2020/21 Part-time Postgraduate Short course and CPD
Faculty of Arts, Humanities and Social Sciences
School of Communication and Media
9 March 2021
For full instructions on how to apply for postgraduate short courses, please contact the Centre for Flexible and Continuing Education - FlexEd@ulster.ac.uk
This course focuses on the key theories and concepts underpinning the psychodynamic approach to counselling.
This course focuses on the key theories and concepts underpinning the psychodynamic approach to counselling. It examines psychodynamic theories of personality development, the nature of psychological distress and the conceptual basis for the psychodynamic approach to counselling practice. It explores psychodynamic skills and strategies and develops capacities for critical reflection and the evaluation of research.
This course can be taken individually or combined over a period of time towards a Postgraduate Certificate of Professional Development.
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This course focuses on the key theories and concepts underpinning the psychodynamic approach to counselling. The course should be of interest to practitioners who want to develop a model to understand human behaviour. Psychodynamic theory and practice provide invaluable insights into understanding and conceptualising behaviour and distress. The course examines psychodynamic theories of personality development, the nature of psychological distress and the conceptual basis for the psychodynamic approach to counselling practice.
This course provides the participant with a theoretical grounding in psychodynamic practice and provides skills and strategies to work psychodynamically. These theories and skills can be applied to understand and intervene with individuals, groups, families and organisational systems.
This course is aimed at practitioners working in a helping profession/capacity.
100% Coursework - (1) a 1000 word critique of a recorded skills session with the objective of integrating skills and understandings of the approach from practical basis and (2) a case study of 2000 words (which will be provided), with the objective of applying theories and understandings of the approach to a hypothetical client.
This course requires attendance on six Tuesday afternoons from 2.15pm - 5pm from 9 March 2021 to 27 April 2021 (to include Easter break). All classes will take place online.
Any undergraduate degree.
Applicants whose first language is not English must meet the minimum English entrance requirements of the University and will need to provide recent evidence of this (certified within the last two years).
Most of our courses require a minimum English level of IELTS 6.0 or equivalent, with no band score under 5.5. Trinity ISE: Pass at level III also meets this requirement.
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Each course is approved by the University and meets the expectations of:
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Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
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Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
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