BA (Hons) in Counselling & Psychotherapy
Course Overview
This course is about understanding people and making a difference in their lives through skilled, ethical, and compassionate therapeutic practice.
This is an ICHAS course delivered at Griffith College by ICHAS.
The BA (Hons) in Counselling & Psychotherapy provides a comprehensive, practice-based learning approach for those interested in becoming professional counsellors and psychotherapists.
Throughout the course, students explore core theories of human development, mental health, and therapeutic practice, while gaining hands-on experience in skills-based modules. Learners will be prepared to begin supervised clinical practice and work ethically and empathetically in counselling and psychotherapy settings.
Why Study Counselling & Psychotherapy Studies at Griffith College?
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This degree is designed for those who wish to pursue a career as a professional counsellor or psychotherapist. Graduates meet the academic requirements to progress toward accreditation with relevant professional bodies.
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The course offers a flexible structure with a blend of online lectures and in-person skills-based training.
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Students actively engage in personal development and clinical skills practice from early in the programme, preparing them for real-world therapeutic work.
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Small class sizes, experienced lecturers, and a strong emphasis on reflective practice create a supportive space for both academic and personal growth.
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Graduates may progress to Master's-level training in psychotherapy, counselling psychology, or related fields, both in Ireland and internationally.
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In addition to professional competence, this programme fosters personal insight for those seeking a meaningful and transformative educational experience.
Course Highlights
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Combines online lectures with in-person skills-based workshops, offering flexibility for full-time or part-time learners.
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Emphasis on practical learning.
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It is delivered by lecturers who work in this field.
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Supports students in developing greater self-awareness, essential for ethical and effective therapeutic work.
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Learn from practising counsellors, psychotherapists, and psychologists with extensive clinical and teaching expertise.
Intake Dates
- Dublin - Part-Time - September 2025
- Limerick - Full-Time, Part-Time - September 2025
- Limerick - Full-Time, Part-Time - September 2026
- Dublin - Part-Time - September 2026
What students say
"Once I started my course with ICHAS, I was quickly put at ease through the help of the staff and lecturers. I also have two young children, so education was made accessible through blended learning when I was restricted to the house. Four years later, I graduated with my level 8 honours degree, and I couldn’t recommend ICHAS enough. "
BA (Hons) in Counselling & Psychotherapy
"My journey with ICHAS commenced with a BA degree in counselling and psychotherapy. I had goals to further my education and increase my professional skillset. The supportive learning environment, coupled with the knowledge and experience of the experienced faculty, helped me see past my difficulties and focus on my abilities. The personal development gained from the course content gave me a newfound confidence in learning. Completing the honours degree would not have been possible without the supportive course coordinator, insightful teachers, and the peers I met while studying."
BA (Hons) in Counselling and Psychotherapy
Course Details
Mentoring & placement support:
All students are required to engage in a minimum of 50 Hours of Personal Psychotherapeutic Experience (or equivalent) across the programme.
Each student will be required to undertake 200 hours of direct client work under strict Clinical Supervision arrangements.
Year One
The aim of this module is to support students in their transition to becoming independent learners in higher education by enabling them to develop learning skills and strategies essential for success at this level.
The aim of this module is to introduce a range of theories central to counselling and psychotherapy placing them in their social, cultural, philosophical and historical contexts
The aim of this subject is to teach students the attributes and foundation skills necessary to work and understand their role in areas of practice such as Counselling & Psychotherapy.
To provide students with the opportunity to learn the skills, knowledge and attitude to manage the range of issues that are associated with group facilitation within the counselling/psychotherapeutic fields.
The aim of this module is to is to support learners to achieve an understanding of a range of theories of human development and to consider their application in counselling and psychotherapy contexts.
The aim of this subject is to teach students the skills, knowledge and attitude to understand the role of ethics in areas of professional practice such as Counselling & Psychotherapy.
The aim of this module is to teach students the skills, knowledge and attitude to understand the theoretical basis for normal and abnormal behavioral, cognitive and emotive responses as related to areas of professional practice such as Counselling & Psychotherapy.
The aim of this module is to teach students the skills, knowledge and attitude to understand the concept and practice of Personal Development in counselling and psychotherapeutic activities. In addition, it will introduce students to the importance of knowing themselves and the appropriate use of self within the interpersonal and therapeutic process.
Year Two
The aim of this module is to is to teach students the key evidence-based practice skills and interventions necessary to facilitate understanding and provide the basis for effective work with clients across the main theoretical approaches within Counselling & Psychotherapy.
The aim of this module is to provide students with the opportunity to raise awareness of the beliefs and values of the learner’s own culture and the impact of cultural beliefs and values in practice settings. It will emphasize the importance of sharing and increasing cultural knowledge as a means of challenging ethnocentricity and inter- cultural discrimination.
The aim of this module is to introduce students to the concept of Case Formulation in areas of practice using Psychotherapeutic paradigms. Within the learning environment students will critically appraise the concept of formulation within psychotherapeutic traditions and compare the similarities and distinctions with more traditional medicalized diagnoses. Learners will focus on the theoretical distinctions between both approaches and examine the contribution of formulation to treatment planning and evaluation.
The aim of this module is to provide students with the opportunity to acquire the skills, knowledge and attitude to understand the theoretical basis for the use of Psychological & Psychometric Assessment in areas of professional practice.
The aim of this module is to provide students with the opportunity to acquire the skills, knowledge and attitude to understand Group Process in Counselling & Psychotherapy.
The aim of this subject is to introduce students to the theory of psychodynamic approaches as developed by Freud and other theorists; and to explore skills and techniques related to this approach.
The aim of this subject is to introduce students to the theory of Humanistic approaches in interpersonal practice and to support them to understand what is distinctive about humanistic approaches in counselling and psychotherapy, and to be conversant with the three main types of counselling in this area.
The aim of this module is to provide students with the opportunity to acquire the skills, knowledge and attitude to understand the concept and practice of Personal Development and Self Caring Practices in counselling and psychotherapeutic activities.
Year Three
The aim of this module is to provide students with the opportunity to acquire the skills, knowledge and attitude to engage with Research in Counselling & Psychotherapy.
The aim of this module is to teach students to engage with counselling & psychotherapy beyond the confines of particular schools and techniques, and to enable students to integrate a range of counselling and psychotherapy skills and theories into an integrative approach.
The aim of this module is to enable students to achieve an understanding of the manifestations of mood, stress and emotional disorders and to support students develop the attributes and skills necessary to work in the care and management of clients who present with stress, emotional and mood disturbance in areas of practice such as Counselling & Psychotherapy.
The aim of this module is to introduce students to family systems theory and its application in Counselling and Psychotherapy Practice.
The aim of this subject is to provide students with an opportunity to integrate the skills, knowledge and attitudes necessary for the competent practice of counselling/psychotherapy. This experiential learning is undertaken at ‘Novice’ level of practice and is workplace based.
The aim of this module is to raise awareness of fundamental theoretical and practical applications of Cognitive Behavioural approaches in interpersonal care. It will emphasise the importance of structured assessment and interventions based on theoretical understandings of CBT, its evolution and traditions. It intends to heighten awareness of the importance of such theories in the delivery of professional practice in areas such as Counselling & Psychotherapy.
The aim of this module is to offer an experientially orientation introduction to personal psychotherapeutic experience. This module will enable learner’s develop personal insight and self-knowledge through their personal participation in psychotherapeutic processes. Students will also, through their participation as an individual and/or as a group member in such engagements, learn directly to appreciate the diversity of a client’s experience in personal therapy.
The aim of this module is to enable students to achieve an understanding an understanding of the importance of mental illness and disorder in the context of psychotherapeutic activities.
Year Four
The aim of this module is to is to teach students the key evidence necessary to facilitate an understanding of both recent and complex trauma and its impacts as well as the values and principles of Trauma Informed Care.
The aim of this module is to is to support learners to engage with contemporary discourses relating to the latest developments in the counselling and psychotherapy fields of practice nationally and internationally.
The aim of this module is to provide students with the opportunity to understand the process of bereavement and explore issues in loss and grief.
The aim of this subject is to provide students with an opportunity to integrate the skills, knowledge and attitudes necessary for the competent practice of counselling/psychotherapy. This experiential learning is undertaken at ‘advanced beginner’ level of practice and is workplace based using an approved supportive structure.
The aim of this module is to act as a Capstone Module which will help the student integrate the theoretical and practice-based learning achieved across the programme. It will emphasise the importance of the integration of evidence-based practice in counselling and psychotherapeutic practice.
The aim of this module is to offer an experientially orientation introduction to personal psychotherapeutic experience. This module will enable learners’ develop personal insight and self-knowledge through their personal participation in psychotherapeutic processes. Students will also, through their participation as an individual and/or as a group member in such engagements, learn directly to appreciate the diversity of a client’s experience in personal therapy.
The aim of the module is to facilitate students to acquire the knowledge, skills, knowledge and attitude necessary to understand the theoretical basis for Emotion Focussed approaches.
Brief Therapy for Emotional Health & Wellness
Psychoses & Personality Disorders
Inner Child Therapy
Play Therapy & Psychotherapeutic Practice
Understanding Motivational Interviewing
Understanding Community Reinforcement Approaches in Addiction Treatment (CRA)
Principles of Personality Assessment
Principles of Occupational Assessment
Theories & Practice of Mindfulness
Eating Disorders
Independent Study
Developing & Managing a Professional Practice
Recovery Approaches in Addiction
Family Aspects of Addiction
Theory & Practice of the Minnesota Model of Addiction Treatment
Adolescent Mental Health Screening
Engaging with Parents in Professional Practice
Timetables
The BA (Hons) in Counselling Skills & Psychotherapy Studies can be taken full-time or part-time over four years. Each academic year consists of two 12-week semesters. Semester 1 runs from September to December, and Semester 2 runs from January to April.
The part-time programme is delivered using a combination of blended/online learning and skills-based classroom learning.
It is highly interactive, and it has been designed primarily for those who want to study to become competent professional practitioners in counselling-related areas. The programme is taught using a combination of classroom-based and blended learning techniques. This allows the learner to access classes in person or using online facilities. In certain modules, attendance may be a requirement.
Full-time option:
The full-time programme is normally scheduled over 3 consecutive days per week (over 12 weeks of each Semester) at ICHAS College Limerick from 9.30 am to 4.30 pm, or at our Dublin Campus in Griffith College, Dublin (Subject to a viable cohort).
Part-time option:
The part-time programme is normally scheduled on 1 evening per week (6 pm to 9 pm) and Saturdays (9.30 am to 4.30 pm) over the 2 semesters, September to December and January to April, from Griffith College Limerick and Griffith College Dublin.
The part-time programme utilises a Blended Learning approach, which enables students to access classes in person or using online facilities. In certain modules (mainly skills-based), attendance is a mandatory requirement.
Timetables will be made available closer to the course start date.
Please contact professionalacademy@griffith.ie if you would like to receive a copy of the timetable.
How to Apply
Entry Requirements
The knowledge, skills, and competence required to successfully participate in and complete the Level 8 Programme are outlined below:
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All applicants must be over 18 years of age and are required to undergo Garda Vetting
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Applicants will be required to have basic IT literacy, skills, and competence.
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For non-native speakers of English, a C score in the Common European Framework of Reference for Languages (CEFRL) or an equivalent IELTS score of 6.0 is required.
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All applicants will be required to attend an online interview
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Provide any information requested by the Institute, e.g. provision of personal references
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Undergo Garda vetting procedures
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All applicants will be subject to the College’s ‘Fitness to Practice’ policy, which is set out in detail in the Programme Handbook and on the website
English Language:
If English is not your native language, you must show that your English level is of a suitable standard. For further information please contact a member of the Admissions Team.
Griffith College is accepting the online Duolingo English Test (DET) as valid proof of English proficiency. Please see here for further details.
Applicants under 23 years of age:
A minimum of 2 H5 & 4 O6/H7 grades in six Leaving Certificate subjects, including English or Irish.
Recognition of Prior Learning (RPL):
The College is committed to the recognition of prior learning attained both formally and informally. It may be recognised either to facilitate access to a higher education programme or to allow an award of credit, as in the case of allowing exemption from a module.
It is the responsibility of the learner to make a formal written application to the College requesting an exemption and supplying all appropriate supporting evidence, i.e. transcript of results and module descriptor/syllabus including intended learning outcomes. Recognised prior learning is assessed on a case-by-case basis with an emphasis on academic and clinical experience.
Fees
Please note that not all study modes may be offered at all times; for confirmation, refer to the Intake dates on the Overview tab.
Tuition Fees
Study Mode: Full-Time
Limerick Campus
€4050.00 (this includes a 2% PEL levy)
Study Mode: Part-Time
Dublin Main Campus
€4050.00 (this includes a 2% PEL levy)
Limerick Campus
€4050.00 (this includes a 2% PEL levy)
Flexible Payment Options
Students wishing to avail of an instalment plan should contact professionalacademy@griffith.ie
Students who opt for an instalment plan will incur an extra annual fee of €150 to avail of this facility.
Sponsorship
Is your company paying for your course?
They will need to complete a Griffith College Sponsorship Form and send this to professionalacademy@griffith.ie
All fees are fully protected under our Protection of Enrolled Learners’ Policy:
All QQI accredited programmes of education and training of 3 months or longer duration are covered by arrangements under section 65 (4) of the Qualifications and Quality Assurance (Education and Training) Act 2012 whereby, in the event of the provider 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 practicable, the fees most recently paid will be refunded.
Progression
Academic Progression
The programme is highly interactive and is designed for learners who wish to begin their educational and learning journey in the fields of Counselling and Psychotherapy or related fields, especially those who aspire to develop professional competence to work with diverse and marginalised groups of people or individuals with complex needs. Those who complete the BA (Hons) in Counselling and Psychotherapy may access the suite of level 9 programmes with the College or relevant Level 9 programmes in other colleges or universities.
Career Progression
Graduates of this programme go on to work in statutory bodies including the HSE & Tusla, private healthcare settings, social care settings, and self-employed in private practice.
