PROGRAMME SPECIFICATION
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AWARD and ROUTE TITLE
MSc in Sexual and Relationship
Psychotherapy
INTERMEDIATE AWARD TITLES
Post Graduate Diploma in Sexual and
Relationship Therapy
Post Graduate Certificate in the Theory of
Sexual and Relationship Therapy (non clinical
award)
Name of the Teaching Institution
Porterbrook Clinic, part of Sheffield Health and
Social Care NHS Foundation Trust
Mode(s) of Attendance
(eg. FT/PT/SW/DL)
UCAS CODE
Part time
Professional/Statutory/Regulatory BASRT/UCKP
Body Recognising this
Programme
QAA Subject Benchmark
Statement or other relevant
external reference point
BASRT/UKCP course approval procedures
Date of Validation
June 2010
1
PROGRAMME AIMS
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To meet statutory requirements of UKCP & BASRT (and anticipated future
requirements of HPC) accreditation status in Sexual and Relationship
Psychotherapy
To provide a framework for theoretically informed practice-based training,
critical evaluation and research in Sexual and Relationship Psychotherapy
To build on existing related knowledge thus developing effective practitioners
To enhance employability in statutory and voluntary services and
independent practice
To provide opportunities for Continuing Professional Development
PROGRAMME LEARNING OUTCOMES
The aim of training is to produce, through the delivery of the following
syllabus,
competent
and
independent
sexual
and
relationship
psychotherapists who will be capable of working to professional and ethical
standards. (Taken from and or adapted from the BASRT Approval of Sexual
and Relationship Psychotherapy Courses document, 13.11.02):
2.1
Knowledge and understanding covered within the Programme. By the
end of the programme trainees will be able to demonstrate
1. A comprehensive and up-to-date knowledge of the literature relating to sexual
therapy;
2. An understanding of some of the key developmental processes within
individuals and couple systems;
3. An ability to elaborate and critically evaluate a range of theoretical frameworks
in relation to practice;
4. An ability to compare and contrast different approaches in sexual therapy and
their relationship with other therapies;
5. An understanding of wider systems and their impact on individual and couple
life, and an ability to include this perspective in work with clients;
6. Knowledge of a range of possible problems presented by clients coming for
therapy. These should include examples of more serious mental health
issues. This should include knowledge of relevant research finds and clinical
understanding from inside and outside of the psychotherapy domain. This
should be sufficient to enable therapists to identify problems that can be
helped by other methods as well as those outside their own limits of expertise;
7. Sufficient knowledge of research methods to be able to plan and carry out a
piece of research relevant to the field;
8. An ability to critically evaluate relevant research findings;
2.2
Intellectual/Subject/Professional/Key skills covered within the
Programme. By the end of the programme trainees will be able to
demonstrate:
1. A commitment to anti-discriminatory and culturally sensitive practice, and
show evidence of this in clinical work;
2. An ability to develop effective therapeutic relationships with a range of clients;
3. An ability to use a range of techniques to help clients to make changes in their
relationships;
4. An ability to adapt skills and techniques to a range of clients;
5. An ability to recognise the limits of personal expertise, skills and approach and
refer clients appropriately;
6. A capacity to use the supervision and consultation processes;
7. An ability to consult constructively with colleagues;
8. An ability to take an active role in the development of personal learning,
further developing graduate skills in information gathering, including literature
searching, synthesising and critically evaluating and be able to identify areas
of personal strength as well as areas for further professional development;
9. An awareness of personal development processes and an ability to use them
in therapeutic, reflexive ways;
10. An ability to organise work and manage organisational tasks and liaison
efficiently and effectively;
11. An ability to communicate the process of therapy in both oral and written
forms to psychotherapy colleagues as well as other professionals.
3
LEARNING, TEACHING AND ASSESSMENT
3.1
The approach to Learning and Teaching within the Programme
LEARNING & TEACHING METHODS
There follows a description of the main learning and teaching methods that
will be used to enable trainees to achieve the learning outcomes and
encouraged them to become an independent learner and practitioner.
Since this programme is designed to provide theoretical knowledge and
practice-based skills, a variety of teaching and learning strategies are
employed.
To comply with UKCP & BASRT accreditation practice-based training is
employed, strategies include:
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Role play
Workshop activities
Therapy sessions
Therapy supervisory meetings
Methods for providing a theoretical framework for practice include:
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Formal lectures
Interactive lectures
Discussion and brainstorming
Self-directed learning
In order to build on existing related knowledge interactive and participatory
approaches are employed:
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Group activities
Trainee lead discussions
Syndicate groups
With the intention of enhancing employability in health service sectors
strategies include:
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Trainee led teaching sessions
Conference attendance
Seminar presentations
Involvement and attendance at Trust related events and governance
meetings
Audit involvement
Learning in psychosexual therapy is viewed as a partnership between
tutors, teachers, psychotherapy supervisors and trainees. Therefore, tutors,
teachers and psychotherapy supervisors also act in facilitative, supportive
and advisory roles encouraging trainees to take responsibility for their own
learning.
3.2
The approach to Assessment and Feedback within the Programme
ASSESSMENT
Assessment practices with the programme are carried out in accordance
with UKCP & BASRT requirements and Sheffield Hallam University
guidelines. Assessment comprises of both formative and summative
assignments. As well as assessing academic ability our course is
preparing trainees for clinical practice and professional registration and as
such comprises a significant proportion of assessments of clinical
competency and fitness to practice.
All our academic assessed
components and clinical competency assessments are to be passed as
individual pieces of assessed work as stipulated in Sheffield Hallam
University assessment regulations Model B. This is to ensure trainee
passes each component of the course and also each module in order to
demonstrate that they are safe and effective practitioners and that they are
fit to practice.
For this reason some of the clinical competence
assessments are marked on a pass/fail basis, thus clearly demonstrating
whether or not the trainee has achieved clinical competence.
Strategies for assessing subject specific topics and key skills related
to practice-based training include:
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Case Study Assignment
Observed Scored Clinical Examinations
Evaluated Recorded Therapy Session Evaluation
Clinical Competency documents - Co-Therapy Report and Supervisors
Report
Research Dissertation
Theoretical knowledge gained from lectures and self-directed
learning will be assessed from:
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Research Article Review
Unseen Examinations
Literature Review
Viva Voce
Interactive and participatory learning and key skills will be assessed
through:
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Presentation
Literature Review
Critical Evaluation
Reflective Journal
Assessment of projects designed to enhance key skills and
employability include:
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Evaluated Recorded Therapy Session Evaluation
Teaching Project
Case Study
Clinical Audit
Research Dissertation
FEEDBACK
Trainees will receive feedback during the Programme in the following
manner
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Feedback is an integral and ongoing process in therapeutic
relationships. Feedback occurs between therapists and clients, and
therapists and supervisors and will be provided to trainees by tutors,
counselling supervisors and peers.
Following all assignments, both written and oral feedback will be
provided by supervisors and tutors in a timely fashion, enabling
trainees to review their work and respond in later assignments and
subsequent clinical work.
Oral and written feedback will also be provided by supervisors and
peers following observed therapy sessions, and in group supervision
sessions to facilitate self-critical review of performance.
Written summative feedback will be provided in the form of the actual
mark that reflects performance against specified assessment criteria.
4
PROGRAMME DESIGN AND STRUCTURE
The course/modules included in the programme have been designed to
provide training in both sexual therapy and psychotherapy approaches to the
diversity of sexual and relationship problems. The PG diploma begins by
pursuing the theme of developing a sound theoretical knowledge base which
is essential to ensure safe practice. This comprises most of the first year. The
end of the first and the second year focuses on developing the integration of
theory into practice by introducing supervised, clinical work. As the year
progresses trainees are supported to become more independent in their
practice. The Masters programme has a focus on research and developing
an appreciation of research methodology and practical skills, culminating in
the production of a dissertation. The Masters course also allows the trainees
the opportunity to consolidate and develop their advanced clinical practice, as
this is a professional body requirement for accreditation and UKCP
registration. Some trainees may choose to do the clinical practice element
during the Masters programme with their own employer.
In completing this course by successfully passing all the modules, which are
mandatory, trainees will have a breadth and depth of knowledge and skills
that will enable them to pursue employment as sexual and relationship
psychotherapists who will be eligible for accreditation with BASRT and
registration with UKCP by meeting additional specific requirements for
completion of 200 hours of supervised psychosexual therapy post PGDip
qualification. Successful completion of the PGDip leads to qualification as a
Sex and Relationship Therapist while successful completion of the Masters
programme and a further 200 hours of clinical work leads to a qualification as
a Sex and Relationship Psychotherapist. This is a professional body
distinction. Trainees can continue to complete this clinical work within the
clinic if they are registered to study on the Masters programme. Accreditation
and registration with BASRT/UKCP provides the highest level of protection for
the public as accredited members have met rigorous standards and are
licensed on an annual basis. They must continue to meet set standards with
regard to supervision, minimum practice hours, insurance, continuity of
practice and CPD. Trainees attending for elective modular study and
assessment will be able to collect 20 credits at level 7 for each module to
count towards other generic Masters level awards or Continuing Professional
Development within their own areas of practice. Trainees can choose to exit
at PG Cert (non clinical award) after one year of successful study and 60
credits at level 7 or at PGDip after 2 years of successful study and passing all
assessments and modules to that point.
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PROGRESSION/CAREER ROUTES
Progression/Career routes for our postgraduate trainees include NHS,
voluntary sector or independent employment in the UK as sexual and
relationship psychotherapists. A number of ex trainees are instrumental in
setting up psychosexual services in their own areas of work and some
progress into lecturing and supervising roles. We have recently received
interest and requests from potential and actual trainees to progress to
Doctoral studies in this and/or related fields following studies at Masters
Level. We are also receiving an increasing interest from overseas applicants
to train at Porterbrook Clinic and develop psychosexual services in their
countries of origin.
All our recent psychosexual appointments/vacancies in clinic have been filled
by the appointment of previous or current trainees, including senior level and
training/supervising therapy posts.
6
ENTRY REQUIREMENTS AND ENTRY PROFILE
6.1
Specific Entry Requirements for entry to the initial stage of this
programme are
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6.2
Academic Qualifications
(including A / AS level grades
and subjects, where applicable)
Level of English language
capability
Any other specific, formally
certified qualifications
Previous relevant work or
work-related experience
Any specific articulation
arrangements recognised for this
programme
Professional qualifications
Any other specific entry
requirements
A relevant degree, higher
education or equivalent
professional qualification
7 ELTS
Academic skills and experience at
least to graduate level
Counselling and/or psychotherapy
training or experience
N/A
Clinical qualification or experience
of working with people in distress
eg doctor, nurse, social worker,
psychologist, therapist, counsellor
Personal qualities and maturity in
dealing with sexual and relationship
difficulties; high professional and
ethical standards. Criminal
conviction clearance and
Occupational Health clearance.
APPLICANT ENTRY PROFILE: the knowledge, skills and qualities etc.
required to enable you to benefit from, and succeed on the programme
of study are
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A relevant degree, higher education or professional training e.g. nursing,
medicine, psychology, social work, psychotherapy, counselling
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Academic skills and experience.
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Counselling and/or psychotherapy training and/or experience.
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Personal qualities to become a sexual and relationship therapist.
6.3
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Evidence of basic written and oral skills, such as note keeping, writing
letters and reports, preparing said written work.
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Experience of writing long essays, dissertation and/or research.
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Experience of using academic resources, such as libraries and journals.
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High professional and ethical standards e.g. confidentiality.
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Clinical experience or experience in working with people in distress
whether in health, social services or voluntary sector.
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An awareness of psychological needs and their relevance to other
presenting problems such as illness
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Opportunity to use relationship and sexual training in every day work.
The University/Porterbrook Course Team will select non-standard
entrants to the programme in the following ways
Via the application, selection and recruitment process, taking into account the
above criteria.
6.4
Use of Prior Credit (APCL/APEL): prior certificated credit or prior
experiential credit may be used within the Programme in the following
ways
Applicants will be considered via APCL/APEL via the application, selection
and recruitment process, taking into account the above criteria and assessed
on the submission of an academic transcript of previous learning/training.
Specifically the only point of entry other than at the beginning of the PGDip
would be candidates with previous, equivalent qualification, training and
experience at PGDip level on a course similar to our own, wishing to
undertake our MSc.
Disclaimer
Programme Specification produced by
Faculty
DS
Division/Programme Area