Year Two Modules

Advanced Existential
Credit points:  15
  • Introductions and Kierkegaard
  • Kierkegaard
  • Nietzsche
  • Nietzsche 2
  • Heidegger- Authentic and inauthentic living, relevance of work of Boss
  • Heidegger 2
  • Sartre- Self and other, relevance of Minkowski’s work.
  • Sartre- Relationships, relevance of work of Laing.
  • Merleau-Ponty
  • Embodiment- Summary of Learning
Cognitive Behavioural Therapy theory and methods
Credit points:  15
  • Introduction
  • Developments in CBT
  • CBT in practice
  • CBT in practice – the assessment stage and case formulations (part 1)
  • CBT in practice – the assessment stage and case formulations (part 2)
  • Focus: depression
  • Focus: anxiety disorders
  • Dealing with trauma
  • Dealing with low self-esteem, deeply rooted and long standing (chronic) emotional problems
  • Integration: Review of the module; final thoughts on usefulness of CBT principles for other
Life Span Psychology
Credit points:  15
  • Introduction
  • Characteristics of an Existential-phenomenological Approach
  • Beginnings
  • Early Relationships
  • Early Development
  • Middle Childhood
  • Adolescence
  • Challenges of Early Adulthood
  • Midlife: Crisis or Opportunity?
  • The challenge of ageing and of death
Qualitative Research Methods
Credit points:  15
  • Human and social science methods vs. natural science methods
  • More about 'alienation'. Induction and theory building.
  • Hermeneutics, interpretation, personal meaning and subjectivity,
  • narrative versus objective truth.
  • Different approaches to qualitative research, and their
  • philosophical justification.
  • Grounded theory and other thematic methods
  • Phenomenological methods of qualitative research.
  • Methods of data collection and validation.  Semi-structured and
  • unstructured interviews.
  • Illustrations, anecdotes, single case studies.  The role of
  • rhetoric in science and practice.
  • Self-reflection.  Reflexivity. Triangulation. Co-researchers.
  • Focus groups.
  • Mixed methods.  Ethical considerations.
  • Data analysis
Research supervision 1 (2 terms)
Credit points:  15
  • Introductions and setting timetable for term; arranging meetings as appropriate; devising methods of working together, for example by the exchange of drafts; setting and reviewing termly objectives.
  • Developing and refining a research question; drafting and redrafting a research proposal; drafting and redrafting a research ethics application, if required; choosing research participants; reviewing research methods if necessary; undertaking data analysis; critically assessing data analysis; preparing a literature review, methods, and results section of a dissertation; considering the significance of the findings with the supervisor; drafting and redrafting a project discussion; completing the written dissertation with an abstract, tables, etc.; checking that references are in the Harvard format and correcting any incomplete references; preparing a fair copy of programme planning documentation for submission.
  • Completing termly report.
Placement and Supervision 1 (3 terms)
Credit points:  15
  • Clinical placements are an essential part of the learning on this professional training. Students will put into practice the knowledge and skills gained during the first year seminars and the taught components of the second, third and fourth years. Supervision both in the placement and at the New School will monitor the application of these skills through the regular presentation of practice logs, self-evaluation reports, transcripts of client work and case studies. Supervision is offered on a weekly, intensive and online basis, but the syllabus and guidelines for transcripts et cetera remain the same.
  • Each student will bring appropriate clinical material that will be examined and discussed in terms of the student’s own contributions to the therapeutic process. Students are required to critically consider their own interventions and their client’s material. They are also required to give feedback to their peers and learn from the overall clinical discussion in the session. Students will be required to present verbatim client material at least once during the term. Students should attend groups facilitated by at least two different supervisors during the programme of their training. Students should also have two terms with the same supervisor, but no more than three terms with the same supervisor.
  • At the end of each year, i.e. three terms of placement and supervision the student will produce a long case study of 3000 words.
Programme Planning and Viva or Small Project
  • Students will attend a one day programme planning seminar, with teaching on putting together a viable research project, and will subsequently attend a panel session with supervisors and staff to enable them to choose a research supervisor
  • Students will review their study plans made during the introduction to psychotherapy and counselling, any RAL claims made subsequent to this, supervision records, and their completed self-evaluations following module teaching
  • This review will be incorporated into a short document in which the student plans their anticipated learning outcomes in years 3 and 4 of the programme, based on the taught modules that they will be expected to take according to the programme structure, their placements, and their research proposal
  • They will have an opportunity to choose both their primary and secondary supervisors in line with their proposed research topic
  • They will work with their research supervisors for at least two terms to refine a research question, and work this up using literature reviews and discussions of practicalities with their supervisor, until they have a project proposal and a defined project title. This research proposal will need to be approved by both supervisors before a viva can be arranged. If necessary, to amend the proposal in line with the feedback given after the viva until the proposal has been accepted.
  • Attending and presenting at the programme approval panel
Exit Award: PGDip
Credit points:  105
While we hope to help you achieve the full doctoral qualification, it is important for you to know that there are a number of exit qualifications to the programme if you were to choose to leave earlier.