UNIVERSITY OF KENT
Programme Specification
Please note: This specification provides a concise summary of the main features of the programme and
the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if
he/she passes the programme. More detailed information on the learning outcomes, content and teaching,
learning and assessment methods of each module can be found [either by following the links provided or in
the programme handbook]. The accuracy of the information contained in this specification is reviewed by
the University and may be checked by the Quality Assurance Agency for Higher Education.
Doctor of Clinical Science (Psychotherapy)
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Awarding Institution/Body
Teaching Institution
Teaching Site
Programme accredited by:
Final Award
Programme
UCAS Code (or other code)
Relevant QAA subject benchmarking
group(s)
9. Date of production/revision
10. Applicable cohort(s)
University of Kent
University of Kent
Canterbury
United Kingdom Council for Psychotherapy
PG/Dip, MSc, MClin.Sci, DClin.Sci.
Doctor of Clinical Science (Psychotherapy)
March 2010
September 2010
11. Educational Aims of the Programme
The programme aims to:
1. Provide a high-quality programme of research-informed academic study of the major theories of
psychotherapy, delivered by qualified practitioners, with the option of qualifying for professional registration
with the United Kingdom Council for Psychotherapy (UKCP)
2. Develop your capacity to critically evaluate the relevance of a variety of theoretical concepts in
psychotherapy and to apply them in the clinical context with reference to evidence-based practice
3. Integrate clinical theory and concepts with your workplace experience through practice-based teaching
and learning methods with reference to principles of ethical practice
4. Meet normal requirements for Continuing Professional Development in the NHS Trusts and professional
bodies
5. Offer opportunities for multi-disciplinary learning with a variety of mental health professionals
6. Develop your competence in communicating with clients and colleagues relevant to your present or
intended employment context, including the enhancement of key skills which are professionally relevant
7. Develop your competence in using one or more of the mainstream models of psychotherapy in making
clinical interventions in the context of your workplace and professional role
8. Develop your analytic and problem solving skills in devising treatment plans
9. Develop your ability to resolve problems in teamwork settings with reference to evidence-based practice
10. Develop your knowledge and critical understanding of psychotherapy research, and the ability to apply
principles of research in your clinical dissertation
11. Prepare students to become independent practitioners eligible for private practice or in specialist NHS
psychotherapists posts
12. Develop your in-depth knowledge and understanding of the clinical concepts of a specific model of
psychotherapy through practice based teaching and learning methods
13. Develop a critical understanding of the assessment and diagnosis of presenting clinical symptoms,
including the psychiatric diagnostic categories
14. Develop critical awareness of the ethical, cultural and diversity issues of good clinical practice
15. Develop your ability to engage with other mental health professionals in managing administrative
systems, making use of supervision, and communicating clinical information in an appropriate and ethical
manner in the context of clinical service
16. Develop the ability to understand and implement the principles of evidence based practice
17. Develop the skills needed to undertake practice based research
18. Support the development of research active practitioners who can contribute to the development of
health and care services
19. Develop an ability to cultivate and manage practice based research projects in the context of health and
social services with respect for ethical research practice
20. Develop an ability to critically analyse ethical and professional dilemmas in healthcare
21. Develop a critical understanding of organisational dynamics in the context of healthcare
12. Programme Outcomes
The programme provides opportunities for students to develop and demonstrate knowledge and
understanding, qualities, skills and other attributes in the following areas. The programme outcomes have
references to the subject benchmarking statement for (SB).
Knowledge and Understanding
Teaching/learning and assessment methods and
strategies used to enable outcomes to be achieved and
demonstrated
A. Knowledge and Understanding
of:
Diploma modules:
1. Comprehensive knowledge of the
historical development of
psychotherapy
2. Critical understanding of the similarities
and differences between the theoretical
concepts of the major schools of
psychotherapy
3. Critical understanding of the key
findings of psychotherapy research and
their relevance to clinical practice
4. Critical understanding of the theoretical
basis and core clinical concepts of one
or more of the main models of
psychotherapy
5. Knowledge and understanding of the
principles of ethical practice
6. Critical understanding of social and
cultural factors influencing
psychotherapy research and practice
And in addition: MSc modules
7. Knowledge and understanding of the
theoretical concepts of the major
psychological theories of child
development.
8. Understanding of the basic principles
of research design and methods
relevant to psychotherapy research
Teaching of theory is in the form of lectures followed by
seminar discussion/small group discussion of the concepts, in
which you will be expected to take part.
Clinical theory and concepts will be explored in-depth and will
be taught by a combination of seminars led by tutors and
students. Case examples from clinical practice will be used
throughout to link theory to practice. Theoretical
understanding will also be supported in the clinical supervision
groups.
The research training component of the programme, teaching
and learning will be based on a combination of web-based
learning and practical workshops which will provide hands on
experience of data analysis, individual research supervision,
and supervisor led research practice groups. Workshops will
be scheduled at intervals during the academic year, in a block
format. Students will be expected to agree their particular
learning needs with the supervisor at the beginning of
registration, and a programme of modules, workshops and
seminars will be agreed. Students will then be expected to
undertake their chosen programme through self –directed,
web-based study, and to attend workshops/seminars as they
are offered during the period of registration.
All students will be expected to present their research formally,
within CPP and where possible in an external setting, and
also to present their research informally, in ordinary language,
to non-specialist groups during the course of their training
And in addition: MClinSci modules
9.Knowldege and in-depth understanding
of the basic clinical concepts of a method
of psychotherapy
10.Knowledge and in-depth understanding
of the major metapsychological concepts
and theories underpinning clinical practice
of a method of psychotherapy
11.Knowledge of the main psychiatric
diagnostic categories
12.Knowledge and critical understanding of
the diagnostic principles of a method of
psychotherapy
13.Knowledge and critical understanding of
the evidence base for different forms of
psychotherapeutic intervention
14.Knowledge and critical understanding of
the methods of psychotherapy research
15. Comprehensive knowledge of the
professional codes of practice
16.Knowledge of psychotherapy practice
systems in the mental health and social
Assessment methods
Essays which demonstrate your critical understanding of
clinical theory, principles of ethical practice and knowledge of
research methods.
You will demonstrate increasing ability to link theory to
practice through the journal; through a clinical case study;
through reports from seminar and group leaders’ and through
clinical dissertation(s) based on workplace experience.
Assessment of all knowledge and understanding, subject
specific and intellectual skills learning outcomes for the
research modules will be by dissertation. Additionally, the
ability to apply skills to practice, to communicate and to work
in collaboration (the transferable skills) will be assessed
through observations and reports of the supervisors and
seminar leaders in the process of the student’s participation in
workshop and research practice groups, as well as through
formal and informal presentations within the department.
care context of the NHS
An in addition: Doctoral modules
17.Knowledge and critical understanding of
the principles of evidence based practice
and how they apply to policy making
18.Knowledge and critical understanding of
a range of approaches to practice-based
research
19 .Knowledge and understanding of the
ethical and legal requirements and
procedures for undertaking practice based
research
20. Knowledge and critical understanding
of the epistemological basis of differing
approaches to research
Skills and Other Attributes
B. Intellectual Skills:
Diploma modules
1. Critically compare and contrast the
theoretical concepts of the major
models of psychotherapy
2. Critically analyse the relevance of
developmental concepts related to
explanations for adult psychopathology
and treatment
3. Critically evaluate the relevance of the
clinical concepts of one or more of the
major models of psychotherapy to a
variety of clinical settings
4. Critically assess the clinical utility and
limitations of a theoretical approach
studied with reference to evidence
based practice.
And in addition: Msc Modules
5. Apply ethical principles to conflicts
arising in the clinical context
6. Integrate theoretical concepts and
clinical practice with reference to a
variety of presenting problems
encountered in the workplace setting
And in addition: MClinSci modules
7. Critically evaluate the clinical utility and
limitations of a specific theoretical
model with reference to evidence
based practice
8. Formulate and communicate your
clinically informed assessment
appropriately to colleagues and clients
in an ethical manner
9. Develop an ability to integrate the
underpinning theory of the chosen
therapeutic model into clinical practice
10. Develop an ability to evaluate in-depth
the use of clinical concepts and
justification of your interventions with a
variety of presenting problems in an
ethical manner
11. Critically examine the process of
clinical observation in the context of the
Teaching and Learning Methods
Seminar based teaching delivered in the form of lectures
followed by group discussion will provide the basic
underpinning knowledge for clinical applications. Case
examples will provide the focus for small group discussion,
concentrating on the application of theoretical concepts to
clinical practice.
Further teaching will take place in tutor and learner led clinical
seminars in which case presentations will provide a major
source of input. These will provide the focus for small group
discussion concentrating on the application of theoretical
concepts in clinical practice. Learning will be supported by the
keeping of a workplace journal.
Teaching and learning in seminars and supervision (group and
individual) will be practiced based, enabling you to develop the
critical skills necessary to evaluate understanding
appropriately with patients in the workplace. Additionally,
collaborative study in the clinical and research seminars will
enable you to develop and present research and clinical
findings to and with colleagues.
The development of practical research skills will be
supplemented by individual supervision, at regular
intervals to be agreed between supervisor and student.
Research practice groups will be formed in a flexible way
to reflect and support the students’ research needs and
interests. The student will be expected to join a practice
group, which will provide support through the phases of
data collection and analysis, and writing up, in
negotiation with the programme director and the
supervisor.
Assessment methods
Learning will be assessed through essays, which must
demonstrate your increasing ability to link theory and practice.
Through the journal; through a clinical case study; through
reports fro seminar and group leaders; and through a final
clinical dissertation based on workplace experience.
therapeutic encounter, with reference,
You will be assessed for your ability to critically evaluate and
where relevant, to cultural elements
apply and present your clinical research and knowledge and
understanding in the dissertation, in written work for seminars
And in addition: Doctoral modules
and in your research project showing awareness of relevant
12. Ability to design a research study and
cultural influences. Additionally, reports from supervisors and
critically analyse a clinical text using
tutors will assess your capacity to integrate clinical knowledge
one of the major research methods,
and present your findings appropriately and understanding with ethical practice in the context of
clinical case discussion in seminars and clinical supervision.
13. Ability to develop a research question,
based on a critical review and
understanding of the relevant research Assessment of all knowledge and understanding, subject
specific and intellectual skills learning outcomes relating to
literature in a specific field of practice
clinical research will be by dissertation.
14. Ability to design a research project,
relevant to a practice-based research
question
15. Ability to undertake a comprehensive
data analysis, using methods
appropriate to the research design
16. Ability to critically analyse data and
draw conclusions relevant to the
research question and other research
contingent to the findings
C. Subject-specific Skills:
Diploma modules
Teaching and Learning Methods
1. Ability to apply core clinical concepts
(psychodynamic, group, systemic, or CBT)
to clinical case examples and/or to client’s
Learning will take place in tutor and student led seminars,
actions
making use of audio-visual presentations where appropriate to
demonstrate the application of theory to practice, clinical skills
2. Ability to reflect on your own and others
and to provide support for and evaluation of developing clinical
actions and respond appropriately to
skills.
unpredictable event in the interpersonal
context of experiential groups and
The keeping of a journal will provide the opportunity to develop
seminars
links between theory and practice.
3.Ability to access the ethical implications
of actions and judgements in the clinical
Presentations based on clinical material in seminars and
context
group supervision will enable you to develop the clinical skills
4. Ability to relate empathically to
necessary for competent practice.
colleagues and in the clinical setting
5. Ability to develop a capacity for self
All students will be expected to present their research formally,
reflective awareness.
within CPP, and where possible in an external setting, and
And in addition: MSc modules
also to present their research informally, in ordinary language,
6. Ability to develop and implement
treatment plans in the context of workplace to non-specialist groups during the course of their training
clinical practice
Assessment methods
7. Ability to make appropriate interventions
in the clinical setting
Your ability to communicate and reflect on our own and others
8. Ability to integrate clinical and research
actions in an ethical manner will be assessed by tutor reports
relevant information into your current
on your seminar and group participation. Your ability to
clinical practice, taking into account and
integrate theory and practice will be assessed through your
making use of the practice and knowledge
essays and your participation in seminar discussion.
of colleagues and supervisors.
And in Addition: MClinSci modules
Your clinical skills will be assessed in the clinical dissertations,
9. Critically assess the suitability of the
and through your supervisors’ reports. The self assessment
chosen model to a variety of presenting
questionnaire submitted with each dissertation will be
clinical problems with reference to
assessed along side your supervisor’s report. Tutors reports
evidence based practice
on your oral presentations and smaller pieces of written work
10.Apply the core clinical concepts of the
in seminars will additionally provide evidence of your ability to
chosen therapeutic mode to your own and
apply clinical knowledge and understanding to practice.
your clients’ actions
11. Reflect on your own and others’ actions
Y Your ability to communicate and reflect on your own and
and respond appropriately to unpredictable
others actions will be assessed by tutor reports on your
events in the clinical context
seminar and group participation.
12. Make therapeutic interventions
Your ability to integrate theory and practice will be assessed
appropriate to the needs of the client and
through your journal, the case study (ies) and your
the clinical setting
13. Negotiate and plan an ending
appropriate to the chosen model, the client
and the treatment setting
14. Evaluate the therapeutic process in the
context of the treatment setting, and
communicate appropriately with colleagues
and clients
15. Apply ethical and cultural principles to
making and sustaining the therapeutic
contract, to reporting clinical information,
and to conflicts or dilemmas, which may
arise in the clinical setting.
And in Additions: Doctoral modules
16. Critical ability to apply advanced
research skills to a specific domain within
the field of inquiry
17. Ability to select and apply specific
procedures to the solution of practicebased research
18 .Ability to relate your practice-based
research to the setting of the inquiry,
including undertaking relationships with
service-users, with reference to principles
to ethical practice, where applicable
D. Transferable Skills:
Diploma modules
1. Ability to communicate effectively to
others both orally and in written form, and
to understand and respond to others’
communications
2. Ability to make use of a wide variety of
resources in developing your clinical
knowledge base, including the independent
use of professional journals and research
publications.
3. Ability to evaluate, synthesise and
communicate your knowledge and
understanding to others both orally and in
written form, and to respond to others’
communications
And in addition: MSc modules
4. Ability to reflect on and manage
professional self-development in the
context of the demands of multi-disciplinary
health and social care practice
5. Ability to define and solve problems in
the context of professional multidisciplinary practice
MClinSci modules
6. Ability to work autonomously with high
levels of responsibility for own clinical
practice, making appropriate use of
supervision
And in addition: Doctoral modules
7. Ability to set up and manage a research
project, setting time scales for discrete
stages and managing information in the
appropriate form
8.Awareness of research-based networks,
and relevant national and international
research organizations
dissertation.
Teaching and Learning Methods
Formal teaching will take place in seminars in which
discussion of clinical practice will provide the opportunity to
participate in case discussion and will form the major learning
resource in linking theory and workplace practice.
Interpersonal skills will be acquired through the experiential
group, which will give you the opportunity to explore your own
and others’ patterns of relating.
Interactive groups of various sizes, enabling you to gain
experience in communicating clinically in a variety of contexts.
Teaching and learning will also include web-based teaching
and learning materials, and support in the use of a wide
variety of information sources to support the writing of clinical
case and research reports.
Essays which demonstrate your ability to use a variety of
resources and experiences to apply your knowledge and
understanding of clinical concepts. Tutor and group leaders
reports will assess your interpersonal learning by tutor and
peer assessments
Summative assessment of all learning outcomes will be based
on the journal of clinical experience, the clinical case study,
the essays and the final dissertation. Additionally, reports
from the seminar and group leaders will contribute towards the
assessment of your acquisition of the learning outcomes
Supervisors and tutors reports will assess your self awareness
and your ability to communicate orally with patients in the
clinical setting, and with colleagues in the supervision and
19. Ability to make a formal research
presentation to a specialist audience
10. Ability to communicate findings in a
manner appropriate to a general audience
11. Ability to work in a team with others to
develop, analyse and critically evaluate
research data.
12. Ability to communicate appropriately
with a wide variety of people (e.g., service
users, the general public) encountered in
the context of undertaking the research
process
workplace context. Additionally, your dissertations and written
seminar work will demonstrate your ability to apply clinical
knowledge and understanding in accepted written form to
colleagues. Reports from your supervisors will assess your
capacity to work with appropriate independence in the clinical
environment.
Additionally, the ability to apply skills to practice, to
communicate and to work in collaboration with clinical and
research colleagues will be assessed through observations
and reports of the supervisors and seminar leaders in the
process of the students participation in workshop and research
practice groups, as well as through formal and informal
presentations within the department
For more information on which modules provide which skills, see the module mapping
13. Programme Structures and Requirements, Levels, Modules, Credits and Awards
This programme offers students practice based routes to achieve a Professional Doctorate. The generic
components of the programme are represented by the research modules and amount to 240 credits at D
level. There are also a number of modules that will be taught across programmes and between CPP cognate
groups. The necessary pre or co requisites are identified in individual module specifications. The programme
has been developed to reflect the needs of professional clinicians with exit points between the levels of PG.
Dip. and Professional Doctorate. To reflect recent changes in the student profile there is now a wider range
of modules offered at MSc level that are not dependent on the participant having access to clinical material.
Students achieving 60 M credits will be eligible for a fall-back award of PG.Cert, 120 M credits will carry an
award of PG Dip. 180 M credits will be required for an MSc., 360 M credits will carry an award of MClinSci
(including 60 D level credits on KI925/926/916). 540 credits will be required for a Doctoral level award.
Students can elect to study either on a part or full time basis and the Programme will be delivered by CPP at
Canterbury. Typically completion to Doctoral level will take a minimum of eight years part time, or four years
full time .. The programme provides clinical training in psychotherapy to professional registration with the
United Kingdom Council for Psychotherapy. Flexible entry onto the programme will be agreed at interview, at
a level commensurate with the students’ academic and professional qualifications. Access to the clinical
components will also reflect the students’ current professional status allowing entry to clinical training at any
point of the programme. Personal suitability to undertake clinical training will be assessed typically after
completion of the diploma modules and will be based on a report from the facilitator of the experiential group
and at interview. At this point students will be assessed, by completion of a research proposal, for suitability
to progress to doctoral level study. For applicants seeking entry at this point references that address
personal suitability as well as an interview will be required. Academic teaching will take place across the
three terms of each year as will supervision of clinical practice, the latter for a minimum of thirty six weeks in
the year. Tutorial support will also be available throughout the academic year. Students will be allocated an
academic advisor who will assist them to devise, from the available modules, a programme of study that best
meets their individual professional needs.
Code
Title
Level
Credits
Term(s)
Diploma Modules
KI937
Introduction to
M
15
Variable
psychotherapy
KI909
Experiential
M
15
Variable
Group – Year 1
WL827
Principles of
M
15
Variable
psychoanalytic
psychotherapy
KI903
Object Relations
M
15
variable
KI940
Developmental
M
15
Variable
Concepts (I)
KI910
Experiential
M
15
Variable
Group – Year 2 (if
taken over two
years)
WL828
Research
M
30
Variable
Proposal
MSc Modules (For students who do not want to progress beyond this point)
KI941
Applying clinical
M
30
Variable
concepts in the
workplace
KI922
Principles of
Group work
WL801
Introduction to
Mental Health
WL802
Child &
Adolescent
Mental Health
KI954
Clinical
Treatment of
Personality
Disorder
KI788
Working with
Domestic
Violence
WL806
Working with
Self-Harming
Clients
WL805
Primary Mental
Health Work
WL804
Working with
Sexual Abuse:
Working with
Victims &
Perpetrators
MClinSci modules
KI945
Psychoanalytic
Developmental
Concepts
KI903
Clinical
Application of
Object Relations
Theory
M
30
Variable
M
15
Variable
M
15
Variable
M
30
Variable
M
15
Variable
M
15
Variable
M
15
Variable
M
15
Variable
M
15
Variable
M
15
Variable
KI904
Clinical
Applications of
Psychoanalytic
Concepts
Clinical
Techniques in
Brief Therapy
Assessment and
Formulation I
Assessment and
Formulation II
M
15
Variable
M
15
Variable
M
15
Variable
M
15
Variable
Introduction to
CBT Therapy –
theory and
practice
Clinical Practice I
M
15
Variable
M
30
Variable
Clinical Seminars
X3
M
15
1x 3 years
Clinical Elective
M
30
Variable
D
60
Variable
KI913
KI943
KI944
KI936
KI921
KI923
KI915
KI930
KI931
KI928
KI905
Doctoral Modules
KI925
Advanced
KI926
KI916
D002
KI 957
D003
KI918
Practice (Clinical
Practice II)
Introduction to
Research design
and data analysis
Principles of
Evidence Based
Practice
Research
Practice
Dissertation
Psychotherapy
Process
Research
D
15
Variable
D
15
Variable
D
90
Variable
D
D
30
30
Variable
Variable
14. Support for Students and their Learning
 Programme handbook.
 Assignment of a course tutor who monitors individual student progress and who can provide advice and
support on a range of academic and pastoral issues.
 Administrative support via the Course Administration Offices.
 Continuous online support by staff and other students via email and online support material.
 Use of Knowledge Centre(computer facilities, etc) in CWaL Extensive dedicated websites include:
o /student liaison information
 University central support services, including:
 Students' Union (including its Advice and Information Service)
 Disability Support Unit
 Careers Service
 Medical Centre
 Computing Service
 Library Service
 Unit for the Enhancement of Learning and Teaching
 Counselling Service
 Library and IT induction
 Student induction and termly meetings
 Individual and group clinical supervision
15. Entry Profile
Entry Route
For fuller information, please refer to the University prospectus
 You will be seeking to explore the field of psychotherapy either for intellectual interest or with a view to
changing career or developing an existing career
 You will have a degree or equivalent educational level and will probably have some experience
working with people
 You may have a mental health professional qualification – such as, nursing, occupational therapy, art
therapy, social work, or counselling – equivalent in level to a first degree.
 You are able to enter the programme at a number of different entry levels dependent on your previous
academic and professional qualifications.
 If you are coming from a non-related profession, you will enter at year one and proceed according to
your achievement on the programme and professional requirements.
 If you already have a qualification in a mental health profession which includes relevant learning and
experience, you may be given Accreditation for Prior Learning and Experience equivalent, in
consultation with the Psychotherapy Group staff on application, in order to gain direct entry into the
clinical practice
What does this programme have to offer?
 The opportunity to explore the main theories and models of psychotherapy
 The opportunity for recognized continuing professional development relevant to your workplace setting
 The opportunity to gain a post-graduate qualification
 This programme offers a high quality, professionally recognized clinical training which will prepare you
for clinical practice in both the private and public sectors
 Though your clinical placement, you will gain valuable practical experience in the workplace
 The programme offers practice-based research training which links your clinical experience to
contemporary, evidence based clinical knowledge, and prepares you to undertake more advanced
research in the optional Doctor of Clinical Science
Personal Profile
 You may want to explore an intellectual interest in the historical and theoretical development of
psychotherapy
 You may be seeking a career in psychotherapy
 You may be looking for additional nationally recognized post-graduate qualifications in order to
advance your career as a mental health professional
 You are likely to be a mature student, with experience in a mental health profession, or another
profession in which working with people is a major component
 You may be returning to work, looking for a career change, or seeking to add substantial therapeutic
skills to your existing professional formation.
 You may be looking to achieve a clinical qualification at doctoral level
 You may be a psychology graduate seeking a post-graduate qualification in psychotherapy
16. Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and
outcome standards
 Student evaluation of individual modules taught.
 Student representation on key committees.
 Continuous monitoring of student progress and attendance.
 Active staff development programme.
 Observation of teaching by other staff.
 Periodic programme reviews.
 Annual programme monitoring reports (includes review of progression and achievement statistics).
 External examiners’ reports.
 QAA Subject Review.
Committees with responsibility for monitoring and evaluating quality and standards
 Staff/student liaison committee.
 Faculty and University Learning and Teaching Committees.
 Psychotherapy Group core and part-time staff meetings
 CWaL Learning and Teaching Committee
 CWaL Research and Enterprise Committee
 Faculty Learning and Teaching Committee
 Faculty Research and Enterprise Committee
 Faculty Research Ethics Committee
 Board of Studies
 Psychotherapy Group Board of Examiners
Mechanisms for gaining student feedback on the quality of teaching and their learning experience
 Student representation on Department committees.
 Student representation on Faculty committees.
 Informal discussions with lecturers, class supervisors, module convenors and Programme Director
 Termly student meetings
 Student module evaluation form
Staff Development priorities include:
 Regular (twice monthly) formal collaboration in programme development plus informal collaboration
 Research led teaching
 Adaptation to local and regional NHS needs and requirements
 CWaL Staff appraisal
 Research seminars
17.




Indicators of Quality and Standards
1999 TQA report: a grade of 21 was awarded
Student completion rates and level
Reports from external examiners


Reports from professional regulating authority (UKCP)
Student employment record
The following reference points were used in creating these specifications:
 Professional Training Standards Requirements (UKCP)
 National occupational standards for psychotherapy (draft form)
 QCA Key Skills
 Generic academic level indicators (SEEC/HECIW)