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Accreditations


Course Summary

Studying this course provides you with a chance to gain highly developed embedded counselling skills to help others and can provide the foundations for further therapeutic training for those who wish to continue onto professional counsellor qualification routes. It is a practical, reflective and academic course which combines theory with social and contextual considerations. You will learn about a range of counselling and therapeutic approaches, developing your self awareness and ability to communicate with people in an ethical, empathic and professional way. It is in our view a unique chance to study for a multidisciplinary degree with a strong practical and employable component. 

The School of Psychology at Chester offers degrees accredited by the British Psychological Society (BPS). The degree structure will allow you to study a wide range of areas of Psychology.  

If you are interested in a professional career in psychology, there are specialist routes through the course where you can take relevant elective modules at each level. 

As well as allowing you to study a broad range of optional modules at all levels alongside the core areas required for British Psychological Society accreditation, a Psychology degree from Chester will equip you with a broad range of employability skills, including literacy, numeracy, critical appraisal, data handling, communication, and logical problem-solving skills. 

We also offer an optional further year of study abroad that you take between your second and third years of study. As this is an additional year, this means you can use this as an opportunity to pursue areas of study of your choice. 

 

Switch combined course content

What you'll Study

Module content:

The content is to help students develop an understanding of ethical practice and an understanding of the process and procedures for addressing ethical issues in the helping relationship. The BACP Ethical Framework for the Counselling Professions is integral to the module. This module develops employability skills and career readiness in students through building a current awareness of key professional and ethical issues for helpees and other highly skilled people working within multidisciplinary teams and within organisational settings. The content is transferable and extractable to a range of occupational roles and settings.

This module will examine:

  • Introduction to the module and to ethics
  • Philosophical background to ethics
  • BACP Ethical Framework for the Counselling Professions and NCPS Code of Ethics: Personal moral qualities and ethical principles
  • Issues such as: Informed consent, confidentiality, boundaries and conflicts of interest
  • Competence, respect for helpees' autonomy and decision-making models
  • Ethical practice with inclusion and diversity
  • Violations of power and trust: self-care and support systems
  • Ethics and the law: The courts, the legal system, negligence and duty of care
  • Data protection, working with vulnerable individuals and complaints
  • Working with suicide and self-harm, and safeguarding issues

Module aims:

The aims of this module are to making the employability skills extractable and transferrable to a range of occupational settings:

  • Introduce students to philosophical ethics
  • Support students' examination of their own morals, beliefs and values and the implications for practice
  • Provide students with an informed understanding of the BACP Ethical Framework for the Counselling Professions and the NCPS Code of Ethics
  • Support students to understand that ethical decision-making involves more than following rules
  • Enable students to reach a position on ethical issues and defend that position
  • Support students to have more confidence in handling workplace decisions with ethical implications
  • Develop an appreciation of the social, cultural and institutional context and legal obligations of embedded counselling skills
  • Develop ethical self-awareness and personal reflection.
  • Develop ethical reasoning.  

Module content:

This module provides an introduction to the basic principles, key concepts and key theories that underpin the use of counselling skills. Students are introduced to the 'Core Values' and facilitated in their development of an understanding of how these create and sustain the helping process.  Students learn how to develop reflective skills and to relate concepts to models of the helping process.

  • Basic principles of counselling skills
  • Key concepts of counselling skills
  • Key theories underpinning counselling skills
  • The core values of counselling skills
  • Study Skills including academic writing, referencing and library search
  • Development of reflective skills

Module aims:

The aims of this module are:

  • To introduce students to the basic principles, key concepts and key theories that underpin the use of counselling skills
  • To familiarise students with the main approaches and models that inform the use of counselling skills
  • To introduce students to study skills
  • To introduce students to reflective development

Module content:

The main purpose of this module is to introduce counselling skills in a helping relationship context.  Students develop understanding of these skills as embedded within a helping relationship and as distinct from other forms of helping. Students are encouraged to examine their own beliefs, attitudes, values and assumptions about human nature and human interaction and how these might influence their capacity to offer a climate of acceptance, empathy and congruence. The module aims to build a facilitative learning environment which encourages student development, thus promoting their understanding of and ability to work effectively with others in varying contexts. 


Module aims:

The Aims of this Module are:·

  • To introduce students to the practice of counselling skills
  • To enable students to develop competence in counselling skills
  • To enable students to develop understanding of counselling skills
  • To evaluate skills in practice 
  • To describe and explain the processes involved in establishing the helping relationship
  • To integrate theory into practice

Module content:

Part A:      

Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:  

  • The multiple facets of Global citizenship
  • Ethical engagement and practice
  • Cross-cultural issues and sensitivity
  • Intercultural communication

Theories, models and strategies of learning

  • Theories and models Intercultural competence
  • Theories and models of Integration and Multiculturalism
  • Critical thinking skills and models of Reflection
  • Experiential learning models
  • Self-directed experiential learning

Personal and placement-related skills

  • Enhanced independence
  • Improved command of multicultural behaviour
  • Increased knowledge and confidence in their individual facets of personal identity
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development
  • Team building and team work

Part B:            Overseas

Students will engage in experiential learning activities overseas for at least 150 hours 


Module aims:

The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:

  • To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
  • To enhance students understanding of the ethical issues related to living and working abroad.
  • To increase students Global Citizenship skills
  • To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.

To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.

Module content:

Preparation for the year abroad will take place in Chester during level 5 and will include:

  • Cross-cultural issues and sensitivity
  • Host-country orientation, study methods– economic, political and social reality of the country
  • Orientation specific to exchange – health, education, gender issues
  • The United Nations Sustainable Development Goals
  • Practical matters relating to living and studying in the wider world

Theories, models and strategies of learning

  • Critical thinking skills, experiential learning       and models of reflection

Personal and placement-related transversal skills

  • Effective self-motivation and independent resourcefulness
  • Effective time management and organisational skills
  • Project management – working away from University and independent study
  • Self-management and personal development

Whilst abroad:

Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.


Module aims:

  1. To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
  2. To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
  3. To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
  4. To further develop independent learning techniques.
  5. To foster critical evaluation.

Module content:

  • Foundations of research - ontology, epistemology, methodology
  • Philosophy of the Social Sciences - Positivist, Interpretivist and Critical Philosophy.
  • Methodology of the Social Sciences - Qualitative, Quantitative and Participatory Action methodologies.
  • Ethics of the Social Sciences.
  • Research Design in the Social Sciences - developing research questions; objectives, aims and hypotheses, literature review, sampling, correlation.
  • Research Methods in the Social Sciences - archives, documents, surveys, observation, focus groups, interviews, ethnography, visual methods, evaluation research, PAR, dialogue.
  • Analysis - statistics; contextual, content, narrative and discourse analysis; triangulation; implementation.
  • Writing and dissemination of research.

Module aims:

This module is designed:

  • To introduce students in the Social and Political Sciences to the foundations of social scientific enquiry.
  • To enable such students to distinguish between, and to apply, a variety of ontological, epistemological and methodological approaches.
  • To enable students to assess the strengths, weaknesses and 'fitness for purpose' of research methodologies and methods.
  • To enable students to understand the significance of, and to choose between, the methods of the social sciences in a variety of contexts.
  • To make students aware of the significance of ethical practice when planning and conducting research.
  • To enable students to choose between different forms of research analysis.
  • To enable students to critique research and to select different forms of research design.

 

Module content:

This module will develop knowledge and understanding of counselling theories and processes. It will address issues relating to an individual's experience during the life span, drawing on theories such as those of loss, attachment, adversity as well opportunity and change
etc. to make sense of practice.


Module aims:

The aims of this module are:

  • To introduce students to further counselling theories and processes
  • To ensure students fully explore a variety of counselling and therapeutic perspectives
  • To develop in students a lifespan perspective
  • To enable an understanding of development, transition and change throughout the lifecycle.
  • To provide students with additional study skills support and input
  • To offer students the opportunity of personal development and learning

Module content:

The main purpose of this module is to further develop counselling skills in a helping relationship context.  Students develop understanding of these skills as embedded within a helping relationship and as distinct from other forms of helping. Students are encouraged to examine their own beliefs, attitudes, values and assumptions about human nature and human interaction and how these might influence their capacity to offer a climate of acceptance, empathy and congruence. The module aims to build a facilitative learning environment which encourages student development, thus promoting their understanding of and ability to work effectively with others in varying contexts.  


Module aims:

The aims of this module are: 

  • To develop students' practice of counselling skills
  • To enable students to develop and demonstrate enhanced understanding of counselling skills
  • To enable students to evaluate a range of skills in practice 
  • To enable students to evaluate the processes involved in establishing the helping relationship
  • To encourage students to critically reflect on the relationship between theory and practice

Module content:

Pre-placement:

  • Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
  • Writing an effective CV. Constructing a letter of application.*
  • Interview skills.*

 *Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.

 Induction Programme and Placement:

  • The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
  • Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
  • Devising a strategy for integrating into the workplace and work based teams
  • Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements. 

During and post-placement: Learning effectively in and from the workplace:- 

  • Devising and implementing strategies to improve own approach and performance
  • Critical analysis/evaluation of approach to skill development and performance in the workplace;
  • Influencing the Placement Provider’s appraisal;
  • Devising an action plan to develop gaps in transferable skills based on the placement experiences;

Module aims:

This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:

  • Develop their understanding of workplace practice and lifelong learning;
  • Enhance their work readiness and employability prospects through development of transferable skills;
  • Take responsibility for their own learning and acquisition of workplace employability skills;
  • Articulate, in writing, their employability skills.

Module content:

Content will vary according to individual dissertation proposals


Module aims:

The Dissertation is designed to provide an opportunity for sustained and independent study in the final year of social science programmes. It intends to develop knowledge of, and critical insight into, a topic of the student's choice within the subject area under study. Students are enabled to undertake first-hand enquiry and encouraged to develop an analytical and reflective approach to the subject identified for study. The module aims to encourage the articulation of a critically informed perspective on the subject being studied. It also intends to enable the production of a coherent document of rigorous academic standards.

Module content:

The content of the module will examine:

 Organisational dynamics and culture and how these affect the use of counselling skills.

  • Counselling needs within organisations and how these are addressed.
  • The use of embedded counselling skills.
  • Difference between the use of counselling skills and being a professional counsellor within a workplace setting.
  • External factors, such as legal and political influences, which affect the use of counselling skills.
  • Diverse counselling workplace settings, including health, education, third sector and private practice.
  • Consideration of ethical issues and professional standards in relation to workplace settings (with specific reference to the BACP ethical framework for the counselling professions (2018))
  • Diversity and equality issues
  • Critical reflective practice, with the ‘use of self’ in a workplace context.

 


Module aims:

  • To gain a clear understanding of the difference between being a professional counsellor and using embedded counselling skills in the workplace.
  • To look at the wider use of counselling skills across a range of workplace settings. 
  • To evaluate the impact of external influences on the use of counselling skills in the workplace, for example social, political and legal.
  • To evaluate the impact of internal influences on the use of counselling skills in the workplace, such as organisational cultures.
  • To consider ethical factors in a workplace context, with reference to the BACP ethical framework for the counselling professions (2018), as well as other literature on ethics and /or standards.
  • To reflect on own use of counselling skills in the workplace and consider future career choices.

Module content:

It is important to have a critical understanding and theoretical background in the wider social, political and cultural issues which both challenge and inform the helping relationship.  This increased understanding will enable students to consider the implications for the helping relationship,  leading to a greater awareness of the issues which inform and shape both the helper and the helpee.  The module will cover:

  • Theories underpinning multiculturalism
  • Contemporary social, political and cultural issues
  • Concepts such as social justice, equality, fairness, discrimination and diversity
  • The links with the helping relationship
  • Case studies evidencing the issues raised by multiculturalism
  • Analysis of sources guiding the helping relationship in the context of multiculturalism
  • Critical evaluation and reflection on the issues raised

 


Module aims:

The aims of this module are to facilitate students to

  • Evaluate the role of multiculturalism
  • Critically understand the social, political and cultural environment
  • Critically analyse the theoretical concepts relating to multiculturalism and diversity
  • Analyse the relevance of the context to the helping relationship
  • Enable critical evaluation and reflection 

Who you’ll Learn from

Emily Fozard

Programme Leader, BA Counselling Skills; Senior Lecturer
Emily Fozard

Dr Liz Whelen

Senior Lecturer
Dr  Liz Whelen

Amanda McGarry

Senior Lecturer, Counselling and Psychotherapy
Amanda McGarry

How you’ll Learn

Assessment methods for each module vary and include: reflective writing; critical reports; workshop tasks; presentations; case studies; and essays and evaluations of recorded helping sessions. 

Beyond the Classroom

On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience.

Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world. 

This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide. 

 

 

Entry Requirements

112 UCAS Points

UCAS Tariff

112 points

GCE A Level

Typical offer – BCC-BBC

BTEC

BTEC Extended Diploma: DMM

International Baccalaureate

26 points

Irish / Scottish Highers

Irish Highers: H3 H3 H3 H3 H4

Scottish Highers: BBBB

Access requirements

Access to HE Diploma, to include 45 credits at level 3, of which 30 must be at Merit or above

T Level

T Level  - Merit

OCR Cambridge Technicals

OCR Extended Diploma: DMM

Extra Information

Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer.  We will also consider a combination of A Levels and BTECs/OCRs. A GCSE grade C/4 (or above) in Mathematics and English is required. PLEASE NOTE: We cannot consider GCSE equivalencies but can consider the Edge Hill University GCSE Equivalency Test. 

Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.

We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.

For more information on our entry requirements, please visit International Entry Requirements.

Where you'll Study Exton Park, Chester

Fees and Funding

£9,250 per year (2024/25)

Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.

The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.

Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.

Following the UK’s exit from the EU, students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.

Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.

Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.

Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.

£13,950 per year (2024/25)

The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950. 

This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.  

For more information, go to our International Fees, Scholarship and Finance section.

Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes. 

Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees. 

If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills. 

The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.

Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.

Your future Career

Job prospects

Studying Counselling Skills develops strong skills and knowledge which are transferable to a wide range of occupations. Graduates may pursue careers and training in a range of areas such as education, the police force, prison work, social work, law and retail management. Graduates may also pursue further therapeutic training or academic research. 

Many of our Psychology graduates go on to postgraduate studies in Psychology (e.g. Cognitive Neuroscience, Forensic and Sport Psychology) or have secured a graduate role in industries such as Marketing, Banking and Project Management due to their sought after transferable skills, such as communication, team working, analysis, creative and critical thinking. 

Careers service

The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.

Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.

We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.