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Session: 2022/23

Last modified: 30/03/2022 13:52:44

Title of Module: Professional Practice (CGD)

Code: CGAD11002 SCQF Level: 11
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:M  McCrory

Summary of Module

This module introduces the knowledge and skills necessary for effective interviewing and group work practice in a range of career guidance and development settings. Students will critically evaluate a range of person-centred approaches relevant to career guidance and development practice and will explore the key skills necessary for developing and sustaining constructive working relationships with clients. In this module students will utilise and critically reflect upon a range of models, approaches and techniques as they engage in career guidance and development practice.

  • Introduces person-centred approaches to career guidance and development practice

  • Critically evaluates the strategic purpose of career guidance and development interventions

  • Introduces and engages students in planning, delivering and evaluating one-to-one career-related interviews and group work

  • Engages students in critical evaluation and effective use of career-related information

  • Introduces and engages students in developing effective communication in the context of career-related interventions

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Online with mandatory face-to-face learning on Campus

Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
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Term 3


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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate critical knowledge and understanding of the principal theories and concepts underpinning person-centred approaches to career guidance and development practice.

L2. Apply person-centred approaches in practical career guidance and development settings.

L3. Exercise discrimination and evaluative judgment in relation to career-related information sources.

L4. Communicate with peers and/ or clients in ways that demonstrate appropriate professional practice.

L5. Demonstrate capacity to autonomously plan and deliver context-appropriate career-related interventions.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 11.

Develop critical knowledge and understanding of models and approaches used to structure individual interventions in person-centred career practice and of how to engage effectively with clients.

Develop critical knowledge and understanding of the rationale for working with groups in career-related contexts, strategies for planning and delivering group work and for evaluating the effectiveness of group work activities.

Develop critical understanding of the role of career- related information, in the context of career development contexts.

Practice: Applied Knowledge and Understanding SCQF Level 11.

Develop the capacity to establish, develop and maintain effective communication with individual clients in a variety of professional career-related contexts.

Develop the capability to establish purposeful and professional relationships with clients.

Develop the ability to plan, design, deliver and evaluate client-centred career-related group work.

Develop the ability to collate and evaluate career-related information, and to support clients to access and interpret career information.

Generic Cognitive skills SCQF Level 11.

Develop the capacity to draw on experience and feedback to facilitate reflective practice and continuous professional development.

Develop the capacity to generate new ideas and approaches to inform practice.

Develop the capacity to critically evaluate theory and to explore the contribution that theory can make to practice.

Develop the capacity to accurately identify the needs of clients.

Communication, ICT and Numeracy Skills SCQF Level 11.

Develop the capacity to make effective use of systems for supervision and support.

Develop the capacity to establish, develop and maintain effective communication with clients and colleagues in professional career-related contexts.

Develop the capacity to establish purposeful and professional relationships with clients and colleagues.

Develop the capacity to access, collate and evaluate a range of career-related information and the capacity to support clients to access, interpret and use this information using a variety of media.

Autonomy, Accountability and Working with others SCQF Level 11.

Develop the capacity to build and sustain constructive working relationships with clients and colleagues and to work collaboratively, recognising the boundaries of professional roles.

Develop the capacity to practice in ways that draw upon critical reflection on own and others’ roles and responsibilities.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module is part of a programme delivered by blended (hybrid) learning and distance (online) learning.
Students undertaking the programme by blended (hybrid) learning, will be required to engage with resources on the VLE, to attend timetabled campus-based sessions and synchronous online sessions.
Distance (online) learners will be required to engage with resources on the VLE, which may include presentations, readings, audio and video recordings.
All students will contribute to discussion forums on the VLE.
Students undertaking this module will also be required to undertake practice learning. Blended (hybrid) learners will undertake practice learning on campus and/or online and distance (online) learners will undertake practice learning in their workplace.
Blended (hybrid) learners may be required to attend practice learning sessions at a location other than the UWS Paisley Campus.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery14
Tutorial/Synchronous Support Activity6
Laboratory/Practical Demonstration/Workshop10
Practice Based Learning30
Personal Development Plan5
Independent Study135
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Ali, L., & Graham, B. (1996) The Counselling Approach to Careers Guidance. London: Routledge.

Culley, S. and Bond, T. (2011) Integrative Counselling Skills in Action (4th Edition). London: Sage.

Egan, G. (2018) The Skilled Helper: a client-centred approach. Andover: Cengage.

Kidd, J. M., (2006) Understanding the Career Counselling Interview. Theory, Research and Practice. London: Sage.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students are required to attend all scheduled sessions and participate in all delivered elements of the module as part of their engagement with their programme of study. Distance learners should contact the programme leader if they require clarification regarding engagement. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:

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Supplemental Information

Programme BoardSocial Sciences
Assessment Results (Pass/Fail) No
Subject PanelPG Social Sciences
ModeratorE Bolger
External ExaminerJ Yates
Accreditation DetailsCareer Development Institute (CDI)
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Assessment: (also refer to Assessment Outcomes Grids below)
Successful completion of this module requires the student to pass the following summative assessment:
Assessment of practice (50% of final mark)
Written assessment (50% of final mark)
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oral check markcheck markcheck markcheck mark500

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Learning Outcome (5) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck mark    500
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance learning students should direct queries to the programme leader). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link:

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.