AIM Awards Level 6 Diploma in Psychotherapeutic ... · Psychotherapeutic Counselling (QCF). Knowledge will be gained of research methods, ethics approval processes and current literature

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Version 4 – October 2016

AIM Awards Level 6 Diploma in

Psychotherapeutic Counselling

(Informed by Research) (QCF)

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AIM Awards Level 6 Diploma in Psychotherapeutic Counselling Informed by Research (QCF)

Qualification Specification V4

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AIM Awards Level 6 Diploma in Psychotherapeutic Counselling (Informed by Research) (QCF) 601/3302/8

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Section One – Qualification Overview 5

Section Two - Structure and Content 9

Section Three – Assessment and Quality Assurance 12

Section Four – Operational Guidance 17

Section Five – Appendices 22

Appendix 1 – Assessment Pack 24

Appendix 2 – QCF Level Descriptors 48

Contents Page

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Section 1

Qualification Overview

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Section One Qualification Overview

Introduction

Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards is a national Awarding Organisation, offering a large number of Ofqual regulated qualifications at different levels and in a wide range of subject areas. Our qualifications are flexible enough to be delivered in a range of settings, from small providers to large colleges and in the workplace both nationally and internationally. We pride ourselves on offering the best possible customer service, and are always on hand to help if you have any questions. Our organisational structure and business processes enable us to be able to respond quickly to the needs of customers to develop new products that meet their specific needs. We are licensed by the Quality Assurance Agency (QAA) to approve and certificate Access to Higher Education Diplomas. This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery and assessment. This is a live document and as such will be updated when required. Centres will be informed via email when changes are made and it is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Specification is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. This Qualification Specification is mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate and the whole document is mapped to Ofqual General Conditions of Recognition C2.5 and E3.2.

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About the Qualification

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b The AIM Awards Level 6 Diploma in Psychotherapeutic Counselling (Informed by Research) (QCF) is based on the learner’s own research from the AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF). Knowledge will be gained of research methods, ethics approval processes and current literature through the production of a 10,000-12,000word dissertation. This will focus on either the learner’s own counselling practice or a topic relevant to the field of counselling. This qualification comprises two mandatory units; Research in Counselling (Level 5) and Counselling Research Dissertation. It is hoped that some of the research in this qualification will contribute to a growing body of professional knowledge through publication in academic journals.

Qualification

AIM Awards Level 6 Diploma In Psychotherapeutic Counselling (Informed by Research) (QCF)

Assessment This qualification is assessed through two different methods:

Externally assessed research proposal

Externally assessed dissertation

Grading Assessment is competent / not competent. There is no grading

Operational Start Date 01-Sep-2014

Last Registration Date 31-Jul-2019

Sector 1.3 Health and Social Care

Qualification Accreditation Number

601/3302/8

Learning Aim Reference 60133028

Credits 54

Guided Learning Hours 95

Learner Age Range 19+

Rules of Combination Learners must achieve 54 credits from the 2 mandatory units to achieve this qualification.

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Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c

It is recommended that learners have achieved the AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF), or equivalent qualification, before embarking on the Level 6 Diploma. This will equip the learner with the prerequisite level of knowledge, skills and understanding necessary to embark on this qualification.

The End of the Accreditation Period

We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated.

Certificate End Date

The final date that certificates can be issued for this qualification is three years from the Last Registration Date.

AIM Awards Level 6 Diploma in Psychotherapeutic Counselling (Informed by Research) (QCF)

31-Jul-2022

Resource Requirements

This qualification has externally assessed assessments. Centres must ensure that they have the appropriate resources in place to deliver the units in this qualification.

Reading List

The required and recommended reading lists are detailed on the individual units. Please see Section 2.

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Section 2 Structure and Content

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Section Two

Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b

Qualification Structure and Unit Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j

Please select the unit title to view the individual unit content and assessment guidance.

Unit Format Unit Title The unit title will appear on the learner’s certificate of achievement. Unit Credit Value When a learner achieves a unit, they gain the specified number of credits. Unit Level All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8 (see Appendix 2: QCF Level Descriptors). Unit Guided Learning Hours The number of Tutor-led contact hours required to support learner achievement of the unit. Ofqual Unit Reference Number Each unit is assigned a unit code that appears with the unit title on Ofqual’s Register of Regulated Qualifications. Unit Review Date The unit will be reviewed by this date. Any amendments will be notified to centres.

Rules of Combination for: AIM Awards Level 6 Diploma in Psychotherapeutic Counselling (Informed by Research) (QCF)

Learners must achieve 54 credits from the 2 mandatory units (M) to achieve this qualification.

Unit Reference Number

Unit Title Assessment Group Level Credit Value

GLH

M/506/3131 Counselling Research Dissertation

Externally assessed dissertation

M Six 39 20

K/506/3130 Research in Counselling Externally assessed research proposal

M Five 15 75

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Counselling-Research-Dissertation-L6-CV39-V2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Counselling-Research-Dissertation-L6-CV39-V2.pdf

http://aimawards.org.uk/wp-content/uploads/units/aim_units/Research-in-Counselling-L5-CV15-V2.pdf

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Unit Sector This is the subject sector area of the unit. Unit Summary This gives a summary of what the unit aims to do. It provides a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit. Learning Outcomes The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning. Assessment Criteria The assessment criteria specify the standard for which a learner must provide evidence in order to achieve the learning outcome. Additional guidance is available under the ‘Assessment Guidance’ section of the unit if any part of the Learning Outcomes and Assessment Criteria are in bold. Assessment Guidance This section provides additional guidance related to the unit to support Tutors and Assessors. This section gives information about the assessment evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria. Delivery Requirements This sets out if there are any specialist resources needed for the delivery of this unit. Evidence Requirements This sets out if evidence of practical ability must be demonstrated and evidenced for the achievement of this unit.

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Section 3 Assessment and Quality

Assurance

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Section 3 Assessment and Quality Assurance Centre Staff Requirements

As an Awarding Organisation, we require that:

Tutors have relevant teaching experience and/or a qualification, and experience and/or a qualification in the relevant subject area. Suitable teaching qualifications include:

o Level 3 or 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (QCF) or above

o Level 3 Education and Training (QCF) or above o Diploma or Certificate in Education o Bachelors or Masters Degree in Education

Assessors should have an assessor qualification or evidence of recent relevant experience. Suitable assessor qualifications include:

o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 Assess Learner Performance using a Range of Methods o D32 Assess Learner Performance and D33 Assess Learner using Differing

Sources of Evidence o In addition, Assessors must hold a counselling qualification at Level 6 or

above, or have commensurate professional experience in a Supervisory role.

Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience. Suitable internal verification qualifications include:

o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF)

o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF)

o V1 Conduct Internal Quality Assurance of the Assessment Process o D34 Internally Verify the Assessment Process o In addition, IVs must hold a counselling qualification at Level 6 or above, or

have commensurate professional experience.

How the Qualification is Assessed Mapped to Ofqual General Conditions of Recognition: E3.2i

To be awarded the qualification, learners must provide evidence of achievement of all the assessment criteria for all the units specified in the rules of combination (see Section 2 for guidance on rules of combination). Assessment of this qualification is through completion of two types of assessment tasks: a research proposal and dissertation.

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The Assessment Pack in Appendix 1 details the assessment tasks. Within this pack, mandatory assessment tasks and Record of Learner Achievement forms are available for centres. For more detailed guidance on working with AIM Awards qualifications, please refer to the Being an AIM Awards Centre document available on the website.

Recognition of Prior Learning (RPL) is a process of assessing and validating learning or achievement that has not been certificated or accredited previously towards the qualification being studied. Credit Transfer allows for previously accredited achievement from within the Qualification and Credit Framework (QCF) to count towards another qualification, where it is allowed as an equivalency within the new qualification, or where the learner has already achieved unit(s) belonging to that qualification. A maximum of 70% of a qualification can normally be achieved through equivalency (credit transfer). At least 30% should be gained through new learning. The Tutor or Assessor should carry out an effective interview and initial assessment of learners to establish their previous qualifications and experience. Funding may be affected if a learner achieves more than 50% of the assessment through RPL. Please refer to the AIM Awards website for more information.

Methods of Assessment All assessment tasks are transparent, fair, inclusive, reliable, rigorous, relevant and sufficient and allow learners to produce work that is authentic. Learners must be assessed in English in England, English or Welsh in Wales and English or Irish in Northern Ireland. Externally assessed research proposal Learners must complete a research proposal using the AIM Awards template (in the Assessment Pack in Appendix 1) to outline a viable and realistic research project. The proposal is externally assessed and must be submitted to AIM Awards by one of the set deadlines (see Section 4 for deadlines). Externally assessed dissertation Learners must complete a dissertation according to the assignment brief (in the Assessment Pack in Appendix 1). The dissertation is externally assessed and must be submitted to AIM Awards by one of the set deadlines (see Section 4 for deadlines).

Recognition of Prior Learning

http://aimawards.org.uk/home/how-to-become-a-recognised-centre/

http://aimawards.org.uk/aim-awards-centres/resource-centre-document-bank/centre-forms/

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Marking Tasks Mapped to Ofqual General Conditions of Recognition: H5.1/H5.2/H5.3/H5.4

Externally assessed assessments

AIM Awards Examiners will mark completed assessments. All Examiners are trained and their work is quality assured by AIM Awards Lead Examiners.

Reasonable Adjustments Mapped to Ofqual General Conditions of Recognition H5.2

Reasonable adjustments are adjustments made to an assessment for a qualification so as to enable a learner to demonstrate their knowledge, skills and understanding. The nature of any reasonable adjustments depends on the particular requirements as well as on the qualification and assessment methods. Reasonable adjustments are generally not appropriate where the learner’s particular difficulty directly affects performance in the actual attributes to be assessed. For externally marked assessments If reasonable adjustments are required for learners taking externally marked assessments, the centre must gain approval from AIM Awards prior to the date of submission: 1. The Tutor should complete and submit a Request for Reasonable Adjustments Form for

each learner with supporting evidence to AIM Awards at least 14 days before the planned submission date

2. AIM Awards will confirm receipt of the form within 2 working days 3. AIM Awards will consider the application and give a decision within 10 working days of

receipt. AIM Awards will inform the centre if we will be unable to reach a decision in this timescale.

Types of evidence acceptable:

Educational Psychologist’s report – must be current/valid within two years of the date of the examinations

Specialist teachers assessment report - must be current/valid within two years of the date of the examinations

Medical letter – must be specific AND recommend, in detail, the support being requested. For a long term physical/medical condition which is not going to change i.e. hearing/visual impairment – a letter form a doctor/optician or hospital report is acceptable in most cases. A condition which is not permanent, but will not go away, will require a new letter confirming the diagnosis each academic year.

Further details are provided in our Reasonable Adjustments and Special Considerations document available on the AIM Awards website.

Special Considerations

Special consideration is consideration to be given to a learner who has temporarily experienced:

an illness or injury, or


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some other event outside of their control which has had or is reasonably likely to have had an effect on their ability to take an assessment or on their level of attainment in an assessment. Special consideration is not appropriate for a minor illness or a minor disturbance. It may not be possible to apply special consideration where an assessment requires the learner to demonstrate practical competence. In some circumstances it may be more appropriate to offer the learner an opportunity to take the assessment at a later date rather than apply special considerations. 1. The Head of Centre should complete and submit a Request for Special Consideration

Form for each learner requesting special consideration with supporting evidence, which may include medical/psychological evidence or a statement from the Tutor/Verifier to AIM Awards no later than 24 hours after the submission date

2. AIM Awards will confirm receipt of the form within 2 working days 3. AIM Awards will consider your application and give a decision within 10 working days of

receipt. AIM Awards will inform the centre if we are unable to reach a decision in this timescale.

Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website.

Malpractice/Maladministration

Confidentiality of assessments and learner work must be maintained at all times. Centres must ensure that the instructions set out in this document are followed and inform AIM Awards of any potential breach of confidentiality. Further details on Malpractice can be found on the AIM Awards website here.

AIM Awards Qualification Standardisation

Centres will be required to provide samples of assessment tasks for AIM Awards qualification standardisation activity. Qualification standardisation is a process that promotes consistency in the understanding and application of standards and provides AIM Awards with important information for the qualification review process. It is a requirement of the Centre Agreement that centres offering units from the qualification must contribute assessment materials and learners’ evidence for standardisation if requested. AIM Awards will write to you to request samples if necessary. Outcomes from qualification standardisation will be made available to those centres using that qualification.


http://aimawards.org.uk/aim-awards-centres/resource-centre-document-bank/centre-handbook/

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Section 4 Operational Guidance

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Section 4 Operational Guidance

Offering the Qualification

Centres wishing to offer this qualification must be an AIM Awards recognised centre. New centres can apply to become a centre using the Centre Recognition Application Process on our website or by contacting the AIM Awards office. We can advise centres on the best and most efficient methods for offering this qualification. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and all centres will have an allocated Customer Support Officer to support them.

Approval to Offer the Qualification

Centres wishing to offer this qualification must complete and submit a Qualification Approval Request on the AIM Awards website. Some qualifications require that centres have specific resources in place and/or that their Assessors/ Internal Verifiers hold certain qualifications. Where this is the case, centres must provide evidence of resources/staff qualifications when completing the Qualification Approval Request.

Fees and Charges

The AIM Awards Fees and Charges Brochure includes all qualification charges and is available on our website. Please note that registrations will not be processed if centre fees have not been paid.

http://aimawards.org.uk/aim-awards-centres/fees-pricing/

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Registration and Certification A summary of the registration and certification process for this qualification is shown below:

Centre decides to run AIM Awards qualifications. Centre

ensures appropriate resources are in place

Centre staff

Centre applies for Centre RecognitionCentre staff

Centre is recognised. Centre applies for Qualification

ApprovalCentre staff/Quality Officer

Qualification Approval granted

Quality Officer

Learners registered on qualification within timelines

Centre Administrator

Certificates issued once exam passed and internally

assessed work approved by External Verifier

Customer Support Officer

Externally assessed work completed according to

assessment packLearners

Externally assessed work and record of learner

achievement submitted to AIM Awards office

By 21st January or by 21st June

Externally assessed work marked. Results issued with

examination results Within 2 months of deadline

Centre applies for any required reasonable

adjustments for externally assessed coursework

At least 14 days before deadline

Enquires about results madeCentre

Within 28 working days of results

Externally Marked Coursework

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Once centres have approval to offer the qualification, they will be able to register learners via the AIM Awards Online Portal. Centre staff will need to set up accounts in order to use the Portal to carry out administration of the centre. An allocated Customer Support Officer will guide centres through this process.

The centre registers learners onto the correct qualification via the Portal within the following timescales:

o Short Courses - Courses of 15 weeks or less. Registrations must be received within 25 working days of the start date of the course or before the chosen examination cut-off date (21st October or 21st March)

o Long Courses - Courses over 15 weeks. Registrations must be received within 60 working days of the start date of the course or before the chosen examination cut-off date (21st October or 21st March)

Externally Marked Coursework

Centres must check whether any Reasonable Adjustments are required for any learners and seek approval from AIM Awards at least fourteen working days before the intended submission date (see here for further information)

Once externally marked work has been completed according to the Assessment Pack (Appendix 1): Externally marked coursework must be sent by registered post to AIM Awards by the deadline dates for the chosen series for the year:

For the January series, coursework must be returned to the allocated AIM Awards Customer Support Officer by 21st January

For the June series, coursework must be returned to the allocated AIM Awards Customer Support Officer by 21st June

The coursework must be accompanied by the completed Record of Learner Achievement for the unit covered which must be signed by the learner to declare it is their own work (see Appendix 1).

The package must be sent by special delivery or courier and centres must retain confirmation of posting

AIM Awards Examiners will mark completed submissions. All Examiners are trained and their work is quality assured by AIM Awards Lead Examiners

AIM Awards will issue certificates of achievement to the centre within the published deadlines

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All enquires must be made within 28 working days of the issuing of the results and it is therefore vital for centres to pass on the results to learners straight away.

Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved by the published deadlines. Learners that have not achieved a qualification will be issued with a unit certificate with details of any units and credits achieved.

Resubmissions of Externally Marked Coursework

Learners who do not achieve a pass in the externally marked coursework are eligible to be entered for a resubmission. Resubmissions should be entered for the next assessment series (January and June) to allow for further teaching and learning activities to take place at the centre. Centres must enter learners onto a series using a Paper Order Form downloaded from the AIM Awards Portal.

o For those entering coursework in the January series, completed Paper Order Forms must be returned to the allocated AIM Awards Customer Support Officer by 21st October

o For those entering coursework in the June series, completed Paper Order Forms must be returned to the allocated AIM Awards Customer Support Officer by 21st March

o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy

The AIM Awards Fees and Charges Brochure includes details on resubmission charges and is available on our website.

http://aimawards.org.uk/aim-awards-centres/fees-pricing/

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Charges

Section 5 Appendices

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Appendix 1 – Assessment Pack 24

Appendix 2 – QCF Level Descriptors 48

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APPENDIX 1

ASSESSMENT PACK

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AIM Awards Level 6 Diploma in Psychotherapeutic Counselling Informed by Research (QCF) Qualification

Specification V4

AIM Awards Level 6 Diploma in Psychotherapeutic Counselling (Informed by Research) (QCF)

Assessment Pack

2016 - 2017 Learner Name:

Learner Number:

Course:

Tutor:

Learner Signature:

Date Started:

Date Completed:

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Specification V4

Contents How this qualification is assessed ....................................................................................................................... 27

Mandatory: Research in Counselling (Level 5) .................................................................................................... 33

Record of Learner Achievement ..................................................................................................................... 33

Assignment Brief ............................................................................................................................................. 34

Mandatory: Counselling Research Dissertation (Level 6) ................................................................................... 37

Record of Learner Achievement ..................................................................................................................... 37

Assignment Brief ............................................................................................................................................. 38

Research Proposal Template .............................................................................................................................. 42

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Specification V4

How this qualification is assessed This qualification consists of two mandatory units. A grid showing an overview of the assessments for the qualification, followed by the assignment tasks is shown below. Each assignment must be passed in order to achieve the unit. Please refer to Section 2 of the qualification specification on how to achieve the full qualification.

Mandatory Units – Learners must achieve all of the units below by completing the required assignments.

Unit Assessment

Title Reference Number

Level Credit Value

Method Task Size Page

Research in Counselling K/506/3130 5 15 Externally

marked Research Proposal

2,500-3,000 words

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Counselling Research Dissertation

M/506/3131 6 39 Externally

marked Dissertation

10,000-12,000 words

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The Tutor/Assessor will go through the assignments with the learner to ensure they understand how to complete them. It is essential that assignments are completed on time and that they meet the Assessment Criteria at the correct level.

All written assignments have a word count, which must be adhered to. Learners should state the word count at the end of the tasks.

Deadlines Externally marked tasks and examinations have strict deadlines that will be issued to centres. Deadlines for internally marked tasks may be set by the centre and must be clearly communicated to learners on the assessment tasks.

Externally Marked Learner Work Externally marked learner work must be sent by post to AIM Awards by the deadline dates for the chosen

examination series for the year: 21st January

21st June

The work must be accompanied by the completed Record of Learner Achievement for the unit covered which must be signed by the learner to declare it is their own work

The package must be sent by special delivery or courier and centres must retain confirmation of posting

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Specification V4

Achievement of the externally marked learner work will be confirmed at the same time as confirmation of examination results

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Types of assessment

Research Proposal Externally set task Externally assessed

Guidance:

Complete a research proposal on the AIM Awards template.

Anonymity

Ensure that if the research involves clients or counselling agencies or other organisations, that appropriate steps are taken to ensure that third parties are protected and are neither identified nor identifiable within the text of your proposal.

It is strongly recommended that you consult the BACP’s Ethical Guidelines for Researching Counselling and Psychotherapy or the British Educational Research Association’s Ethical Guidelines for Educational Research at an early stage in your formulation of the proposal (see resources section to see how you can access these).

Write within the stated word limit

Observe the maximum word limit including quotations but excluding the reference list

Clearly identify direct quotations from appropriate texts

For assessment purposes, the maximum word limit will be strictly applied and is carefully monitored by the examiner. In the event that you exceed this, the examiner will only consider the words leading up to the word limit.

Presentation

Use the template provided on A4 paper

Word-processed or typed with double spacing using one side only

Choose an easy to read font (e.g. Times New Roman, Verdana or Comic Sans MS)

Use font size 12

Number each page on the bottom right hand corner

Leave margins of at least 12mm (½ inch) on both sides of each page

Secure the pages in order with a single staple in the top left hand corner. Please do not submit your work in files, plastic pockets or other binding. Work which is not suitably held together will be returned to the centre unmarked

A reference list is to be included as an appendix

State the number of words used, including quotations but excluding the reference list

You must NOT include additional material e.g. supervisor’s reports, consent forms, etc

You only have a finite number of words to work with (including any quotations that you may use in your proposal) and you are going to have to be very selective in communicating the essence of your research project. The examiners will be looking for a proposal that gives a good indication that a viable and realistic dissertation could be produced from it. You will be awarded a pass if your work evidences achievement of all the assessment criteria at the appropriate level.

30 AIM Awards Level 6 Diploma In Psychotherapeutic Counselling Informed By Research (QCF) Qualification Specification V4

© AIM Awards 2014

Dissertation Internally agreed task Externally assessed

Guidance:

Planning and supervision

Your first task is to identify and contract with an academic supervisor/s who will support you with the project. You should send them a copy of your research proposal and arrange a tutorial to discuss the proposal and plan for the project. It’s recommended to attend research workshops e.g. referencing, writing a literature review, ethics, writing workshops etc as available in your centre/area. Presenting some aspect of the research process to your peers for comment can often throw new insights or identify potential problems that you haven’t seen.

Keep a research journal and a log of both academic and clinical supervision processes as you go along. These will be invaluable in locating research ideas, participants and in the writing up stage.

In planning it’s a good idea to work backwards from your submission deadline. The key tasks for bringing the project to completion are:

identifying sources for the literature review

identifying research participants, if appropriate

writing a first draft of your literature review ( it’s recommended to have another tutorial with your academic supervisor/s at this point)

choosing a research methodology

contacting participants, gain consent and gather data, and agree anonymity and storage protocols for their data

organising and analysing your material (note if you are interviewing participants and transcribing the interviews you should allow a factor of between x6 and x10 to do this i.e. a 1 hour recording will take between 6 and 10 hours to transcribe depending on how fast you type)

writing up

redrafting / checking / proofreading

Ethics and ensuring participants anonymity

Ensure that if the research involves clients or counselling agencies or other organisations, that appropriate steps are taken to ensure that third parties are protected and are neither identified nor identifiable within the text of your proposal. It is strongly recommended that you consult the BACP’s Ethical Guidelines for Researching Counselling and Psychotherapy or the British Educational Research Association’s Ethical Guidelines for Educational Research at an early stage in your formulation of the proposal. You must know about and communicate to your supervisor(s) and participants the ethics application process together with developing Participant Information Sheets (PIS) and Consent Forms.

Write within the stated word limit

Observe the maximum word limit, including quotations but excluding the reference list

Clearly identify direct quotations from appropriate texts

For assessment purposes, the maximum word limit will be strictly applied and is carefully monitored by the examiner. In the event that you exceed this, the examiner will only consider the words leading up to the word limit

Presentation

Use A4 size paper only


© AIM Awards 2014

Word-processed or typed with double spacing using one side only

Choose an easy to read font (e.g. Times New Roman, Verdana or Comic Sans MS)

Use Font size 12

Number each page on the bottom right hand corner

Leave margins of at least 12mm (½ inch) on both sides of each page

Secure the pages in order in suitable soft binder/folder. In selecting the folder remember that it has to be posted – soft and lightweight folders are ideal NOT ring binders or lever arch files. Work which is not suitably held together will be returned to the centre unmarked

A reference list is to be included as an appendix

State the number of words used, including quotations but excluding the reference list

You must NOT include additional material e.g. supervisor’s reports, Consent Forms, etc

The examiners will be looking for a dissertation that gives a good indication that a viable and realistic piece of research has been conducted with appropriate links to what has gone before in the selected area in addition to careful attention to both research methodology and ethics. You will be awarded a pass if your work evidences achievement of all the assessment criteria at the appropriate level.

TOP Tips for surviving a dissertation:

1. Have a plan B – expect and anticipate! The project is unlikely to follow the plan you laid down in your research proposal and you can't predict all the things that might intervene, so build in some extra time for "catching-up". Also be aware that mechanical tasks like sorting the bibliography and proofreading will take longer than you think. Computers and printers, tape recorders and other equipment will break down or run out of paper/ink just when you need them most.

2. It’s a BIG (and scary) piece of work! Everyone sets off thinking that they won’t have ‘enough words’ at the end. Most people end up with far too many! See each chapter as an essay in its own right (structure it like you would an essay introduction/main body/ conclusion) – the final dissertation is really a series of linked essays each having it’s own place and purpose but each contributing to a final substantive piece of writing that conveys your knowledge and understanding of a specific area of counselling through extended reading and some independent empirical research.

3. It’s so BIG (and difficult to know where to start)! You don't have to start with the introduction – start at the chapter that seems the easiest to write – this would probably be the literature review. But you decide what will suit your ways of working best - then do it. It’s definitely worth doing the abstract last of all.

4. Keep control! Write chapters knowing that they will need re-drafting – don’t spend too long really crafting them at the start. Write a chapter and save your work as you write at regular intervals. Once you have a first draft of a chapter, save it but use a form of version control in the filename (e.g. Introduction v1). E-mail the first draft to yourself on a web based e-mail account – if your computer dies mid-project all is not lost! After a few days read the first draft of the chapter – re-draft it and re- e-mail it to yourself as version 2. Move on to another chapter.

5. Stay within your limits! Be ruthless and don't write anything that isn't relevant. It's often easier to add information, than have to cut down a long chapter that you've slaved over for hours.

6. Avoid burning the midnight oil (oh and plagiarism!) Start a word document with the title “References” as soon as you have written your first sentence that has paraphrased a source or directly quoted from one – in this file put the details of your source – for example:

Bond, T. (2009) Standards and Ethics for Counselling in Action (3rd Ed). London: Sage.

Jenkins, P. (2002) Legal Issues in Counselling & Psychotherapy. London: Sage.

Let’s say the next two sources you use are:


© AIM Awards 2014

Joseph, S. (2011) What Doesn’t Kill Us: The new psychology of posttraumatic growth. New York: Piatkus.

So Bond is above Jenkins’s and Joseph goes below – if you keep the document you are writing and references open at the same time you can ‘slot’ in each one as you go. That way you won’t miss any – it will save you a lot of time and effort at the end going through your final draft and if you have taken the source materials back to the library having to make another trip. Don’t forget though to click save on both the documents the one that contains the chapter you are working on AND the references before you switch off your computer.

Tracking Learner work Each assessment task will identify the Assessment Criteria that it covers. Submissions must evidence achievement of those Assessment Criteria and Assessors must mark work against them. For each unit, there is a Record of Learner Achievement where Assessors must tick to identify whether the Assessment Criteria have been met and sign to confirm the unit has been achieved. Summative feedback to learners should be provided on this sheet containing feed-forward guidance for how to complete future submissions. The completed Records of Learner Achievement must be presented alongside the learner marked work for internal and external verification. If opportunities for Recognition of Prior Learning (RPL) have been identified, then the evidence to support the claim for RPL must be submitted along with a completed RPL and Credit Transfer Form to the External Verifier.

Each Record of Learner Achievement identifies which assessment criteria are covered by each task:

Blank boxes identify Assessment Criteria mapped to that task and therefore should be ticked when the learner has achieved each criteria

Dark grey boxes are not mapped to that task and should be ignored

Light grey boxes with the word “external” signify that the criteria is covered by an externally marked assessment.


© AIM Awards 2014

Mandatory: Research in Counselling (Level 5) Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED

The learner will: The learner can: Research Proposal

1. Understand the field of counselling research

1.1. Review and evaluate key aspects of counselling research

1.2. Critically compare research studies

2. Understand the contribution of the research literature to an intended research proposal

2.1. Identify, as an intended research proposal, a specific topic of interest

2.2. Conduct a literature search on the specific topic of interest

2.3. Develop a literature review demonstrating the current body of knowledge on the specific topic of interest

3. Understand the contribution of research methodologies to an intended research proposal

3.1. Identify research methodologies relevant to the specific topic of interest

3.2. Develop an awareness of the importance of data collection in the production of a research proposal

3.3. Identify the impact of researcher positioning on the research proposal

4. Understand the ethical implications of the proposed research

4.1. Identify relevant ethical guidelines

4.2. Clarify the ethical implications of the intended research proposal

Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced.

Learner Date


© AIM Awards 2014

Assignment Brief

Qualification: AIM Awards Level 6 Diploma in Psychotherapeutic Counselling (Informed by Research) (QCF)

Unit(s) covered: Research in Counselling L5

Assessor:

Assignment Title: Research Proposal Unit Assignment No.:

1 / 1

Date Brief Set: Submission Date (Winter):

21st January 2015

Submission Date (Summer):

21st June 2015

Why are we doing this?

A research proposal should clearly define the topic that you are interested in studying, as well as providing an indication that you have begun to identify and develop an interesting and original research question in relation to that topic. In your proposal, you therefore need to demonstrate that:

you understand the area in which you plan to undertake research

you are able to identify an interesting and original research question

you have some understanding of how to conduct research

Tasks

To complete this assignment you will need to complete the following tasks:

Task Type of Evidence

Assessment Criteria

You must write a research proposal covering the following five areas using the template provided. You must ensure that your submission covers the Assessment Criteria referenced. You are encouraged to identify on your work where each Assessment Criteria is covered.

Research Proposal, 2,500 to 3,000 words

1. Proposed area of research In this section you should:

provide an introduction to the proposal

identify the subject for research in terms of theoretical issues and relevant applications to the field of counselling

briefly define the topic you are interested in

show you understand your research area

(approx 600 words)

2.1


© AIM Awards 2014

2. Importance of this research and the possible contribution to the field In this section you should:

indicate on how you envisage your research will contribute to debates/discussions in counselling

consider how this research has been influenced by your own positioning on the topic – your impetus for the study

identify potential areas of bias and selective use of existing research data

(approx 600 words)

1.1, 3.3

3. Proposed topic/research questions/ethical considerations In this section you should:

clearly identify the topic that you propose to research

consider different ways of obtaining the information you need

develop one or two RESEARCH QUESTIONS that give the reader a clear sense of what the intended research will generate in terms of knowledge (for self and/or others) and practice (for self and/or others)

consider the ethical implications of the research and safeguarding of participants and how you propose to obtain consent

(approx 600 words)

3.1, 4.1, 4.2

4. Relevant Literature on the topic/research area In this section you should summarise:

relevant literature and theories relating to your proposed research area

major lines of argument that have been developed

ideas and findings of key researchers working on your topic The information in Appendix 1 will also demonstrate to the examiners your grasp of the relevant literature.

(approx 600 words)

1.2, 2.2, 2.3

5. Research methodology and data collection methods In this section you should:

indicate the research methods you will use and why

indicate the form and location of any empirical work you plan to undertake

where you might collect any relevant data:

outline the sources of information you might need

comment on the geographical area in which the study will take place – what are the advantage and disadvantages of this choice?

discuss the subjects of your research – individuals? Groups? Counselling agencies? And why?

(approx 600 words)

3.1, 3.2

APPENDIX 1 : References and Overview of Literature in the Field Most research develops from previous work – it is important therefore to indicate to the examiners that you have a grasp of the relevant literature that informs your development of the research ideas. This section will also be used to assess objective. It is important to list those key works relevant to your research that you have read and can comment on with authority. Be sure to list the books you have used and cited within the study as well. Be careful to avoid reference list ‘padding’ – the sources must be directly relevant to your study


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APPENDIX 2: Proposed time scale of events In this section you should: Estimate in terms of number of weeks or months how long you expect to be involved in:

the Literature Search

training in research methods and analysis of data (if necessary)

pilot study and analysis

identification of respondents

fieldwork (data collection)

transcription of interviews (if appropriate ) generally length of interview x6 -10 i.e. a one hour interview will take 6-10 hours to transcribe

analysis of data and planning of writing up

final analysis of data

writing up of dissertation

Guidance for assessment The style of writing is important as the proposal will not just be judged on the content. It is important to remember that the research proposal is your opportunity to convince the examiners that you have a sound grasp of an idea for a piece of research, key literature that may inform your study as well as an indication of how the data will be collected and analysed. It must look professional and scholarly. The word limits in brackets are for guidance only to help you manage the work within the overall limit of 3000 words and address all the assessment criteria. The headings on the template MUST BE USED. Your completed proposal must not exceed the pages on the template (excluding the appendices).

Resources

Bond, Tim (2004) Ethical guidelines for researching counselling and psychotherapy. Rugby: BACP.

Free copies can be downloaded from:

http://www.bacp.co.uk/research/ethical_guidelines.php

British Educational Research Association (2011) Ethical Guidelines for Educational Research London: BERA.

http://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2011

How you will be marked

You must submit your work to your centre who will submit it for external marking. To pass this assignment you must meet all of the Assessment Criteria below.

No. Assessment Criteria

1.1 Review and evaluate key aspects of counselling research

1.2 Critically compare research studies

2.1 Identify, as an intended research proposal, a specific topic of interest

2.2 Conduct a literature search on the specific topic of interest

2.3 Develop a literature review demonstrating the current body of knowledge on the specific topic of interest

3.1 Identify research methodologies relevant to the specific topic of interest

3.2 Develop an awareness of the importance of data collection in the production of a research proposal

3.3 Identify the impact of researcher positioning on the research proposal

4.1 Identify relevant ethical guidelines

4.2 Clarify the ethical implications of the intended research proposal




© AIM Awards 2014

Mandatory: Counselling Research Dissertation (Level 6) Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED

The learner will: The learner can: Dissertation

1. Understand the field of counselling research

1.1. Review and evaluate key aspects of counselling research relevant to a specific topic of interest

1.2. Critically compare research studies on the specific topic of interest

2. Understand the contribution of the research literature to an intended research proposal

2.1. Identify, as an intended research project, a specific topic of interest

2.2. Conduct a literature search on the specific topic of interest

2.3. Develop a literature review demonstrating the current body of knowledge on the specific topic of interest

3. Understand the contribution of research methodologies to an intended research proposal

3.1. Identify research methodologies relevant to the specific topic of interest

3.2. Select research methodologies relevant to the specific topic of interest

3.3. Conduct data collection and analysis relevant to the specific topic of interest

3.4. Review and discuss the outcomes of the data collected

4. Understand the ethical implications of the proposed research

4.1. Identify relevant ethical guidelines

4.2. Clarify the ethical implications of the intended research project

4.3. Identify researcher reflexivities and potential sources of bias

Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced.

Learner Date


© AIM Awards 2014

Assignment Brief

Qualification: AIM Awards Level 6 Diploma in Psychotherapeutic Counselling (Informed by Research) (QCF)

Unit(s) covered: Counselling Research Dissertation L6

Assessor:

Assignment Title: Dissertation Unit Assignment No.:

1 / 1

Date Brief Set: Submission Date (Winter):

21st January 2015

Submission Date (Summer):

21st June 2015

Why are we doing this?

A dissertation is the culmination of your study of you chosen area, allowing you to explore your research and develop your opinion. Your research dissertation is developed from your Research Proposal assessment. In the writing up of your dissertation you should:

clearly define the topic that you are interested in

identify, develop and investigate research question(s) in relation to that topic

show your understanding of the theoretical basis of your topic

identify previous research on the topic of interest

show your understanding of how to conduct research – including selection of methodology, data collection and analysis

clearly demonstrate how the research carried out was conducted ethically show your understanding of the importance of research reflexivities


© AIM Awards 2014

Tasks

To complete this assignment you will need to complete the following tasks:

Task Type of Evidence

Assessment Criteria

You must write a dissertation based on your research proposal. In a work of this size, attention to structure and signposting the reader by the use of appropriate chapter and section headings/subheadings is paramount and will also help you to manage the work as you proceed. The tasks below provide a framework for your dissertation. You must ensure that your submission covers the Assessment Criteria referenced. You are encouraged to identify on your work where each Assessment Criteria is covered.

Dissertation, 10,000 to 12,000 words

1. Abstract

(approx. 600 words)

2. Introduction In this section you should:

provide an introduction to the proposed topic of interest

identify in summary terms the subject for research in terms of theoretical issues and relevant applications to the field of counselling

briefly define the topic you are interested in

indicate on how you envisage your research will contribute to debates/discussions in counselling

consider how this research has been influenced by your own positioning on the topic – your impetus for the study

identify one or two RESEARCH QUESTIONS that give the reader a clear sense of what the intended research will generate in terms of knowledge (for self and/or others) and practice (for self and/or others)

(approx. 1200 words)

2.1

3. Literature Review In this section you should summarise:

relevant literature and theories relating to your proposed research area

major lines of argument that have been developed

ideas and findings of key researchers working on your topic

(approx. 2000 to 2500 words)

2.2, 2.3

4. Methodology and data collection methods In this section you should:

indicate the research methods you have used and why

indicate the form and location of any empirical work you plan to undertake

where you have collected any relevant data

comment on the geographical area in which the study will take place – what are the advantages and disadvantages of this choice?

discuss the subjects of your research – individuals? Groups? Counselling agencies? Why?

indicate any limitations to the methodology/ any inherent bias

comment on the ethical issues in the research


3.1, 3.2, 4.1, 4.2


© AIM Awards 2014

5. Results and Analysis In this section you should:

clearly state what the outputs of the research method has been

discuss any unforeseen events

consider both the reliability and validity of your data

show how you have analysed the data

communicate any untoward effects of the analysis on the raw data

present the analysed data


3.3

6. Discussion In this section you should:

describe patterns and themes in your analysed data as well as highlighting any significant or critical ‘results’ that lie outside the general pattern

speculate on the implications of these patterns and themes

make clear links between the output from your research and your literature review – similarities/ differences

consider implications for practice both for yourself and others

consider the constraints of the research and any limitations

make suggestions for further research


1.1, 1.2, 3.4

7. Conclusion In this section you should summarise:

the research in terms of theoretical issues and relevant applications to the field of counselling

how your research will contribute to debates/discussions in counselling

review how this research has been influenced by your own positioning on the topic – your impetus for the study

consider how the RESEARCH QUESTIONS have been answered or not (and if not what new lines of enquiry you would follow up on)

(approx. 1200 words)

4.3

Guidance for assessment The style of writing is important. It is important to remember that the research dissertation is your opportunity to convince the examiners that you have a sound grasp of an idea for a piece of research, key literature that may inform your study as well as an indication of how the data was collected and analysed. It must look professional and scholarly (accurate referencing is crucial). The word limits in brackets are for guidance only to help you manage the work within the overall limit of 10- 12,000 words and address all of the assessment criteria.

Resources

Bond, Tim (2004) Ethical guidelines for researching counselling and psychotherapy. Rugby: BACP.

Free copies can be downloaded from: http://www.bacp.co.uk/research/ethical_guidelines.php

British Educational Research Association (2011) Ethical Guidelines for Educational Research London: BERA.





© AIM Awards 2014

How you will be marked

You must submit your work to your centre who will submit it for external marking. To pass this assignment you must meet all of the Assessment Criteria below.

No. Assessment Criteria

1.1 Review and evaluate key aspects of counselling research relevant to a specific topic of interest

1.2 Critically compare research studies on the specific topic of interest

2.1 Identify, as an intended research project, a specific topic of interest

2.2 Conduct a literature search on the specific topic of interest

2.3 Develop a literature review demonstrating the current body of knowledge on the specific topic of interest

3.1 Identify research methodologies relevant to the specific topic of interest

3.2 Select research methodologies relevant to the specific topic of interest

3.3 Conduct data collection and analysis relevant to the specific topic of interest

3.4 Review and discuss the outcomes of the data collected

4.1 Identify relevant ethical guidelines

4.2 Clarify the ethical implications of the intended research project

4.3 Identify researcher reflexivities and potential sources of bias


© AIM Awards 2014

Research Proposal Template Learner Name:

Unique Learner Number:

Course:

Centre:

Proposed area of research (600 words)


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Importance of this research and the possible contribution to the field (600 words)


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Proposed topic/research questions/ethical considerations (600 words)


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Relevant Literature on the topic/ research area (600 words)


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Research methodology and data collection methods (600 words)


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APPENDIX 1 : REFERENCES AND OVERVIEW OF LITERATURE IN THE FIELD

Insert content here

APPENDIX 2: PROPOSED TIME SCALE OF EVENTS

Insert content here

50

APPENDIX 2

QCF LEVEL DESCRIPTORS

Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

http://www.ofqual.gov.uk/


© AIM Awards 2014

Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 5 Achievement at level 5 reflects

the ability to identify and use

relevant understanding, methods

and skills to address

broadly-defined, complex

problems. It includes taking

responsibility for planning and

developing courses of action as

well as exercising autonomy and

judgement within broad

parameters. It also reflects

understanding of different

perspectives, approaches or

schools of thought and the

reasoning behind them.

Use practical, theoretical or

technological understanding to find

ways forward in broadly-defined,

complex contexts

Analyse, interpret and evaluate

relevant information, concepts and

ideas

Be aware of the nature and scope

of the area of study or work

Understand different perspectives,

approaches or schools of thought

and the reasoning behind them

Address broadly-defined, complex

problems

Determine, adapt and use

appropriate methods and skills

Use relevant research or

development to inform actions

Evaluate actions, methods and

results

Take responsibility for planning and

developing courses of action,

including, where relevant,

responsibility for the work of others

Exercise autonomy and judgement

within broad parameters


© AIM Awards 2014



the ability to refine and use

relevant understanding, methods

and skills to address complex

problems that have limited

definition. It includes taking


developing courses of action that

are able to underpin substantial

change or development, as well as

exercising broad autonomy and

judgement. It also reflects an

understanding of different

perspectives, approaches or

schools of thought and the

theories that underpin them

Refine and use practical, conceptual

or technological understanding to

create ways forward in contexts

where there are many interacting

factors

Critically analyse, interpret and

evaluate complex information,

concepts and ideas

Understand the context in which

the area of study or work is located

Be aware of current developments

in the area of study or work

Understand different perspectives,

approaches or schools of thought

and the theories that underpin

them

Address problems that have limited

definition and involve many

interacting factors

Determine, refine, adapt and use

appropriate methods and skills

Use and, where appropriate, de-

sign relevant research and

development to inform actions

Evaluate actions, methods and

results and their implications



are capable of under- pinning

substantial changes or

developments

Initiate and lead tasks and

processes, taking responsibility,

where relevant, for the work and

roles of others

Exercise broad autonomy and

judgement


© AIM Awards 2014


the ability to reformulate and use

relevant understanding,

methodologies and approaches to

address problematic situations

that involve many interacting

factors. It includes taking



initiate or underpin substantial

change or development, as well as

exercising broad autonomy and

judgement. It also reflects an

understanding of relevant

theoretical and methodological

perspectives, and how they affect

their area of study or work.

Reformulate and use practical,

conceptual or technological

understanding to create ways for-

ward in contexts where there are

many interacting factors

Critically analyse, interpret and

evaluate complex information,

concepts and theories to produce

modified conceptions

Understand the wider contexts in

which the area of study or work is

located

Understand current developments

in the area of study or work

Understand different theoretical

and methodological perspectives

Conceptualise and address

problematic situations that involve

many interacting factors

Determine and use appropriate

methodologies and approaches

Design and undertake research,

development or strategic activities

to inform the area of work or study,

or produce organisational or

professional change

Critically evaluate actions, methods

and results and their short- and

long-term implications



initiate or underpin substantial

changes or developments

Exercise broad autonomy and

judgement across a significant area

of work or study

Initiate and lead complex tasks and

processes, taking responsibility,

where relevant, for the work and

roles of others


© AIM Awards 2014


and how they affect the area of

study or work

55

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Documents

AIM Awards Level 6 Diploma in Psychotherapeutic ... · Psychotherapeutic Counselling (QCF). Knowledge will be gained of research methods, ethics approval processes and current literature