MA - Counselling and Psychotherapy

How you will learn

A variety of teaching and learning methods are used throughout the programme. Special consideration has been given to the Learning, Teaching and Assessment strategies of the future MSc candidates. Whilst we acknowledge their previous undergraduate experiences, these must be balanced against an entirely new subject area. The strategies used are designed to match the learning outcomes and to provide every student with some experience of methods best suited to their own learning style, encouraging independent learning and acknowledging previous study. They are designed to:

• be student-centred, flexible and modern whilst being challenging and stimulating;
• support different learners’ needs at different stages of development;
• be fully supported by, and integrated with, technological approaches such as the Blackboard virtual learning environment (VLE) and the electronic portfolio, PebblePad;
• actively ensure the linkage of theory with practice;
• explicitly consider, value and incorporate service user and carer perspectives, involving service users and carers directly, as per the Institute strategy;
• impart academic rigour to the teaching and learning processes;
• Further develop the student as independent and self-directed, inculcating the ethos of lifelong and reflective learning;
• develop the student’s abilities to learn effectively and progress academically, performing academically at level 7 in terms of achieving the programme aims and outcomes through a variety of assessments, including an in-depth evidence-based dissertation as well as leadership, change management and service innovation.

Teaching and learning methods

Teaching and learning methods will include discourse, discussion, debate, small group work, seminar presentations, reflection-on and in-practice, context-based learning (also referred to as problem-based learning), and flexible, distributed learning (FDL) using Blackboard. Each module will facilitate the further development of literacy and I.T. skills, as well as the development of other key lifelong learning skills, and both tutors and students will monitor and evaluate this development via a Personal and Professional Development Profile (PPDP) encouraging the use of Pebblepad.

How you will be assessed

A full range of assessment methods has been selected in order to enhance student learning and to help students to demonstrate the extent to which they have achieved all the module learning outcomes, and, overall, the programme aims. Each module’s learning outcomes relate to the module assessment item(s). Students have an opportunity across the programme to self-reflect on their progression and their development. These self-reflections contribute to and are evidenced in assessments through a variety of means.

Types and methods of assessment will include group seminars and presentations; essays; a portfolio of evidence (achievement of clinical competences and written evidence); viva, examination; OSCE/practical skills assessments; map of patient/client experience; reflective essay; community health profile; reflective incident recording; poster presentation; dissertation

Modules use formative and summative assessment so that students progress through a module in a structured and constructive way and build knowledge for practice in a coherent and logical way. Formative assessments are designed so that feedback on the individual student’s performance is provided prior to the submission of the final, summative assessment – though this does not contribute to the final module mark or the credit awarded. The wordage – or equivalent – for both formative and summative assessments is counted towards the whole module assessment wordage.

Tuition Fees

2025 - 2026

• £8,975 - UK

The figures above don't include accommodation and living costs.

Tuition fees are set annually and are subject to review each year. The University may therefore raise tuition fees in the second or subsequent years of a course, in line with inflation and/or the maximum permitted by law or Government policy. Students will be notified of any changes as soon as possible.

Additional Costs

There will be some additional costs. For example all students will need to purchase stationery and may wish to purchase some text books. Extra costs may also be applicable to cover field trips, membership fees etc. although such features are usually options within the course.

Books are reviewed annually and are therefore subject to change, course welcome information will provide you with an indicative list for the year.

Books and Journals

Students need to spend approximately £100-£200 a year on textbooks and scripts although this cost can be reduced considerably by sourcing second hand copies of books. A number of texts are available as e-books. Texts we will be using in Semester 1 include: Brown, C. (2015) Understanding Person-Centred Counselling. A Personal Journey. London: Sage. Cooper, M., O’Hara, M., Schmid., PF. and Bohart, A. (2013) The Handbook of Person-Centred Psychotherapy and Counselling 2nd edn. Basingstoke: Palgrave Macmillan. Mearns, D. (2013) Person-Centred Counselling in Action 4th edn. London: Sage. Merry, T. (2002) Learning and Being in Person Centred Counselling 2nd edn. Ross-on-Wye: PCCS Books. Rogers, C.R. (1951) Client Centred Therapy. London: Constable & Company. Rogers, C.R. (1961) On Becoming a Person. London: Constable & Company.

Stationery

Students should budget for stationery and consumables for your own personal use. This should include notebooks, pens and pencils for taking notes in class and/or in the field. Students should also budget for the purchase of USB pen drives, as well as occasional printing and photocopying costs incurred in the preparation or submission of coursework. Whilst you will choose how much you need, expect to pay around £30 - £40 per year for these items.

Clothing and Equipment

You are expected to dress appropriately for your Supervised Practice Setting; this will differ according to the organisation and its client group.

Field Trips

In keeping with our phenomenological philosophy, you will be invited, throughout the programme, to critically engage with your own experience as well as with the experience of others. Self-awareness and understanding are developed through the use of a wide range of activities including participation in our training residential in Year 1 of the MA programme. The residential is a core element of our training and attendance is, therefore, a requirement. The cost for the residential is expected to be approximately £250 in 2025/26. Students are responsible for their own travel to the venue and typically car-share to keep the costs to a minimum.

Other

BACP Student membership- £92 per year in 2025/26, subject to an annual increase. External Clinical Supervision– you will require regular Clinical Supervision whilst in practice with an approved Supervisor from shortly before the time that Supervised Practice begins (approx. Mar/Apr of Year 1) and until the end of Supervised Practice (usually summer end of Year 2); usually £30-£60/hour. Students require at least 90 minutes of Clinical Supervision for each calendar month whilst in Supervised Practice (with more Supervision only if exceeding 12 hours of client sessions in any month). Professional Indemnity Insurance– where your Supervised Practice Setting’s insurance does not cover you, you will need to pay for insurance yourself (approx. £50-£60/year whilst on Supervised Practice). Personal Counselling/Psychotherapy – you must undertake a minimum of 10 hours of personal therapy during Year 1 or Year 2; usually £30-£50/hour. Supervised Practice travel costs. Audio equipment etc.