Module Information

Module Identifier
Module Title
The Psychology of Counselling, Coaching and Mentoring
Academic Year
Semester 1
Other Staff

Course Delivery



Due to Covid-19 students should refer to the module Blackboard pages for assessment details

Assessment Type Assessment length / details Proportion
Semester Assessment Portfolio 5,000 words  100%
Supplementary Assessment Portfolio 5,000 words  100%

Learning Outcomes

On successful completion of this module students should be able to:

Demonstrate an understanding of counselling, coaching and mentoring and to be able to critically evaluate the similarities and differences between them.

Identify, evaluate and apply the key theories in counselling, coaching and mentoring.

Identify, evaluate and apply models and techniques appropriate to counselling, coaching and mentoring.

Critically assess the importance of building effective relationships and rapport in counselling, coaching and mentoring.

Critically assess the importance of active listening skills and helping strategies in counselling, coaching and mentoring.

Show critical self-awareness and reflection in your development and practice in counselling, coaching and mentoring.

Brochure Text

This module provides a third year optional employability module – the first to be currently offered in psychology at this level – and complements the compulsory employability modules (PS11710; PS20620) for students on the Single Honours scheme at Levels 1 & 2, providing a complete set of employability modules across the degree for those students that choose to take it. The module is aimed at Level 3 students as it requires a mature approach and sensitivity from students as they demonstrate advanced interpersonal and reflective skills. This module also addresses a demand from students with an interest in counselling, coaching and mentoring, and will enable them to gain knowledge and practice in the popular professional pathways available to them once they graduate in psychology.

Brief description

This course provides an introduction to the psychology of counselling, coaching and mentoring, exploring the similarities and differences between them. The module is both theoretical and practical; students will have the opportunity to explore the key theories in counselling, coaching and mentoring, as well as learning about, and practicing, some of the fundamental skills employed by practitioners. This module will not provide a qualification in counselling, coaching or mentoring, but will serve as an excellent introduction to the personal and professional pathways available to those interested in supporting and facilitating the development of others. This is a key employability module as it draws on the essential transferable skills of self-awareness, active listening, interpersonal communication, and reflection. As a result, it is anticipated that students taking this module will be open to, and engage in, self-reflection and personal development throughout.


Content: defining counselling, coaching and mentoring and knowing the similarities and differences between them; key theories in counselling, coaching and mentoring (e.g., cognitive-behavioural, psychodynamic, and person-centred); key models and techniques employed in counselling, coaching and mentoring (e.g., Egan’s Skilled Helper, GROW); building relationships and rapport; ethics and contracting; developing active listening skills; helping strategies (e.g., paraphrasing, empathy); reflection.

The module will be made up of lectures, practice sessions, and mentoring tutorials. Throughout the course students will be required to keep a reflective diary that they will use to inform the portfolio assignment.

Module Skills

Skills Type Skills details
Application of Number Not directly applicable, however, in the reading of relevant research papers students will be required to understand any statistical analyses used.
Communication Advanced communication skills are key to this module and students will learn skills in active listening, paraphrasing, facilitating helping strategies, and building relationships and rapport. Students will need to demonstrate these skills in the counselling, coaching and mentoring practice sessions, and will also demonstrate excellent communication and reflection in their write up of their experience and knowledge of theory and techniques in the portfolio. Here, students will need to be able to write in a reflective way whilst still maintaining an appropriate scientific writing style where appropriate.
Improving own Learning and Performance Successful completion of the module is very much dependent on a high level of engagement with the theories, techniques and practical skills, and openness to personal critical reflection and self-awareness. Ongoing group and personal development work, in particular, will encourage a developing critical mind that – with a developing self-awareness – will facilitate a continual cycle of learning. Over the course of the module, students can identify any barriers in reflection and development, building on the feedback given in mentoring tutorials, in order to demonstrate development in their learning as they move towards their portfolio submission.
Information Technology Successful completion of the module relies on full engagement with bibliographic resources (e.g., Web of Knowledge and PsycArticles). The assessment requires the use of Microsoft Office (Word), as well the VLE BlackBoard. Whilst not compulsory, students may choose to maintain their reflective journal through the use of Wikis on BlackBoard.
Personal Development and Career planning The foundations of this module are based on personal development, reflection and self-awareness that are primarily facilitated through a reflective journal, mentoring tutorials, group discussions and practicals. This applied module will enhance students’ understanding of counselling and coaching and mentoring professions as well as providing them with the opportunity to ‘try out’ these potential career paths. On successful completion of the course, in any application students will be able to market the advanced employability skills they will have developed.
Problem solving Each session will elicit problem solving skills as research questions are posed and students are required to engage in critical discussion. The three practical sessions, in particular, will require effective group discussions as students work towards establishing their skill set, identifying strengths and weaknesses in the process. Students must also demonstrate independent research skills and an ability to work effectively on their own.
Research skills Students will be required to conduct their own literature review for each session’s topic, and to read and critique the studies appropriately. Although students will not be collecting data, they will be required to demonstrate the appropriate skills necessary for conducting independent research (for example, demonstrating an understanding of the methods used and in how the results are interpreted).
Subject Specific Skills Students will have the opportunity to develop a wide range of subject specific skills that will help them to understand, conceptualize and evaluate the theory and practice of counselling, coaching and mentoring. These subject specific skills include: 1. Developing an understanding of research methods in the social sciences and of those used in counselling, coaching and mentoring research. 2. Be able to think critically about how psychological theory might be applied to counselling, coaching and mentoring. 3. Be able to provide appropriately supported arguments in the assessment as well as demonstrating a good scientific writing style required in psychology. 4. Demonstrate a good understanding of ethical guidelines, as set out by the British Psychological Society and relevant professional membership bodies, that are fundamental to counselling, coaching and mentoring. 5. Know how to cite and reference correctly, using the format set out by the American Psychological Association.
Team work Each lecture and practical relies heavily on students being able to work well in a team, and in playing an active part in the exercises set. Students will need to demonstrate effective group management that includes an awareness and sensitivity in how they respond to their fellow students’ contributions as they talk about their reflections and development. Students will therefore play an important part in ensuring that a supportive learning environment is created for their peers.


This module is at CQFW Level 6