BSc (Hons) Degree in Integrative Counselling and Psychotherapy (RPL Application)
Blended Learning Programme
IICP College operates a Recognition of Prior Learning (RPL) policy, under which learners can gain access to the BSc (Hons) degree programme at an advanced stage, subject to certain conditions.
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Programme Type: BSc (Hons) degree
Next Intake(s): September 2026
NFQ: Level 8
ECTS: 240
Academic Validation: QQI
Professional Accreditation: IACP
Overview
Introduction
IICP College operates a Recognition of Prior Learning (RPL) policy whereby previous qualifications and/or experience may allow applicants to avail of exemptions and enter the BSc (Hons) degree programme at an advanced stage. RPL is always assessed on a case-by-case basis. With an emphasis on academic and clinical excellence, we offer high-quality education to those seeking to advance their careers and extend their qualifications.
IICP College prides itself on its student support ethos. While undertaking this dynamic and exciting programme of study, learners are guided and nurtured as they acquire the necessary skills, knowledge and competence to become effective practitioners. They are fully supported in obtaining a relevant clinical placement where they can complete the required client hours.
Who Should Apply
This programme is particularly suitable for qualified counsellors and psychotherapists or those who have completed previous counselling and psychotherapy and now wish to build upon existing qualifications. Please contact the college for further information.
Entry Requirements
RPL from various modules/stages may be possible for learners who have completed:
- A Level 6 higher certificate in counselling and psychotherapy
- A Level 6 certificate in counselling and psychotherapy
- A Level 7 degree in counselling and psychotherapy
- Relevant modules on another related programme of study
- An undergraduate diploma in counselling and psychotherapy that meets IACP, IAHIP, BACP or equivalent standards
RPL is always assessed on a case-by-case basis. Applicants must complete IICP College’s course comparison form as part of their application. This is available on request. Learners will be invited to an interview with faculty as part of the application process.
If English is not your first language, you need to submit an International English Language Testing System (IELTS) certificate at Level 5.5 or equivalent. (View more information)
Learners can apply for RPL exemptions; however, these must be applied for before starting the programme.
Minimum Technological Requirements
You will need to have:
- Adequate broadband for uploading and downloading
- A desktop computer or laptop capable of using Zoom
- A webcam and microphone
- A web browser
- Word processing package
- Ideal course for anyone looking to upgrade their diploma in counsellng and psychotherapy to a BSc (Hons) degree
- Competitively priced, with flexible payment plans available
- QQI validated and IACP accredited, ensuring high-quality content and delivery
- Offers exceptional levels of student support, ensuring learners are continually guided and supported
Overview
The programme is delivered on a part-time basis.
There is an 85% attendance requirement.
Programme Delivery
Onsite classes take place in our Tallaght campus. Our blended learning classes are run as tutorials, which involve students and their lecturer logging in to our online learning platform and using Zoom simultaneously.
Zoom provides an integrative online environment for students and lecturers to interact and engage in learning. It facilitates discussion polls, slide sharing, videos, resource sharing and much more. To foster more intimate learning environments, breakout rooms are also used, enabling safe, experiential triadic learning.
All our sessions are accessible on computers and mobile devices, and our dedicated IT department supports faculty and students throughout their online learning journey. To promote flexibility and best practice, all sessions are recorded and made accessible exclusively to students enrolled in the class for review at their convenience.
Student Benefits and Support
With a high level of student support, learners can enhance their existing therapeutic skills, knowledge and competencies. Learners are afforded the space, time and support to further develop an integrative model of practice for work with clients.
Assessment
Learners are assessed through a continuous assessment strategy, which includes a variety of mediums such as individual and group projects, skills training assessments, case studies and process recordings, written assignments, essays and a dissertation.
Validation & Accreditation of Award
- Our BSc (Hons) Degree is a major award validated by QQI at Level 8 on the NFQ.
- Our BSc (Hons) Degree is professionally accredited by the Irish Association for Counselling and Psychotherapy (IACP) provided that all IACP requirements are achieved.
Credits
The BSc (Hons) Degree is 240 ECTS credits in its entirety. The number of credits achieved by learners under RPL varies, depending on their individual needs following an academic RPL audit.
Programme Lecturers
We have a large faculty team, including:
- Prof. Michael O’Rourke
- Holly Foley
- Dr. Noel O’Connor
- Dermot O’Neill
- David O’Regan
- John Searson
- Eileen Finnegan
- Grainne Ward
- Alan Dignam
- Craig Barry
Programme Structure
Introduction to Psychotherapeutic Studies & Reflexive Practice
This module provides students with a broad introduction to counselling and psychotherapy, with particular emphasis on five main approaches. It enhances student learning through a discipline-based approach that supports learners in engaging with, contributing to and benefiting from the programme. It does this by focusing on the generic skills and competencies required of higher education students, including information literacy and digital capacity, but does so within a discipline-based environment.
Introduction to Counselling Skills
This module introduces students to a range of core counselling skills and helps them begin to develop them. It grounds skills within the theoretical and conceptual frameworks presented in the programme. In particular, it explores the value of empathy, congruence and unconditional positive regard as core conditions of integrative counselling and psychotherapy. This module also introduces students to key considerations when establishing a counselling/therapeutic relationship, such as:
- Opening and closing a session
- Asking questions to enhance a client’s self-awareness and reflection on their feelings, behaviours and experiences
Students are provided with opportunities to develop a working knowledge of personal and interpersonal skills through experiential learning activities, such as role-play, and interpersonal activities, such as triads, discussion and feedback. Core counselling/psychotherapeutic skills, explored include:
- Empathy
- Listening
- Reflecting
- Reframing
- Summarising
- Clarifying
- Challenging/contesting
- Awareness of key listening blocks
- Attending to body language, minimal encouragers, intonation, words and cultural considerations
Inclusive & Ethical Practice
In this module, students are introduced to different theoretical perspectives on ethics, social justice and inclusivity — in particular, legal and professional frameworks. They are introduced to professional codes of ethics as the framework of written texts defined by professional regulatory bodies responsible for monitoring and maintaining professional ethical standards. However, this module presents ethics as including and going beyond compliance with professional codes of ethics.
Students are encouraged to understand the underpinnings of ethical choices and their context within clients’ distinct biographical backgrounds and cultures. This module provides a space for students to learn to conceptualise, reflect on and articulate ethical questions, dilemmas, values, conflicts and related legal issues so that they can account for their ethical positions and decisions.
Evidence-Informed Practice for Counselling & Psychotherapy
This module introduces students to evidence-informed practice in counselling and psychotherapy. Evidence-informed practice is understood as the integration of current scientific evidence with clinical expertise and client preferences in order to deliver effective, efficient counselling and psychotherapeutic practice. Throughout the programme, through incremental learning, students will build their knowledge of and critical reflexive engagement with research evidence that underpins clinical decision-making in areas related to their clinical practice.
Counselling and Psychotherapeutic Studies 1
This module enables students to develop in-depth knowledge and application of three core theoretical models in integrative counselling/psychotherapy (Person Centred, Reality Therapy/Choice Theory, Multicultural Counselling and Psychotherapy). This is to facilitate their development of a personal integrative framework for case conceptualisation and clinical application. In addition, building on the introductory module, this module aims to further develop students’ digital and research competencies as applied to the science of counselling and psychotherapy.
Advanced Skills of Counselling & Psychotherapy 1
This module builds on student learning, most notably in introduction to skills and evidence-informed practice, in order to develop their professional competencies as ethical, skilled, effective, reflexive and evidence-based practitioners. Following on from An Introduction to Counselling Skills, students develop their skills-based competencies and widen their professional lenses to include a relational perspective. They are closely guided by lecturers and teaching assistants in their performance of micro-skills so that they can (i) convey more effectively the core conditions of empathy, congruence and unconditional positive regard, (ii) develop the necessary conditions for the formation of a therapeutic relationship and (iii) attend to ethical considerations in counselling/psychotherapy, including, centrally, confidentiality and limitations of the confidential relationship. Complementing this focus on individual skills, students are given opportunities to gain theoretical and practice-based knowledge that allows them to view their skills in a relational context.
Counselling & Psychotherapeutic Studies 2
This module develops learners as ethical, theoretically grounded and evidence-informed clinical practitioners. It provides opportunities for them to develop and enhance their theoretical knowledge of counselling theories, as well as their knowledge and skills for using research evidence in practice. Evidence-informed practice is presented in the context of professional responsibility for clinical decision-making, and learners are provided with opportunities to develop their awareness of diversity and showcase inclusive and equitable practice. Overall, the module aims to enhance awareness of the contribution of ethics, theory and research to clinical practice as well as the skills to apply this knowledge in practice.
Advanced Skills of Counselling & Psychotherapy 2
This module increases learners’ competence and confidence in using a range of intervention skills within the therapeutic environment and in engaging appropriately in counselling and supervisory relationships. Building on the advanced skills from the previous year, this module is designed to enable learners to further develop their competence in counselling and psychotherapeutic skills. This module will enable learners to expand their skills repertoire and interventions, as well as their ability to engage appropriately and effectively with others in professional relationships.
Universal Issues 1 – Addiction Theory & Intervention
This module provides learners with a basis for developing their therapeutic understanding of the theoretical and clinical considerations of substance use. The objectives include increasing knowledge of substance use issues, including pharmacology, aetiology and interventions appropriate to this clinical cohort.
Universal Issues 2 – Bereavement, Loss & Grief
This module deepens learners’ knowledge of bereavement, loss and grief as dimensions of the human experience and how they may affect the counselling process from intrapersonal and interpersonal standpoints.
Professional Skills
This module provides learners with opportunities to develop the professional skills required for clinical and research practice as counsellors/psychotherapists. It includes a focus on the following key areas of counselling and psychotherapy professional practice:
- Research skills: Developing key skills required to locate and evaluate scholarly sources related to counselling practice and to use these to inform practice
- Practice skills: Developing competence using counselling tools and techniques systematically, critically and effectively
- Ethical skills: Developing ability to identify and manage ethical issues in clinical practice
- Communication skills: Developing ability to communicate practice
- Personal skills: Developing ability to reflect on and critique one’s own practice and use this to enhance learning
- Interpersonal skills: Developing ability to ask for and receive feedback and use this to enhance learning
Personal Psychotherapeutic Experience
This module equips students with the ability to recognise, articulate and reflect on their practice, including their communication and relational processes, teamwork and learning styles. These are transferable skills that can be applied in a range of work settings. Reflexive practice is an ethical and professional requirement that counsellors/therapists explore ways in which their selves — their experiences, beliefs, values and commitments — impact and influence their professional practice. The self is seen as a resource that shapes practice in ways that can be constraining and creative — both closing down and opening up possibilities for practice. This module aims to develop students’ understanding of the application of reflexivity to their professional work and to filter this reflexivity through the lenses of the theories that they are studying. This module integrates theories of reflective practice with personal experience of the reflective cycle. It aims to introduce students to reflexive practice in counselling/psychotherapy and to give them opportunities to examine how their reflections can initiate change.
Research Methods & Statistics in the Human Sciences
This module provides a practical introduction to key research designs, methodologies and methods used in counselling and psychotherapy research. Learners will gain a theoretical understanding of descriptive, correlational, quasi-experimental and experimental designs, statistical concepts and tests, as well as experience using statistical packages. They will gain a theoretical understanding of a variety of qualitative approaches, including narrative and case study research. They will also consider the possibilities and limitations of these forms of analysis and critically evaluate how analysis can impact practice.
This module provides learners with an opportunity to develop the ability to design a research study and the research skills to gather and analyse quantitative and qualitative data in a counselling context. This training will provide them with the knowledge and insight to analyse and interpret a dataset and propose their own research projects addressing original therapeutic questions.
Core Issues 1 – Sexuality
Building on Core Issues 1 and 2 in Year 2, this module aims to enable and support learners in gaining the specific knowledge, skills and competencies necessary for working with sexuality in counselling and psychotherapy. It introduces learners to the core therapeutic area of sexuality. It presents them with the theories, practices and research on integrative modalities and develops their skills in analysis and theoretical critique. It provides opportunities to develop clinical skills and competence in working with sexuality, as well as in applying regulatory and ethical guidelines.
Core Issues 2 – Relationship Counselling
The module introduces learners to an integrative approach to working with couples. The ability to work effectively with couples is an important component of counselling practice. The module introduces learners to a range of theoretical perspectives on couples work and provides opportunities to develop clinical skills and competence in this area, alongside skills in applying relevant regulatory and ethical guidelines. It also contributes to the development of learners’ research‑mindedness and confidence in developing research‑informed practice.
Clinical Practice & Supervision
This module aims to enable and support learners to commence therapeutic work in suitable generic and specialised clinical placements. It develops learners’ competence as independent practitioners through enhancing their ability to analyse their own work critically, to apply a range of theoretical perspectives and use research evidence and clinical tools to inform their decision-making. Learners present their cases, theoretical formulations, clinical processes and analysis of effectiveness to their disciplinary community and receive and act on feedback. The module provides opportunities for the development of clinical skills and competence in working with a range of presenting issues, as well as skills in applying relevant regulatory and ethical guidelines. It contributes to the development of their research-mindedness and comfort levels in developing research-informed practice.
Pluralistic Counselling & Psychotherapy
Pluralism is, in the general sense, the acknowledgement of diversity. It holds that there is no single universal explanatory system for our world, no objective reality or truth on which to base and judge our actions, and instead claims that there are multiple conflicting but valid descriptions of the world. A pluralistic framework for counselling and psychotherapy recognises that psychological distress may have multiple causes, and it is improbable that one specific therapeutic approach will be effective in all circumstances. At its core, therefore, it is a philosophical and ethical commitment to valuing multiple perspectives. This module aims to facilitate learners’ development of:
- A structure that provides a new approach to conceptualising counselling and psychotherapy in the context of fundamental debates within social science
- Knowledge of, and ability to apply, the pluralistic framework to guide practice in a coherent and meaningful way
- An awareness of cultural diversity in clients and therapists and the importance of embracing the range of beliefs that endure regarding healing and change
Practice Development
This module provides a practical introduction to some of the methods, strategies and technical research skills used in counselling and psychotherapy research. It gives a comprehensive introduction to the field of mental health, including theories, debates and approaches from different theoretical perspectives, as well as practice issues such as diagnosis, intervention and theories of change. Students are provided with the opportunity to develop the required knowledge, skills and competence to work effectively and ethically with clients who have mental health diagnoses. This module introduces students to working in multidisciplinary healthcare settings, particularly in mental health. It provides them with the opportunity to understand the roles and scope of practice of counselling and other helping professions when working with clients presenting with mental health issues. Consequently, it assists them in their development of a sense of individual and collective professional identity and contributes to their ability to build professional relationships across disciplines.
Suicide Postvention
This module helps learners understand the complex nature of suicide bereavement and the psychological havoc that is created in the lives of suicide survivors. It also introduces a range of individual and group interventions to help facilitate the healing process. While many undergraduate counselling and psychotherapy trainings include some input on bereavement, grief and loss, there is a need, when working with suicide survivors, for a deeper appreciation of the complicated psychological distress and emotional problems that emerge in the wake of suicide. This distress is not confined to the families, friends and loved ones of the deceased but also impacts profoundly on therapists, healthcare professionals, first responders and communities —in some cases, resulting in early exits from their chosen profession. This module will help learners understand and examine the nature of suicide bereavement and equip them to support suicide survivors, their families and communities in their healing journey.
Dissertation
This module equips students with graduate attributes that showcase their competence as evidence-informed, research-minded practitioners in counselling and psychotherapy. It provides them with the opportunity to research a particular topic and communicate ideas effectively, both in writing and orally, in accordance with academic conventions. Following completion of this module, students will be equipped with a complete undergraduate dissertation, demonstrating increased knowledge and understanding of their chosen area.
Group Therapy
This module assists learners in gaining a deeper understanding of the objectives, strategies, skills and climate formation in group therapy. In particular, it focuses on the evolution of group process, the stages of group development, key tasks of group leadership at various stages of a group, and the creation and implementation of group techniques to facilitate awareness, change and perspective transformation.
Advanced Theoretical Considerations
This module enables learners to advance their professional practice through the evaluation and review of the progressive integration of theory and skills. Learners will further evaluate their core theoretical models and skills base and be introduced to other psychotherapy models. This module moves learners towards the integration of the clinical elements of the programme, where they are required to articulate and practise from a comprehensive, internalised, personal and professional identity. Learners engage critically with the theoretical models provided, reflect critically on their own positioning, engage reflexively with the impact of their personal histories and dispositions, and identify their own practice framework. This module requires a rigorous, thoughtful and informed engagement with theory and research in a clinical context, demonstrated through the production of a case study that satisfies academic, ethical and professional practice requirements.
Improving Clinical Outcomes
Feedback-informed therapy is a pantheoretical approach for evaluating and improving the quality and effectiveness of behavioural health services (Axsen et al., 2012). This module is designed to support learners in developing clinical and case management skills to improve the quality and outcomes of therapy, under supervision, using client feedback, personal reflexivity and the best available scientific evidence. This module adds to the learner’s toolkit of strategies for developing a personalised, theoretical and research-informed clinical practice—thereby, moving them towards the required professional competencies for independent practice. Learners develop their ability to locate, understand, critically appraise and reflexively apply research evidence at the forefront of the discipline while, at the same time, identifying and working within the limits of their scope of practice under supervision.
Working with Children, Adolescents and their Families
This module equips learners with the theoretical and skills base to engage with a range of complex clinical presentations. In particular, learners are introduced to working in a therapeutic context with children and adolescents as well as their families. There is a focus on working with children and adolescents presenting with mental health issues. The course has been designed to increase understanding and knowledge of child-specific aspects in therapeutic practice. The module is integrative in design, allowing for both non-directive and directive approaches in the use of creative therapeutic processes, as well as the application of the Sequentially Planned Integrative Counselling for Children (SPICC) model. The course content is based on the theory and practice of person-centred counselling, Gestalt therapy, narrative therapy, behaviour therapy and Cognitive Behaviour Therapy (CBT) as they apply to work with children and adolescents. Learners also gain an introduction to the principles of assessment, the use of age-appropriate psychometric tools, abnormal psychology in children and adolescents, grief work for children and child protection issues.
Advanced Practice Issues: Mental Health, Multidisciplinary Working and Health Information Technology
This module also develops skills in the developing area of healthcare information technology and the application of regulatory and ethical guidelines in face-to-face and online environments. It supports learners in gaining knowledge, skills and competencies related to mental health, multidisciplinary working and health technology. It also develops their knowledge of, and skills and competence in working with, mental health. It develops their critical engagement with theories and practices related to mental health and provides opportunities to deepen their knowledge of the nomenclature and classification systems used by different professions — most notably, psychiatry. As is required in this work area, students learn and apply in practice the ability to work appropriately and effectively across disciplinary boundaries, balancing regulatory requirements for privacy and confidentiality with client welfare and effective service delivery requirements.
IICP College understands that while partaking in further education is an incredibly rewarding experience, it can also be a financial challenge for some learners. To minimise the financial impact, we strive to keep course fees as competitive as possible. We also offer payment plan options to help learners pay the balance of their fees over the duration of their course.
- Application fee: €250 (non–refundable)
- Annual fees: *€4,150
(*Inclusive of QQI registration fee)
Year 1: Payment Options
(1) Pay in full before the start of the course.
| Deposit | Balance of Fees | Total |
| €1,245 (on acceptance of course offer) | €2,905 | €4,150 |
(2) Flexible payment plan options are available (administration fee incurred).
- Flexible Payment Options Available.
Please contact IICP College to find out more.
Additional Requirements and Costs
- Group therapy: Learners complete 10 sessions during the final stages of the programme. The average cost is €20 per session.
- Personal therapy and clinical supervision: RPL applicants entering Year 1, 2, 3 or 4 may also be required to complete personal therapy and clinical supervision, as well as obtain IACP membership and Garda vetting, all of which incur additional costs
- Student professional indemnity insurance: This ranges from €90 to €160 per annum. Learners who are IACP students, pre-accredited or accredited can avail of the IACP discount scheme.ion.
Personal therapy and clinical supervision can cost from €30 per session upwards. Fees are negotiable between learners and individual therapists/supervisors.
Learners understand that the costs of these activities are not covered by programme fees and that successful completion of the BSc (Hons) is dependent on submitting the necessary evidence that these criteria are fulfilled.
Protection for Enrolled Learners
This programme is covered by arrangements under Section 65(4) of the Qualifications and Quality Assurance (Education and Training) Act 2012 whereby, in the event of IICP College ceasing to provide the programme for any reason, enrolled learners may transfer to a similar programme at another provider, or in the event that this is not possible, the fees most recently paid will be refunded. Current PEL arrangements consist of a 2% levy on course fees. IICP College does not pass the cost of this on to learners.
