Introduction to counselling psychology

The University of Manchester’s Doctorate in Counselling Psychology is a pluralistic therapeutic training programme that acknowledges that “any substantial question admits of a variety of plausible but mutually conflicting responses” (Rescher, 1993, p.79; see also Cooper and McLeod [2011] for a discussion of pluralistic counselling and psychotherapy). It adopts a stance that values the social and political contexts in which the profession of counselling psychology has developed and in which therapeutic work is undertaken. Furthermore, it values the phenomenological intersubjective experience of those involved in the therapeutic process. With this in mind, the person seeking support is viewed as an active agent of psychological change with whom any intervention should be centred (see Bohart and Tallman [1999] and Duncan et al [2004] for more discussion on client-agency within therapy). Such a collaborative view values the scientist-practitioner model of professional practice (e.g. Lane & Corrie, 2006) and is increasingly supported by the research exploring the effectiveness of psychological therapies (e.g. Wampold & Imel, 2015; Hanley, Cutts, Gordon & Scott, 2013; Cooper, 2008). 

The pluralistic framework for counselling and psychotherapy (Cooper & McLeod, 2011; Hanley, Cooper, McLeod & Winter, 2017) and the Skilled Helper framework (Egan, 2010) are used as harnessing features to the programme. In utilising these approaches the programme embraces the notion that there are common factors to successful therapeutic relationships. In particular, it aims to sensitise trainees to the three components conceptualised by Bordin (1994) within their work as counselling psychologists. These are that a therapeutic alliance will consist of:

1. a mutual agreement between the therapist and client on the goals of therapy,
2. a mutual agreement between the therapist and client on the tasks of therapy, and
3. an emotional bond between the therapist and client. 

In such a framework, the agreement between both (or all) parties upon the therapeutic activity becomes paramount when considering the overall effectiveness of any intervention. This framework acts as scaffolding for trainees to make sense of the numerous tensions that are present within the core therapeutic models that are presented within the programme. 

Within the first year of the programme, trainees are supported in understanding the key postulates of humanistic psychology (Bugental, 1964) and the core competencies of humanistic counselling (Roth, Hill & Pilling, 2009). This approach has its foundation in the person-centred approach (e.g. Gillon, 2007) and introduces trainees to the model of psychological change first proposed by Carl Rogers (1951; 1959) and subsequently developed by contemporary thinkers (e.g. Hanley, Scott & Winter, 2016; Cooper, 2007; Mearns & Cooper, 2018). Fundamentally, the emphasis of this year is upon the importance of the relationship within therapeutic work.

Within the second year, trainees will consider the core competencies of cognitive behavioural therapy (Roth & Pilling, 2007). Trainees will be encouraged to reflect upon therapeutic interventions and models of personality development in line with the original proponents of the approaches (e.g. Beck, 1976; Beck et al. 1979; Ellis, 1962) and more contemporary thinking (e.g. Ost, 2008; Trower et al, 2011). These models of change will be considered in relation to those presented within the first year of the programme and the differences and similarities between them reflected upon in relation to the integrative frameworks provided by the pluralistic approach and the skilled helper model.

In addition to input around the above therapeutic approaches, trainees will engage in professional input activities focusing upon generic professional issues. These will include coverage of core Standards of Proficiency (HCPC, 2015), lifespan development (e.g. Sugarman, 2001), and models of psychopathology and psychopharmacology (e.g. Davey, 2007; Bentall, 2009). Trainees will also consider working with ‘difference and diversity’ in counselling psychology, harnessed through theoretical frameworks of social justice and intersectionality (Chung & Bemak, 2012; Cutts, 2013; Davies, 2000; Lago, 2005; Winter, Guo, Wilk & Hanley 2016; Winter & Hanley, 2015).

Trainees will be encouraged to learn through doing with regular skills activities and video assessed work. Complementing the structured theoretical input and practical sessions will be substantial placement activities (a minimum of 450 hours working as a trainee counselling psychologist). These will be delivered in a range of placement settings (between 2 and 5 over the course of the three-year programme). Trainees are required to complete therapeutic practice hours in a minimum of two modalities (e.g. individual therapy, group work, couple therapy, family therapy), with two different client groups (these may be defined and vary according to, for example, age group of the client or presenting issue), and in the two different therapeutic models taught on the programme (i.e. person-centred counselling psychology and cognitive-behaviour therapy informed counselling psychology). They will be well supported by appropriate placement providers and trainees will be required to attend supervision at a ratio of 1 hour per 8 client hours as a minimum.

In line with the scientist-practitioner model of training (Belar & Perry, 1992), emphasis is placed both on therapeutic practice and research (Hanley, Lennie & West, 2013). Trainees are required to complete a number of research papers in years one and two of the course, in addition to the 50,000-word thesis submitted at the end of the third year. The counselling psychology research group ‘Education and Therapy’ (EaT) sits within the Manchester Institute of Education and conducts research primarily across three main areas: (1) therapy in educational settings, (2) applied psychologist education, and (3) psychology, inequality and education. This reflects the research conducted by the core staff team, and trainees are required to focus their research in or across these research areas. Applications to the programme are considered alongside the staff team’s ability to supervise research projects.  

Personal development also plays a major part in the programme.  Trainees are encouraged to develop as reflexive practitioners (through course activities and clinical supervision) and to regularly consider their own growth during the programme. Additionally, trainees are required to undertake 40 hours of personal therapy.  It is anticipated that these personal development activities will help to consolidate trainees’ integration of psychological understanding with personal learning, their understanding of how the scientist-practitioner works alongside being a reflexive practitioner, and in a ‘way of being’ that proves congruent with personal values and allows appropriate navigation of professional roles.

Assessment will reflect upon the philosophical, theoretical and practical components of the programme. This will take the form of theoretical papers, case studies and practice reports related to placement activities. It will also involve conducting a substantial research project to be presented as a final thesis. Each of these pieces will represent a contribution to the body of psychological knowledge regarding the discipline of counselling psychology.

The key aim of an accredited programme is to produce graduates who will:

• be competent, reflective, ethically sound, resourceful and informed practitioners of counselling psychology able to work in therapeutic and non-therapeutic contexts;
• value the imaginative, interpretative, personal and collaborative aspects of the practice of counselling psychology;
• commit themselves to ongoing personal and professional development and inquiry;
• understand, develop and apply models of psychological inquiry for the creation of new knowledge which is appropriate to the multi-dimensional nature of relationships between people;
• appreciate the significance of wider social, cultural, spiritual, political and economic domains within which counselling psychology operates;
• adopt a questioning and evaluative approach to the philosophy, practice, research, and theory which constitutes counselling psychology;
• be able to develop and demonstrate communication, influencing, teaching and leadership skills by applying psychological knowledge and skills in a range of professional, clinical, organisational, and research contexts.

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