Supervision and Consultation: Psychotherapeutic and Organisational Approaches - 2017/8

Awarding body

University of Surrey

Teaching institute

University of Surrey

Framework

FHEQ Level 7

Final award and programme/pathway title

PGDip Supervision and Consultation: Psychotherapeutic and Organisational Approaches

Subsidary award(s)

Award Title
PGCert Supervision and Consultation: Psychotherapeutic and Organisational Approaches

Modes of study

Route code Credits and ECTS Credits
Part-time PLD56018 120 credits and 60 ECTS credits

JACs code

C810

QAA Subject benchmark statement (if applicable)

Other internal and / or external reference points

The British Psychological Society has a Register for Applied Psychology Practice Supervisors (RAPPS). BPS Chartered Psychologists’ are able to register by providing evidence of training in a set of supervision skills, identified by an approach to supervision that is informed by psychological knowledge, research and good practice. The RAPPS learning outcomes have been mapped onto the module learning outcomes for the first year of the MSc programme in Supervision and Consultation and the training of the third semester is designed to satisfy the requirements to join the BPS Register of Coaching Psychologists. AFT (The Association for Family Therapy and Systemic Practice) have a number of learning outcomes for supervisory practice in the 4 areas of practice, theory, personal development, and ethics. These areas are expanded in the 2nd edition of the 2009 ‘AFT RED BOOK’. The AFT learning outcomes have been mapped onto the module learning outcomes for the first year of the MSc programme in Supervision and Consultation. Both the British Association for Behavioural and Cognitive Psychotherapy (BABCP) and the British Association for Psychoanalytic and Psychodynamic Supervisors (BAPPS) stipulate the length of training, the number of hours of theory teaching, number of hours supervisory practice is conducted and the number of hours and nature of supervision of supervision. The qualifications, theoretical orientation and approach taken by those teaching and supervising students are also specified. The PG Cert satisfies all the current stipulated course requirements. EMCC (European Mentoring and Coaching Council) has eight competence categories for coaching and mentoring: understanding self; commitment to self-development; managing the professional contract; building the professional relationship; enabling client insight and learning; outcome and action orientation supporting the client to make desired changes; use of models and techniques in order to bring about insigh

Faculty and Department / School

Faculty of Health and Medical Sciences - Psychology

Programme Leader

TIBBLES P Dr (Psychology)

Date of production/revision of spec

22/09/2017

Educational aims of the programme

Develop advanced competencies to practice supervision, consultation, coaching and mentoring within applied health, social care and educational settings;

Conceptualise supervision/consultation/coaching/mentoring theory and practice clearly;

Develop a range of specific and transferable supervisory, consultation, coaching and mentoring skills and competencies;

Develop ethical awareness and relational/self-reflexivity;

Supervise/consult/coach/mentor across a range of contexts and with a range of clients/supervisees/consultees;

Practise supervision, consultation, coaching and mentoring in a culturally attuned way.

The programme aims to promote a high quality, vocational education which is intellectually rigorous and responsive to the changing demands of public services, the non-statutory sector and private practice. There is a focus on ethical practice and a good understanding of the importance of a capacity to work with social difference and disadvantage in order to provide professional practice that reaches out to the widest possible range of need.

Programme learning outcomes

Attributes Developed
A systematic knowledge and in-depth understanding of the development, issues and influences relevant to the chosen supervision and consultation pathway. K
A systematic knowledge and in-depth understanding of the development, issues and influences relevant to organisational consultation and coaching. K
Originality in the critical application of theoretical, research and applied knowledge related to the training, learning, management, guidance, coaching and support needs of individual clients/supervisees/consultees, teams and organisations. K
An understanding of the research process. K
A systematic knowledge and in-depth understanding of the development, issues and influences relevant to the chosen supervision and consultation pathway. K
Originality in the critical application of theoretical, research and applied knowledge related to the training, learning, management, guidance and support needs of individual supervisees/consultees and teams. K
An ability to systematically deal with complex issues in supervision, consultation and organisational settings as demonstrated by problem solving. C
An ability to evaluate outcomes and respond to feedback as part of a process of continuous self-evaluation and professional development. C
An ability to independently critically evaluate approaches and techniques relevant to supervision, consultation and organisations. C
An ability to systematically deal with complex issues in applied settings as demonstrated by problem solving. C
An ability to evaluate outcomes and respond to feedback as part of a process of continuous self-evaluation and professional development. C
An ability to independently critically evaluate approaches and techniques relevant to supervision and consultation. C
The competencies and skills needed to supervise pre- and post-qualification education, health and social care professionals following one of the four specific modality supervision and consultation pathways: CBT, Systemic, Psychodynamic, and Integrative, in culturally attuned and socially inclusive ways. P
The competencies and skills needed to coach qualified health and social care professionals following one of the four specific modality organisational supervision and consultation pathways: CBT, Systemic, Psychodynamic, and Integrative, in culturally attuned and socially inclusive ways. P
The competencies and skills needed to consult to individuals, teams and organisations in a flexible and responsive way through the integration of psychological approaches. P
The competencies needed to provide supervision/coaching/consultation to individuals, groups, teams, and organisations. P
A capacity to design and carry out a range of innovative and responsive practice approaches related to supervision, coaching and consultation practice within applied contexts including organisations and teams. P
A capacity to negotiate and respond to feedback as part of routine professional practice. P
The competencies and skills needed to supervise pre- and post-qualification education, health and social care professionals following one of the four specific modality supervision pathways: CBT, Systemic, Psychodynamic, and Integrative, in culturally attuned and socially inclusive ways. P
The competencies and skills needed to consult to individuals and teams in a flexible and responsive way through the integration of psychological approaches. P
The competencies needed to provide supervision and consultation to individuals, groups and teams. P
A capacity to design and carry out a range of innovative and responsive practice approaches related to supervision and consultation practice with individuals and teams. P
A capacity to negotiate and respond to feedback as part of routine professional practice. P
An ability to systematically deal with complex issues in a variety of applied settings as demonstrated by problem solving. P
An ability to evaluate outcomes and respond to feedback as part of a process of continuous self-evaluation and professional development. P
An ability to independently critically evaluate supervision, consultation and coaching approaches and techniques relevant to individual staff, teams and organisations across applied settings. P
An ability to systematically deal with complex issues in specific applied settings as demonstrated by problem solving. P
An ability to evaluate outcomes and respond to feedback as part of a process of continuous self-evaluation and professional development. P
An ability to independently critically evaluate approaches and techniques relevant to individual and team supervision and consultation. P
An ability to identify modifications needed to existing organisational practices and team structures and their frameworks of working and propose new solutions and new areas for development. P
An ability to identify learning and supervision needs of individuals and teams related to existing structures and theoretical frameworks and propose new solutions or new areas of development. P
A sophisticated understanding of ethical concerns in applied practice and research in order to anticipate ethical dilemmas. P
A sophisticated capacity to identify and understand professional challenges when dealing with ethical dilemmas and how to formulate solutions in dialogue with colleagues, clients and supervisors when they arise in applied professional practice, and organisational settings. P
A sophisticated understanding of ethical concerns in order to anticipate ethical dilemmas in applied practice. P
An awareness of ethical dilemmas and how to formulate solutions in dialogue with colleagues, clients and supervisors when they arise in applied professional practice. P
A range of transferable skills necessary for employment, including critical reasoning, problem solving, group working, organisational work, oral and written communication, taking initiative and personal responsibility in complex team and organisational contexts. T
A range of transferable skills necessary for employment, including critical reasoning, problem solving, group working, oral and written communication, taking initiative and taking personal responsibility in complex team contexts. T
A learning ethos to allow for on-going CPD. T

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Programme structure

Part-time

This programme is studied part-time over 18 momths, consisting of 120 credits at FHEQ level 7. All modules are worth 15 credits with the exception of project, practice based and dissertation modules.
Possible exit awards include:
- PG Cert (60 credits)

Programme Adjustments (if applicable)

N/A

Modules

Quality assurance

The Regulations and Codes of Practice for taught programmes can be found at:

https://www.surrey.ac.uk/quality-enhancement-standards

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2017/8 academic year.