Activate Learning
UCAS Code: B943 | Bachelor of Science (with Honours) - BSc (Hons)
About this course
The BSc (Hons) in Counselling (top-up) has been specifically designed for practising counsellors already qualified to diploma or foundation degree level and working in paid employment, private practice or a voluntary setting. It provides a unique opportunity for counsellors to deepen their understanding of counselling theory and practice, to gain more understanding of client issues and how to work with them, undertake a research project on a research question of their own choosing and gain a degree at the same time. It also provides a forum where counsellors from a variety of orientations and backgrounds will be able to share information and experience to their mutual advantage. Employers are increasingly asking for counsellors with a degree in counselling, or with BACP accreditation or both. Graduates also progress to postgraduate programmes or go on to more specialised training, i.e. in couples counselling, drug and alcohol addiction or working with children and adolescents.
Specifically, the aims of the programme are:
• To expand students’ appreciation and understanding of a range of counselling approaches other than the one in which they have completed their training.
• To develop students’ ability to critically reflect on the particular nature of their clinical practice in light of their individual training and personal experiences and their responses to these.
• To enable students to understand the ways in which they can respond effectively in their clinical practice to the demands of working in particular settings and cultural contexts.
• To develop students’ knowledge and understanding of the BACP Ethical Framework as an example of a relevant professional ethical policy
• To develop students’ engagement with systematic research in counselling by fostering their critical understanding of relevant research methods and enabling them to undertake a suitable research project in an area of personal interest.
• To foster students’ self-awareness of their current capacities as counsellors and identify future continuing professional development possibilities in support of their professional aspirations.
• To enable students with the appropriate capacities to achieve a graduate-level award in counselling, enhancing their opportunities to secure future employment and training at levels that they may have found hard to access as non-graduates.
Students must take all of the following modules:
• Personal and Professional Development in Practice
• Research informed Practice
• Research Proposal
• Theory in Practice
Students will be required to complete 80 supervised client practice hours as part of the programme. They will also be required to be in personal therapy for a minimum of 60 hours during the programme.
Having successfully achieved the BSc (Hons) in Counselling, it is envisaged that many students will seek employment in the counselling field, including setting up in private practice and/or progress to postgraduate study.
Modules
You will study four modules:
Research Proposal (15 credits) –
This module aims to ensure that students apply consistently a comprehensive, in-depth and research-informed body of knowledge in their practice and use research literature on the impact of the therapeutic alliance to enhance relationships with clients. It will equip you with the methods and knowledge that enable independent research.
Personal and Professional Development in Practice (30 credits) –
This module aims to extend students’ understanding of the emergence and development of their personal and professional identity as counsellors considering their personal, training, and clinical experience to date, their current training, clinical commitments, and future aspirations.
Research Informed Practice (45 credits) –
This module aims to successfully complete a substantial empirical research project based on an approved research proposal and to reflect on the outcomes of the research project and the implications for the counselling profession.
Theory in Practice (30 credits) –
This module aims to provide an overview of the theory underpinning key modalities prevalent in current counselling practice and critically reviews their preferred core model, its strengths and limitations and how other models of theory and practice might be integrated. You will reflect on how new knowledge (area of special interest) can support development of clinical practice.
Assessment methods
This programme will run in line with general University Regulations:
https://www.mdx.ac.uk/about-us/policies
Tuition fees
Select where you currently live to see what you'll pay:
What students say
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
After graduation
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
Explore these similar courses...
Higher entry requirements
Lower entry requirements
Nearby University
Same UniversityThis is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.
Have a question about this info? Learn more here
This is the percentage of applicants to this course who received an offer last year, through Ucas.
Have a question about this info? Learn more here
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Course location and department:
This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
Have a question about this info? Learn more here
Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.
Have a question about this info? Learn more here
This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
Have a question about this info? Learn more here
This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
Have a question about this info? Learn more here
Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
Have a question about this info? Learn more here
Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
Have a question about this info? Learn more here
The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
Have a question about this info? Learn more here
