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Psychology and Counselling
Psychology and Counselling Level 3 100 Hours Certificate Course
Learn About Psychology and Counselling
Psychology and Counselling Online Course
Study our Psychology and Counselling Online course to build a successful and rewarding counselling and psychotherapy career
The Ancient Greek aphorism “know thyself” or “gnothi seauton”, is one of the Delphic maxims and was inscribed in the pronaos (forecourt)
of the Temple of Apollo at Delphi according to the Greek writer Pausanias. In modern times, “knowing oneself” is essential for understanding one’s own conditioning and behavioral responses to stressful events and situations.
This level 3 course is accredited by ACCPH and allows you to join as a professional member after completion. Membership allows you to add the letters MACCPH after your name (post-nominals).
This course has been accredited by the CMA – The Complimentary Medical Association. On completion of any qualifying module, you can join as a “Fully Qualified Practitioner” and be entitled to use the post-nominal latters “MCMA” after your name. CMA Full Membership is a privileged position and the fact that you have been accepted for CMA Membership demonstrates that you have a clear commitment to standards and professionalism. CMA Members in all categories are recognised as the elite in their field.
Knowing others is also an important attribute to have and so this course is an invaluable tool to help you to understand other people. Therefore, Psychology & Counselling will benefit you if you are an individual wanting to understand yourself and others better. It will also benefit you if you are someone working in, or wanting to pursue a career in:
- Social work
- Caring roles
- Health professions
Lesson Structure:Psychology & Counselling BPS102
There are 7 lessons:
- The mind to body connection
- How to recognise stress
- What happens to the body when you experience stress
- The physiological response
- Chronic and acute stress
- Erikson’s psycho social stages
- Oral sensory stage
- Anal muscular stage
- Genital locomotor stage
- Latency stage
- Young adulthood
- Middle adulthood
- Late adulthood
- Social adjustment
- Relationship between stress and heart disease
- What are the basic sources of stress
- Why some people suffer more
- How to deal with stress
- Defence mechanisms
2 Abnormal Behavior
- Definition of abnormality
- Deviation from statistical norms
- Deviation from social norm
- Maladaptiveness in behavior
- Personal distress
- Wakefield’s harmful dysfunction concept
- Psychologically healthy individuals
- Deviation in character
- Classification of mental disorders
- Anxiety and mood disorders
- Prevalence of depression
- Treatment of depression
- Substance related disorder
- Disorders diagnosed in childhood
- Delerium, Dementia, Amnestic and Cognitive disorders
- Problems with classification
3 Individual Behavior
- Pro social or altruistic behavior
- When do children first exhibit pro social behavior
- Family influence
- Disciplinary measures
- Sibling influence
- Influence of family structure
- Influence of school
- Influence of peers
- Heiders balance theory
- Dissonance theory
- Cognitive dissonance
4 Group Behavior
- Social considerations
- Temporary group
- Organised group
- Organisational groups
- The influence of groups
- Industrial groups
5 Methods of Dealing with Abnormalities
- Professionals in counselling and psychology
- Therapist techniques
- Directiveness and non directiveness
- Systematic desensitisation
- Behavior therapies
- Psychoanalytical approach
- Psychoanalytic techniques
- Humanistic therapy
- Eclectic approach
6 Conflict Resolution
- Conflict handling techniques
- Joint problem solving
- Problems with negotiation
- Running a mediation process in a conflict situation
- Agreements or contracts
- Suggested timetable for a mediation session
7 Interpersonal Communication Skills
- Communication channels
- Effective communication
- Communication skills
- Hearing verbal messages
- Perceiving non verbal messages
- Verbal and non verbal communication
- Body language
- Communication barriers
- Self awareness
- Self esteem
- Specific skills: listening, paraphrasing, reflective responses, etc
- Conversation development
- Professional relationship building
Learning Goals: Psychology & Counselling BPS102
- Identify the nature of conflict and stress and why this issue affects so many people today.
- Identify and examine behaviours that are characterised as abnormal and compare and contrast these with behaviors characterised as healthy.
- Explain social influence on individual behaviour.
- Explain social influence on group behaviour.
- Describe alternative methods of dealing with psychological problems
- Develop skills for resolving conflict.
- Develop communication skills for counselling individuals.
Practical (Set Tasks)
- Find someone you know who you suspect has a type A personality.
- Talk to them to try to confirm if your suspicion is correct.
- Note (write down) the ways in which they appear to be a type A personality.
- Talk with someone who is suffering, or has suffered stress. This might be a friend, relative, work mate, or anyone else you are able to find. Discuss their stress with them (current or past). Don’t push them, but try to discern from what they are happy to tell you, whether their stress was (or is) chronic or acute.
- Consider conflict which occurs in either a workplace or recreation situation you are familiar with.
- This might be a place where you work, or a workplace you visit frequently (eg. A shop or office);or perhaps a sporting club, gymnasium or social group which you regularly attend. Make up a list of disputes or conflicts which you remember to have occurred in the past.
- Consider an individual in your life, or else a character in a film or book, who you regard as abnormal.
- Consider why they are abnormal.
- Write down a list of reasons you are able to identify.
- Which method or defining abnormality was influencing your judgement of this character
- Find a teenager who you can interview.
- This might be a person you know (a relative, work colleague, member of an organisation you belong to etc), or perhaps you might contact and visit a youth club or organisation that deals with teenagers and arrange to interview someone.
- The person needs to be someone who exhibits some type of deviant behavior, even if not extreme. Most teenagers will at some stage exhibit behavior that is a deviance from social norms (even if the behavior is not a deviance from age or peer group norms).
- Interview this teenager for at least 15 minutes. Make notes of your conversation, their responses (verbal and non-verbal).
Your learning experience with ADL will not only depend on the quality of the course, but also the quality of the person teaching it. This course is taught by Iona Lister and your course fee includes unlimited tutorial support throughout. Here are Iona’s credentials:
Licentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills.
Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles. She tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife.
She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer’s Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner.
Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB)
Trainer (Skills for Seeing): Macular Society
Reviewer of Books/Information: Macmillan Cancer Support
Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member
Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes
Excerpt from the Course
It may seem odd to begin a subject with a lesson on stress, however hardly a day goes by without the feeling of stress creeping over us. Leading research from around the world has concluded that 70% to 90% of adults visit primary care physicians for stress-related problems.
Little wonder that counsellors and psychologists are frequently presented with problems of stress. Relationship demands, study demands, physical as well as mental health problems, balancing work/family and social demands, traffic congestion/road rage, product faults, discrimination, growing-up tensions—all of these conditions and situations are valid causes of stress. While some people have a stress management system in place, others simply ‘keep on keeping on’ without stopping to consider the effects their daily stress is having on them. In some people, stress-induced adverse feelings and anxieties tend to persist and intensify. Learning to understand and master stress management techniques can help prevent the counter effects of this indiscriminate and ubiquitous disease.
The Mind/Body Connection and Stress
In the discipline of psychology, the term stress is defined as the state of psycho physiological arousal. It is virtually impossible to discuss psychological stress without describing the psychological state that accompanies it. The dynamics of stress demonstrate the close interaction between mind and the body in human behaviour. Thus, before we discuss stress, let us first briefly take to task the mind/body problem.
During our everyday conversation, we tend to use the term body for all that is concrete and tangible about ourselves -the shape of our limbs, colour of hair etc. The term mind on the other hand refers to the intangible part of our experience -the private storehouse of our emotions and thoughts. Thus, in our every day life, we tend to use these two terms as though they refer to entirely separate entities, which exist independent of each other. This is not the case though…they are interrelated & highly inseparable! E.g. when we are feeling stressed, we tend to exhibit both physical and psychological symptoms. Depression can cause tension in muscles which in turn can lead to a sore back or headache.
Stress or tension is a state of psychological and physiological arousal. As the Oxford Dictionary states, it is “a state of affair involving demand on physical or mental energy”.
When we encounter the term stress in magazines and books, it often really refers to ‘excess stress’. This can in fact be misleading, because the human being is always in a state of stress (arousal). Extreme stress conditions, psychologists say, are detrimental to human health but in moderation stress is normal and, in many cases, proves useful. Stress, nonetheless, is synonymous with negative conditions.
We use the term ‘distress’ to indicate negative stress, which can lead to harmful effects, such as being fired from ones job. The term ‘eustress’ is used to refer to positive arousal which provides a healthy challenge, such as being promoted in one’s job.
The level of stress differs from one individual to another. Certain individuals experience a higher degree of stress than others (e.g. a job promotion may cause eustress for most people but for some it could cause distress). The level of stress also changes over time – you might be experiencing less stress now than you did a year ago.
A person can be in a state of low arousal, or high arousal. Some people tend to be one or the other most of the time. This is characterised by someone who needs more sleep – they tend to be more relaxed (low arousal), most of the time. An extreme case would be someone who lacks energy (lethargy) and fails to notice much of what is happening in their immediate environment.
People who are generally in a high state of arousal are those who can’t help but wake early, who are full of nervous energy, and perhaps tend to fidget and move about. In an extreme case, this person might jump at the slightest sound. There are of course others who fall between these two extremes, being in a moderate state of arousal.The group to which a person belongs is closely related to the functioning of their nervous system -how fast impulses travel from one neuron to another. This is largely inherited.
A temperamental or emotionally unstable person has a high level of tension, and a low tension threshold.
They can react fast to stimuli; and can flair up into anger in response to just one wrong word. Effective behaviour of people with low tension thresholds can be easily disrupted by stressful situations. A person with a low tension level and high tension threshold is slow to respond to environmental stimuli, does not become angry very easily, and can generally bear a lot of stress before effective behaviour is disrupted.
There has been a lot of research into the relationship between effective behaviour and stress. Research results show that when stress level is low, a person’s performance level is low. As the amount of stress increases, the performance level also increases. If the stress level however, becomes too high, the performance level again decreases. We can thus assume that an individual who has moderate stress will cope better than a person who has a very high or very low stress level.
While complex tasks such as solving mathematical equations are performed well at a moderate stress level, it has been found that more physical tasks, such as high jumping or marathon running, are more effectively performed at a high stress level.
How to Recognise Stress
It is important to recognize whether you or someone you know or a client is under stress. Often, even if we are under the influence of a stressful condition and our body reacts to it internally as well as externally, we fail to realize the symptoms of our stress. This also happens when the causes of stress are there long enough for us to get used to them. The body may try to tell us that it is stressed or that something is wrong, through symptoms such as:
- heart palpitations
- dizzy spells
- tight and sore muscles or
- various body pains and conditions
- blurry vision
- inability to eat or over-eating
- loss of interest in usual activities
- unexpected emotional reactions
It is important to remain attentive to such symptoms and to have a stress management system in place to counter the adverse affects of stress.
WHAT HAPPENS TO THE BODY WHEN WE EXPERIENCE STRESS?
Although physiological & psychological states are very much interrelated, it is much easier to deal with each of these separately.
The Physiological Response
The autonomic nervous system will prepare the body for emergency situations – this is known as the fight or flight response – i.e. Preparing our body to run or to fight. The sympathetic division increases our level of arousal (i.e. heart rate, adrenaline etc) and motivates us to act with alertness and speed. The parasympathetic division relaxes us after the state of emergency has disappeared. The adrenal glands play a particularly important role in determining an individual’s ability to cope with stress. Adrenalin causes constriction in the stomach and intestines (taking appetite away), and increases the rate of heart beat. No doubt you have experienced this state of tension, when your stomach becomes tight and your heartbeat faster seeming louder). The secretion of adrenalin (also known as epinephrine) excites the sympathetic system that in turn leads to even greater secretion of adrenalin. Thus a closed system of excitation and arousal is formed. This closed system is one reason why the level of excitement takes a while to disappear even after its cause goes.
Noradrenalin (also known as norepinephrine) stimulates the pituitary gland to secrete another hormone. This other hormone stimulates the liver to increase blood-sugar level, so that the body has energy for quick action.
The preparation of the body by the autonomic system is called the alarm phase. This is followed by the resistance phase. The body can resist the tension because its defence powers have been called into action during the alarm phase. The body later returns to a normal unexcited state. Certain physiological functions however, continue to perform at a high level. As a result there will be increased secretion of certain glands and organs (such as digestive juices that can lead to ulcers or diarrhoea).
If a new stressor occurs, such as an infection, the body cannot always defend itself efficiently as it did during the alarm phase. If the individual is subject to continuous stresses, they reach a point of exhaustion, where the defence powers of the nervous system collapse. The body’s immunity system becomes depleted, and thus illness can ensue, and in extreme instances, even death. If exhaustion continues for too long, a person might suffer mental illness or a breakdown -a kind of psychological death.
Stress can cause:
- irritable bowel syndrome/stomach ulcers
- eating disorder
- frequent cold and fatigue
and contribute to diseases such as:
- heart ailments
- and even cancer
If the cause of stress does not disappear for an extended length of time, the actions of the autonomic system and adrenal glands are prolonged. The pattern of preparation for emergencies in a way, embraces the persons life in its closed circuit, so the person becomes a victim to an unyielding level of stress.
CHRONIC & ACUTE STRESS
Chronic stress occurs where an individual is subject to successive stress producing events, e.g. a battered wife in a domestic situation. While violence might only occur occasionally, its prospect is always close at hand.
Acute stress arises from more catastrophic events which are sudden and immediate (e.g. death of a spouse or child, personal injury or illness, divorce, etc.) In this case, even though the actual cause of stress could be sudden and short lived, its effects could persist for a long time.
Not all stressful events have a dramatic effect. There are however certain life events which have a mild stressful effect which you might not be aware of. The addition of a new member to a family, a job promotion, change in diet or sleeping pattern, or even the Christmas season can cause minor stress. Minor stressors or “hassles” are not catastrophic, but can be damaging because they are pertinent and cumulative (i.e. if they recur over a long period, they can produce an accumulation of stress; and because they are related to insecurities, we don’t usually share the burden which they produce).
EBOOKS TO COMPLIMENT THIS COURSE
This engaging text explains how psychological profiling is used to assess others – from new staff and school children to criminals and killers.
by John Mason and the Staff of ACS
Psychological Profiling eBook course online. Psychological profiling is used to assess anyone from potential new staff and school children to serial killers. It helps you to determine someones personality, neuroses, mental health and career suitability. This book provides an excellent overview of psychological profiling techniques and pitfalls.
A profile of an individual at its most basic is an outline of what a person is really like in terms of their personality traits and characteristics. The most widely known form of profiling is that which is used to assess criminal behaviour. This is largely due to the popularity of TV shows and books which include criminal profiling.
When we hear the term “psychological profiling“, we often assume it is in relation to criminal behaviour, however profilingcan be used for a wide range of reasons, such as:
■ Assessing a person’s suitability for a specific role or profession.
■ Determining a specific characteristic in a person, such as intelligence or neuroses.
■ Determining someone’s personality.
■ Determining a person’s mental health state.
■ Diagnosing clinical conditions.
We often also see tests online and in magazines that are termed “psychological tests”, purporting to tell you the type of person you are by answering a few questions. Whilst these may be based upon some known pattern of traits, determining an individual’s profile is much more involved than this, and such tests only provide an indication at best.
In light of its media and television popularity, psychological profiling has become well-known and accepted over recent years.
Profiling is essentially building up a picture of an individual’s characteristics such as likely behaviours, attitudes, personal traits, unique skills or capabilities, and so forth in relation to norms of the general population. It is an assessment carried out by a skilled psychologist, using techniques and tools from psychology to learn general and specific facts about a person. In other words, a profile is a comparison of one person’s traits and behaviours to those of everyone else. It is a picture of how similar or different someone is, how well or poorly they perform, on a range of characteristics in relation to the average scores and performances of the general population.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
- Choose Your Learning Method
You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
- Tutor Allocation
Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
- Feedback and Assignments
Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
- Set Tasks and Self-Tests
Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead.
Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
- Design Your Own Qualification
ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FREQUENTLY ASKED QUESTIONS
Due to our years of experience and wide range of online courses, here are a list of our FAQs and Answers asked by Students.
Q. Do I need to buy text books?
A. No, you are not required to purchase expensive text books for any of our courses, since each module has been written by highly qualified tutors and writers, and our courses are updated on a regular basis, adding new information, methods and knowledge. You are supplied with all “essential” references. Extra books are always useful though, especially for special projects. Tutors will advise you what to buy if you decide you would like to have extra reading material, but it is not essential. Check out our eBookstore if you’re looking for a starting point.
Q. What sets the Academy apart from other institutions?
A. A unique feature of our courses is that we combine knowledge of the subject matter with practical tasks (set tasks, found at the end of each lesson). So you get to do practical components in each lesson. The benefits of this approach are immense: – your skills and knowledge are developed to a much higher level not normally found at other distance learning institutions.
Q. How do the practical exercises (set tasks) work?
A. The practical component of each lesson can be in the form of : Field Research, Networking and Analysis, Conducting Surveys, Growing, Collecting, Photographing and Processes.
Q. Can I pay by instalments?
A. Yes, you can view all available payment options here.
Q. Are there any hidden costs?
A. There are no hidden extras – the tuition fee covers all course material, unlimited tutor support, assignment marking/feedback and any text books where specified and exams. The only extras are for the public examinations fees for the ICB Bookkeeping course and the RHS (Royal Horticulture Society) exams.
Q. Are your courses up-to date?
A. Our courses are continually updated. The course content is rapidly updated and improved without the red tape and bureaucracy experienced at other educational institutions.
Q. Do you have a Cancellation policy?
A. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. What Recognition do you have?
A. The Academy for Distance Learning has various forms of recognition:
These include TQUK (Training Qualifications UK) – an Ofqual Awarding Organisation – ADL is an approved TQUK Centre.
IARC – International Approval Registration Centre, approved member. Accredited Training Provider for ICB (Institute of Certified Bookkeepers) and Approved Distance Learning Provider for the RHS (Royal Horticultural Society) and many more. Our graduates come from many parts of the world and have used our qualifications for successful employment and progression onto higher education. To view our full list of recognition and memberships please click here,
Q. Will I have any opportunity to engage with other students?
A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. Why should I enrol with the Academy for Distance Learning?
A. Here at the Academy our students are our priority – we treat every student as a unique individual. This philosophy allows us to nurture those who are “slow and steady” learners rather than letting them fall through the cracks, while catering for those who are in a hurry to complete.
Q. Can I study from anywhere in the world?
A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. Completing the course- how long will it take?
A. Completion of modules varies from student to student. Many factors come into play such as work commitments and family life- there are always distractions. Some students work quicker than others. For a 100 hour module many students will take up to 3- 6 months, others take less time and some are even longer. It’s all up to you. There is no pressure to complete or deadline to finish. Naturally, longer courses will take more time.
Q. What learning formats are there?
A. Your enrollment comes with the Online Classroom study option by default. For a small additional cost you also have the options of USB or Correspondence.
USB: Your course is sent to you on a USB stick, so that you can carry it in your pocket. Ideal for those with unreliable internet connections. This option is an additional £5/module
Correspondence: You download the course content and then print your own copy to your requirements. You can then bind the lessons to suit your needs.
Q. Assessment – how does it work?
A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a project instead of sitting the exam) – the choice is yours – you sit for the exam in your own location, or you can visit us in Canterbury, England to sit the exam if want to. Exam fees are included in the tuition fee you paid. You can read more about the examination process here. At the end of each lesson, there is an assignment. You submit it to the academy who then submits it to the tutor for marking, comments and feedback. Our policy is to have a grade for you within 5 to 7 days.
Q. How many assignments do I need to complete for each module?
A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons there would be 10 assignments. The number of lessons per module varies from module to module. See the course content from our website for further details.
Q. When do I have to hand in my first assignment?
A. There is no deadline for handing in the first assignment. Submit when you are ready. There are some students who hand in assignments within the first couple of weeks of enrolment – while there are others who submit their work 6 months later. It’s all at your own convenience to suit you. Everyone has different work and home commitments and we cater to these needs.
Q. I am having difficulty attending workshops/industry meetings, what can be done?
A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country; however, there may be an additional expense. We can appoint an appropriately qualified person anywhere to work through curriculum documentation supplied by us, to satisfy the requirements set down in a course.
Q. What qualification will I receive?
A. For individual modules, you would receive a Certificate (providing you complete all assignments and the exam). If you just want to complete the assignments only, then a Letter of Achievement would be awarded. For more details on qualifications awarded please click here.
Q. Is there a next level to progress to?
A. Yes – you can progress from one module to a combination of many modules and to higher qualifications i.e. Advanced Certificates, Diplomas and Higher Advanced Diplomas. Read more about course levels here.
Q. Can I customize my diploma/higher qualification?
A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to design your own diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. It’s a very popular option and widely used by many students. You quite simply choose the appropriate number of related modules needed to complete the qualification and submit them to us for approval as a custom diploma.
Q. What do I get when I complete the course? Will I receive a transcript?
A. At the completion of a 100-hour Certificate course and providing all assignments and exam have been completed, you will receive a Certificate and Transcript. The Transcript will list your GPA. Each 100-hour module is worth 3 credit hours.
Q. Do I have to sit for an exam?
A. Exams are optional but need to be undertaken in order to receive the Certificate or higher qualification. Exams are one and a half hours long. You appoint an adjudicator (subject to our approval) to supervise the exam. You sit for the exam in your own location. Its that simple.
Q. I don’t cope well with exams – what can I do?
A. If you feel you don’t cope well with exams you may elect to undertake a Project (set by the tutor) instead of sitting the exam. Many students prefer this option as they find researching the material for the project sharpens their research skills.
Q. If I don’t sit for the Exam do I still get a qualification?
A. If you don’t sit for the exam but complete the project alternative, you will still receive your endorsed qualification. If you don’t sit for an exam or complete a final project, providing you have completed all the assignments you will be awarded a Certificate of Achievement.
Q. Do I have to sit for the exam at the Academy?
A. No – whilst you are more than welcome to come to our location in Canterbury, U.K. and sit the exam in our classroom; the more popular option is to sit for the exam in your own location. You appoint an adjudicator to supervise the exam. Click here for more information on that process.
Q. Our tutors – who are they?
A. We only employ tutors who have are currently active in their industry with at least 5 years of real-world experience. Not only are they highly qualified but also experienced, knowledgeable, and professional- experts in their chosen fields from all parts of the world.
Q. Can I contact my tutor at any time?
A. Yes- you have unlimited access to tutors. We strongly encourage students to develop a dialogue with their Tutor. This is why we encourage students to submit their first assignment fairly quickly at the beginning of the course.
Every Academy student is assigned a tutor who supports you throughout your course and beyond. Your tutor is there to guide and facilitate your learning and provides as much or as little individual contact as you would like. When you submit your coursework the tutor will give you feedback that helps you develop your ideas and provides motivation. For those who do like to have interaction with other students, the ADL discussion forum connects you to students from all over the world.
Q. How do I contact my tutor?
A. You have direct contact with your tutor by email through the Online Classroom. Alternatively, you can write, fax, email, or phone the academy. Leave a message if your tutor isn’t available and they will phone, write or fax back; whatever suits you.
Q. If I don’t understand a question or a lesson may I contact the tutor?
A. You may contact a tutor as often as you like. There is no additional charge or restriction on this service. Contact can be made via the Student Zone, email, or by phone.
Q. Practical work – How is this done?
A. To find out more about this part of the course please visit the section on How Our Courses Work here.
What your tuition fees include
There are no hidden extras
FAQ - RHS Theory Qualifications
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: email@example.com
Q: When can I Enrol/Start My RHS Course With ADL?
A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas?
A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification?
A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)?
A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications.
A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include?
A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place?
A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams?
A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK.
Overseas: please email RHS qualifications direct for centre information.
Q: Exam Pass Marks?
A: Module – pass 50%. Commendation 70%.
Qualification: 50% pass for all modules.
Commendation awarded for all modules.
Each question carries a value of 10 marks.
Q: I’m Not Happy With My Exam Results?
A: You have the opportunity to re-sit your exam at the next opportunity.
There are no restrictions on the number of re-sits you can take. The highest mark you achieve will remain.,