interests of
individual students, following discussion with their supervisor.
The level of each module is the same, and modules can be taken in any order.
22. Criteria for admission to the programme

A good first degree (U level) or an equivalent professional qualification (essential)

Access to Internet (essential)

An adequate level of English (essential)

Willingness to engage with other learners in a supportive way (essential)

Personal experience of counselling or psychotherapy (desirable)
Suggested technical benchmarks for use with webCT are:
1. A broadband connection
2. A PC of specification not less than Pentium III 70mhz
3. Dvd Drive
4. 10GB free HDD space
Previous part-learning by prospective students with different qualifications may be recognized through an APEL
process in accordance with University guidelines. To make an APEL claim, students must accurately complete the
University of Sheffield APEL form and adhere to the stated guidance.
Applications from students without the formal entry requirements will be considered under the University’s “nonstandard entry” process. If such a student is identified prior to being offered a place, Faculty approval would be
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required. If advanced standing is granted at Faculty level, the rest of the admissions process would then proceed in
accordance with the usual University guidelines.
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23. Additional information
The School of Health and Related Research (ScHARR) is a large, multidisciplinary research centre embracing public
health medicine, health services research, decision analysis and mental health. Disciplines represented in the staff
complement include: health economics, medical statistics, medical sociology, operational research, psychology,
rehabilitation research, medical informatics, health policy and management studies.
ScHARR is home to the Sheffield branch of the Trent Research and Development Support Unit (RDSU), which
includes centres at Leicester and Nottingham Universities. Trent RDSU provides high level academic support aimed
at increasing the quantity and quality of health services research, including health-related social care research, and
is one of a national network of RDSUs in England funded through the Department of Health
Further information can be found on the website for ScHARR at http://www.shef.ac.uk/scharr.
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can be
accessed via our Student Services web site at www.shef.ac.uk/ssid.
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