TPC-Journal-V1-Issue3

182 The Professional Counselor \ Volume 1, Issue 1 the Higher Certificate is highlighted by continued work in group process and counseling skills. However, another feature that differentiates the Higher Certificate from the Certificate is an emphasis on theory and application of ego states and life scripts ( CIT, Higher Certificate, 2011 ). Though completion does not permit individuals to practice as a professional counselor, it does enable them to practice a full range of counselling skills within an existing role ( CIT, Counselling Skills, 2011 ). The Certificate program was developed in 1991. At any given time, about 140 students are enrolled in the various segments of the CIT training: approximately 60 in the first year, 36 in the second year, and 24 in the third and fourth years. Trainees are not guaranteed admission among the various levels. In other words, completion of the initial Certificate does not translate into an automatic admission into the Higher Certificate (year 2). Though the minimum age of 25 is set as admissions criterion for both Certificate programs, the average age of admitted students is generally closer to 35, as life experience and maturity are valued in terms of the development of therapeutic relationships by the trainees. A written self- appraisal and two interviews (group and individual) are also a part of the admissions process. In addition, it was noted that many students enter the CIT program having first been in other professions (G. Murray, personal communication, April 5, 2011). Years 3 and 4 of the BA (Honours) degree support the practice of counseling with the final year stressing the integration of modalities. Staff members coordinate and often identify the trainees’ placements, which often take place at universities, high schools, primary schools, community projects, and alternative centers. Students are supervised individually and accumulate a minimum of 100 placement hours over the four years (G. Murray, personal communication, April 5, 2011). By their graduation, students must have completed a minimum of 100 hours of personal counseling (G. Murray, personal communication, October 10, 2011). The CIT program also has about 15 instructors, most of whom are part-time, that assist with the training (G. Murray, personal communication, April 5, 2011). AMaster’s degree was also instituted in Fall 2011 (G. Murray, personal communication, October 10, 2011). Most graduates of the BA (Honours) degree progress in their work area as a result of their advanced training, as they may get a promotion or secure a more counseling-related position in their workplace. Private practice is another possible route for graduates. Additional hours are needed after graduation for individuals to meet accreditation standards (G. Murray, personal communication, April 5, 2011). University of Cambridge During the 2009–2010 academic year, the University of Cambridge had a full-time equivalent student load of approximately 17,600, of whom about 5,800 students are classified as full-time post-graduate status ( Facts and Figures January 2011 , 2011). The University’s Faculty of Education offers a full-time Master’s of Philosophy (MPhil) and a part-time Master’s in Education (MEd) in Child and Adolescent Psychotherapeutic Counselling. It is not possible for individuals to gain accreditation through the MPhil program (University of Cambridge Faculty of Education, n.d.). Counselor training at Cambridge started in 1985 in the Institute of Education now one of three organizations that make up the Faculty. The MEd program currently has 56 students and a team of five counselor educators. With its focus on working with youth, the MEd program stresses therapy through play and the arts, such as storytelling, drawing, and sand play (McLaughlin & Holliday, 2010). Interview and course materials . The training route consists of three parts: a) a 60-hour introductory course; b) a 180- hour advanced diploma program; and c) a three-year master’s degree program. The introductory course requires one 4000- word assignment and can be taken through its Faculty of Education or another equivalent program. The advanced diploma program is one year in duration and requires three assignments, two of which are 4000 words in length and the last of which is 8000 words in length. Both the introductory course and advanced diploma are requirements for admission into the master’s degree program. Trainees in the advanced diploma attend classes one day/week for three terms, each of which is 10 weeks in length for the diploma and eight weeks for the master’s degree. The BACP accreditation route begins with the advanced diploma program and concludes with the completion of the MEd degree (University of Cambridge Faculty of Education , 2010). Frequent interviews are integral to the courses. Admissions to both the diploma and MEd courses require, in part, a personal interview with members of the course team. It serves as an assessment of such qualities as their commitment to personal development, their commitment to the course, personal motivation and robustness, demonstration of self- reflection, and how their prior experiences relate to the course. Course members also undergo feedback interviews with