TPC-Journal-V1-Issue3

186 The Professional Counselor \ Volume 1, Issue 1 In the Foundation program, personal tutors are assigned to each student at the outset of the program. Whenever possible, the student has the same tutor throughout the duration of enrollment. The tutor is designed to be a source of support and a person to offer “advice where needed” (University Campus Suffolk, 2008/09b, p. 3). Students are expected to meet with their tutors once or twice per semester. In addition, the delivery of the modules is done by the Course Committee, which meets four times per academic year. The Committee also views students’ comments as vital feedback in their deliberations. In the BA Honors program, trainees study five new modules, including the philosophy of counselling; mental health (study of personality disorders); group counseling; counseling children; and a dissertation on their integrative approach to counseling. Upon graduation, people tend to enter private practice; find a position at such places as a drug/alcohol or women’s center, or a community counseling service; or a general practitioner’s office. Some students completing the BA Honors degree have also gained subsequent employment in a school setting (S. Shaw, personal communication, 30 March 2011). University of Manchester The University of Manchester has an enrollment of nearly 39,500 students, of which approximately 11,000 are graduate students (Facts and Figures, 2011). It offers a 180-credit MA degree in Counselling, a course of study housed in the University’s School of Education in Educational Support & Inclusion (The University of Manchester, 2010). The degree can be earned through part-time enrollment over a period of 36 months (The University of Manchester, 2011). Individuals of many different career backgrounds often enroll in the course: The course is intended for people for whom counselling is a legitimate and generally recognized part of their work role, either paid or voluntary [sic]. Normally course members come from a range of professional backgrounds, e.g. teaching; social work; the medical professions, the pastoral ministry and from community voluntary organizations. (Counselling MA Selection criteria, n.d.) Interview and other course materials . Evaluated on their personal and intellectual fit for counseling training, applicants are required to have a first (i.e., undergraduate) degree or a certificate in counseling, often gained through 90– 120 hours of study done at a further education college over a year. However, in some instances professional counseling experience, relevant life experience, and/or suitable training may be considered in place of the degree requirement (The University of Manchester, 2011). In addition to the application forms, individuals must submit references and be interviewed in both a group and individual format as part of the admissions process (Counselling MA Entry requirements, n.d.; T. Hanley, personal communication, April 11, 2011). About 30 individuals are admitted annually. They begin the course of study in September of each year with placement hours commonly beginning in their second semester (T. Hanley, professional communication, April 11, 2011). The initial two years of the course of study have been BACP-accredited since 1993 and require attendance at 60 weekly sessions, a summer school component, and four weekend segments. In the first two years of study, students attend classes from 12pm–8pm one day per week. In the third year, class time decreases to 4–8pm, also one day per week. An introductory weekend is featured at the outset of the course of study to help students in the formation of relationships and to provide a further orientation to the course. All classes are offered in an in-person format. The course is comprised of six teaching modules, which include counseling theories, reflective practice, lifespan/social context, and a supervised project in research. Students also must have 150 practice sessions in their placements as well as monthly supervision and personal therapy. The program is integrative in nature and utilizes Egan’s three-stage model as a foundation for integrating theory and practice (T. Hanley, personal communication, April 11, 2011; The University of Manchester, School of Education, 2009–2012; The University of Manchester, School of Education, 2011). Personal therapy is not required of students during the MA course of study, though it is deemed to be potentially highly beneficial prior to beginning their studies and often recommended throughout. Personal reflection also is encouraged throughout the course of study. To this end, students are required to attend a personal development group once a week over the initial two years in the program. These groups are assigned for the first two years. In the final year, students self- select their groups. They are facilitated by a professional external to the course of study or by one of the core staff on the counseling team not involved in leading input for that year group (T. Hanley, personal communication, April 11, 2011).