Presentations Employability You will be equipped to work in a number of environments, such as health and social care, business and education. You will also be able to continue your study at postgraduate level. If you go on to become a chartered psychologist you may specialise in clinical, forensic, educational, health or occupational psychology. Past graduates have gained employment as an assistant psychologist, mental health support worker or within drug and alcohol services.
Modules You can expect to learn through both traditional methods and experiential learning, i. As well as dedicated modules to develop your counselling skills and psychological research methods.
Year 1 Semester 1: Counselling skills 1 This module focuses on the development of specific communication skills; listening, questioning and reflective feedback. Psychological research methods 1 This module provides an introduction to the study of Psychology as a Approaches to counselling essays.
It does this via the study of some of the key conceptual, methodological, and statistical issues that psychologists face when studying human behaviour. As well as issues surrounding experimental design and ethical principles in psychological research, the module also gives an introduction to the ways in which descriptive and inferential statistics can be used to analyse and make sense of experimental data.
Introducing psychological approaches This module introduces the study of psychology, first by discussing its conceptual underpinnings and historical development, then topics related to living in the world as biological, learning and feeling beings.
Block 1 focuses on the philosophical foundations of Psychology, its status as a science and current identity, while Block 2 deals with evolutionary theory and the relationship of the brain to behaviour.
Block 3 considers learning and Block 4 emotions from biological, psychological and social perspectives. The module provides the knowledge-base necessary for advanced study at level 5 and also the development of skills relating to factual learning, i. Counselling skills 2 This module continues to develop the skills learnt in Counselling skills 1; with a greater focus on more advanced questioning skills, the use of silence, increased self-awareness, managing endings, and giving constructive feedback to peers.
Psychological research methods 2 This module builds and expands upon the descriptive and simple inferential statistical methods introduced in Psychological research methods 1. Lectures and seminars consider more advanced principles of research design, qualitative data analysis, and statistical analysis using SPSS.
Exploring psychological approaches This module introduces topics related to living in the world as a developing, thinking, social and individual being. Topics will include memory, perception, attention, cognitive development, interpersonal behaviour, group behaviour, intelligence, personality and aspects of atypical behaviour.
Study in each of these will provide a framework for advanced study at level 5. In addition to knowledge, the module will provide the opportunity to develop skills relating to accessing, assimilating and communicating information as well as to being introduced to a variety of assessment techniques that will be encountered on the course.
Year 2 Semester 1: Psychological research methods 3 This module begins with an introduction to conceptual and historical issues in research methods before moving on to the design and analysis of single factor experiments, simple and complex factorial designs and single case methods, both investigative and interventional.
Lectures provide the conceptual framework required for an understanding of research methodology and their supporting statistical tests. Lectures are supported by seminars which help you learn design analysis, data analysis using SPSS, and the interpretation of the results of experiments taken from the psychology literature.
The module also provides the opportunity to design, execute, analyse and report the results of two pieces of practical work. Firstly, how we gather and process information from the world around us, covering perception and attention processes.
Secondly, how we use this information to act in the world, highlighting the ways in which we learn from the information that we have gathered from our environment.
Thirdly, how we remember what we have experienced, covering the cognitive and biological machinery underlying short-term and long-term memory structures and how our socio-cultural milieu influences these processes. Psychology of feelings This module provides the opportunity to explore the interdependence between feelings and human behaviour.
The module is organised into three distinct themes; relationships, mood and sensations.
Two introductory sessions will be used to recap and consolidate earlier material and provide a knowledge base upon which the rest of the module will build. Then, within each theme a range of topics will be explored, drawing on theory and research from biological, developmental, evolutionary, cross-cultural, cognitive and atypical psychology.
Individual differences will be a key perspective in this module.This essay will focus on the relationship process in different counselling approaches; namely Existential counselling, Psychodynamic counselling and Person-Centred counselling. Advanced Counselling and Psychotherapy Studies MSc/PgDip/PgCert.
School - School of Health and Society Subject area - Counselling and Psychotherapy. Our BSc Counselling is accredited by the British Association for Counselling and Psychotherapy (BACP). So you'll be qualified to go straight into professional paid work.
Question: TMA 02 Compare and contrast the existential and mindfulness approaches to understanding and working with fear and sadness.
Which of these two approaches do you feel more drawn to and why? Mark 80% (OU Marking Scheme) Answer: Existential and mindfulness approaches are two important ways of treatment that appeared Read more of the answer. Disclaimer: This work has been submitted by a student.
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Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UK Essays. It can be employed for group counselling, person centred expressive arts for those with speech difficulties, student centred teaching and learning, etc (Corey ).
The analysis of limitations and strengths of the two approaches is as followed.