MA IN THERAPEUTIC COUNSELLING, PSYCHOTHERAPY & SUPERVISION

Explore how Christian faith, spirituality, and counselling practice can be integrated in a thoughtful, ethical, and clinically responsible way. Students critically reflect on their own developing approach, examining how belief, theology, and therapeutic work interact in practice.

Particular attention is given to the ethical use of spiritual and religious interventions when working with clients exploring faith-related concerns. The module examines the distinctions and overlaps between counselling, pastoral care, and spiritual direction, while engaging critically with key theological concepts — including the doctrine of imago Dei — and their significance for counselling and psychotherapy.

Led by Dr Heather Churchill.

This module deepens students' understanding of the therapeutic relationship, with a particular focus on working at relational depth in clinical practice. Drawing on a range of theoretical perspectives, students critically explore the relational, ethical, and philosophical dimensions of the therapeutic alliance.

The module encourages reflection on issues such as power, diversity, and the use of self in therapy, while supporting students in articulating their own clinical and philosophical stance. Through this, students develop greater clarity, intentionality, and depth in how they engage with clients within the therapeutic relationship.

Led by Caroline Wardle.

Develop advanced understanding and clinical competence in working with trauma, abuse, and dissociation — issues commonly encountered in counselling but not always immediately visible. Students critically engage with key theories and approaches, exploring how trauma is understood, processed, and worked with in therapy.

Alongside developing practical skills, the module emphasises reflection on the therapeutic relationship, including containment, ethical considerations, and the counsellor's own process. Given the sensitivity of the subject, students are encouraged to draw on their developing self-awareness and consider appropriate support where needed.

Led by Caroline Wardle.

This module focuses on working with complexity in clinical practice, particularly with clients presenting with more severe mental health difficulties such as psychosis and personality disorders. Students critically examine the challenges involved in working with these presentations, alongside the broader social and contextual factors that shape mental health.

A key focus is on intersectionality — exploring how issues such as race, inequality, trauma, and socio-economic context impact the client, the counsellor, and the therapeutic relationship. The module supports students in developing more nuanced, reflective, and ethically informed approaches to complex client work.

Led by Catherine Palmer.

Gain an in-depth understanding of Cognitive Behavioural Therapy (CBT) and its application across a range of psychological disorders. Students explore key CBT models, techniques, and interventions, while critically evaluating their effectiveness and limitations within different clinical contexts.

The module emphasises the thoughtful and flexible use of CBT, recognising the complexity of applying structured approaches within real-world therapeutic settings. Students also engage with evidence-based practice, including the use of process and outcome measures, to support reflective and informed clinical decision-making.

Led by Dr Martin Stokley.

This module equips students with the knowledge, skills, and professional awareness required to become effective clinical supervisors. Students explore the roles, responsibilities, and ethical dimensions of supervision, alongside the relational dynamics that shape the supervisory process.

The module emphasises the development of advanced interpersonal and reflective skills, enabling students to support, challenge, and guide other practitioners in their clinical work. Particular attention is given to issues such as unconscious processes, power, and the supervisory alliance, preparing students to practise supervision with confidence, competence, and integrity.

Additional requirements: Students will normally have completed at least 300 hours supervised clinical practice as a counsellor / psychotherapist before undertaking this module.

Led by Dr Heather Churchill.

The aim of this final-year module is to enable students to consolidate and apply their academic and research skills through the completion of an independent empirical study. The focus is on qualitative research, with particular attention given to the philosophical paradigms and epistemological assumptions that underpin clinical and counselling research.

Students receive focused teaching on three key qualitative methodologies: Autoethnography, Interpretative Phenomenological Analysis (IPA), and Reflexive Thematic Analysis (RTA). Using one of these approaches, students design and conduct their own research project on a counselling-related topic that thoughtfully integrates a Christian viewpoint.

Students are encouraged to choose a subject that is personally meaningful or aligned with an area of emerging professional interest. The module culminates in the submission of the final research dissertation.

Led by Dr Martin Stokley.