How can you support the people who need your service most effectively?
How can you work more collaboratively with your colleagues?
What counts as therapeutic support for children, young people, or older adults?
The BA course is the third year of the programme, consolidating your knowledge and expertise from the Foundation Degree and empowering you to take a more significant role in your agencies.
We combine theoretical seminars, practical workshops, work-place learning, and an opportunity to focus on a theme that inspires you most. Your first term concentrates on developing therapeutic techniques in working individually with children and adults, whilst your second involves in-depth study of the dynamics of organisations. This includes theory, workshop and observational elements.
In the summer term you select either a module on supervision and mentoring, enabling you to foster the skills and development of others in your agency; or a module on further developing your counselling skills.
Throughout the year, you will also be able to study an area of personal interest, engaging your curiosity under the expert guidance of our staff.
Accredited by the Association for Psychodynamic Practice and Counselling in Organisational Settings (APPCIOS).
What sets our teaching team apart is that each one blends clinical experience and expertise in their field with the academic rigour for which the Department of Psychosocial and Psychoanalytic Studies has such a reputation. You will be taught by lecturers who have years of experience working directly with troubled individuals and groups in specialist settings. This means they can draw upon not only the enduring academic tradition and the latest research in the field of psychoanalytic studies but also upon years of clinical experience as teachers, psychotherapists, and therapeutic community practitioners.
Mr Chris Tanner, Fd.A Course Director, brings many years of experience in special education and therapeutic communities, having held a number of leaderships and directorships roles in such organisations. He also works as an organisational consultant working across diverse sectors in the UK. He is a Specialist Member of the Ministry of Justice Health, Education and Social Care Tribunal. He has postgraduate qualifications in special education, psychoanalytic studies, and organisational consultancy.
Mrs Sue Kegerreis is both an adult and child and adolescent psychotherapist. Sue has published numerous journal papers and chapters including her book Psychodynamic Counselling with Children and Adolescents: An Introduction in 2010. Sue has a long career developing and teaching courses applying psychodynamic approaches to both clinical and non-clinical settings, and she is also a consultant offering clinical supervision.
Dr Chris Nicholson has some 15 years experience working in residential childcare and therapeutic communities. His PhD thesis concerned the effects of war trauma upon the literary works of Robert Graves. He is the primary author and editor of Children and Adolescents in Trauma: Creative Therapeutic Approaches published in 2010. Chris sits on the Advisory Board for Children and Young People at the Royal College of Psychiatrists’ Therapeutic Communities section. He speaks at both national and international conferences and teaches here as well as in Greece.
Mrs Arianna Pulsoni is a child and adolescent psychoanalytic psychotherapist. Arianna has worked in NHS and in schools. She is the lead on the wellbeing and counselling service in an international school. She has also worked with mother and baby refugees and she is doing a research on intergenerational family difficulties and parent work at the Tavistock Clinic. Arianna also works as a clinical supervisor and specialist consultant.
Dr Rodrigo Sanchez Escandon has worked for a variety of therapeutic organisations and children’s homes in Mexico City and Nairobi. He has also worked with homeless people for a number of years. In the UK he has worked as a therapist and clinical manager in the NHS. He is a registered psychoanalyst ( IPA,BPC, BPF) with over 10 years of experience in private practice.
Our Student Administrator, Alison Evans, who will help you with many of the arrangements and technical aspects of the course, has a fantastic reputation among our students as being particularly helpful and approachable.
You will experience a lively, informal environment with many possibilities to pursue your own interests:
At the Southend Campus, you also have access to the new Southend library and IT suite, as well as dedicated open and closed study areas and pods.
In undertaking this course you’ll study a range of psychoanalytic concepts - applying them to individuals, relationships and organisations, which will provide you with a unique perspective of why we are the way we are, on understanding others and knowing how to relate to them, which will make you suited for further clinical training, postgraduate study in different fields, or employment.
With around 80% of our students moving on to postgraduate study or employment, this course prepares you to move successfully into your own career path.
Key areas of employment for people with these skills include marketing, advertising, human resources, management, the media, care work, teaching or health care. Our recent graduates have gone on to work in a wide range of careers, including:
We also work with the University’s Student Development Team to help you find out about further work experience, internships, placements, and voluntary opportunities.
* Non-specialist higher education institutions with a survey population of at least 500.
“I never expected to develop such enthusiasm and passion for my chosen subject. I have acquired and built on a range of different skills, and by the end of my first year I had obtained paid employment within two separate organisations: a community interest company in Essex and a registered charity in Suffolk.”
David Bloomfield, FdA Therapeutic Communication and Therapeutic Organisation.
You should have passed the Foundation Degree in Therapeutic Communication and Therapeutic Organisations.
English language requirements for applicants whose first language is not English: IELTS 6.0 overall with minimum 5.5 in each component (or equivalent). Different requirements apply for second year entry.
We accept a wide range of other qualifications from applicants studying in the UK, EU and other countries. For further details about the qualifications that we accept, please e-mail us with information about the high school qualifications you have already completed or are currently taking.
We welcome applications from mature students, students interested in direct entry to the second year and students wishing to defer entry.
Please note that a satisfactory enhanced DBS check will be required prior to starting any placement(s) for this course. This will be organised by the University. A satisfactory Overseas Criminal Record Check/Local Police Certificate is also required, in addition to a DBS Check, where you have lived outside of the UK in the last 5 years for 6 months or more.
We accept a wide range of qualifications from applicants studying in the EU and other countries. Get in touch with any questions you may have about the qualifications we accept. Remember to tell us about the qualifications you have already completed or are currently taking.
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Our research-led teaching is continually evolving to address the latest challenges and breakthroughs in the field. The following modules are based on the current course structure and may change in response to new curriculum developments and innovation.
We understand that deciding where and what to study is a very important decision for you. We’ll make all reasonable efforts to provide you with the courses, services and facilities as described on our website. However, if we need to make material changes, for example due to significant disruption, or in response to COVID-19, we’ll let our applicants and students know as soon as possible.
Components are the blocks of study that make up your course. A component may have a set module which you must study, or a number of modules from which you can choose.
Each component has a status and carries a certain number of credits towards your qualification.
|Status||What this means|
||You must take the set module for this component and you must pass. No failure can be permitted.
|Core with Options
||You can choose which module to study from the available options for this component but you must pass. No failure can be permitted.|
||You must take the set module for this component. There may be limited opportunities to continue on the course/be eligible for the qualification if you fail.|
|Compulsory with Options
||You can choose which module to study from the available options for this component. There may be limited opportunities to continue on the course/be eligible for the qualification if you fail.
||You can choose which module to study from the available options for this component. There may be limited opportunities to continue on the course/be eligible for the qualification if you fail.|
The modules that are available for you to choose for each component will depend on several factors, including which modules you have chosen for other components, which modules you have completed in previous years of your course, and which term the module is taught in.
Modules are the individual units of study for your course. Each module has its own set of learning outcomes and assessment criteria and also carries a certain number of credits.
In most cases you will study one module per component, but in some cases you may need to study more than one module. For example, a 30-credit component may comprise of either one 30-credit module, or two 15-credit modules, depending on the options available.
Modules may be taught at different times of the year and by a different department or school to the one your course is primarily based in. You can find this information from the module code. For example, the module code HR100-4-FY means:
The department or school the module will be taught by.
In this example, the module would be taught by the Department of History.
|The module number.||
The UK academic level of the module.
A standard undergraduate course will comprise of level 4, 5 and 6 modules - increasing as you progress through the course.
A standard postgraduate taught course will comprise of level 7 modules.
A postgraduate research degree is a level 8 qualification.
The term the module will be taught in.
£9,250As part of your course, you’re required to undertake work-based observations and attend a conference. You may incur associated travel costs.
£18,585As part of your course, you’re required to undertake work-based observations and attend a conference. You may incur associated travel costs.
If you are interested in applying for this course you will need to complete our online application form. If you have any questions please contact email@example.com for further information on how to apply.
If you are an undergraduate student residing in the UK who has received an offer to study with us in October 2023, you will receive an email invitation to book onto one of our Applicant Days. Our Colchester Campus Applicant Days run from February to May 2023 on various Wednesdays and Saturdays, and our Southend Campus Applicant Days run from March to June 2023 on various weekdays and Saturdays. Applicant Days provide the opportunity to meet your department, tour our campus and accommodation, and chat to current students. We appreciate that travelling to university events can be expensive. This is why we have increased our Applicant Day Travel Bursary cap, allowing you to claim up to £150 as reimbursement for travel expenses. For further information about Applicant Days, including Terms and Conditions and eligibility criteria for our Travel Bursary, please visit our Applicant Days webpage.
If you are an overseas offer-holder, you will be invited to attend one of our virtual events. However, you are more than welcome to join us at one of our in-person Applicant Days if you are able to, so if you’d like to book a place, please contact our Applicant Day Team at firstname.lastname@example.org
Home to 15,000 students from more than 130 countries, our Colchester Campus is the largest of our three sites, making us one of the most internationally diverse campuses on the planet - we like to think of ourselves as the world in one place.
Set within the 200-acre award-winning beautiful parkland - Wivenhoe Park and located two miles from the historic city centre of Colchester – England's oldest recorded development. Our Colchester Campus is also easily reached from London and Stansted Airport in under one hour.
Whether you are planning to visit us at one of our Open Days, or coming to an Applicant day. Our campus conveniently located and easy to reach by car, train or bus.
If you live too far away to come to Essex (or have a busy lifestyle), no problem. Our 360 degree virtual tours allows you to explore our University from the comfort of your home. Check out our Colchester virtual tour and Southend virtual tour to see accommodation options, facilities and social spaces.
Our staff travel the world to speak to people about the courses on offer at Essex. Take a look at our list of exhibition dates to see if we’ll be near you in the future.
Our events are a great way to find out more about studying at Essex. We run a number of Open Days throughout the year which enable you to discover what our campus has to offer. You have the chance to:
At Essex we pride ourselves on being a welcoming and inclusive student community. We offer a wide range of support to individuals and groups of student members who may have specific requirements, interests or responsibilities.
The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include, but are not limited to: strikes, other industrial action, staff illness, severe weather, fire, civil commotion, riot, invasion, terrorist attack or threat of terrorist attack (whether declared or not), natural disaster, restrictions imposed by government or public authorities, epidemic or pandemic disease, failure of public utilities or transport systems or the withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications. The University would inform and engage with you if your course was to be discontinued, and would provide you with options, where appropriate, in line with our Compensation and Refund Policy.
The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.
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