Department of Psychosocial Studies

CERTIFICATE OF HIGHER EDUCATION

IN
COUNSELLING AND COUNSELLING SKILLS
Modules 2, 3 and 4
STUDENT HANDBOOK
2012-2013

In addition to this Student Handbook, further information is available from

My Birkbeck Student Centre (Ground Floor, Birkbeck Main Building on Malet Street) or
electronically from http://www.bbk.ac.uk/mybirkbeck/
There is a particularly useful guide for all Certificate students on My Birkbeck
http://www.bbk.ac.uk/mybirkbeck/guides/certificate

Table of Contents
1. Welcome ...1
2. Getting Started ..1
3. Equality Statement .3
4. Disability Statement ..3
5. Entry Requirements for Modules 2, 3 and 4 .5
6. Aims ..6
7. Learning Objectives 6
8. Course Outline ..7
9. Teaching and Learning ..10
10. Support for your Learning ..10
11. Learning Journal .12
12. Book List ..13
13. Coursework Assignments 15
14. Guidelines for the Presentation and Referencing of your coursework ..17
15. Plagiarism ..20
16. Criteria for Marking and Grading your coursework ....20
17. Presenting your coursework for final assessment .22
18. Course Evaluation .23
19. Progression 23
20. Therapy guidelines for certificate course ...24
21. Awarding of Certificate 24
APPENDIX 1: Counselling Skills check list..25
APPENDIX 2: Term Dates .26

CCS STUDENT HANDBOOK Modules 2,3 and 4

2012-2013

1. WELCOME FROM THE STAFF

Welcome to our course at Birkbeck College.
We look forward to meeting you and hope you will enjoy your time with us.
Administrative Team
The Counselling Administrator deals with: fees, enrolments, application forms, general enquiries,
availability of places, change of course, room bookings, contact/messages for tutors, and general
information.
Contact anyone on our course team through
Fatima Hanif
Tel: + 00 44 (0207) 079 0609 (direct line)
Email: f.hanif@bbk.ac.uk Website: www.bbk.ac.uk/psychosocial
For advice and information on confidential matters and guidance, late submissions, submission of
mitigating circumstances and missed deadlines, contact the Counselling Administrator who will
direct your query to the appropriate person.
Academic and teaching staff
Course Director and Award Co-ordinator: Derek Hook
Lecturers (course tutors): Catherine Bray, Clive Carswell, Hilary Dodson, Annie Hoile, Giovanna
Iannaco, Mary Burke, Asuncion Lopez and Sandra Adjei-Wilson
Our academic staff are part-time and may be contacted via the Counselling Administrator.

2. GETTING STARTED
Your ID Card
You need a Birkbeck College ID Card which is also used for the main Library at Malet Street. Once
you have enrolled, go to this web link: http://www.bbk.ac.uk/mybirkbeck/services/you/cards .
This gives you instructions and the form you need to get the Birkbeck College ID Card. Or go in
person to the My Birkbeck Helpdesk at Malet Street where an advisor will help you get your ID
Card.
If you are a student at Stratford, you will need a second ID card so you can use the University of
East London (UEL) facilities. The Stratford administration team will ensure you get this UEL card
when you start the course. If there is any problem, contact them on tel: 020 8223 4387 or email:
studentservices@ birkbeckstratford.ac.uk

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Computer Log-in
Birkbeck will email you your new username and password once you have accepted a place on a
Birkbeck course, using the email address you provided when you applied. (If you did not provide
details of your personal email account with your application, they will send your login details to
you by post.) If there are any problems with this contact the ITS Helpdesk tel: 020 7631 6543,
email: its-helpdesk@bbk.ac.uk or go in person: ITS Helpdesk, ground floor, Birkbeck Main Building
at Malet Street. This web link is also helpful for any computer questions:
http://www.bbk.ac.uk/mybirkbeck/services/facilities/computing
If you are a student at Stratford, you will need a separate username and password to log onto
computers at UEL Library. Your UEL user name will be a lowercase u followed by the number that
appears on your UEL student card, and the pass word will be your birth date written like this: ddmon-yy (e.g. 02-jan-83).
Dates for your diary
(See Appendix 2 for the term dates and reading weeks for your group.
The end of term is the last day your class meets in that term.)
Autumn Term: 1st October-14th December
First journal report due in at your first class after reading week
Saturday School 24th November 10 - 4
Person-centred essay due in by the end of term
Spring Term: 7th January-22nd March
Second journal report due in at your first class after reading week
Saturday School 9th March 10 - 4
Psychodynamic essay due in by the end of term
Summer Term: 22nd April-5th July:
Third journal report due on the week before reading week
Saturday School 11th May 10 - 4
Agency Report due in the week 10th 15 June in your class (for example if your class is on
Wednesday you deadline for submission is that Wednesday of this week )
Books etc.
You will need to bring with you on the first day a suitable blank notebook for your learning journal.
It is probably easier to keep this separate from any notebook you use for class notes, class
exercises and homework notes.
You should have a look at the Book List and if you have time browse a few of these in the Library
or in a bookstore, but perhaps wait until you have talked with your tutor before buying anything.

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3. EQUALITY STATEMENT
Birkbeck is committed to providing the highest quality academic and working environment where
all staff, students, visitors and contractors are welcomed respected and treated in a consistent and
non-discriminatory manner. This approach will be applied irrespective of race, gender, disability,
age, sexual orientation, religion\faith, political belief and social status. We underpin this by
ensuring our policies, procedures, academic courses, and training and development programmes
are consistently applied, monitored regularly and all breaches treated seriously.

4. DISABILITY STATEMENT
At Birkbeck there are students with a wide range of disabilities including dyslexia, visual or hearing
impairments, mobility difficulties, mental health needs, HIV, M.E., respiratory conditions etc.
Many of them have benefited from the advice and support provided by the Colleges disability
service.
The Disability Office
The College has a Disability Office located on the main corridor of the Malet Street building. We
have a Disability Service Manager, Mark Pimm, and a Disability Advisor, Steve Short.
Mark is your first point of referral for disability enquiries at the College whilst Steve is for dyslexia.
They can provide advice and support on travel and parking, physical access, the Disabled Students
Allowance, special equipment, personal support, examination arrangements etc. If you have a
disability or dyslexia, we recommend you come to our drop in session where we can discuss
support and make follow up appointments as necessary. The drop in sessions are between 4pm
and 6pm Monday to Friday.
At your first appointment at the Disability Office they will ask you to complete a Confidentiality
Consent Form. This allows you to state who in the College can be informed of your disability.
Remember, if you wish, we do not need to inform people of the exact nature of your disability,
just your disability related needs.
They will also complete an Individual Student Support Agreement form, confirming your support
requirements and send this to your School and relevant Departments at the College so they are
informed of your needs.
Access at Birkbeck
Birkbeck's main buildings have wheelchair access, accessible lifts and toilets, our reception desks
have induction loops for people with hearing impairments and we have large print and tactile
signage. Disabled parking, lockers, specialist seating in lectures and seminars and portable
induction loops etc can all be arranged by the Disability Office.

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The Disabled Students Allowance

UK and most EU students with disabilities on undergraduate and postgraduate courses are eligible
to apply for the Disabled Students' Allowance (DSA). The DSA usually provides thousands of
pounds worth of support and all the evidence shows that students who receive it are more likely
to complete their courses successfully. The Disability Office can provide further information on
the DSA and can assist you in applying to Student Finance England for this support.
The Personal Assistance Scheme
Some students need a personal assistant to provide support on their course, for example a notetaker, sign language interpreter, reader, personal assistant, disability mentor or dyslexia support
tutor. Birkbeck uses a specialist agency to recruit Personal Assistants and they can assist you with
recruiting, training and paying your personal assistant. Please contact Steve for information on
this scheme.
Support in your School
The provision which can be made for students with disabilities by Schools is set out in the
Procedures for Students with Disabilities. This is available from the Disability Office and the
Disability website (see below).
As mentioned above your School will receive a copy of your Individual Student Support Agreement
from the Disability Office. This will make specific recommendations about the support you should
receive from the School.
Whilst we anticipate that this support will be provided by the Programme Director, tutors and
School Administrator the School of Social Science, History and Philosophy also has a Student
Disability Liaison Officer. If you experience any difficulties or require additional support from the
School then they may also be able to assist you. They may be contacted through the School Office
or the Disability Office.
Support in IT Services and Library Services
There is a comprehensive range of specialist equipment for students with disabilities in IT Services.
This includes software packages for dyslexic students (TextHELP Read and Write and Inspiration),
screen reading and character enhancing software for students with visual impairments, specialist
scanning software, large monitors, ergonomic mice and keyboards, specialist orthopaedic chairs
etc. For advice and assistance please contact Disability IT Support. There is also a range of
specialist equipment in the Library including a CCTV reading machine for visually impaired
students as well as specialist orthopaedic chairs and writing slopes. The Disability Office refers all
students with disabilities to the Library Access Support service who provides a comprehensive
range of services for students with disabilities.

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Specific Learning Difficulties (Dyslexia)

Mature students who experienced problems at school are often unaware that these problems may
result from their being dyslexic. Whilst dyslexia cannot be cured, you can learn strategies, which
make studying significantly easier. If you think you may be dyslexic you should contact Steve, he
can screen you and where appropriate refer you to an Educational Psychologist for a dyslexia
assessment. These assessments cost 215. Some students can receive assistance in meeting this
cost from their employer. In exceptional cases students may receive assistance from the Access to
Learning Fund.
Examinations
Students with disabilities and dyslexia may be eligible for special arrangements for examinations
e.g. extra time, use of a word processor, amanuensis, enlarged examination papers etc. In order
to receive special arrangements a student must provide Medical Evidence of their disability (or an
Educational Psychologists Report if you are dyslexic) to the Disability Office. For School
examinations you should contact your Programme Director to request special arrangements at
least 2 weeks before the examination. For main College summer examinations you are given the
opportunity to declare that you require special provision on your assessment entry form. Students
who require provision should then attend an appointment with the Disability Office to discuss and
formalise the appropriate arrangements. The closing date for making special examination
arrangements in College examinations is the 15th March and beyond this date consideration will
only be given to emergency cases.
The Disability Handbook
The Disability Handbook provides detailed information on the support available from the College.
Copies are available from all main reception areas, the Disability Office and from the College
disability web site at: http://www.bbk.ac.uk/mybirkbeck/services/facilities/disability
For further information or to make an appointment to see Mark or Steve, please call Steve Short
(Disability Advisor) on 020 7631 6336 or email disability@bbk.ac.uk.

5. ENTRY REQUIREMENTS for Modules 2, 3 and 4

These modules are suitable for people wishing to develop their skills and knowledge of
counselling. Students must have successfully completed the Introduction to Counselling Module 1
of the Certificate, or an equivalent. Students need to be willing to face the emotional demands of
the course, be prepared to participate in class, be interested in developing their self-awareness
and willing to reflect on and share their own experiences and skills.
Each module is accredited at first year undergraduate level (Level 4) and is worth 30 CATS points.
Students should note that this award does not provide a professional training in counselling.
However, for those students who wish to train as counsellors the course provides an essential
basis for proceeding to professional training.
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6. AIMS
The overall aims of Modules 2, 3, and 4 of the course are:

to offer an advanced study of counselling and a pre-qualifying course in which students

learn in some depth about two of the main approaches to Counselling: the Person-Centred
and Psychodynamic;
to study these two approaches with a view to learning how to apply aspects of theory and
practice to various helping relationships whether in formal work roles or informal social or
voluntary activities;
to offer brief introductions to Attachment Theory and to Cognitive Behavioural Therapy
(CBT);
to further the development of the capacities for self-reflection in order to increase selfawareness, enhance personal skills in helping relationships and to support planning for
students own personal education and career development.

7. LEARNING OBJECTIVES

At the completion of the three Modules students should have developed:

knowledge of the key aspects of theory and practice in Person-Centred and

Psychodynamic approaches to counselling;

skills in the helping relationship which are enhanced by understanding of the PersonCentred and Psychodynamic approaches;

a variety of skills for self reflection developed by use of the Learning Journal and by
understanding of the Person-Centred and Psychodynamic approaches;

knowledge of some key aspects of attachment theory and CBT;

evidence of self-awareness which is enhanced by the development of skills for selfreflection and counselling skills practice;

abilities to recognise and work with the impact on the helping relationship of class, race,
ethnicity, gender, sexual orientation, and disability;

a sound basis on which to successfully complete coursework for assessment and gain
national accreditation with the Credit Accumulation and Transfer Scheme (CATS);

a sound preparation for applying to a professionally qualifying counselling course including

the use of Personal Development Planning, and including an awareness of the place of
research in the profession.

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8. COURSE OUTLINE
Below is a list of specific aims for each module, and the topics which will be covered in the various
modules. The list is not exhaustive. Tutors may include additional topics and may return to some
topics at different times in the year.
Module 2 (Autumn term): Person-centred Counselling with Counselling Skills:
Module code: FFCS101S4
The AIMS of Module 2 are to:

provide a sound understanding of the Person Centred approach in counselling

develop counselling skills informed by the Person Centred framework
develop an understanding of the core concepts of Person Centred theory
provide a critical introduction to how issues of class, race, gender, sexual orientation,
disability and age impact on the helping process, particularly in the Person Centred
approach
develop self-awareness through the use of a learning journal
introduce a critical understanding of ethical and professional issues relevant to the practice
of Person Centred counselling
provide a framework within which to successfully complete coursework for assessment
and gain national accreditation with the Credit Accumulation and Transfer Scheme

Topics of Module 2:
Knowledge and Understanding:
History of the development of the Person-Centred approach
The concept of Self-actualisation
The Core Conditions: Empathy, Congruence, Unconditional Positive Regard
Beginnings
Skills:
Methods of using a journal to develop self-reflection
Study and essay writing skills, including accurate referencing
Using the library and professional journals and periodicals
Counselling skills, informed by the Person-centred approach
Managing first meetings: setting boundaries, contracts and assessment
Saturday school theme: Difference and Diversity
Saturday School Lecture 24th November: Seizing the potentialities of race, diversity and
difference in the counselling relationship.The speaker is Colin Lago. Colin was Director of the
Counselling Service at the University of Sheffield from 1987-2003. He now works as an
independent counsellor, trainer, supervisor and consultant. Colin trained initially as an engineer.
Colin went on to become a full time youth worker in London and then a teacher in Jamaica. He is a
fellow of the BACP, an accredited counsellor and trainer and a UKRC registered practioner. Deeply
committed to transcultural concerns he has had articles, videos and books published including:
Race, Culture and Counselling: The ongoing challenge (2nd edition)(2006) Maidenhead; Open
university /McGraw Hill.

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Module 3 (Spring term): Psychodynamic Counselling with Counselling Skills:

Module code: FFCS102S4
The AIMS of Module 3 are to:
provide a sound understanding of the history and core concepts of the Psychodynamic
approach in counselling, including Brief Dynamic Therapy
develop counselling skills informed by the Psychodynamic approach
introduce a critical understanding of ethical and professional issues relevant to the practice
of Psychodynamic counselling
develop understanding of how issues of class, race, gender, sexual orientation, disability
and age impact on the helping process, with reference to the Psychodynamic approach
develop self-awareness within the context of the Psychodynamic approach
provide a brief introduction to Attachment Theory
provide a framework within which to successfully complete coursework for assessment
and gain national accreditation with the Credit Accumulation and Transfer Scheme (CATS)
Topics of Module 3:
Knowledge and Understanding
History of the Development of the Psychodynamic Approach
Core Psychodynamic Concepts: The Unconscious, Transference and Counter-Transference,
Defence Mechanisms, Containment, the Oedipus Complex and Object Relations
Bowlbys concept of Attachment
Brief Dynamic Therapy
Comparison of Psychodynamic and Person-centred approaches
Skills

Further practice in Counselling Skills informed by knowledge of psychodynamic concepts

Working with ethical dilemmas
Further development of methods for self-reflection

Saturday School theme: Attachment Theory

Saturday School Lecture 9th March: Attachment Theory and Practice Amanda Carpenter
Amanda Carpenter is a Group analyst and a Social worker with twenty five years of experience of
working with young people and families and she has extensive knowledge of Attachment theory.
Amanda has also worked as a Primary Mental health worker for Looked after children and trained
Foster carers and adopters on Attachment theory and therapeutic re-parenting courses. Amanda
is currently Team manager for a community based therapeutic service for young people who
display sexually problematic or harmful behaviour. Amanda is U.K.C.P accredited and an Associate
Member of the national Organisation for the Treatment of Abusers.

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Module 4 (Summer term): Comparative Counselling Approaches with Observation and

Counselling Skills:
Module code: FFCS103S4
The AIMS of Module 4 are to:
develop understanding of how issues of class, race, gender, sexual orientation, disability
and age impact on organisations
develop an understanding of the process of counselling including differing counselling
approaches, in different settings in the community
provide a brief introduction to Cognitive Behaviour Therapy (CBT)
develop counselling skills in relation to loss and grief
develop observational skills as an aid to learning
develop self-awareness through continued observation and reflection
provide a framework within which to successfully complete coursework for assessment
and gain national accreditation with the Credit Accumulation and Transfer Scheme (CATS)
Topics of Module 4:
Knowledge and Understanding
(Students visits to counselling agencies will provide a focus for most of these topics)

Skills

Introduction to Group and Organisational Dynamics

Supervision in Counselling
Confidentiality and the Law
Record Keeping
Equality, Diversity and Difference and Multi-Cultural Counselling
Brief introduction to CBT
Endings

Further development of observation and reflection skills through a visit to a counselling

agency
Making a presentation to a group
Report Writing
Working with change; action planning
Working with loss and grief

Saturday school theme: Cognitive Behaviour Therapy (CBT)

Saturday School Lecture 11th May: Cognitive Behaviour Therapy Andrew Nicholls
Andrew Nicholls is a Consultant Clinical Psychologist. He has 20 years experience in the NHS and
is a specialist in Cognitive Therapy (Dip. Cognitive therapy, Oxon, 1996). He currently works in a
CMHT in Hertfordshire. His special interests are integrative approaches and obsessional states of
mind.

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9. TEACHING AND LEARNING

The course takes place over three terms. There are 30 sessions of three hours each, plus
three Saturday schools of one morning and one afternoon each term. The Saturday
schools include a lecture from an expert guest speaker, as well as work with your group on
the speakers topic.

Students should allow 2-4 hours of additional study time per week for their reading and
coursework. Additionally, students are expected to make a single visit (probably an hour or
two) to a counselling agency.

Teaching involves student-centred approaches to learning and includes practical exercises

such as role play, lectures, use of visual material, discussions, seminars and oral
presentations, observations, individual and group work. Individual tutorials may be
arranged for some students at the tutors discretion.

Whilst the course includes these usual teaching methods, because the course is studying personal
and emotional experience as understood in counselling theory and practice, the teaching is less
about the dissemination of facts and figures and more about developing an understanding of
people and relationships, and the ineffable mysteries of the mind. Hence the course will also draw
upon the experiences of the students and tutor on the course, and inevitably the learning will have
a personal and emotional impact.

10. SUPPORT FOR YOUR LEARNING

The My Birkbeck Helpdesk in the Birkbeck Main Building at Malet Street, Bloomsbury, London
WC1E 7HX (entrance on Torrington Square) and the My Birkbeck website
http://www.bbk.ac.uk/mybirkbeck/ give you access and links to a very wide range of support,
including financial aid, study skills workshops and one to one study skills support, answers to
administrative questions, library facilities, IT help. You can also ring them on 0845 601 0174.
Financial Aid
There is a very helpful step by step guide for Certificate Students seeking financial aid. It is located
at this part of the My Birkbeck website:
http://www.bbk.ac.uk/mybirkbeck/services/facilities/studentfinance/certhe_finance
Study Skills
Some study skills support will be offered as part of your class, but there is also a study skills team
at Birkbeck who offer on-line resources, workshops and one to one support. You can. Email them
at studyskills@bbk.ac.uk or ring 020 7631 6683. Details about their offer are explained at this part
of the My Birkbeck website: http://www.bbk.ac.uk/mybirkbeck/services/facilities/support/contact

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At Stratford, one-to-one support and study skills sessions are available through the Stratford CLPD
staff. Email clpdstratford@bbk.ac.uk. Or Tel: 020 8223 4389 or 020 8223 4386.
Personal support
Birkbeck subscribes to the Gower Street Practice, a health centre located at 20 Gower Street, just
around the corner from the Birkbeck Main Building on Malet Street. Students living in central
London can register with the doctors at the Gower Street Practice for full NHS general practitioner
services, but other students can also benefit from the facilities there. Consultations are free and
completely confidential. In addition to normal GP services, the Gower Street Practice offers
psychotherapy and cognitive behaviour therapy, and is experienced in helping students. Call the
health centre on 020 7636 7628 for further information or visit their website at
http://gowerstreetpractice.org.uk/counselling.htm
There is also a free Counselling Service run by the Birkbeck Student Union, and the Union has an
advice centre a drop-in service offering general advice and referrals.
Students Union
As a Certificate student you are automatically a member of the Birkbeck Students Union. For
further details of their support services and activities please visit their website www.bbk.ac.uk/su.
Should you wish to contact the Students Union Office directly you can telephone on 0207 631
6335 or alternatively send an e-mail to welfare@bcsu.bbk.ac.uk.
Library Facilities
There is a very good guide especially for Certificate Students, which will answer your questions
about using the main Birkbeck College Library (at Malet Street) Go to this web link:
http://www.bbk.ac.uk/lib/about/userinfo/fcestudents/FCEStudguide.
To use the main Library at Malet Street, you need a Birkbeck College ID Card. Once you have
enrolled, go to this web link: http://www.bbk.ac.uk/mybirkbeck/services/you/cards . This gives
you instructions and the form you need in order to get the Birkbeck College ID Card. Or you can
go in person to the My Birkbeck Helpdesk at Malet Street where an advisor will help you..
If you are a student at Stratford, you will need a second card so you can use the UEL facilities. The
Stratford administration team will ensure you get this UEL card when you start the course. If there
is any problem, contact them on tel: 020 8223 4387 email: studentservices@
birkbeckstratford.ac.uk.
Stratford students will use their UEL Student Card to enter the UEL Stratford Library, use all the
reference materials and the computers there, and borrow books from the Birkbeck collection (in a
special room in the Library). Birkbeck Learning Support Advisors are there in the evenings and at
weekends to help you with Library and IT questions, or you can contact them by email:
bbksupport@uel.ac.uk or tel. 020 92234218.
Computers and electronic resources
How to log in: Birkbeck will email you your ITS username and password once you have accepted a
place on a Birkbeck course. They will use the email address you provided when you applied. (If you
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did not provide details of your personal email account with your application, they will send your
login details to you by post.) If there are any problems contact the ITS Helpdesk tel: 020 7631
6543, email: its-helpdesk@bbk.ac.uk or in person: ITS Helpdesk, ground floor, Birkbeck Main
Building at Malet Street. The following web link is also helpful for any computer questions:
http://www.bbk.ac.uk/mybirkbeck/services/facilities/computing.
You can use the computers in the Library and also access the Librarys electronic resources from
outside College by using your ITS username and password from any computer. This means for
example that you can access the Library Catalogue from home and reserve books to collect later.
If you are a student at Stratford, you will need a separate username and password to log onto
computers at UEL Library. Your user name will be a lowercase u followed by the number that
appears on your UEL student card, and the pass word will be your birth date written like this: ddmon-yy (e.g. 02-jan-83). Birkbeck Learning Support Advisors are there in the evenings and at
weekends to help you with any library or computer problems, or you can contact them by email:
bbksupport@uel.ac.uk or tel. 020 92234218.
Blackboard Virtual Learning Environment
Tutors use Blackboard to provide course-related on-line resources for you. On enrolment you are
automatically given access to your course on Blackboard. Our shared Bloomsbury Blackboard site
is located at www.ble.ac.uk. You log in with your normal IT S username and password (either the
Birkbeck or the UEL one).
You may use Blackboard to share with your fellow students any information, articles, links etc
which are directly relevant to the course. If you wish to do so but are unsure of the relevance of
the information, please consult your tutor.
Networked printing facilities at Malet Street
Having activated your ITS account as a new student, you have 2.50 worth of free printing.
Additional credits can be purchased and printing costs 5p per A4 sheet. Pay at the ITS Help Desk
next to the Library, or top up via the machine on the ground floor or by debit/credit card from the
ITS web site

11. LEARNING JOURNAL

The purpose of the learning journal is to help you develop self-awareness by reflecting on your
learning experiences during the course.
Your journal should include:

a personal record of your thoughts, ideas and feelings on how your knowledge, understanding
and skills are developing on the course;

thoughts on the various concepts and theories you encounter;

observations about your visits and/or counselling experiences outside the class.

You are recommended to complete a minimum of a page a fortnight. Please bring a suitable blank
note-book to the first class and bring the journal into class each week.
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The learning journal will not be read or marked by the tutor, but the termly written Reports on
your self-observation and self-reflection are marked. These reports are based largely on the
learning journal.

12. BOOK LIST

There are no specific books or articles which must be read by all students. The reading list
includes a range of books which tutors and students have found helpful in covering the topics on
the course outline. They will all be in the Birkbeck Library. Tutors will assign reading from them
from time to time, and students will find them helpful in understanding theories and skills, and for
preparing essays. At a minimum, students have generally bought one person-centred and one
psychodynamic text. Several useful books are available on-line as e-books in the Birkbeck
Library. Your tutor may have specific recommendations for your group.

Precourse reading
De Board, R. (1997), Counselling for Toads: A Psychological Adventure, London: Routledge.
Salzberger-Wittenberg, Isca (2005), The Emotional Experience of Teaching and Learning, London:
Routledge.
Skills throughout the year
Aldridge, Sally & Rigby, Sally (eds.) (2001) Counselling Skills in Context, London: Hodder &
Stoughton/BACP. E-book
Cottrell, Stella (2008) The Study Skills Handbook, Basingstoke: Palgrave Macmillan.
Frankland, A. & Sanders, Pete (2009) Next Steps in Counselling: a students companion for
certificate and counselling skills courses, Ross-on-Wye: PCCS.
Higdon, Juliet (2004) From Counselling Skills to Counsellor: A Psychodynamic Approach,
Basingstoke: Palgrave.
Hough, Margaret (2006) Counselling Skills and Theory (second edition), Leicester: Willis
McLeod, John (2007) Counselling Skill, Maidenhead: Open University Press.
Moon, Jennifer (2006) A Handbook of Reflective and Experiential Learning: theory and practice,
London:Routledge e-book
Moon, Jennifer (2006) Learning journals: a handbook for reflective practice and professional
development, London: Routledge, 2006. E-book
Module 2: Person-centred theory
Brazier, David (2003), Beyond Carl Rogers, London: Constable & Robinson Ltd

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Cooper, M., OHara , M., Schmid, P. and Wyatt G. (eds.) (2007) The Handbook of Person-Centred
Psychotherapy and Counselling, Basingstoke, Palgrave.
Kirshenbaum, H. & Land-Henderson, V. (eds) (1989) The Carl Rogers Reader, Boston: HoughtonMifflin.
Mearns, D. & Thorne, B. (2007), Person-Centred Counselling in Action, London, Sage
Merry, T. (2002) Learning and being in person-centred counselling, Ross-on-Wye: PCCS
Rogers, Carl (2004), On Becoming A Person, London: Constable & Robinson Ltd
Module 3: Psychodynamic theory
Bateman, B., Brown, D., and Pedder, J. (2010) Introduction to Psychotherapy, An outline of
psychodynamic principles and practice, Hove: Brunner-Routledge
Bowlby, John (1998) A Secure Base: Clinical Applications of Attachment Theory, London:
Routledge.
Brown, R. and Stobart, K. (2008) Understanding Boundaries and Containment in Clinical Practice,
London: Karnac Books.
Howard, Susan (2005) Psychodynamic Counselling in a Nutshell, London: Sage.
Jacobs, M. ( 2004) Psychodynamic Counselling in Action, London: Sage.
McLoughlin, Brendan (1995) Developing Psychodynamic Counselling, London: Sage.
Noonan, E. (1983) Counselling Young People, Hove: Routledge e-book
Salzberger-Wittenberg, Isca (1970) Psycho-Analytic Insight and Relationships, London: Routledge.
Spurling, L. (2004): Introduction to Psychodynamic Counselling (Basic Texts in Counselling and
Psychotherapy), Basingstoke: Palgrave.
Terry, P. (2008) Counselling and Psychotherapy with Older People: A Psychodynamic Approach,
Basingstoke: Palgrave Macmillan
Waddell, M. (2002) Inside Lives: Psychoanalysis and the Growth of the Personality, London: Karnac
Module 4: Counselling approaches, organisations, diversity and difference
Barwick, N. and Hazler, R. (2001) The therapeutic environment: core conditions for facilitating
therapy, Maidenhead: Open University Press.
De Board, Robert (1978) The Psychoanalysis of organisations: a psychoanalytic approach to
behaviour in groups and organisations, London: Routledge. E-book
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Dryden, W and Neenan, M (2010), Cognitive Therapy in A Nut Shell, London: Sage
Hirschhorn, Larry (1990), The Workplace within Psychodynamics of Organizational Life:, MIT Press
Lago, Colin (2006) Race Culture and Counselling: the ongoing challenge, Maidenhead: Open
University Press e-book
Obholzer, A. & Roberts, V. (1994) The Unconscious at Work, London: Routledge e-book
Kennerley, D., Kirk, H., and Westbrook, J. (2007) An Introduction to Cognitive Behaviour Therapy:
Skills and Applications, London: Sage.
McKenzie, Isha (2009), Black Issues in Therapeutic Process, Basingstoke: Palgrave Macmillan
Wheeler, S. (Ed.) (2006), Difference and Diversity in Counselling, Contemporary Psychodynamic
Perspectives, Basingstoke: Palgrave.

13. COURSE WORK ASSIGNMENTS

If you have difficulties with writing essays, please talk with your tutor and consult Birkbecks Study
Skills Team. Many students in past years have found their help essential in overcoming lack of
experience with essay writing. See section 10 in this Handbook for more details.

(Three) Reports on Self-Observations and Self- Reflections

Maximum 1000 words each term
3.

The purpose of these three reports is to demonstrate how you have used the learning journal to
develop your self-awareness from term to term. (See Section 11 about the Learning Journal)
Each report is due at the first class meeting after each reading week.
Guidelines:
The Reports should include your reflections about:

The main skills you think you have learnt or consolidated so far this year

The skills you think you still need to develop and why

Your participation in the group this term; e.g. your presence and absence, your contributions;
(in term 2 and 3) comparisons with previous terms

Ways you enjoyed learning on the programme this term, when you didnt, and why; (in term 2
and 3) comparisons with previous terms

Barriers to your own learning and how you have been overcoming them this term; (in term 2
and 3) comparisons with previous terms

The ways in which your own gender, ethnicity, religion, age, disability, social class, sexual
orientation influence your experiences in a helping relationship offering or receiving help,

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inside and outside the classroom; development of your thinking about this

In the last term, you might also reflect on your future plans.

B. Person-centred Essay, maximum 3000 words. (due at end of Autumn Term)

Discuss your understanding of the theory and practice of Person-Centred counselling.
Illustrate your understanding with reference to your observation of helping relationships (your
own or others).
Guidelines
The purpose of this essay is to illustrate how your understanding of the Person-Centred approach
to counselling has contributed to the development of your counselling skills. The essay should
include:

A general introduction to Person-Centred counselling which expresses your understanding of

the theoretical framework involving discussion and critique of this particular counselling
approach

Two examples of aiming to help others, from counselling practice sessions in class or from
experience elsewhere. Describe and reflect on one example where you consider the PersonCentred approach successfully aided you in thinking about the interaction, and another
example where you experienced difficulty .

C. Psychodynamic Essay, Maximum 3000 words. (due at end of Spring term)

Discuss your understanding of the theory and practice of psychodynamic counselling. Demonstrate
in particular your understanding of one of the following psychodynamic concepts:

Transference and counter transference

Defence mechanisms

The unconscious

Containment

Illustrate with examples from your experience.

Guidelines:
The purpose of this essay is to illustrate how your understanding of the Psychodynamic approach
has contributed to the development of your counselling skills. The essay should include:

a general introduction to psychodynamic counselling which expresses your understanding of

the theoretical framework and of one of the key concepts listed above, using discussion and
critique of this particular counselling approach;

Describe and reflect on one example where you consider the psychodynamic approach
successfully aided you in thinking about the interaction.

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D. Report of Counselling Agency Visit/Organisation, Maximum 3000 words. (due 11-15 June)
A written report based on a visit to a counselling agency/organisation. You are advised to
select an agency/organisation in your local area where you will be able to consider its context
in the wider community.
You should not have any personal ties or relations to the agency/organisation that you visit.
Your tutor can give you a letter of introduction to use in contacting them.
You will be expected to give a report to the class about the learning from your visit. You will
need to discuss with your tutor the form of the presentation to the class. The oral report is not
itself assessed; only the written report.
Guidelines:
The written report of your visit to a counselling agency/organisation should demonstrate a critical
understanding of theory and practice as applied to organisations and observation of them, and
should include:
Your thoughts and feelings about process of negotiating your visit and your experience
about organisational boundaries
Your observations and thoughts about the physical environment
Your observations and thoughts about the way you were received and treated during the
visit
Reflections on your feelings during the visit and what these reflections might indicate
about the organisation
The theoretical orientation of the agency, if applicable
The case load of the agency and types of services offered
Ethical practice, equal opportunity and anti-discrimination
The aims of the agency/organisation and whether or not you think these are fulfilled
It is important that you respect confidentiality in writing the report; for example, the name of the
agency/organisation and people working and receiving counselling there should not be included in
the report.

14. GUIDELINES FOR THE PRESENTATION AND REFERENCING OF YOUR

COURSE WORK
Presentation
Unless otherwise advised, you should hand in two copies of your written work to your tutor. One
copy should have a green cover sheet (your tutor will supply this). Also please keep your own
copy of your work. Papers should be type-written if at all possible, double spaced on A4 paper,
and the pages should be numbered. If you cannot use a word processor or typewriter then speak
with your tutor. Your work if hand-written should be on lined paper and double spaced. At the end
of the main text of the essay you should show the word count, and record this on the green cover
sheet as well. Please corner-staple or treasury-tag your work, and clip on the green sheet. Do not
submit individual pieces of work in a folder or file.

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WARNING:
Please do not rely on Wikipedia in writing and referencing your essays. Wikipedia articles
may help you get an overview of a topic when you are first learning about it, but you need
to check information in more reliable sources and use that in your essays and referencing.
For help in using the Internet appropriately for your research, see the Librarys on-line
mini-courses: http://www.bbk.ac.uk/lib/about/learn/evaluating, or discuss with your tutor
or with Birkbeck Study Skills staff.
Referencing in the text of your essay
You should use the following system for referencing. You will find it best to note and type out in
full your referencing as you read, make notes and write your papers. This will save you time and
effort later.
Identify all references to books, articles and other sources at a suitable point in the main
text by the authors last name, year of publication, separated by commas within
parentheses. Include page numbers where the material referred to comes from specific
pages.

If the authors name is already in the text use the year and pages only in parenthesis
e.g. According to Rogers (1989, 44-45), there are three important...

If the authors name is not mentioned in the text at that point, include both the
authors name and year of publication e.g. In Person-centred therapy, empathy is very
important (Rogers, 1989, 44-45).

With dual authorship use both names: e.g. (Mearns and Thorne, 2007).

For more than two authors use et al. e.g. (Bateman et al, 2000).

If there is more than one reference to the same author and year distinguish them with
the use of letters: e.g. (Freud, 1915a).

A series of references can be shown within parentheses separated by semi-colons: e.g.

(Freud 1915; Klein 1923; Spurling 2004).

An article from a book is done like this: e.g. (OHara in Cooper et.al, 2007, 46)

How to use quotations in your essays -- some examples:

1. Put short direct quotations (i.e. a single word or sentence or two) of someone elses words
in single inverted commas. In the box is an example from a sample student essay:
Rogers (1989, 135-136) frequently drew attention to the need for particular conditions to be met
for any counselling to be effective in helping a person tap into their own resources for selfunderstanding. He described these conditions in various ways, often using the terms of
congruence, unconditional positive regard and empathy.
2. Put a longer direct quotation (i.e. more than two or three sentences) of someone elses
words in an indented paragraph without inverted commas. In the box is an example from a
sample student essay:CCS STUDENT HANDBOOK MODULES 2, 3, 4

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I have learned that it may be important to remember that empathy involves more than
understanding the content of what the person is saying. As Mearns and Thorne put it:
In fact, the counsellors understanding is not the aim of the endeavour
the aim is to create the conditions where the client comes to understand
himself . . . Early in training, counsellors can be found interrupting
the clients flow to check their own understanding. Generally
their client politely affirms or corrects the counsellors understanding and then
tries to get back on to his track.(2007.83)
(In the above quotation, the dots . . . show that some words or sentences have been left out of
the full quotation.)
If you paraphrase or summarise someone elses ideas in your essay, you must give them
credit for their ideas, so in addition to referencing quotations, if you summarise another
persons ideas then you should refer to that person in the text and give a reference. Here
in the box is an example from a sample student essay:
It is interesting to note the similarities and differences in the feelings and expectations that
counsellors and clients may bring to their first meeting. For examples the both may have anxieties
about harming or being harmed. (Salzberger-Wittenberg, 1970, Chapters 1 and 2)
How to do the Reference List at the end of your essay
Every reference in the text should appear in a reference list at the end of your essay, listed
alphabetically by author and year of publication as shown in the examples below. Note that the
Reference List should only include references you have cited in your essay, not everything you may
have read.
For book and journal references, note the order of the reference as follows:
a) Surname, Forename(s)/initial(s)
b) (Date in parentheses)
c) Title of paper in quotes
d) Title of Book or Journal in italics
(if a journal, then show the volume and edition number)
e) Place of publication
f) Name of publisher
g) Page numbers for journal references.
Here is an example for a journal reference:
Rogers, Carl (1989), A Client-centred/Person-centred Approach to Therapy. In H. Kirschenbaum
and V. Henderson (editors) The Carl Rogers Reader. New York: Houghton Mifflin. Pp. 135-152
Here is an example for a book reference:
Mearns, Dave and Thorne, Brian (2007), Person-Centred Counselling in Action. London: Sage.

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Electronic References
Electronic sources include online journals, websites or web pages, web- or e-mail-based discussion
groups and newsletters.

Online Journals

Always add the date the Journal was retrieved to the main reference, e.g.
Freud, Sigmund (1910) The Origin and Development of Psychoanalysis
in American Journal of Psychology, 21, 181-218. Retrieved 1 July 2008 from
http://psychclassics.yorku.ca/Freud/Origin/index.htm:

Websites/webpages

Always add date the site was accessed, e.g.:

http://psychclassics.yorku.ca/Freud/Origin/index.htm: accessed on 1 July 2008.

15. PLAGIARISM
Using the work of others without acknowledging it is known as plagiarism. This applies to printed
sources, electronic sources (e.g. websites) or getting someone else to write your coursework for
you. Academic institutions treat plagiarism very seriously and it can result in a loss of marks or
work not being marked. For the College Policy on Assessment Offences see
http://www.bbk.ac.uk/mybirkbeck/services/rules/assmtoff.pdf.
In your essays or reports, any reference to information from a book, journal or website, whether it
is a literal quotation or your paraphrase of the theory or idea, must be attributed to the original
author, using the methods described above in Section 14.

16. CRITERIA FOR MARKING AND GRADING COURSE WORK

Written Course Work
Your written coursework determines the final mark and grade of each Module of the Certificate. For
each Year 2 Module, you must receive a Pass grade for your Report on Self-Observations and SelfReflections, but no numerical mark will be awarded for this Report.
For each of the 3000 word essays, you will receive a numerical mark, and this will determine the
overall mark for that Module. You must pass both essays of each Module in order to progress to the
next Module. The final grade of the Certificate averages the numerical marks for Module 1
Introduction to Counselling and Modules 2, 3 and 4. For students who did not take Module 1
Introduction to Counselling and were awarded credit for it, the final grade of the Certificate
normally averages the numerical marks for Modules 2, 3 and 4. If the average grade is 70 or above,
a Distinction may be awarded.
Assessment of counselling skills
You will receive formative feedback from your tutor and fellow students throughout the course to
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help you develop your skills. To be awarded the Certificate, students must pass each element on the
Assessment of Counselling Skills form (see Appendix 1). Assessment by your tutor takes place
throughout the year.

Attendance
It is most important that students attend at least 75% of the classes, including Saturday schools.
Tutors will arrange individual tutorials for any students who miss two or more consecutive classes,
or whose absences or lack of punctuality are a source of concern.
Criteria for marking the written coursework
In general, to pass:
All course work should where appropriate, show some understanding of issues of equality as they
affect, for example race, gender, class, sexual orientation, religion, disability, age or political belief.
All course work must remain within the word limit. If work is more than 10% over the limit then
only the words within the limit will be considered.
In addition:
To achieve a Pass (40% and above)

The assignment should attempt to present coursework using the relevant prescribed format
(essay or report)

show some evidence of knowledge gained from regular attendance and participation in class

indicate some use of the recommended reading and class materials

show some evidence of understanding in planning, ordering of thoughts, selecting and

describing material in relation to the assignment task.

To obtain a mark of 40-49%:

The assignment should fulfil the requirements described above and in addition:

present the work in a clear and legible format

focus on the topic

begin to acknowledge and draw on the work of others and provide references

show written fluency

draw on ones own and others experiences as appropriate

not be purely descriptive, but show some critical awareness when expressing personal views,
evidence or experience.

To obtain a mark of 50-59%:

The assignment should fulfil the requirements described above and in addition:

develop a coherent presentation of relevant information and views based on and illustrated by
appropriate reading and other relevant sources and where appropriate reach a logical
conclusion

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identify some issues raised by the topic and show evidence and understanding of some further
reading

make appropriate use of personal views, evidence and experience and show an awareness of
their relevance and limitations.

To obtain a mark of 60-69%:

The assignment should fulfil the requirements described above and in addition:

present interesting sources and materials in creative ways

cite all sources and provide accurate and complete references using an acceptable system

identify and address the significant issues raised by the topic

make selective use and show understanding of up-to-date reading and resources

show evidence of ability to use own and others experience critically.

To achieve a Distinction (70% and above)

The assignment should fulfil the requirements described above and in addition:

show the ability to use theory / concepts to underpin, interrogate and reflect on own and
others practice

use a wide range of sources that includes and goes beyond class and recommended material

show critical analysis and independent discussion of theoretical and conceptual issues and
perspectives

make original observations and connections for example by linking theories or theory and
practice.

17. PRESENTING YOUR COURSEWORK FOR FINAL ASSESSMENT

Final Coursework Submission
Students should prepare a coursework portfolio consisting of both pieces of marked written
coursework at the end of each module. The Assessment of Counselling Skills form should be filled
in at the end of Module 4 and should be included with the other two pieces of coursework. The
portfolio should be ready on or before the date of the last class in each term. For each Module,
some classes will be moderated; in these cases coursework portfolios will need to be submitted to
the tutor at the end of the Module. Your tutor will let you know if your class is being moderated.
Please keep copies of all work submitted.
Cover Sheets

individual green cover sheet for each piece of marked written work;

the cover sheets must be signed by you and your tutor;

Quality Assurance
In order to ensure fairness and objectivity, samples of course work for selected classes are
moderated by Internal Moderators and an External Examiner.
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All marks are provisional until they have been confirmed by the Exam Board at the end of the
academic year. Your final results will be sent out to you after this. The work of the sampled groups
will be returned.
Late work/ Mitigating Circumstances
Students must submit each piece of coursework by its published deadlines in Section 2 of this
Handbook. Individual tutors are not able to grant extensions.
Any work submitted after the published deadline will be given two marks one mark capped at
the pass mark of 40%, assuming it is of a pass standard, and the real mark that would have been
awarded if the work had not been late. There is an absolute date for each Module beyond which
late work for that Module will not be accepted at all please contact the Counselling
Administrator for this. (These dates do not replace the published deadlines for each of the six
pieces of coursework as indicated in Section 2).
If you submit late work and wish mitigating circumstances to be taken into account you should
submit a Mitigating Circumstances form http://www.bbk.ac.uk/reg/regs/mitcircsform to the
Counselling Administrator. Your claim will be considered by the Mitigation Sub-committee of the
Exam Board. If your claim is upheld you will be awarded the real mark.
Further information on mitigating circumstances, including guidance on what grounds might
constitute mitigating circumstances, can be found at
http://www.bbk.ac.uk/mybirkbeck/services/rules/mitcircspol.pdf

18. COURSE EVALUATION

We take students views seriously and we are always interested in hearing creative and
constructive comments for use in future course development. You will be asked by your tutor to
complete course evaluations at the end of the course. Evaluations may be conducted individually
or in small groups and may be anonymous if you wish.
Students are also asked to elect or appoint two student representatives who have a short informal
meeting with the tutor each term. The student reps feed back views from all the students and we
have found the meetings a very useful way of noting students suggestions.
If you feel there are any problems on your course, please discuss them with your tutor in the first
instance and try to arrive at a solution. If you are unable to resolve differences locally, contact the
Counselling Administrator (see Section 1).

19. PROGRESSION
Applying for Further Professional Training or University
Having completed the Certificate course, students who have a first degree are eligible to apply for
a British Association for Counselling and Psychotherapy (BACP) accredited professional training in
Psychodynamic Counselling through the MSc; students will also be able to apply to the Foundation
degree in Psychodynamic Counselling and Cognitive Behaviour Therapy. The Fd is designed to
fulfil BACP requirements for accreditation. The MSc and Fd are taught in Birkbeck Colleges
Department of Psychosocial Studies. For details tel: 020 3073 8011 email: psychosocialstudies@bbk.ac.uk or look online at www.bbk.ac.uk/sps . There will also be talks about these
CCS STUDENT HANDBOOK MODULES 2, 3, 4

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courses at the Saturday School in February.

Further advice and guidance about professional training will be available during the course.
General Careers Advice is available to Birkbeck students from the Specialist Institutions Careers
Service (SICS), located next door to Birkbecks main building on Malet Street in Central London.
See www.careers.lon.ac.uk/sics for full details.
Please note that if you wish to continue in your education then contact the planned department,
university or organisation in May or June, or earlier, of the year you wish to start as places fill up
quickly on some courses.

20. Awarding of Certificates

Marks for all the coursework are provisional until they are confirmed by the exam board at the
end the academic year. The marks are then published on the students profile which can be
accessed from www.bbk.ac.uk/mybirkbeck. Students should check the My Birkbeck website
regularly to see the final date for publishing of marks. Students are able to print their transcripts
from their student profile which is a proof of their completion. Certificates are dispatched by
University of Londons Diploma Production Office normally around April of the year after
completion by post to students home addresses. Please make sure that you keep your home
address up to date via your student profile.

21. Therapy Guidelines for Certificate Course

Although it is not a requirement to be in therapy on the Birkbeck Certificate Courses, it may well
be something that students are interested in setting up for themselves, as this will deepen their
understanding of the course and of themselves.
On the Birkbeck MSc in Psychodynamic Counselling & Psychotherapy, it is a requirement of
students to be in approved therapy. Certificate students, who are planning to apply for the MSc,
are strongly advised to follow the same guidelines as MSc students when choosing a therapist.
Following the same procedure, at this point, will prevent future complications in relation to choice
and experience of a therapist, including the difficulty of having to change therapist later on, if the
therapist chosen does not meet the MSc requirements.
The procedure for finding an approved therapist is outlined below:
THERAPY REQUIREMENT FOR THE MSc
The requirements of the MSc are that a psychotherapist must be a graduate of a recognized
psychodynamic training school, and will therefore be listed in the current register of either the
British psychoanalytic Council, or in the Psychoanalytic or Psychodynamic Psychotherapy sections
of the current register of the United Kingdom Council of Psychotherapists. They should have been
qualified for at least four years. Counsellors should be Psychodynamic in orientation and training,
BACP accredited and must have considerable post-qualifying experience and/or qualifications.
How to find a Therapist
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Students can arrange to have an initial consultation with an approved consultant who will then
refer the student on to an appropriate therapist. The list of consultants can be requested from the
course administrator. It is strongly recommended that students use this list if they plan to apply
for the MSc course.
Certificate Tutors
Students on the Certificate course can discuss their therapy requirements with their tutors
including the implications for students who might be planning to apply for the MSc in
Psychodynamic Counselling and Psychotherapy.

THERAPY REQUIREMENTS FOR THE FOUNDATION DEGREE

The department lays down a minimum standard for an approved psychodynamic practitioner. A
psychotherapist must be a graduate of a recognized psychodynamic training school, and will therefore
be listed in the current register of either the British Psychoanalytic Council, or in the Psychoanalytic &
Psychodynamic Psychotherapy Sections of the current register of the United Kingdom Council of
Psychotherapists or The British Association of Counselling and Psychotherapy. Counsellors should be
Psychodynamic in orientation and training, BACP accredited and must have considerable postqualifying experience and/or qualifications. This is a minimum standard. An approved practitioner
would normally be expected to have achieved a level of experience and expertise beyond the
minimum, i.e. to be an established and experienced practitioner.

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APPENDIX 1
ASSESSMENT OF COUNSELLING SKILLS FORM
Bring this form, with your learning journal, to class each week
Student Name:

Assessment
Passed
(tutor to initial )

COUNSELLING SKILLS
Establish and maintain an appropriate boundary for the contact
Demonstrate listening skills
Establish and maintain focus
Demonstrate the core conditions
Reflect feelings
Explore thoughts and feelings
Demonstrate appropriate challenging skills
Conclude the conversation appropriately
Demonstrate a sensitivity to the setting in which the conversation takes
place
Encouraging thinking about possible alternative points of view (but not
giving advice!)

Assessment
Passed
(tutor to initial )

OBSERVATION SKILLS
Comment on the helpers ability to help the other person using counselling
skills
Give supportive and critically constructive feedback to the helper
Comment on your view of how the conversation developed
Comment on underlying issues which may or may not have been
acknowledged
Reflect on the thoughts and feelings evoked in the observer during the
conversation

Students must PASS the skills element of the course, but this is not marked or graded.

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APPENDIX 2

COURSE CODES AND TERM DATES FOR ALL GROUPS

Certificate in
Counselling and
Counselling
Skills.
Module 2:
FFCS101 S4
Module 3:
FFCS102 S4
Module 4:
FFCS103 S4

Tutor

Day

Time

Term Dates

Venue

1SC

Clive Carswell

Wednesd
ay

18.00
21.00 pm

3 October 2012 to 12 December 2012 (rw

7 Nov 2012); 9 January 2013 to 20 March
2013 (rw 13 Feb 2013); 24 April 2013 to 3
July 2013 (rw 29 May 2013)

Stratford

2SC

Asuncion
Lopez

Thurs
day

10.00
13.00

4 October 2012 to 13 December 2012 (rw

8 Nov 2012); 10 January 2013 to 21 March
2013 (rw 14 Feb 2013); 25 April 2013 to 4
July 2013 (rw 30 May 2013)

Stratford

ASC

Catherine Bray

Tuesday

09.30
13.30

2 October 2012 to 11 December 2012 (rw

6 Nov 2012); 8 January 2013 to 19 March
2013 (rw 12 Feb 2013); 23 April 2013 to 2
July 2013 (rw 28 May 2013)

Central
London

BSC

Catherine Bray

Wednesd
ay

10.00
13.00

3 October 2012 to 12 December 2012 (rw

7 Nov 2012); 9 January 2013 to 20 March
2013 (rw 13 Feb 2013); 24 April 2013 to 3
July 2013 (rw 29 May 2013)

Central
London

ESC

Annie Hoile

Tuesday

18:00
21:00

2 October 2012 to 11 December 2012 (rw

6 Nov 2012); 8 January 2013 to 19 March
2013 (rw 12 Feb 2013); 23 April 2013 to 2
July 2013 (rw 28 May 2013)

Central
London

CSC

Annie Hoile

Wednesd
ay

13.30
16.30

3 October 2012 to 12 December 2012 (rw

7 Nov 2012); 9 January 2013 to 20 March
2013 (rw 13 Feb 2013); 24 April 2013 to 3
July 2013 (rw 29 May 2013)

Central
London

CCS STUDENT HANDBOOK MODULES 2, 3, 4

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DSC

Annie Hoile

Wednesd
ay

18.00
21.00

3 October 2012 to 12 December 2012 (rw

7 Nov 2012); 9 January 2013 to 20 March
2013 (rw 13 Feb 2013); 24 April 2013 to 3
July 2013 (rw 29 May 2013)

Central
London

FSC

Giovanna
Iannaco

Thurs
day

10.30
13.30

4 October 2012 to 13 December 2012 (rw

1 Nov 2012); 10 January 2013 to 21 March
2013 (rw 21 Feb 2013); 25 April 2013 to 4
July 2013 (rw 30 May 2013)

Central
London

GSC

Clive Carswell

Thurs
day

18.00
21.00

4 October 2012 to 13 December 2012 (rw

8 Nov 2012); 10 January 2013 to 21 March
2013 (rw 14 Feb 2013); 25 April 2013 to 4
July 2013 (rw 30 May 2013)

Central
London

3SC

Sandra AdjeiWilson

Thurs
day

18:00
21:00

4 October 2012 to 13 December 2012 (rw

8 Nov 2012); 10 January 2013 to 21 March
2013 (rw 14 Feb 2013); 25 April 2013 to 4
July 2013 (rw 30 May 2013)

Stratford

Hilary Dodson

Tuesday

14.00
17.00

2 October 2012 to 11 December 2012 (rw

6 Nov 2012); 8 January 2013 to 19 March
2013 (rw 12 Feb 2013); 23 April 2013 to 2
July 2013 (rw 28 May 2013)

Central
London

ISC

Mary Burke

Wednesd
ay

18.00
21.00

3 October 2012 to 12 December 2012 (rw

7 Nov 2012); 9 January 2013 to 20 March
2013 (rw 13 Feb 2013); 24 April 2013 to 3
July 2013 (rw 29 May 2013)

Central
London

JSC

Catherine Bray
& Annie Hoile

Saturday
& Sunday

10:00
16:15

6/7 October, 3/4 November, 1/2

December,
5/6 January, 2/3 February, 2/3 March,
6/7 April, 18/19 May & 15/16 June

Central
London

HSC

CCS STUDENT HANDBOOK MODULES 2, 3, 4

2012-2013

28