Clinical Counselling MA

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Accreditations

British Association for Counselling and Psychotherapy Accredited Course

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Course Summary

The MA in Clinical Counselling provides a robust professional programme of counselling training, designed and delivered in accordance with the person-centred ethos. By combining knowledge of counselling and psychological theory with practical skills and ongoing personal development, our course facilitates students to develop as reflexive, professional and ethical practitioners.

Our course is accredited by the British Association for Counselling and Psychotherapy (BACP), and is one of the few accredited MA courses in a university setting in the UK. This accredited status means the course has gone through a rigorous process to ensure it meets a high standard in relation to the rationale, content, delivery and outcomes. Once students successfully graduate from all components of the course, they can automatically gain entry onto the BACP Register, which is a public record of ‘minimum standard of quality’ in counselling.

The course offers an in-depth exploration and experience of the person-centred approach to counselling. The person-centred approach, developed by Carl Rogers, is part of the group of therapies based on humanistic-existential psychology, and at its core are the themes of personhood and person-centred ways of being, the values of which are reflected in the course design and delivery.

While receiving a comprehensive grounding in the person-centred approach, students will also learn to recognise the theoretical similarities and differences of this to other established approaches. Additionally, students will receive robust training in the ethics, skills and practicalities of working as a counsellor, in person and remotely. 

Why You'll Love It

The Experiential Element

Further integrating students’ development, modules on lifespan development, grief and loss, and childhood adversity in conjunction with ongoing spaces for personal development and reflective activities, will ensure students also develop their own self-awareness and resilience. This experiential element is a vital part of counsellor training and of counselling practice once qualified.

A student in a corridor

Learn From Professionals with a Variety of Professional Backgrounds

Students on the course come from a variety of professional backgrounds. Some students undertake the course following a career break and a few students apply directly from their undergraduate degrees (usually in related subjects and with relevant voluntary or work experience). The range of professional and life experiences that students bring to the course adds a richness to the learning process.

Exton Park, Chester

Exton Park is home to a number of our academic departments, a range of subject-specific facilities, and learning and teaching spaces. Seaborne Library has an extensive selection of books, e-books and e-journals, as well as bookable study pods, social area, sensory suite, 24-hour access computer labs, and a two-floor study zone.

Exton Park exterior with flowerbeds

What You'llStudy

Stage 1 will develop your understanding of, and appreciation for, the nature of the counselling process. The next stage builds on this with the addition of a counselling practice placement. In the final stage you will increase your understanding of, and appreciation for, practitioner research.

Module content:

  • Nature of the counselling process
  • Counselling and psychotherapy practice
  • Contemporary research
  • Range of therapeutic approaches and the theory that informs them
  • Introduction to the three main schools:  Humanistic, Psychodynamic, and Cognitive Behavioural Approaches
  • Underlying assumptions of personality structure/development of these Schools
  • Core values of the Person-Centred Approach
  • The therapeutic relationship rather than orientation-specific interventions
  • Development of a facilitative relationship 
  • The necessary and sufficient conditions of the Person-Centred Approach
  • Integral relationship of the three core components of training i.e. theory, skills and personal development
  • Similarities and differences between the major approaches

Module aims:

At the beginning of the course, students need an understanding and appreciation of the nature of the counselling process facilitated by an in-depth knowledge about counselling and psychotherapy practice, informed by contemporary research.   They will need an understanding of a range of therapeutic approaches and the theory that informs them.  To facilitate this learning they will be introduced to the three main theories that guide the development of counselling.  Initially it is important for students to become competent to offer a facilitative relationship to their clients with this in mind students will be enabled to begin the process of developing their way of being to offer the necessary and sufficient conditions of the Person-Centred Approach, which underpins practice. In addition they need to be introduced to the integral relationship of the key areas of training i.e. theory, skills, personal and professional development. To begin this process there will be the opportunity to develop theoretical and personal understanding of the underlying assumptions of personality structure/development and the impact on the counselling relationship.

  Aims

  • To enable students to have an appreciation of the nature of the counselling process
  • To facilitate the development of knowledge of the main theoretical approaches to counselling
  • To enable students to begin to develop the working alliance of the person centred approach
  • To facilitate a theoretical and personal understanding of the underlying assumptions of personality structure and development 

Module content:

  • The wider professional context of counselling
  • The therapeutic climate including the core conditions of empathy, congruence and unconditional positive regard
  • Effective communication of the necessary and sufficient conditions
  • Developing a coherent model of counselling
  • The relationship between the Person-Centred Approach and other theoretical perspectives.
  • Managing the various stages of the counselling process
  • Small group practice
  • Constructive feedback
  • Ethical and professional case management when working in person and remotely
  • Awareness of mental health issues
  • An understanding of the role of power and difference and its impact on the counselling process
  • British Association for Counselling and Psychotherapy Ethical Framework for the Counselling Professions
  • Supervised practice and the organisational context for counselling
  • Group dynamics

Module aims:

Rationale

Central to the development of the working alliance is the counsellor’s ability to provide a therapeutic climate in which the necessary and sufficient conditions inclusive of the core conditions of empathy, congruence and unconditional positive regard are present and in which personality change can take place. The module therefore focuses on both theoretical understanding of the assumptions underlying this and also on acquiring the ability to communicate the conditions.  In readiness for placement students require a coherent model of the overall process of counselling.  They need to acquire skills of ethical and professional case management, including the use of supervision; awareness of mental health issues; an understanding of power and difference; working in person and remotely and the organisational context in which counselling takes place.

  Aims

  • To prepare students for on-going reflective practice
  • To develop a theoretical understanding of the assumptions underlying Roger’s hypothesis of the necessary and sufficient conditions for therapeutic personality change.
  • To develop an understanding of the concepts of empathy, unconditional positive regard and congruence as defined in the Person-Centred Approach.
  • To acquire an understanding of the significance of power and difference throughout the counselling relationship
  • To facilitate the development of professional and ethical awareness in relation to the role of counsellor when working in person and remotely
  • To develop case managements skills to establish and maintain the therapeutic relationship.
  • Demonstrate ethical practice as set out in the Ethical Framework for the Counselling Professions (BACP, 2018)

Module content:

  • Self in relationships
  • Group dynamics and group roles
  • Personal and professional development
  • Impact of personal beliefs and values
  • Impact of self in relationships
  • Managing personal distress
  • Process of being reflexive practitioners
  • Openness to, and integration of feedback and congruence in relationships
  • Ethical and anti-oppressive practice 
  • Awareness of personal development processes in person and remotely

 


Module aims:

Rationale 

The module provides an opportunity to examine self in relationships and to develop awareness of group dynamics and group roles. Through membership of the different groups on the programme students will be facilitated to examine their own personal beliefs and values and the impact of self in all these different relationships.  There will be opportunity to begin the process of developing as reflexive practitioners in preparation for placement.  Students need to demonstrate a level of emotional robustness; to manage personal distress; be open to and integrate feedback; develop congruence in relationships and start the process of becoming ethical practitioners. They will experience, and reflect upon, this process in person and remotely. 

 

 

Aims 

  • To continue to promote opportunities for personal growth relevant to professional development as a counsellor including reflections on remote and in person processes. 
  • To enable critical reflection on cumulative personal development.
  • To prepare students for on-going reflective professional practice in person and remotely.
  • To begin the process of engaging in continuous personal and professional development.
  • To enable critical reflection of the impact of beliefs and values when working therapeutically.
  • To develop understanding of group dynamics.

Module content:

  • Development throughout the life cycle
  • Human growth and development theories
  • Range of development (gender, sexuality, race, cultural, spiritual/religious)
  • The development of individuals and groups across the whole range of human diversity
  • Impact of society in general and social systems in particular on the development of individuals and groups
  • The consequences of childhood psychological trauma and abuse
  • Psychological distress and how distress is alleviated
  • Critical comparison of the models of human growth and development
  • Issues of bereavement and loss
  • Models of the grieving process 
  • Role of counselling in relation to human development, adversity and loss.

Module aims:

Rationale

The module continues and develops the learning and understanding gained in the first module and further facilitates the students in developing as competent practitioners. They need to acquire a critical appreciation of human growth and development from the three main theoretical models.  The module will provide the opportunity to explore a range of development (gender, sexuality, race, cultural, spiritual/religious), and psychological distress and how distress is alleviated.  In addition since issues in relation to loss are an integral part of human experiences this is an area that is frequently addressed in the counselling relationship.  Counsellors therefore need to have an understanding of the processes involved in dealing with loss.

       

Aims

    • To promote a critical understanding of the process of human growth, development, transition and change.
    • To enable students to begin to set this understanding in the wider context of society and of social systems.
    • To deepen understanding of how childhood trauma and abuse can affect adult personality and behaviour. 
    • To develop an in-depth understanding of how society and social systems affect human development. 
    • To explore the effect of social systems within counselling practice. 
    • To foster an understanding of the issues surrounding loss, grief and endings.
    • To enable students to be aware of and explore grieving and adjustment to loss as a process.    
    • To develop skills which facilitate the grieving process.
    • To promote the ability to apply concepts about human development, transition, adversity and loss.
    • To enable students to apply these concepts to their own personal development and to identify unresolved personal issues which could impinge on the counselling process.     

Module content:

  • Developing counselling and psychotherapy practice in person and remotely. 
  • Working face to face and online
  • Theory and practice of supervision
  • Application of theory to practice
  • Integrating personal development
  • Working with clients in practice placement in person and remotely. 
  • Skills development in special needs and interests
  • Personal and professional development
  • Ethical and professional case management in person and remotely. 
  • Impact of working in organisations
  • Assessment, formulations for therapy, risk assessment, mental health issues and the impact of medication
  • Research based practice.

Module aims:

Rationale

This module builds on the leaning of earlier modules in relation to developing understanding and knowledge of counselling and psychotherapy practice.  Students need opportunity for work with clients under appropriately structured supervision, in order to continue to apply their theoretical and practical learning, as well as the personal development they have undertaken throughout the course.  To work ethically and professionally both in person and remotely, students need to develop their understanding of case management issues, the impact of working in organisations and how to work according to ethical guidelines. Students will be introduced to the importance of research in the field of counselling and to examine the value of research based practice. 

Aims

  • To provide the opportunity for students to continue to offer counselling to clients presenting with a broadening range of issues, in the context of an approved placement, for a total of at 100 hours of client contact hours, both in person and online, and 50 hours administration.
  • To provide a continuing opportunity for students to reflect on their practice of counselling, in the structured setting of a training supervision group with an experienced supervisor
  • To develop critical awareness of professional structures, relationships, and responsibilities including multidisciplinary working, information governance, and confidentiality
  • To explore client assessments in line with the theoretical approach taken
  • To deepen understanding and to enhance application of the working alliance in person and remotely, and to enable a personal synthesis of their approach. 
  • To further advance understanding and appropriate use of the supervisory relationship, and to provide support for the identification of personal and professional issues that arise from the practice of counselling. 
  • To promote further professional development as a counsellor, in particular the ability to work briefly and longer-term with clients as appropriate in person and remotely.

Module content:

  • Examine self in relationships
  • Group dynamics and group roles
  • Personal and professional development
  • Examining personal beliefs and values
  • Impact of self relationships
  • Managing emotional personal distress
  • Developing reflective practice
  • Integrating feedback; congruence in relationships
  • Ethical and anti-oppressive practice

Module aims:

Rationale 

 

This module will provide an opportunity to further examine self in relationships and how this impacts counselling practice. This module builds on the learning in earlier modules to enable students to develop both personal and professional thorough membership of the various groups in the University and through the relationships in their practice placement and supervision. 

Aims

  • To make use of opportunities for personal growth relevant to professional development as a counsellor
  • To enable critical reflection on cumulative personal development
  • To facilitate students in on-going reflective professional practice when working in person and remotely
  • Demonstrate understanding of pertinent ethical and professional issues for counselling practice in person and remotely
  • To critically reflect upon the need for continuous personal and professional development

Module content:

• Examining practitioner research
• Research paradigms and philosophical research issues
• Analysing and evaluating research studies and data collection
• Critical appraisal of research methodologies
• Methodological and ethical research issues
• Research design, data collection and analysis
• Design, plan and execute a small research project


Module aims:

Rationale
There is a growing need for practitioner research in counselling to improve counselling practice. The module provides students with the opportunity to develop understanding and appreciation for practitioner research. This module facilitates the development of an appreciation of the potential value of counselling research and enhances students’ ability to evaluate critically research studies. It focuses on methodological and ethical research issues and develops skills in research design and data collection and analysis. The module aims to ensure that students have the requisite skills to conduct a small-scale research study and produce a dissertation that meets the requirements of the programme.

Aims
• To understand and critically appraise research methodologies
• To critically reflect upon ethical issues in counselling research
• To develop skills and knowledge to carry out a research project
• To identify an appropriate subject for a research project
• To critically reflect upon the appropriate method of inquiry
• To critically review the relevant subject literature
• To demonstrate understanding of ethical considerations in doing counselling research
• To undertake empirical research in an ethical, safe, efficient and effective way
• To collect and analyse data using appropriate quantitative and/or qualitative methods
• To present a coherent project proposal via a completed Ethical Approval application (Formative)
• To submit an academic dissertation (Summative)

Who You'll Learn From

Cemil Egeli

Programme Leader MA Clinical Counselling
Cemil Egeli

Prof Rita Mintz

Emeritus Professor
Prof Rita Mintz

Emma Chapman

Lecturer, Counselling
Emma Chapman

Eleanor Warman

Lecturer, Counselling
Eleanor Warman

Julie Devonald

Lecturer
Julie Devonald staff profile

How You'll Learn

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Teaching is via seminars, residential weekends and practical skills groups

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Assessment is via coursework

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This course is designed around in-person study

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There may be some online learning activities

Teaching

There are a variety of learning methods employed over the course, including interactive seminars, small and large group interactions, residential weekends, practical skills groups (triads), experiential exercises and student presentations.

The course follows a modular structure and is delivered over three years on a part time basis, on one full day a week over a Wednesday, Thursday or Friday.

Integral to the course are an away day, residential weekends, 20 hours of personal counselling, 100 hours of supervised counselling practice in an approved placement plus 50 hours of relevant administration.

Assessment

Assessment is via coursework (of 5,000 words or an equivalent across Years 1 and 2). Coursework will take the form of essays, case studies, recording and critique of sessions, reports and portfolio.

In Year 2, this will include a robust Fitness to Practice process to ensure students are at the required level of competence and development prior to commencing placement.

Across Years 2 and 3, there will also be reports requested from the students’ placement and supervisor. 

In Year 3, in addition to some continued casework requirements, students complete a 15,000-word Research Dissertation on a subject of their choice (with supervisory capacity limits) relevant to counselling.

Beyond the Classroom

An essential component of the training in Years 2 and 3 is an approved practice placement, where students work with clients to gain at least 100 supervised client contact hours and 50 hours of administration. There is a robust Fitness to Practice assessment process in place in Year 2, and completion of it means placement work can commence. This is enriched by the requirement of fortnightly supervision, individual supervision one fortnight and group supervision the next, which is a vital resource for counselling practice.

Students will be responsible for sourcing their own placements, and organisations new to working with the course must be signed off by the tutor, but support and guidance will be made available throughout the process. You will gain genuine experience and insight that will prepare you for your future career.

Entry Requirements

2:2honours degree

Acceptance on the course is subject to an assessment interview. Applicants will also be expected to have the following:

A 2:2 honours degree, professional qualification or equivalent

A minimum intermediate counselling skills qualification at Level 2. Your counselling skills course should require in-person attendance, practical skills and will normally have been completed within a five-year framework. Applicants who completed their level 2 counselling skills qualification over five years ago and those with a degree that contains a module involving counselling skills should contact us for advice.

Applicants must apply for an Occupational Health check.

Personal Suitability

The MA is a demanding course, both personally and academically. While institutional support is available for students to develop their abilities in both those areas, it is ultimately the student’s responsibility to do so. In line with BACP requirements, students are required to possess attributes including self-awareness, maturity, ability to learn from feedback, time management skills, communication skills and ability to develop a helping relationship. Students will be expected to demonstrate these attributes right from interview stage through to graduation and beyond, into professional practice.

Safeguarding / Suitability

All successful candidates who receive an offer of a place for this course and choose the University of Chester as their Firm choice will be required to undergo checks with regards to their suitability to practice.

A couple of months prior to admission to this course, the University will contact you to request that you complete a self-declaration form detailing any relevant convictions or other information that you believe may have an impact upon your ability to undertake work with children or vulnerable adults. You will also receive instructions on how to complete an online application for a Disclosure and Barring Service (DBS) check through the University as a registered body, there will be a charge for this.

Please note that the University does not accept previous DBS checks from other registered bodies or the update service.

For details about the cost of the DBS and for further information, please visit our DBS web pages.

Where You'll Study Exton Park, Chester

The location

Exton Park is close to the city centre of Chester, a city like no other and an amazing place to live as a student. While it is undoubtedly beautiful and packed with history, Chester is also a bustling 21st-century city balancing big-name shopping, eating and living with a thriving independent scene.

Modern learning resources and library

We have dedicated resources and IT services across campus, as well as our Seaborne Library; home to an extensive selection of books, e-books and e-journals, as well as bookable multimedia rooms, video conferencing space, 24-hour access computer labs, and The Hub; a comfortable two-floor study zone, suitable for independent and group study.

Seaborne library, seating and reception area.

Student Services

Exton Park is home to a number of our central support services, including Disability and Inclusion, Careers and Employability, and Student Support.

Fitness facilities

Exton Park boasts an impressive choice of indoor and outdoor sports and leisure facilities, which are used for both competitive and recreational sports. Our facilities include a swimming pool, gym, squash, and tennis courts, running track and two floodlit pitches.

A male student wearing goggles is swimming in the training pool between the red rope lane marker lines.

Chapel, chaplaincy and multi-faith spaces

Built in 1847 by former students, the University Chapel offers regular services and a venue to services. The University of Chester also has multi-faith spaces across the campus for prayer or quiet reflection.

Accommodation

Most of our student accommodation is located either on or near Exton Park.

Catering

We have several catering outlets available onsite, offering a wide selection of hot and cold food to students and visitors. Term-time Meal Schemes are also available for those students interested in non-residential catering schemes.

Fees and Funding

£9,630for the full course (2025/26)

Guides to the fees for students who wish to commence postgraduate courses are available to view on our Postgraduate Taught Programmes Fees page. Here you will also find information about part-time fees and project/placement year fees.

If you are planning on coming to the University of Chester on a student visa you will be unable to study part-time due to visa regulations.
 
If you are already in the United Kingdom on a different visa, please email us at international@chester.ac.uk for the part-time fees.

The University of Chester offers generous international and merit-based scholarships for postgraduate study, providing a significant reduction to the published headline tuition fee. You will automatically be considered for these scholarships when your application is reviewed, and any award given will be stated on your offer letter.

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. 

Course specific additional costs

The course is also demanding financially and in terms of time. In addition to the taught programme, independent study and reflection are required to fully embed into the theory and learning of the course. From Year 2 students will begin a counselling placement (between three and five hours a week, plus admin time), and, in addition, there is the requirement to undertake individual and group supervision sessions and personal counselling. Students will most likely be required to finance their own supervision and will need to absorb the cost of their counselling, textbooks (if deciding to buy their own rather than borrow from the library), residential weekends, insurance and professional membership fees.

As we cover online and phone therapy (OPT) sessions, students will need good internet connection, suitable technology/devices, technical ability to work online, and a private space to attend online training sessions and/or for OPT sessions if remote client work is required.

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 and Finance section of our website.

Your Future Career

Job Prospects 

On successful completion of the course, students can join the register of the British Association of Counselling and Psychotherapy (BACP), and once they have successfully completed a minimum of 450 client hours they can apply to become accredited members of the organisation. Many graduates of the course go on to become professional counsellors, working in such fields as the NHS, charities, mental health/support workers, teaching or private practice, as well as progressing to further study for a PhD or DProf, becoming researchers and academics.

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.

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