The aims of this module are to making the employability skills extractable and transferrable to a range of occupational settings:

• Introduce students to philosophical ethics
• Support students' examination of their own morals, beliefs and values and the implications for practice
• Provide students with an informed understanding of the BACP Ethical Framework for the Counselling Professions and the NCPS Code of Ethics
• Support students to understand that ethical decision-making involves more than following rules
• Enable students to reach a position on ethical issues and defend that position
• Support students to have more confidence in handling workplace decisions with ethical implications
• Develop an appreciation of the social, cultural and institutional context and legal obligations of embedded counselling skills
• Develop ethical self-awareness and personal reflection.
• Develop ethical reasoning.  

This module provides an introduction to the basic principles, key concepts and key theories that underpin the use of counselling skills. Students are introduced to the 'Core Values' and facilitated in their development of an understanding of how these create and sustain the helping process.  Students learn how to develop reflective skills and to relate concepts to models of the helping process.

• Basic principles of counselling skills
• Key concepts of counselling skills
• Key theories underpinning counselling skills
• The core values of counselling skills
• Study Skills including academic writing, referencing and library search
• Development of reflective skills

The aims of this module are:

• To introduce students to the basic principles, key concepts and key theories that underpin the use of counselling skills
• To familiarise students with the main approaches and models that inform the use of counselling skills
• To introduce students to study skills
• To introduce students to reflective development

The main purpose of this module is to introduce counselling skills in a helping relationship context.  Students develop understanding of these skills as embedded within a helping relationship and as distinct from other forms of helping. Students are encouraged to examine their own beliefs, attitudes, values and assumptions about human nature and human interaction and how these might influence their capacity to offer a climate of acceptance, empathy and congruence. The module aims to build a facilitative learning environment which encourages student development, thus promoting their understanding of and ability to work effectively with others in varying contexts. 

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

• The multiple facets of Global citizenship
• Ethical engagement and practice
• Cross-cultural issues and sensitivity
• Intercultural communication

Theories, models and strategies of learning

• Theories and models Intercultural competence
• Theories and models of Integration and Multiculturalism

• Critical thinking skills and models of Reflection
• Experiential learning models
• Self-directed experiential learning

Personal and placement-related skills

• Enhanced independence
• Improved command of multicultural behaviour
• Increased knowledge and confidence in their individual facets of personal identity
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development
• Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

• To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
• To enhance students understanding of the ethical issues related to living and working abroad.
• To increase students Global Citizenship skills
• To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Preparation for the year abroad will take place in Chester during level 5 and will include:

• Cross-cultural issues and sensitivity
• Host-country orientation, study methods– economic, political and social reality of the country
• Orientation specific to exchange – health, education, gender issues
• The United Nations Sustainable Development Goals
• Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

• Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

• Effective self-motivation and independent resourcefulness
• Effective time management and organisational skills
• Project management – working away from University and independent study
• Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.

1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
4. To further develop independent learning techniques.
5. To foster critical evaluation.

• Foundations of research - ontology, epistemology, methodology
• Philosophy of the Social Sciences - Positivist, Interpretivist and Critical Philosophy.
• Methodology of the Social Sciences - Qualitative, Quantitative and Participatory Action methodologies.
• Ethics of the Social Sciences.
• Research Design in the Social Sciences - developing research questions; objectives, aims and hypotheses, literature review, sampling, correlation.
• Research Methods in the Social Sciences - archives, documents, surveys, observation, focus groups, interviews, ethnography, visual methods, evaluation research, PAR, dialogue.
• Analysis - statistics; contextual, content, narrative and discourse analysis; triangulation; implementation.
• Writing and dissemination of research.

This module is designed:

• To introduce students in the Social and Political Sciences to the foundations of social scientific enquiry.
• To enable such students to distinguish between, and to apply, a variety of ontological, epistemological and methodological approaches.
• To enable students to assess the strengths, weaknesses and 'fitness for purpose' of research methodologies and methods.
• To enable students to understand the significance of, and to choose between, the methods of the social sciences in a variety of contexts.
• To make students aware of the significance of ethical practice when planning and conducting research.
• To enable students to choose between different forms of research analysis.
• To enable students to critique research and to select different forms of research design.

This module will develop knowledge and understanding of counselling theories and processes. It will address issues relating to an individual's experience during the life span, drawing on theories such as those of loss, attachment, adversity as well opportunity and change
etc. to make sense of practice.

The aims of this module are:

• To introduce students to further counselling theories and processes
• To ensure students fully explore a variety of counselling and therapeutic perspectives
• To develop in students a lifespan perspective
• To enable an understanding of development, transition and change throughout the lifecycle.
• To provide students with additional study skills support and input
• To offer students the opportunity of personal development and learning

The main purpose of this module is to further develop counselling skills in a helping relationship context.  Students develop understanding of these skills as embedded within a helping relationship and as distinct from other forms of helping. Students are encouraged to examine their own beliefs, attitudes, values and assumptions about human nature and human interaction and how these might influence their capacity to offer a climate of acceptance, empathy and congruence. The module aims to build a facilitative learning environment which encourages student development, thus promoting their understanding of and ability to work effectively with others in varying contexts.  

The aims of this module are: 

• To develop students' practice of counselling skills
• To enable students to develop and demonstrate enhanced understanding of counselling skills
• To enable students to evaluate a range of skills in practice 
• To enable students to evaluate the processes involved in establishing the helping relationship
• To encourage students to critically reflect on the relationship between theory and practice

Pre-placement:

• Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
• Writing an effective CV. Constructing a letter of application.*
• Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

• The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
• Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
• Devising a strategy for integrating into the workplace and work based teams
• Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

• Devising and implementing strategies to improve own approach and performance
• Critical analysis/evaluation of approach to skill development and performance in the workplace;
• Influencing the Placement Provider’s appraisal;
• Devising an action plan to develop gaps in transferable skills based on the placement experiences;

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

• Develop their understanding of workplace practice and lifelong learning;
• Enhance their work readiness and employability prospects through development of transferable skills;
• Take responsibility for their own learning and acquisition of workplace employability skills;
• Articulate, in writing, their employability skills.

Content will vary according to individual dissertation proposals

The Dissertation is designed to provide an opportunity for sustained and independent study in the final year of social science programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.

The content of the module will examine:

 Organisational dynamics and culture and how these affect the use of counselling skills.

• Counselling needs within organisations and how these are addressed.
• The use of embedded counselling skills.
• Difference between the use of counselling skills and being a professional counsellor within a workplace setting.
• External factors, such as legal and political influences, which affect the use of counselling skills.
• Diverse counselling workplace settings, including health, education, third sector and private practice.
• Consideration of ethical issues and professional standards in relation to workplace settings (with specific reference to the BACP ethical framework for the counselling professions (2018))
• Diversity and equality issues
• Critical reflective practice, with the ‘use of self’ in a workplace context.

• To gain a clear understanding of the difference between being a professional counsellor and using embedded counselling skills in the workplace.
• To look at the wider use of counselling skills across a range of workplace settings. 
• To evaluate the impact of external influences on the use of counselling skills in the workplace, for example social, political and legal.
• To evaluate the impact of internal influences on the use of counselling skills in the workplace, such as organisational cultures.
• To consider ethical factors in a workplace context, with reference to the BACP ethical framework for the counselling professions (2018), as well as other literature on ethics and /or standards.
• To reflect on own use of counselling skills in the workplace and consider future career choices.

It is important to have a critical understanding and theoretical background in the wider social, political and cultural issues which both challenge and inform the helping relationship.  This increased understanding will enable students to consider the implications for the helping relationship,  leading to a greater awareness of the issues which inform and shape both the helper and the helpee.  The module will cover:

• Theories underpinning multiculturalism
• Contemporary social, political and cultural issues
• Concepts such as social justice, equality, fairness, discrimination and diversity
• The links with the helping relationship
• Case studies evidencing the issues raised by multiculturalism
• Analysis of sources guiding the helping relationship in the context of multiculturalism
• Critical evaluation and reflection on the issues raised

The aims of this module are to facilitate students to

• Evaluate the role of multiculturalism
• Critically understand the social, political and cultural environment
• Critically analyse the theoretical concepts relating to multiculturalism and diversity
• Analyse the relevance of the context to the helping relationship
• Enable critical evaluation and reflection