BSc (Hons) in Integrative Counselling and Psychotherapy

Blended learning programme

Train to become a professional counsellor and psychotherapist.

This innovative part-time four-year BSc (Hons) in Integrative Counselling and Psychotherapy prepares students for professional practice in the helping professions. The programme combines humanistic, cognitive-behavioural and integrative therapeutic approaches within a learner-centred environment. Through academic study, supervised practice and personal development, students build the knowledge, skills and ethical awareness required to support meaningful psychological change.   

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Programme Type: BSc (Hons)
Next Intake(s): Autumn 2026

NFQ: Level 8
ECTS: 240 credits

Academic Validation: QQI

Professional Accreditation: IACP

Overview

Introduction

Our four-year BSc (Hons) in Integrative Counselling and Psychotherapy is now accepting applications. This innovative programme is validated by QQI and accredited by the Irish Association for Counselling and Psychotherapy (IACP), Ireland’s recognised professional body for counselling and psychotherapy. With a seamless transition from theory to practice, graduates are perfectly placed to pursue enriching and fulfilling careers as therapists in the helping professions.

At IICP College, we aim to contribute a community dimension to the development of mental health care and counselling through a practical, cutting-edge and integrative model that forms the basis for this pioneering programme. We consider training in counselling and psychotherapy to be an interdisciplinary endeavour — a combination of art and science to include, among others, the disciplines of philosophy, psychology, sociology and anthropology. Our core philosophical ethos offers a contemporary, integrative theoretical framework encompassing humanistic-existential, cognitive-behavioural and multicultural psychotherapeutic models.

This unique approach offers a broad structure for professionals dealing with a diverse range of clients and presenting problems. IICP College offers a unique learner-centred environment. At the heart of the training we provide lies the belief that people are experts in the story of their own lives. The therapeutic process can encourage clients to make effective changes in relation to life direction and the ensuing process of decision-making. We believe that it is not enough to simply teach counselling and psychotherapy skills. Learners are given space to learn, practise and be supported as they develop their own style and model of counselling, which is both personal and effective.

Who Should Apply

This programme is designed for people who wish to become professional therapists or those who have an opportunity to use counselling skills as part of their work. It is a perfect entry point for those interested in counselling and psychotherapy. It will also appeal to a variety of professionals who wish to augment and build upon previous training in the addiction, social care, health, education and mental health professions.

Entry Requirements
  • Applicants must have a qualification recognised at Level 5 on the National Framework of Qualifications (NFQ), such as the Leaving Certificate.
  • Those with substantial life experience can also apply under our Recognition of Prior Learning (RPL) and experience policy. Learners can apply for RPL exemptions; however, these must be applied for before starting the programme.
  • Applicants whose first language is not English will need to submit an International English Language Testing System (IELTS) certificate at Level 6 or equivalent. (View more information) 

Learners will be invited to an interview with faculty as part of the application process.

RPL Application

If you intend to apply for RPL, please contact [email protected] for further information about the RPL application procedure before submitting your application.

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
Student Benefits and Support

With a high level of student support, learners can attain the required skills to effectively respond to those in emotional or psychological distress. Learners are afforded the space, time and support to develop an integrative model of practice for work with clients. With established links to an onsite therapy centre, IICP College offers a seamless transition from classroom to clinical practice.

  • An ideal course for those seeking to build a career in counselling and psychotherapy
  • Combines a strong theoretical foundation with practical skills development and structured personal development
  • Clinical placement available at the Village Counselling Service and/or full support in locating external placements off-site
  • Offers exceptional levels of student support, ensuring learners are continually guided and supported
  • QQI validated and IACP accredited, ensuring high-quality content and delivery
  • Competitively priced, with flexible payment plans available
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

The 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 & 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.

Overview

This part-time programme offers a blended learning approach, with 70% of instruction delivered face-to-face and 30% online.

Attendance Options

Starting September 2026 — please note, students are expected to choose one of these options:

  • Wednesday: 9.30 a.m.–5.00 p.m.
  • Saturday: 9.30 a.m.–5.00 p.m.
  • Bi-monthly option
    • Thursday: 6.30 p.m.–9.30 p.m. (online, twice per month)
    • Saturday: 9.00 a.m.–5.00 p.m. (in-person, twice per month)
  • Block 1: Monthly sessions, comprising:
    • Friday: 6.30 p.m.–9.30 p.m.
    • Saturday: 9.00 a.m.–5.00 p.m.
    • Sunday: 9.00 a.m.–5.00 p.m.
Blended Learning Delivery

This programme is delivered via blended learning, whereby students rotate between onsite and online classes. Our blended learning classes are run as lectures that involve students and their lecturers logging in to our online learning platform and using Zoom simultaneously. In accordance with the Irish Association for Counselling and Psychotherapy (IACP) requirements, a minimum of 70% of all class time is in person.  

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 and Accreditation

This programme is a major award validated by QQI at Level 8 on the NFQ and is professionally accredited by IACP.

Credits

240 ECTS

Programme Lecturers
  • David O’Regan
  • Dr Linda Finnegan
  • Dermot O’Neill
  • Christy Kenneally

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: €100 (non-refundable)
  • Annual fees: €4,150 (inclusive of QQI registration fee and annual professional knowledge seminar fee)
DepositBalance of FeesTotal
€1,245 (on acceptance of course offer)€2,905€4,150
Year 1: Payment Options

(1) Pay in full before the start of the course.

(2) Flexible payment plan options are available (administration fee incurred).

Please contact IICP College to find out more.

Additional Requirements and Costs
  • Personal therapy: Learners complete 50 hours of personal therapy over the duration of the programme. The personal therapist must be fully accredited with the Irish Association for Counselling and Psychotherapy (IACP), Irish Association of Humanistic and Integrative Psychotherapists (IAHIP) or British Association for Counselling and Psychotherapy (BACP).
  • Clinical supervision: Learners complete a minimum of 24 hours of one-to-one supervision over the duration of the programme. The clinical supervisor must be fully accredited with IACP, IAHIP or BACP.
  • Group therapy: Learners complete 10 sessions during the final stages of the programme. The average cost is €20 per session. The group therapist must be fully accredited with IACP, IAHIP, BACP, GAP or other recognised professional body.
  • IACP: Before commencing clinical work in third year, learners obtain student membership of IACP. (Cost: €84)
  • Garda vetting: Currently, this costs €50.
  • Clinical work: Learners complete 120 hours of direct one-to-one client work as part of the programme.
  • Additional cost: Student professional indemnity insurance ranges from €90 to 160 per annum. Learners who are IACP students, pre-accredited or accredited can avail of the IACP discount scheme.

The costs of these activities are not covered by programme fees, and successful completion of the programme depends on submitting 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.

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IICP College Office

+353 (0)1 4664205

©IICP.ie 2026. IICP Education and Training Unlimited Company trading as IICP College registered in Ireland under number 413668 with its registered office at IICP College, Killinarden Enterprise Park, Tallaght, Dublin D24 TKC7.