Online Education 2020-2021

This course supports you to learn from practice for practice and professional development, within a learning community and through collaborative enquiry. The course emphasises the role of the FE lecturer in enabling successful learning for all learners and requires you to critically reflect on your understanding of learners, including yourself. You will develop your understanding of the diverse characteristics of learners that impact on successful learning, and of approaches to facilitation that support learning for all. The course brings together ideas of critically reflective practice, effective facilitation of learning and the development of metacognitive skills for learning. It will support you to develop collaborative and reflexive approaches to continuing professional development.

This module is offered to all who wish to enhance knowledge and skills in this area in order to advance their professionalism in working with young people. This includes specifically class room teachers, existing principal teachers, faculty heads and senior managers within schools as well as community educationalists, health and social workers.

The module covers aspects of all areas below:

• Guidance and support policies, roles and responsibilities within the context of the ‘National Support Framework’

• Providing quality care and support, partnership set within the support entitlement

• Team working through an integrated multi-agency approach, child protection and inclusion

This course provides the opportunity to engage in an extended, context-specific classroom-based (action) research project to enhance the learning of pupils, self and others. Aligning with aspects of current discourse in education, participants will demonstrate a respect for evidence, in turn evaluating the impact of their project on self/others.  Through an enquiry based approach participants will work with others (in learning communities) to identify and carry forward their professional knowledge in a specialist area of interest with a particular emphasis on pupil learning gains.

This module will focus on the role of research and evaluation in counselling and examine how the effectiveness of counselling is assessed and the impact of research and evaluation in the counselling profession. In terms of the development of clinical competence, the supervision groups will continue to look at key clinical themes that are emerging. In terms of personal development, Encounter Groups will be introduced into the process element of the programme.

The theoretical themes of the module will focus on:

ï‚· The Research Process

ï‚· The role of research in the development of counselling

ï‚· Assessment and outcomes measures in counselling

ï‚· The Impact of context on the counselling process

ï‚· Ethical issues in counselling research

This is a one-year (minimum) programme which is structured into three distinct elements but it is delivered in an integrated format since the learning and experience from each module impacts on the learning in the other two modules. The three modules are:

Each area of study is supported by tutorials and guided study directed by appropriate specialist counsellors. Students are required to prepare for each tutorial by reading a designated article which is used as the key text for that session. The articles for each term are given at the first meeting of the group and the learning aims for each session will build from the assigned reading. Students are encouraged to read other material related to the session theme and bring that

learning into the tutorial discussions. This module emphasises the importance of each student being responsible for their own learning journey and the role of the tutors is to support the learner on that journey. In effect, this means, each person’s thoughts and reactions to the content are valid and to be respected and that there is an expectation that all participants actively engage in discussions and experiential activities.

There are three alternative routes for the student building on the learning which has been covered in the Post-Graduate Diploma:

Option 1 Counselling in a Health-Care setting; working with anxiety and depression

Option 2 Counselling Couples; working with relationships

Option 3 Counselling Children and Young People; working in educational settings

This is a one-year (minimum) programme which is structured into three distinct elements but it is delivered in an integrated format since the learning and experience from each module impacts on the learning in the other two modules.

Each area of study is supported by tutorials and guided study directed by appropriate specialist counsellors. Students are required to prepare for each tutorial by reading a designated article which is used as the key text for that session. The articles for each term are given at the first meeting of the group and the learning aims for each session will build from the assigned reading. Students are encouraged to read other material related to the session theme and bring that

learning into the tutorial discussions. This module emphasises the importance of each student being responsible for their own learning journey and the role of the tutors is to support the learner on that journey. In effect, this means, each person’s thoughts and reactions to the content are valid and to be respected and that there is an expectation that all participants actively engage in discussions and experiential activities.

There are three alternative routes for the student building on the learning which has been covered in the Post-Graduate Diploma:

Option 1 Counselling in a Health-Care setting; working with anxiety and depression

Option 2 Counselling Couples; working with relationships

Option 3 Counselling Children and Young People; working in educational settings

Option 2

Counselling Couples; working with relationships

This option will focus on examining at depth key theoretical frameworks for working therapeutically with couples and providing an advanced investigation of evidenced based interventions in the area of family and couple work. It will build on the knowledge base of the Post-Graduate programme by providing a specialist consideration of the theories and their applications in relationship counselling.

The option will integrate humanistic experiential, systemic and attachment theories and will provide a context for an advanced examination of theories in this area. It will encourage students to engage in their own examination of theories particularly examining relationship and theories of attachment.

Learning Objectives

Provide an advanced examination of couple relationships as defined in diverse ways according to social, cultural and religious norms including an historical perspective of how such norms have changed over time

ï‚· Provide an expert knowledge-base for students who wish to specialise in working with couples specifically the examination of issues of individual development, attachment and adult relationships

ï‚· Provide a detailed, structured framework for therapeutic practice within which students can develop their competence in working with couples

ï‚· Provide an in depth examination of relevant ethical issues and legal parameters within which therapeutic work can be done with couples

ï‚· Provide an advanced consideration of common relationship issues and current research on best-practice in supporting a couple to deal with such issues

Learning Outcomes

ï‚·Students will have an advanced understanding of Holmes ‘six domain’s and attachment style and be able to explain to other professionals how this can be applied when working with a couple

ï‚·

 Students will have a critical awareness of the practical and theoretical differences between individual and couples counselling

ï‚·Students will develop their understanding how to integrate their core counselling model with the Egan model of goal-focussed therapy

ï‚·Students will have a good understanding of ethical and legal guidelines which apply to working with couples and be able to evidence a practical application of this knowledge

Students will develop a critical understanding of family/relationship issues as they contextualised differently in terms of cultural and social norms for different ethnic, sexual, religious groups

This is a one-year (minimum) programme which is structured into three distinct elements but it is delivered in an integrated format since the learning and experience from each module impacts on the learning in the other two modules.

Each area of study is supported by tutorials and guided study directed by appropriate specialist counsellors. Students are required to prepare for each tutorial by reading a designated article which is used as the key text for that session. The articles for each term are given at the first meeting of the group and the learning aims for each session will build from the assigned reading. Students are encouraged to read other material related to the session theme and bring that

learning into the tutorial discussions. This module emphasises the importance of each student being responsible for their own learning journey and the role of the tutors is to support the learner on that journey. In effect, this means, each person’s thoughts and reactions to the content are valid and to be respected and that there is an expectation that all participants actively engage in discussions and experiential activities.

There are three alternative routes for the student building on the learning which has been covered in the Post-Graduate Diploma:

Option 1 Counselling in a Health-Care setting; working with anxiety and depression

Option 2 Counselling Couples; working with relationships

Option 3 Counselling Children and Young People; working in educational settings

Option 3 Counselling Children and Young People; working in educational settings

This option will focus on examining at depth key theoretical frameworks for working therapeutically with young people and children and it will provide an advanced investigation of evidenced based interventions in the area of family and couple work. It will build on the knowledge base of the Post-Graduate programme by providing a specialist consideration of the theories and their appropriateness in working with young people and children.

The option will examine the development from child to adolescent to adult, looking at physiological, emotional, behavioural and mental development. It will consider the signs and symptoms of when mental health and/or wellbeing are adversely affected. It will investigate how counselling supports the young person to develop their own resilience when dealing with difficulties and adversity

Learning Objectives

ï‚·

Provide a reliable knowledge-base of human growth and development for students who wish to specialise in working with young people

ï‚· Provide a theoretical framework which is supported by research within which students can develop their therapeutic practice with young people

Provide a context of investigation and learning about the ethical and legal issues which are relevant to working with children and young people

ï‚· Provide an in-depth examination of current and critical themes relevant to the lives of children and young people with an examination of how to work therapeutically in these

Learning Outcomes

ï‚·

Students will develop their knowledge and understanding of mental health problems in children, adolescents and young adults

ï‚· Students will have an advanced understanding of formal systems and processes for psychological assessment and measures of resilience and wellbeing in children

ï‚· Students will have an informed awareness of research concerning critical wellbeing themes of self-harm and suicidal ideation and evidence of best-practice interventions of support

ï‚· Students will have an in depth knowledge of sexuality, sexual development, sexual identity and social influences impacting on children and young people as they transition into adulthood

ï‚· Students will have an advanced knowledge of the relevance of attachment theory, systems theories and family dynamics as critical influences in human growth and development

ï‚· Students will have a good understanding of different areas of learning difficulties and ways in which therapeutic interventions can be introduced to support individuals who have learning difficulties

ï‚· Students will have knowledge of the legal issues which protect and support children and the professional guidance which applies in working with children and young people

ï‚· Students will gain an advanced understanding of various therapeutic frameworks and processes for working therapeutically with children and young people

Clinical Competence and Theoretical Understanding

Audio-recording of a session and case presentation of the recorded session

Students are required to produce a transcript of a recorded interaction with a client during a therapy session. They must provide a detailed analysis of this transcript demonstrating insight and understanding of the application of the learning from this module

Portfolio of evidence of satisfactory progress comprising:

Counselling Record including a log of counselling and supervision hours

Completion of 50 hours of counselling

The Supervision Report - confirming fitness to practice

Submitted at end of semester two

This course aims to enable participants to reflect critically on their own professional, participative practice and to consider a range of influences and perspectives in the field of literacy difficulties.  In particular, it will include a critical consideration of the following:

• the principles underpinning effective participative practice;
• models of participation;
• the distinction between ‘deep’ and ‘functional’ collaboration;
• the role of underlying values and attitudes in the genesis of participative practice;
• the impact of power relations, and institutional factors on participation and learning;
• strategies for enabling participation;
• pupil and parent perspectives on learning and participation
• interprofessional working, learning and participation
• different theoretical perspectives on literacy difficulties, including historical developments
• perspectives, needs and rights of pupils and parents
• importance of emotions in learning
• strategies for making the curriculum more accessible
• the wider implications of literacy difficulties within an inclusive and collaborative educational framework

This course aims to provide participants with a critical working knowledge of the key aspects of research and enquiry, in the context of professional learning and the enhancement of professional practice. Participants will source and critically engage with relevant literature and other evidence to provide a backdrop to the design of a small-scale enquiry in professional context. Decisions taken during all aspects of enquiry design will be justified using evidence. Enquiry processes implemented will be critically evaluated, and implications for future practice uncovered.

This course will support you to frame, specify, plan, implement and report an academic or work-related research-based investigation or development. The course is available if you have successfully completed a postgraduate diploma and allows you to complete your Masters degree. Normally your diploma should have included courses which introduced the process and methods of conducting research. The work-based project/dissertation course requires sustained independent research and you will receive individual or small group supervision. You will also have the opportunity to engage with workshops and online resources as part of a community of researchers in education and related areas.

The new principal teacher of pastoral care/pupil support (targeted support) is expected not only to manage cross curricular PSD provision but also all aspects
of whole school support (universal support) and those staff who deliver such support.

The module covers aspects of all areas below:

• The management role of promoted pastoral support staff

• The management of change set within the context of ‘Curriculum for Excellence’

• Leadership styles, team building activities

• Conflict resolution, solution-focused approaches, managing staff, time and projects

• Integrated approaches to targeted, universal and pupil support, inclusion and inter-professional working

This course is designed to extend knowledge and understanding and enhance practice in counselling and mentoring.  Participants will develop a critical understanding of the theoretical concepts and principles underpinning approaches to counselling and mentoring; reflect critically on their own attitudinal qualities, interpersonal and communication skills when in role as a counsellor, mentor and mentee; through skills development, enhance their skills when involved in educational contexts; contribute to enhancing the quality of provision within their learning community through undertaking counselling, coaching and mentoring related activities and reflect on the impact of their role on self and others.

This course covers a range of conceptual issues fundamental to an understanding of autism in inclusive contexts. Participants will therefore develop a critical knowledge and understanding of policy, literature and research relating to the diagnostic criteria for autism, the key theories of autism, the main strategies used to support learners and the key themes and issues in the field. This will be linked to a critical knowledge and understanding of policy, literature and research on inclusion and issues around its meaning and enactment. The role of interprofessional collaboration and learner participation in facilitating inclusion is emphasised across the course.

This course emphasises the role of the lecturer in enabling successful learning for all learners. This course encourages you to critically reflect on your understanding of your learners and yourself as a learner.  You will be encouraged to deepen your insight of the needs and characteristics of your learners, underpinned by appropriate theoretical ideas which address factors that impact on being successful learners. The course brings together ideas of reflective practice, effective facilitation of learning and the development of skills for learning. It will support you to become flexible, reflective, innovative, creative and committed to professional development. 

This course supports you to learn from practice for practice and professional development, within a learning community and through collaborative enquiry. The course emphasises the role of the FE lecturer in enabling successful learning for all learners and requires you to critically reflect on your understanding of learners, including yourself. You will develop your understanding of the diverse characteristics of learners that impact on successful learning, and of approaches to facilitation that support learning for all. The course brings together ideas of critically reflective practice, effective facilitation of learning and the development of metacognitive skills for learning. It will support you to develop collaborative and reflexive approaches to continuing professional development.

This module will consider social, cultural, ethnic, gender, economic and spiritual influences on the development of the individual and the impact of personal bias, prejudice and stereotypes on the counsellor and the provision of counselling. It will also consider power and authority dynamics in the therapeutic process and the clinical challenges which are characteristic of working with particular client issues and client groups. Students will be working towards completing 150 hours of clinical work and submitting recording sessions for review by their group supervisor. In terms of the processing element of the programme, students will begin and complete their self-assessment statement.

The theoretical themes of the module will focus on:

ï‚· Working with different ‘client groups’

ï‚· Different theoretical approaches (CBT Formulation, Psychodynamic Processes)

ï‚· Integrating new developments in the Person-Centred approach

ï‚· New developments in the Person-Centred approach

This course is for students undertaking postgraduate study which requires a good standard of critical reading and writing skills.

The essential aim of the course is to provide participants with a working knowledge of what is required to appraise journal and other material, and be able to present a reasoned argument based on evidence. By the end of the course you will be able to demonstrate the capability to

• develop a critical understanding of the principal theories and concepts of the topics studied, together with knowledge of major policy issues involved

• analyse critically evidence and arguments to support professional judgments

The course is focussed on social science research and applications in professional / work contexts. Participants make critical connections between policy, theory, research and practice in the context of investigating their own practice. Course coverage includes research philosophy and methodology, research implementation (design, methods, data collection and ethics), data analysis and interpretation, and reflective evaluation. Participants conduct a small scale research activity to enable exploration and evaluation of the application of research in their own context. The course offers a supportive, formative learning experience in preparation for a larger project.

This course aims to provide participants with a critical working knowledge of the key aspects of research and enquiry, in the context of professional learning and the enhancement of professional practice. Participants will source and critically engage with relevant literature and other evidence to provide a backdrop to the design of a small-scale enquiry in professional context. Decisions taken during all aspects of enquiry design will be justified using evidence. Enquiry processes implemented will be critically evaluated, and implications for future practice uncovered.

This course explores the links between the diagnostic criteria for autism (difficulties with social communication, social interaction, flexibility of thought & sensory integration) and behaviour. We critically explore positive, evidence-based approaches to identifying solutions. We also critically examine the links between the national strategy for autism, theory and practice and the meaning of the notion of the ‘autism friendly workplace’. Students are introduced to strategies for reflecting critically upon workplace provision via structured auditing and action planning for change.