Formative evaluation of the transition to postgraduate study for counselling and psychotherapy training: Students' perceptions of assignments and academic writing

Abstract

Background: Transition to postgraduate study has received little attention and it is often assumed that little adjustment is needed. Focus: This article focuses on the academic writing aspect of the transition to postgraduate study for counselling and psychotherapy students on a British Association for Counselling and Psychotherapy (BACP)-accredited course. Method: A two-year formative evaluation was used to elicit students' views on how they experienced the transition to postgraduate study, and to identify what was most and least helpful to students in managing this transition. Results: The findings showed that there was a significant transition, which 63% of students found difficult. Timetabled and integrated, subject specific, academic support is recommended to assist students with their learning needs.

Keywords:

• counselling
• evaluation
• postgraduate
• psychotherapy
• student feedback
• transition

Acknowledgements

I would like to thank the students for their time and contributions to this evaluation. Additionally I would like to thank Professor Fiona Irvine for commenting on a draft of this paper. Her feedback was much appreciated.