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
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Programme Title
Existential Psychotherapy and Counselling
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Programme Code
COLT12
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JACS Code
Not applicable
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Level of Study
Postgraduate
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Final Qualification
MA
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Intermediate Qualification(s)
Postgraduate Certificate, Postgraduate Diploma
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Teaching Institution (if not Sheffield)
New School of Psychotherapy and Counselling
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Moderating Department
ScHARR
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Home Department
Not applicable
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Other Department(s) involved in
teaching the programme
Not applicable
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Mode(s) of Attendance
Part-time, once weekly at the New School
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Duration of the Programme
3 years
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Accrediting Professional or
Statutory Body
Universities Psychotherapy and Counselling Association (UPCA) and
UK Council for Psychotherapy (UKCP)
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Date of production/revision
October 2003 / Revised March 2004
15. Background to the programme and subject area
There are many different approaches and schools of thought in psychotherapy and counselling and the existential
approach, which applies philosophy of existence to clinical practice, is an area that is becoming increasingly popular.
The New School is becoming a national centre for existential studies and existential psychotherapy and counselling
training. Existential philosophy raises questions about what it is to be alive, our existence, the way we live and how
we create meaning in our lives. This approach often echoes questions that clients are grappling with in their lives
and therefore provides a good theoretical underpinning for working with clients.
The New School offers an introductory course in psychotherapy and counselling, referred to as the foundation year,
the Postgraduate Diploma in Existential Studies and the Postgraduate Programme in Existential Psychotherapy and
Counselling, as well as a short introductory course in existential psychotherapy and counselling. The New School of
Psychotherapy is committed to running these courses for the foreseeable future and to establish and develop them
to their full potential. It has the full backing of London City College and of Schiller International University, both of
which are based in Waterloo in London, although Schiller also has campuses in Florida, Paris, Strasbourg, Madrid,
Heidelberg, Leysin and Engelberg.
The rationale for the course is to provide students with a full psychotherapy training and an academic qualification in
existential psychotherapy and counselling. The existential approach is becoming increasingly popular and students
will want to ensure that they gain a Masters degree as well as a professional qualification. The course will also
appeal to practitioners who have already undergone training in another approach or those who have undertaken
some prior training, which did not lead to UKCP registration.
16. Programme aims
The programme aims:

To provide students with a thorough grounding in the existential philosophy and its application to the mental
health field.

To provide an overview of the different approaches and theories of psychotherapy and counselling and
develop students’ ability to critically evaluate both these and the existential approach.

To provide detailed knowledge on psychopathology.
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
To provide students with a comprehensive understanding of how these theoretical concepts can be applied
to clinical practice.

To develop students’ individual way of effectively working with others professionally.

To sustain a culture of research and learning, while encouraging students to question their previous
assumptions and develop an open and enquiring attitude.

To enable students to use insights from their personal lives in their professional work.

To help students become capable of articulating and exploring professional and theoretical issues in a critical
manner.

To enable students to produce written work of a publishable standard and to embark on independent
research and originality of thought.

To equip students with the skills that will prepare them for employment as psychotherapists or for further
study at a doctoral level.

To develop students’ abilities so that they become competent and accomplished practitioners and are able to
work confidently under supervision.
17. Programme learning outcomes
Knowledge and understanding:
K1
Thorough and in-depth knowledge and understanding of the work of existential philosophers and practitioners
and comprehensive understanding of the phenomenological attitude. (PG Diploma/MA)
K2
Thorough knowledge of other approaches to psychotherapy and counselling and the ability to critically
evaluate the psychoanalytic approach in particular. (PG Certificate)
K3
Thorough knowledge of psychopathology and in particular the current classification used in the mental health
field and its limitations as well as other issues surrounding mental health. (PG Certificate)
K4
Good grasp of the relevant therapeutic literature, both primary and secondary sources and critical
understanding of this. (PG Certificate/PG Diploma/MA)
K5
Critical understanding of clinical practice. Theoretical knowledge and an understanding of how it articulates
with therapeutic practice, including those in relation to human development, human sexuality and interpersonal
relationships. (PG Diploma/MA)
K6
Thorough understanding of ethical, cross-cultural and other related issues and their implications in practice.
As well as understanding the codes of conduct and practice of the main registration bodies and incorporating
these into clinical practice. (PG Certificate)
K7
Thorough understanding of the use of supervision and the ability to apply theoretical ideas to clinical practice.
(PG Diploma/MA)
Skills and other attributes:
S1
Acquisition of listening and communication skills. (PG Certificate)
S2
Acquisition of counselling and therapeutic skills, to become competent and accomplished practitioners. (PG
Certificate/PG Diploma/MA)
S3
Acquisition of questioning skills, challenging of assumptions about self and world and ability to explore and
enquire. (PG Certificate/PG Diploma/MA)
S4
Acquisition of a wide range of relevant professional skills such as assessment, evaluation, relations to other
professionals and ethics. (PG Certificate)
S5
Acquisition of a self-reflective attitude to clinical practice. (PG Certificate/PG Diploma/MA)
S6
The ability to give and receive constructive feedback on clinical and training work. (PG Certificate/PG
Diploma/MA)
S7
The ability to use supervision appropriately and to question practice in an open and honest manner. (PG
Diploma/MA)
S8
Acquisition of verbal and written skills to communicate complex theoretical ideas. (PG Certificate/ PG
Diploma/MA)
S9
Acquisition of qualitative research skills. (MA)
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S10
Acquisition of collaborative learning skills and independent learning skills. (PG Certificate/PG Diploma/MA)
S11
Acquisition of interactive skills and interpersonal skills. (PG Certificate/PG Diploma/MA)
18. Teaching, learning and assessment
Development of the programme learning outcomes is promoted through the following teaching and learning
methods:
1. The programme learning outcomes K1-5 are promoted through the theoretical modules by class presentations,
which students are required to do each term, lectures and class discussions. Class presentations will enable
students to actively engage in a particular book or article and help them to assimilate their learning by presenting the
book/article to the rest of the group. Class presentations also develop students’ verbal communication skills and
help them to put across complex ideas in a focussed and clear way (S1, 8, 10 & 11). The lectures give students an
overview of the topic and guides their learning and further reading and research (K1-5). Discussions focus on issues
raised in the lecture and class presentation.
2. Students are also expected to do their own independent learning and a comprehensive reading list is given out
at the beginning of term. Tutors will discuss the reading list with students to guide their independent learning (S910).
3. Skills 1-6 and 11 and K6 are acquired in the skills training modules through practical skills work in threes
(client, therapist and observer), lecture followed by discussion and self-development group. The skills sessions start
with a brief lecture, which introduces the topic of the week and there is a brief discussion around this topic. Students
then work with each other in threes to practice their skills. There is a feedback session at the end of each skills
session, to enable students to learn from each other (S6). These teaching methods will help students to think about
and question themselves as well as their skills (S3, S5). The methods also encourage students to learn how to give
and receive feedback from each other. The self-development group also encourages students to be self-reflective
about themselves and their learning.
4. Clinical competence (K7, S2, 3, 5, 6, 7) is developed in the supervision modules, which students attend weekly
during term time at the New School. Students are also required to be in clinical supervision at their placement.
Supervision enables students to discuss their clients in a professional and sensitive manner. Supervision also
encourages students to be self-reflective about their clinical practice and to consider and take on board feedback
from their supervisor and their peers. Students are also encouraged to give constructive feedback to their peers.
Students develop an ability to talk about their work, both in terms of competencies and limitations, in an open and
honest way.
5. Written assignments are required for each module and develop student’s ability to critically evaluate the literature,
assimilate complex ideas and theories as well as presenting a cogent argument, which is fully referenced, as set out
above (K1-7). As both the form and length of written assignments varies – from academic essays, evaluations of
learning and self-development essays – students develop a range of learning and time-management strategies.
Written assignments also encourage word processing and presentation skills, so that their work is presented
professionally and to a publishable standard.
Opportunities to demonstrate achievement of the programme learning outcomes are provided through the
following assessment methods:
Written assignments
Students complete an essay after every module, which is due in at the beginning of the following term. The practical
modules in the first year require a non-academic self-development essay (S3, 5, 11). The rest of the modules
require an academic essay (K1-5).
The academic essays enable students to consolidate their learning of theoretical learning and in particular the
existential and psychoanalytic approaches. The self-development essays encourage students to become selfreflective and to question their assumptions as well as articulate the skills they have developed.
Class presentations
Each theoretical module requires a class presentation and students must present once a term. The class
presentations are used to develop the student’s ability to communicate effectively in the group, to present literature in
a concise and coherent manner and to explain complex issues (S1, 8, 10, 11).
Class participation and attendance
Students are expected to participate in the course and to attend at least 80% of classes each term. Participation and
attendance demonstrates a commitment to the course and other students as well as an ability to interact with and
interrelate to other students (S10).
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Evaluation of Supervision
Each term of the second and third year, students are required to evaluate their clinical work in terms of their
competencies, areas to be worked on and further comments. This evaluation is then given to the students’
supervisor who will comment on the students written evaluation and their performance in supervision during the term.
Supervisors will also comment on the ability of the student to discuss their work openly and honestly; the ability of
the student to be self-reflective and self-questioning; the ability of the student to learn from their mistakes; the
student’s feedback to other members of the group and their contribution to group process; areas to be worked on
and areas that are cause for concern (if applicable) (K7, S2, S3, S5, S6, S7).
Case Studies
At the end of the second and third year, students are required to write a case study on one of the clients they have
worked with during that year. Case studies demonstrate the students’ ability to write up their client in a professional
and sensitive manner, ensuring confidentiality for their client throughout. The case study also enables students to
demonstrate their ability to write about their work in a self-reflective and questioning manner. Students should also
demonstrate their ability to apply theoretical ideas to clinical practice, as well as how they use supervision and how
this is reflected in their work. (K7, S2, S3, S5, S6, S7).
Portfolio
At the end of the third year students are required to put together a portfolio of their work, which will include a second
or third year academic essay, the MA case study and the project. The portfolio enables students to write in depth on
a particular topic of their choosing. Students will be able to demonstrate their level of knowledge and understanding
of existential philosophy and their ability to make links between theoretical approaches and how they apply to their
clinical practice. The project enables students to undertake a piece of research and to demonstrate their ability to
conduct literature searches and produce a piece of original thinking. The portfolio also enables students to
demonstrate their ability to apply theoretical knowledge to clinical practice. (K1-7 & S1-11).
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx
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/strategy/lts11_16
Learning outcomes also reflect requirements from the Universities Psychotherapy and Counselling Association and
the UK Council for Psychotherapy, who have jointly accredited the course, so that graduates of the MA who have
also fulfilled 450 supervised clinical hours can be registered as psychotherapists with UKCP.
20. Programme structure and regulations
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
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
Progression through the programme structure is defined by the Learning Outcomes set for each level of study at the
New School.
Year 1
 Acquisition of knowledge of the existential and other approaches to psychotherapy and an understanding of
the theoretical concepts.
 Ability to critically evaluate both approaches and develop original thinking on the subject.
 Acquisition of knowledge on the medical model, psychopathology and anti-psychiatry and its application to
practice.
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


Year 2





Further develop counselling skills to a high level.
Develop greater self-awareness and understanding of group dynamics.
Demonstrate knowledge and understanding in both verbal and written formats.
Acquisition of knowledge on further approaches to psychotherapy.
More in depth knowledge of the existential approach.
Aim for publishable standard written work.
Develop psychotherapy skills and acquire clinical experience of working with clients.
Develop knowledge of supervision and demonstrate ability to apply theoretical concepts to practice.
Year 3
 More in depth knowledge of the existential approach on a particular issue or topic.
 Undertake research and produce a substantial piece of work integrating theory to practice.
 Further develop psychotherapy competency and acquire more varied clinical experience of working with
clients.
 Further develop knowledge of supervision and demonstrate ability to apply theoretical concepts to practice.
The curriculum, as outlined above, has been designed to enable students to achieve the learning outcomes of the
Postgraduate Programme in Psychotherapy and Counselling, following the progression detailed above.
The current structure and learning outcomes have been developed through a continual process of review, involving
staff, University of Sheffield moderators, External Examiners and student representatives as well as input from the
professional bodies, UPCA and UKCP. This process ensures that the programme continues to develop and adapt.
22. Criteria for admission to the programme
A person may be admitted as a candidate who
(a) is a recognised graduate who has attained a standard at least equivalent to that of a good Honours degree, has
appropriate prior experience of psychotherapy and counselling and has completed a foundation course in
psychotherapy and counselling or
(b) has a recognised qualification as a mental health professional and has at least 5 years’ relevant experience.
23. Additional information
This is an interdisciplinary programme, based on psychological, philosophical and psychotherapeutic input, which
provides students with a strong theoretical grasp of human issues. This understanding will be applicable to
psychotherapy and counselling and various human relations professions as well as to personal development.
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 partner institution and the University.
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