This Counselling and Coaching BSc (Hons) course offers you an exciting opportunity to obtain an academic degree whilst aiming towards British Association for Counselling and Psychotherapy (BACP) membership.
This exciting career-focused course will allow you to target jobs in an array of different settings including GP surgeries, charities, universities, schools, colleges and private practices.
This intensive academic and practitioner course will improve your job prospects following graduation. You’ll gain practical experience in the counselling and coaching field during your work placement and learn about safeguarding policy, psycho-pharmaceutical matters, risk assessment and risk management, all of which are now critical in health care.
Teaching will be focused on wellbeing via biological, psychological and social perspectives where counselling and coaching skills will be applied continuously. A balance between working with mental health and long-term conditions will be a critical component to this course and we’ll ensure that you're kept up-to-date with contemporary health care practices.
This programme has been designed in accordance to the British Association for Counselling, Care Quality Commission, National Health Service (NHS) and National Institute for Health and Care Excellence guidelines. In addition to the skills set out by these guidelines, you'll develop academic skills in conducting research and analysis in counselling and coaching.
You'll be assessed through summative and formative assessments, this will include presentations, written assignments and examinations. Continuous assessment will take place where you will have to complete reflective logs.
Examinations will mainly involve you counselling other students followed by a review of your practice. You'll also complete a research dissertation related to counselling and coaching in your final.
In addition to the University's standard entry requirements, you should have:
Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case by case basis.
Entry from appropriate foundation and access courses will also be considered.
If you don’t have traditional qualifications or can’t meet the entry requirements for this undergraduate degree, applicants may still be able to gain entry by completing the first year of our Psychology (including foundation year) BSc.
Any university-level qualifications or relevant experience you gain prior to starting university could count towards your course at London Met. Find out more about applying for Accreditation of Prior Learning (APL).
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
The modules listed below are for the academic year 2020/21 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
This module will enable students to develop an appreciation and good level of theoretical understanding on core areas in basic counselling and coaching. This module sets out to explore psychodynamic, humanistic and cognitive modalities in counselling and coaching practice. The module will also target good working practices ensuring that students are versed with how to ask appropriate counselling and coaching questions, how to open a session, closing a session and how to carry out an assessment.
The aims of this module are aligned with the qualification descriptors within the Quality Assurance Agency’s Framework for Higher Education Qualifications. Specifically, this module aims to introduce students to the practice of conducting and reporting research in psychology, and to develop students’ skills in gathering, analysing and evaluating information. Students will develop their understanding of the link between psychological research questions and psychological investigation methods, and will be introduced to simple data description and analysis techniques; to a range of research methods employed in psychological investigation; and to computer applications that contribute to the conduct and presentation of psychological research. Consideration will be given to codes of practice for psychology researchers, ethics in psychology research, and research reporting conventions. As such, this module encourages students to develop practical, intellectual and interpersonal skills that are of use in many employment settings, and also provides students with a toolkit of intellectual and practical academic skills which will assist their progression to modules at levels 5 & 6.
This module includes problem- based learning exercises throughout the module which aims to support develop students’ professional and basic counselling skills in practice. It further aims to address issues pertaining to clinical supervision and in the development of clients/service users case formulations whilst adhering to the Data Protection Act (2018) and the BACP code of ethics (2018). Anonymised client case studies will be discussed via different counselling modalities drawing critical reference to psychodynamic, cognitive and humanistic etc theories. Students would be expected to employ basic counselling skills in practice which should be reflected in their case formulations and reflexive practice whilst demonstrating ethical and professional practitioner skills.
This module will enable students to develop an appreciation and good level of understanding on the relationship between mental health, ethics, rights and safeguarding. This module will look at the science base behind legal and policy developments across a range of mental health problems. The module aims to increase students’ awareness of the ethical code and legal responsibilities involved in working with vulnerable groups in mental health, counselling child/adult safeguarding and has been developed in accordance with the Care Quality Commission (CQC) guidelines. Essential topics including the legislation and documentation of ethics, policy issues and practise in healthcare and counselling practice will be explored in line with the BACP and BPS code of ethics and conduct (the BPS includes internet mediated considerations). The student will further be provided with opportunities to address a wide range of social policy topics and themes including evidence-based policy and practice.
Year 2 modules include:
This module will enable students to develop an appreciation and good level of understanding on core areas of counselling throughout the lifespan - from childhood to older adulthood. Focus will centre on developmental milestones throughout the life-course and factors which can precipitate adjustment difficulties. This module sets out to explore psychodynamic, humanistic and cognitive modalities in counselling practice and focuses on how intervention strategies and counselling techniques can be applied in the correct developmental context. Further reference to issues pertaining to sexuality, relationships and intimacy will be addressed. The module will also look at inter-professional health perspectives aimed at encouraging students to acknowledge that healthcare involves a multidisciplinary approach in supporting well-being and the role that counselling has in the context of other health care practices.
This module targets how counselling and coaching might support both client and practitioner wellbeing. It brings together the goal-orientated and solution-focused components of coaching whilst utilising the boundaries, ethics and emotional processing of counselling practice. The module sets to challenge students’ understanding of traditional counselling modalities and how - in context and through correct application - the use of goal-orientated strategies can motivate both client and practitioner in supporting the therapeutic process.
Understanding the role coaching and solution-focused strategies have in counselling practice as an adjunct integrative strategy will be discussed via a predominately coaching perspective. Cognitive behavioural and humanistic approaches will be applied in this context including the role that coaching might have in client well-being, but also in support of counsellors’ wellbeing.
This module includes problem-based learning exercises throughout the module which aims to support develop students’ professional and basic counselling skills in practice. It further aims to address issues pertaining to clinical supervision and in the development of clients/service users case formulations whilst adhering to the Data Protection Act (2018) and the BACP code of ethics (2018). Anonymised client case studies will be discussed via different counselling modalities drawing critical reference to psychodynamic, cognitive and humanistic etc theories. Students would be expected to employ advanced counselling skills in practice which should be reflected in their case formulations and reflexive practice whilst demonstrating ethical and professional practitioner skills.
This module provides students with the opportunity to critically consider the nature of employment and employability and to assess, reflect upon, and develop their own employability skills, attributes and attitudes. Students will be introduced to self-assessment, career planning tools, and digital resources that will support this process. The module provides students with the opportunity to apply their psychological knowledge ethically in an employment context, and to identify and plan for their ongoing training and development needs.
The aim of this module is to introduce students to methods of psychological investigation and to develop their ability to design such investigations, to understand the ethical implications of the methods used, and to assess the data collected.
The module aims to develop students’ competence in:
1. working in a small group
2. designing psychological research
3. the implementation of agreed ethical standards
4. liaising with external parties (e.g. participants in the study)
5. managing and analysing both quantitative and qualitative data using statistical software
6. reporting on the outcomes of the studies in a format proscribed by the relevant professional body
Each of these aims is associated with general competencies that are highly valued in employment settings (e.g., communication, negotiation, numeracy, digital literacy, teamwork). The module also aims to provide students with the platform from which then can extend their knowledge, for example in conducting project work at level 6 and in the broader context after graduation.
Year 3 modules include:
This module includes problem-based learning exercises throughout and aims to support the development of more complex case formulations compared to level five. It aims to address issues pertaining to clinical supervision and clients/service users whilst adhering to the Data Protection Act (2018) and the BACP code of ethics (2018). Anonymised client case studies will be discussed via different counselling modalities drawing reference to psychodynamic, cognitive and humanistic etc perspectives. At this stage students would be expected to employ advanced counselling techniques in practice which should be reflected in their case formulations and reflexive practice. Students are expected to conduct their counselling practice ethically and professionally. Therefore, this module is aimed at developing students’ counselling and professional skills.
This module provides students with the qualities and transferable skills necessary for employment requiring:
1. independent study, self-management, time keeping, and digital literacy
2. in-depth understanding of a selected topic
3. critical thinking skills
4. creative problem solving
5. ability and willingness to work with supervisor and peers as a team
6. understanding of the scientific method
7. ability to collect valid and reliable research data through an ethically sound process
8. understanding of statistics and/or qualitative data analysis using appropriate software and platforms and ability to apply them to real data
9. ability to write a complete professional report of research findings
10. ability to present orally and via a poster and a press release an empirical study and its findings
This module introduces students to issues related to counselling people with substance misuse problems and/or compulsive behaviours. Counselling is a critical component in supporting individuals with a substance misuse problem in drug detoxification or rehabilitation programs, whether prescription medication/illicit drugs adherence and/or towards abstinence. Knowledge of this will enable students to understand issues related to working with vulnerable clients with complex needs in different counselling working environments. The model aims to present an integrative approach towards counselling which helps to ensure that service users’ needs are supported via an in-depth and holistic approach. The module will help students to understand how factors such as mental health, childhood abuse and domestic violence are sometimes intertwined with substance misuse and cultural factors, and will highlight the implications for counselling practice.
This module looks at the role counselling and coaching play in supporting those in palliative care and with end of life issues via a biopsychosocial perspective. The module targets the ethical challenges of counselling clients nearing their end of life. Relationships among culture and life experience including spirituality and religious beliefs are discussed in the context of supporting the family system. Drawing reference to issues of capacity, mental health, long term care and interventions such as care planning and advance directives will aim to support the development of students counselling and professional skills in palliative care. Further, addressing complicated grief, trauma and the available support services for both those nearing end of life and their loved ones will be addressed via varying counselling modalities.
This module is designed to develop students’ knowledge, understanding and skills in qualitative research. Emphasis will be placed on the exploration of the links between epistemology, methodology and theoretical explanations in psychology. In doing this, students will be introduced to a range of qualitative approaches to data collection and data analysis.
The aim of this module is to increase both an awareness and understanding of sex and sexuality via a biopsychosocial perspective. Human sexuality explores human experiences of eroticism and attraction and looks at how people experience and express themselves sexually. The module will provide the conceptual tools and methodology necessary for understanding both the dynamics of human sexuality and relationships along with understanding the behavioural, biological, and cognitive factors, involving sexuality, sexual dysfunction and paraphilia/BDSM. It will further develop the clinical communication processes involved in working with vulnerable and culturally diverse groups discussing sexual matters in healthcare. Focusing on the external constraints of human sexuality will help students to better understand the motivations of others around us.
The aims of this module include the following:
1.To understand the dynamics of human sexuality and to explore these relationships among a diverse group
2.To understand the behavioural, biological and cognitive factors along with the aetiology of sexual dysfunction and paraphilia
3.To develop an understanding of the therapeutic and medical interventions available to those with sexual dysfunction, marital issues and paraphilic sexual behaviours
4.To assist develop skills in addressing the sexualities of vulnerable groups
5.To assist in the communication processes involved in discussing sensitive issues
6.To understand the importance of referral and strategic mechanisms involved in addressing sexual dysfunction and paraphilia
This module is aimed at raising awareness among counsellors in regards to the role neuroscience plays in counselling. The main theories of counselling will draw reference to neuroscientific research and brain imaging addressing how counselling can impact neuroplasticity and neurogenesis. Further, the role certain areas of the brain are involved in wellness, fear, decision making and positive thinking will be addressed along with how varying substances including prescription medication, illicit drug use and psychoactive drugs can impact brain and behaviour. Reference to the use of technology in counselling such as neuro/biofeedback, virtual reality TMG and even eye tracking will provide students an additional practitioner tools regardless of their theoretical approach.
This module introduces students to psychopathology in counselling practice to support the development of students’ skills in working with clients with complex needs. The module aims to critically appraise key perspectives and approaches to the use of counselling in mental health as well as to evaluate diagnoses, explanations and treatments in the develop of a case formulation. Students will have the opportunity to investigate the role played by physiological, psychological and social mechanisms in the causation and treatment of physical illness and psychological disorders.
Students will gain experience in constructing case reports thus providing an additional transferable skill for future employment.
This module is aimed at raising awareness among counsellors in regards to working with individuals from diverse and varying socioeconomic and cultural backgrounds including BME groups. Issues on acculturation, cultural awareness in healthcare services, the Equality Act (2010) and the NHS 5- year plan in supporting diverse populations such as refuges, asylum seekers and so forth will be discussed both theoretically and in the practitioner role counsellors have in supporting these groups.
You’ll develop transferable skills such as report writing, teamwork, time management, organisation, IT and numeracy skills, which are valued by employers in a wide range of industries. Since this is a practitioner course, you may be employed by your current placement or choose an alternative work environment. This may be in a private, university, school, college or NHS practice.
On completion of this degree you can also continue on to postgraduate study.
Please note, in addition to the tuition fee there may be additional costs for things such as equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
If you're a UK applicant wanting to study full-time starting in September, you must apply via UCAS unless otherwise specified. If you're an international applicant wanting to study full-time, you can choose to apply via UCAS or directly to the University.
If you're applying for part-time study, you should apply directly to the University. If you require a Student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from on year before the start of the course. Our UCAS institution code is L68.
If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.To find out when teaching for this degree will begin, as well as welcome week and any induction activities, view our academic term dates.
Please select when you would like to start:
Children with neurodiverse conditions tend to respond differently to spatial categorisation tests than neurotypical children, meaning these tests may help inform earlier diagnoses.
Parents who only have female children are less likely to pick technical toys for their kids, even if they score highly on the autism-spectrum quotient.
London Met’s Widening Participation team work with young people across London and host a range of taster days to give tomorrow’s leaders a taste of university life.
London Met invited the charity Pets as Therapy onto campus as part of our events to mark Mental Health Awareness week
Professor Dr Chris Lange-Kuettner has been appointed as Associate Editor for an established peer-reviewed journal publishing studies on cognitive development.