APPLICATION FOR VALIDATION OF COLLABORATIVE PROVISION
PART 1: PROGRAMME/STAGE SPECIFICATION PRO FORMA
MA in Contemporary Relationship Studies
INTRODUCTIONIdentifiers (e.g. a, b, c etc.) should be used throughout this document to indicate programme variants which will be advertised independently on UCAS. Pathways within programmes that do not constitute a unique award do not need to be identified formally in this way.
Examples of programme variants include:
- BSc Computer Science (full-time) – single honours degree
- BSc Computer Science (Part-time) – single honours variant
- BSc Computer Science with a Year in Industry – single honours variant
- BSc Computer Science with a Year Abroad – single honours variant
- BSc Computer Science with a Foundation Year – single honours variant
- BSc Computer Science (Games Development) – single honours with pathway
- BSc Computer Science (Games Development) with a Foundation Year – single honours with pathway with variant
- MEng Computer Science – integrated masters
- MEng Computer Science (Games Development) – integrated masters with pathway
- Diploma Computer Studies – named exit award
Application for Validation of Collaborative Provision – Part 1: Programme Specification. September 2015.1
APPLICATION FOR VALIDATION OF COLLABORATIVE PROVISION
PART 1: PROGRAMME/STAGE SPECIFICATION PRO FORMA
MA in Contemporary Relationship Studies
A / GENERAL INFORMATION1 / Partner institution
Please state the name of the partner institution.
Doncaster College
2 / Programme awards and titles
State the full list of proposed awards and titles for the programmes and all of their variants using indicators (e.g. a,b,c etc.) to identify each one. If a stage end award title must be different to the final award title then please include details of this here.
a)Master of Arts (MA) in Contemporary Relationship Studies
3 / Cluster to which the programmes and theirvariants belong
If new, please state NEW. For existing clusters please state the rationale for inclusion.
NEW
4 / Type of programmes
Please place the relevant programme identifiers (a,b,c etc.) against each programme type below.
UG Single honours
Integrated Masters
PG Cert
PG Dip
Taught Masters / a)
Foundation Degree / Please indicate articulation routes:
Honours Stage (Top-up)
Other / Please detail:
5 / Validation category
Please tick to indicate whether this is a Franchised, Consortium or Validated (set of) programmes.
Franchised
Consortium
Validated / X
6 / UCAS codes
If known, please include the UCAS code for these programmes.
N/A
7 / JACS codes
If known, please include the appropriate JACS codes for the programmes.
N/A
8 / Awarding Institution
University of Hull
9 / Locations within Partner Institution
State the schools/departments/subject areas that will have overall responsibility for the management, administration and quality assurance and enhancement of the programmes.
Foundation for Counselling and Relationship Studies (FCRS)
10 / Partner Institution Programme Leader’s name and email
Please identify one lead person per programme.
Michèle Logue.
11 / University LinkFaculty and School/Department
Please state the primary link faculty and school/department at the University of Hull
Health and Social Care
12 / University Link Faculty Academic Contact
Please provide a contact name, title, address, email and telephone number
Dr Jacquie White,
Associate Dean Learning Teaching and Quality
Faculty of Health and Social Care,
University of Hull,
Hull, HU6 7RX
07775 904592 (Mobile)
01482 464537 (Direct Line)
13 / Locations of delivery
Using the relevant programme identifiers (a,b,c etc.), please indicate the locations of delivery of each programme.
a) High Melton Campus, Doncaster College
a) Birkbeck College, London (UoH accredited venue)
14 / Types of Study
Please place the relevant programme identifiers (a,b,c etc.) against each type of study.
Full-time
Part-time / a
15 / Modes of study
Please place the relevant programme identifiers (a,b,c etc.) against each mode of study.
On-campus/Blended / a
Online/Distance
Other / Please specify:
16 / Duration
Using the relevant programme identifiers (a,b,c etc.), please indicate the total number of years that students will be registered on each programme and its variants e.g. 3 years full-time, 6 years part-time.
a) 3 years part time
17 / Trimesters
Please place the relevant programme identifiers (a,b,c etc.) against each trimester to be used.
Trimester 1 – T1 / a
Trimester 2 – T2 / a
Trimester 3 – T3 / a
18 / Number of weeks per trimester
Using the relevant programme identifiers (a,b,c etc.), please indicate the number of weeks per trimester each programme and variant will use and the total number of weeks per academic year.
a)15 weeks per trimester total weeks 45
Two starts a year are planned in High Melton and in London.
The course is part time, 18 days in nine 2day blocksat monthly intervals over each year. In order to allow for the practice element of the course to be completed within a calendar year in each year, the teaching element of the course will be outside standard trimesters, with the agreement of UCD, depending on the cohort start date. Assignments are set at appropriate intervals in order to fit with the Exam Boards and Graduation ceremonies.
N.B. For the academic year 2016-17 planned starts are March and May 2017. Thereafter cohorts’ startswill take place in September and March each year.
19 / Balance of credits across trimesters
Using the relevant programme identifiers (a,b,c etc.), please indicate the balance of credits each programme and variant will use, e.g. 60 credits per trimester.
a) 20 credits per trimester
20 / Classification weighting
Using the relevant programme identifiers (a,b,c etc.), please indicate the classification weighting for each programme and variant,e.g. 40:60 (Diploma:Honours).
a) 0:100%
21 / Progression arrangements for Integrated Masters and/or Preliminary Stage
Using the relevant programme identifiers (a,b,c etc.), please indicate the point at which students can step on/off the Integrated Masters and what rules govern this (e.g. students must achieve a minimum of 60% at Level 5 to progress onto the Integrated Masters).
N/A
22 / Professional, Statutory or Regulatory Bodies
Please provide the names of any accrediting or reviewing professional, statutory or regulatory bodies which will, or are expected to, recognise or accredit the programmes alongside the level and type of expected accreditation, with dates of approval where appropriate.
British Association for Counselling and Psychotherapy (BACP)
23 / Relevant Subject Benchmark Statements
State those subject benchmarks that are most relevant to the programmes and have been drawn upon in its design. It may be appropriate to use more than one QAA Subject Benchmark Statement, in which case give details. In those cases where no subject benchmarks apply, not applicable should be entered as opposed to omitting the section or leaving it blank. QAA subject benchmark statements exist for Honours degrees in most disciplines, and for Masters degrees in a small number of disciplines.
QAA Subject Benchmark Statement Counselling and Psychotherapy ( accessed 02/08/2016
BACP Ethical Framework for the Counselling Professions
accessed 02/08/2016
24 / Other references used in designing the programmes
e.g. service groups in health-related areas; industrial expert advice; other external stakeholders etc.
Graduates on previous programmes
Existing Relate Institute students
Doncaster College students
UCD Staff: Tutors and Programme Leaders
Accrediting bodies (BACP, CPCAB, COSRT,AFT)
Placement Centre Managers & Placement Supervisors
25 / Anticipated student numbers
Please indicate using the relevant programme identifiers (a,b,c etc.) the anticipated cohort numbers for the first three years’ intake onto each programme.
Identifiers / First intake / Second intake / Third intake
Home/EU / Overseas / Home/EU / Overseas / Home/EU / Overseas
a / 12 / 12 / 20
26 / Programme cohort start dates
Using the relevant programme identifiers (a,b,c etc.), please indicate the cohort start dates for each programme and variant.
a)T2 March 2017 (High Melton)
a)T3 May 2017 (London)
a)T1 September 2017 (High Melton)
B / PROGRAMME DESIGN
Please ensure that where necessary, each section below clearly identifies differences/additions for each programme and its variant using the programme identifiers (a,b,c etc.) allocated in section A2 of this form.
27 / Programme Rationale and Overview
Provide a brief introduction to and rationale for the programmes, identifying the distinctive/salient features and the ‘big ideas’ that thread through their design. Please identify three to five high level ‘big ideas’ articulating the key ideas and ways of thinking, practising and knowing that lie at the heart of the key disciplines or areas of practice encompassed by each programme and its variants. Literature suggests that these are likely to be fundamental to learning within the discipline and will change the ways in which students think and act in a transformative way. For example, what changes are necessary for a student to move from leaving with a degree in social science, to becoming an emergent social scientist, or leaving with a degree in design to becoming an emergent designer?
Please refer to Briefing Note A: Using a Threshold Concepts Approach to Inform Curriculum Design
There are several routes on to the programme, with the course being accessible to students from different degree disciplines. In addition to these University Centre Doncaster intends to introduce a BA in Relationship Studies and a BA top up in Counselling Solutions for those students who have successfully completed the existing L5 counselling courses offered by Doncaster College and other providers, both feeding on to this programme. The intention is to offer the programme in two locations, High Melton and in London (Birkbeck College venue), delivery being designed to be the same in both venues. Ensuring consistency andadherence to the learning outcomes.
This programme has been designed to offer a flexible approach to the integration of theory and practice. It allows the development of comprehensive skills in relationship studies working with individuals, couples, families and groups. Unlike other courses, it begins with an appreciation of the individual in relationship, kick-starting the student’s own reflexive process and drawing together the abilities and theoretical understanding necessary to form the bedrock for development of relationship therapy skills.
The threshold concepts embedded in the programme are:
- A sophisticated opportunity to approach counselling and therapeutic theories from different perspectives. Rather than being taught theoretical approaches in separate modules, and then seek integration, the aim is to explore theoretical concepts together from the start of the programme in order to challenge the students to link concepts to practice in a reflexive free flowing manner
- It is designed to encourage the multiple contexts of reflexivity at every stage of the student’s learning. The emphasis on research throughout the course encourages the students to take a curious and enquiring interest in their own progress and development throughout the three years, an approach which should enhance practice skills, such as immediacy and awareness of unconscious processes. It is acknowledged that students will be coming on to the programme from different theoretical perspectives and major shifts in their perception and understanding of client work will be expected. For some students it will be relatively easy to move from working with individuals to working with couples, and even more so with groups and families. Some students will struggle with the concepts of integrating diverse theoretical perspectives rather than, for example, be purely a person centred practitioner, with less emphasis on exploration and challenge
- The importance of boundaries in counselling cannot be underestimated and students will be encouraged to examine their own personal constructs and the impact they have on the work with clients in diverse settings in the UK in the 21st century. The Codes of Ethics and Ethical frameworks (BACP, COSRT, AFT & CPCAB) used in the profession will underpin the training
- There has to be a buy into the concept of, and a commitment to, lifelong learning. To become a fully competent practitioner learning does not cease and neither does supervision. An emphasis on the importance of supervision will run throughout the programme, as well asrequiring completion ofcontinuing professional development (CPD) for a minimum of three days per year.
- The course will encourage a political awareness and understanding of the influence of external events, and developing social mores, to better enable students to engage with their clients’ concerns
- By the final year, students will have developed a strong sense of professional identity and more confidence to question and critique. They will have acquired understanding of research methodology as the course progresses and already be able to apply a research approach to their practice and reflexivity. The completion of a piece of research will be viewed in relation to their role as participating in a dynamic community of professional practitioners.
- The practice placement must be confirmed in writing by the placement managerbefore the start of the course
- The number of practice hours over the three years must be a minimum of 150, 100 hours of which must be with more than one person in the room
- Following clinical assessment, students will normally start practice after Module 2 in year 1, working with individuals
- Practice with more than one person will start after Module 4 in year 2, following clinical assessment
- Supervision must take place before the start of practice, using the pre placement self-evaluation form completed in class by the student and signed by the tutor
- There will be contact between the tutor and the placement supervisor after each training block, using progress forms
- In order to progress on to year two, a minimum of 30 hours of practice must be reached and may include 10 hours of active observations
- The student, the department and the placement centre must adhere to the signed three way clinical placement agreement
- University Centre Doncaster has a robust Health and Safety Management system in place. The Health and Safety team will conduct a Risk Assessment with the potential Placement Provider prior to the student starting the placement
- Supervision requirements are: a minimum of 18 hours of individual supervision
- The yearly clinical practice and supervision report (part of the portfolio) will be considered as evidence of the signing off process of placement hours at the end of year three
- Should a student choose to exit at an earlier stage, they must have completed a certain number of practice hours as follows
-Post-graduate Diploma stage: 100 hours, with a minimum of 50 hours with more than one person in the room
References:
Burnham, J. (2012) Developments in Social GRRRAAACCEEESSS, In: Krause, I.B. [ed] Culture & Reflexivity in Systemic Psychotherapy: Mutual Perspectives, Karnac, 139-160.
Crethar, H.C. Edil, T. R. & Nash, S. (2008) In Search of Common Threads: Linking Multicultural, Feminist, and Social Justice Counseling Paradigms, Journal of Counseling and Development, 86, 269-278.
McLeod, J. (2011) Using participation in inquiry to enhance practical knowing: action research, Qualitative Research in Counselling and Psychotherapy, second edition, London: Sage
Pearce, W.B. (2007) Paradigms and the “physics” of social worlds. A Communication Perspective, Oxford: Blackwell.
Ethical Frameworks:
British Association for Counselling and Psychotherapy (BACP)
accessed 06/06/16
College of Sexual and Relationship Therapists (COSRT)
accessed 06/06/16
accessed 06/06/16
28 / Programme Aims
As a guide, you should have four to six programme aims. Please see: A Guide to Writing Programme and Module Level Learning Outcomes at the University of Hull for further information.
Please remember to include any additional programme aims for the programme variants listed on this form using the identifiers allocated in section A1 of this form.
- To provide students with a contemporary framework for a theoretically informed practice-based training which will enable them to acquire and develop evidence based knowledge at the forefront of counselling research
- To provide students with a theoretical training at post-graduate Masters level which integrates practice and clinical supervisionand will enable them to work with a wide range of clients, individuals, couples, families and groups
- To enable students to develop and apply reflexivity in its multiple, personal and professional contexts and help them develop congruence, based on knowledge, skills, attitudes and behaviours
- To inspire and motivate students to contribute to the field of practitioner’s research
- To enhance employability in statutory and voluntary sectors, as well as independent practice
- To meet BACP professional requirements
29 / ProgrammeOutcomes
As a guide you should have six to eight programme outcomes. Please see: A Guide to Writing Programme and Module Level Learning Outcomes at the University of Hull for further information.
Please remember to include any additional programme outcomes for the programme variants listed on this form using the identifiers (a,b,c etc.) allocated in the Award section. Where relevant, please cross-reference your programme outcomes to the relevant QAA subject benchmark statements and professional, statutory and regulatory body requirements.
Programme outcomes reflect the overall expectations of student learning for a full programme award. Consideration must also be given in their design to the expectations of student learning at each programme stage. At each of these potential exit points, a defined set of programme outcomes achieved at the relevant level (e.g. level 4,5,6) will identify the stage outcomes that will constitute the achievement of an intermediate programme award. These stage outcomes must be clearly articulated in the curriculum maps (Section F) to ensure that students who exit with lower qualifications have demonstrated the requirements for that qualification. Stage outcomes in the curriculum mapare those programme outcomes that are fully met or partially met in two or more modules at the relevant stage.
On successful completion of this programme, students will:
POs / Programme Outcome Text / Programme/
Variant Identifier
PO1 / Have demonstrated the complex theoretical knowledge and skills necessary to work in practice with clients (3.1, 5.6, 6.8)* / a
PO2 / Have developed sophisticated methods of practice based on planned interventions (4.4, 4.5, 4.6) and have evaluated the outcomes through case work and experiential learning, using the multiple contexts of reflexivity (4.7, 4.8, 5.16)* / a