MSc Developmental Psychology and Clinical Practice: Course Structure

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MSc Developmental Psychology and Clinical Practice: Course Structure

Title Foundations of Psychoanalytic Thought 1: Freud and the Creation

of Psychoanalysis.

UPC Code PSYCGPN1

Department Brain Sciences

Organiser Nick Midgely

Year 1

Taken by: Psychoanalytic Developmental Psychology

Developmental Neuroscience and Psychopathology Developmental Psychology and Clinical Practice

Aims and Objectives This module focuses entirely on the work of Sigmund Freud. Through the detailed reading and discussion of Freud’s papers this course aims to outline Freud’s early theories and then illustrate the important steps in the evolution of his thinking throughout his life.

Sample Bibliography Breuer, J. & Freud, S. (1955). On the psychical mechanism of hysterical phenomena: Preliminary communication. In J. Strachey (Ed. & Trans.), The standard edition of the complete psychological works of Sigmund Freud (Volume 2, pp. 3-17). London: Hogarth Press and the Institute of Psychoanalysis. (Original work published 1893)

Freud, A. (Ed) The Essentials of Psycho-analysis, London: Vintage Press 2005

Freud, S. (1961). Civilisation and its Discontents. In J. Strachey (Ed. & Trans.), The standard edition of the complete psychological works of Sigmund Freud (Volume 21, pp. 86-145). London: Hogarth Press and the Institute of Psychoanalysis. (Original work published 1930).

Freud, S. (1953). Fragment of an analysis of a case of hysteria [Dora]. In J. Strachey (Ed. & Trans.), The standard edition of the complete

psychological works of Sigmund Freud (Volume 7, pp. 7-122). London: Hogarth Press and the Institute of Psychoanalysis. (Original work published 1905)

Freud, S. (1955). Notes upon a case of obsessional neurosis [Rat Man]: Extracts from the case history. In J. Strachey (Ed. & Trans.), The standard edition of the complete psychological works of Sigmund Freud (Volume 10, pp. 151-220). London: Hogarth Press and the Institute of Psychoanalysis. (Original work published 1909)

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Freud, S. (1957). On narcissism: An introduction. In J. Strachey (Ed. & Trans.), The standard edition of the complete psychological works of Sigmund Freud (Volume 14, pp. 73-102). London: Hogarth Press and the Institute of Psychoanalysis. (Original work published 1914)

Lectures Autumn Term 1.5 hour weekly lecture and 1 hour weekly seminar Assessment One 3,000 word essay

Title Foundations of Psychoanalytic Thought 2: Anna Freud and the Contemporary Freudians

UPC Code PSYCGPN2

Organiser Nick Midgely

Year 1

Aims and Objectives This module traces the historical development of Psychoanalysis in Britain since Freud’s death in 1939, with particular focus on the work of Anna Freud and the ‘Contemporary Freudians’. The course covers the major developments within Anna Freud’s own work from the 1930s through to the 1970’s and then introduces some of the most significant contributions to contemporary Freudian thinking, including work of Joseph Sadler, Mervyn Glasser and Peter Fonagy.

Sample Bibliography Chasseguet-Smirgel, J. (1985). Perversion and the universal law. In Creativity and perversion (pp. 1-12). London: Free Association Books. Edgcumbe, Rose, (2000) Anna Freud: A View of Development, Disturbance and Therapeitic Techniques- Makers of Modern Psychotherapy S., United Kingdom: Routledge

Fonagy, P. (1991). Thinking about thinking: Some clinical and theoretical considerations in the treatment of a borderline patient. International Journal of Psycho-Analysis, 72, 639-656.

Fonagy, P. & Target, M. (2001). An interpersonal view of the infant. In A. Hurry (Ed.), Psychoanalysis and developmental therapy (pp. 3-31). London: Karnac.

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Assessment One 2 hour unseen exam

Title Multiple Perspectives on Child Development 1

UPC Code PSYCGN40

Department Brain Sciences Organiser Dr Lucy Maddox

Year 1

Taken by: Developmental Neuroscience and Psychopathology Developmental Psychology and Clinical Practice

Aims and Objectives This module will provide students with an overview of psychological and emotional development from birth to infancy and early years. It will include theoretical and empirical research from a number of perspectives including developmental psychology, psychodynamic and systemic theory, and developmental neuroscience. There will be an emphasis on how such development is shaped by environmental influence (e.g. parenting) as well as by genetic factors.

Sample bibliography Music, G. (2011). Nurturing natures: Attachment and children’s emotional, sociocultural and brain development. Hove: Psychology Press.

Slater, A. & Bremner, G. (2011). An introduction to developmental psychology (2nd ed.) Chichester: Wiley-Blackwell.

Carr, A. (2006). The handbook of child and adolescent clinical psychology: A contextual approach (2nd ed. chapter 1). London: Routledge.

J. Cassidy & P. R. Shaver (Eds.) Handbook of Attachment. New York: Guilford Press.

Lectures Autumn term 1 hour lecture and 1 hour seminar, weekly Assessment One 2 hour exam

Title Multiple Perspectives on Child Development 2

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Department Brain Sciences Organiser Dr Lucy Maddox

Year 1

Aims and Objectives This module will provide students with an overview of psychological and emotional development during the school years up to adolescence. It will include theoretical and empirical research from a number of perspectives including developmental psychology, psychodynamic and systemic theory, and developmental neuroscience. There will be an emphasis on how such development is shaped by environmental influence (e.g. influence of peers, the home environment) as well as by genetic factors. Sample bibliography Slater, A. & Bremner, G. (2011). An introduction to developmental

psychology (2nd ed.) Chichester: Wiley-Blackwell.

Graham. P. (2004). The end of adolescence. Oxford: Oxford University Press.

Music, G. (2011). Nurturing natures: Attachment and children’s emotional, sociocultural and brain development. Hove: Psychology Press.

Lectures Spring Term 1 hour lecture and 1 hour seminar, weekly Assessment 3000 word essay

Title Developmental Disorders from Multiple Perspectives

UPC Code PSYCGN22

Department Brain Sciences Organiser Lionel Bailly

Year 1

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Aims and Objectives This module primarily considers a series of specific disorders of childhood (for example, autism, depression and post-traumatic stress disorder) alongside certain traumatogenic factors (specifically

maltreatment) associated with child and adult psychopathology. For each disorder, neuroscientific, cognitive and psychoanalytic models will be presented with an emphasis on how these approaches help to illuminate psychopathology for the clinician.

Sample Bibliography Alvarez, A. (1999). Addressing the deficit: Developmentally informed psychotherapy with passive, ‘undrawn’ children. In Alvarez, A. & Reid, S. (Eds.), Autism and personality: Findings from the Tavistock Autism Workshop. London: Routledge

Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985). Does the autistic child have a ‘theory of mind’? Cognition, 21, 37-46

Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in Cognitive Sciences, 6, 248-254.

Blair, R. J. R., Peschardt, K. S., Budhani, S., Mitchell, D. G. V. & Pine, D. S. (2006). The development of psychopathy. Journal of Child Psychology and Psychiatry, 47(4/3), 262-275.

Lectures Autumn Term Weekly 1.5 hour lecture and 1 hour weekly seminar Assessment One 3,000 word essay

Title Introduction to Statistical Analysis

UPC Code PSYCGN27

Department Brain Sciences Organiser Dr Peter Martin

Year 1

Aims and Objectives This course will cover a range of topics in descriptive and inferential statistics including; sampling distributions, descriptive statistics, measures of association and measures of difference. Methods for evaluating reliability and validity will also be addressed. The emphasis

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will be on carrying out statistical tests using SPSS and interpreting and communicating the results of analysis effectively.

Sample Bibliography Coakes, L.S., and Steed, L. (2007) SPSS: Analysis Without Anguish Using SPSS Version 14.0 for Windows. London: John Wiley & Sons Howell, D.C. (1999) Fundamental Statistics for the Behavioural Sciences. Duxbury Press

Kinnear, P.R. and Gray, C.D. (2004) SPSS 12 for Windows Made Simple East Sussex:. Psychology Press

Brace, N., Kemp, R. and Snelgar, R. (2006) SPSS for Psychologists – A Guide to Data Analysis using SPSS for Windows, 3rd edition. London. Palgrave.

Lectures Spring Term: ten weekly computer laboratory sessions of 2.5 hours Assessment One 2 hour exam

Title Evaluating Clinical Interventions

UPC Code PSYCGN42

Department Brain Sciences Organiser Dr Andy Fugard

Year 1

Aims and Objectives Competent therapy requires the capacity for evaluating treatment and understanding about the different models of evaluation and ‘evidence based practice’. This module, which is both theoretical and practical, covers some of the key topics related to evidence-based practice, including different types of evidence, the role of routine outcome monitoring and the strengths and weaknesses of different evaluation models. The course also covers specific approaches to evaluating one’s own clinical practice, introduces a range of common measures used in child mental health services and explores the relative merits of ‘evidence based practice’ and ‘practice based evidence’.

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Sample Bibliography McLeod, J. (2010). Case study research in counselling and psychotherapy. London: SAGE.

Timulak, L. (2005). Research in psychotherapy and counselling. London: SAGE.

Wachtel, P.L. (2010). Beyond “ESTs”: Problematic assumptions in the pursuit of evidence-based practice. Psychoanalytic Psychology, 27, 251– 272.

Weisz, J. R., Chorpita, B. F., Frye, A., Ng, M. Y., Lau, N., Langer, D. A…. Hoagwood, K.E. (2011). Youth top problems: Using idiographic,

consumer-guided assessment to identify treatment needs and to track change during psychotherapy. Journal of Consulting and Clinical Psychology, 79, 369–380.

Badham, B. and Young Minds (March 2011).Talking about Talking Therapies: Thinking and planning about how to make good and accessible talking therapies available to children and young people. Elliot, R. (2010). Psychotherapy change process research: Realizing the promise. Psychotherapy Research, 20(2), 123–135.

Kam, S.E. and Midgley, N. (2006). Exploring “Clinical Judgement”: How Do Child and Adolescent Mental Health Professionals Decide Whether a Young Person Needs Individual Psychotherapy? Clinical Child

Psychology and Psychiatry, 11(1), 27–44.

Knaup, C., Koesters, M., Schoefer, D., Becker, T. & Puschner, B. (2009). Effect of feedback of treatment outcome in specialist mental healthcare: meta-analysis. British Journal of Psychiatry, 195(1), 15–22.

Sharp, C., Goodyer, I.M., & Croudace, T.J. (2006). The Short Mood and Feelings Questionnaire (SMFQ): A unidimensional item response theory and categorical data factor analysis of self-report ratings from a

community sample of 7-through 11-year-old children. Journal of Abnormal Child Psychology, 34(3), 365–377.

Lectures Summer Term 2 hour weekly lectures Assessment Two 1,500 word assessments

Title Parent-Infant Observation

UPC Code PSYCGN45

Department Brain Sciences Organiser Dr Nick Midgely

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Year 1

Taken by: Developmental Psychology and Clinical Practice

Aims and Objectives This module focuses upon the infants development in the early months of life and how the relationship with the primary caregiver becomes established and consolidated. The vicissitudes of this relationship are examined through the linking of direct observations to the appropriate theoretical perspectives.

Sample Bibliography Hopkins, J (1990) “The Observed Infant of Attachment Theory”, British Journal of Psychotherapy, Vol. 6 (4), pp 460

Hopkins, Juliet (1996) ‘The dangers and deprivations of too-good mothering’ Journal of Child Psycho Therapy, Vol 22 no 3

Brazelton, T.B. & Cramer, B.G. The Earliest Relationship. Parents, infants and the Drama of Early Attachment, Karnac Books, London 1991 Lectures 1.5 hour weekly seminars

Assessment 4000 word paper

Title Assessment and Planning Clinical Interventions

UPC Code PSYCGN44

Organiser Fiona John

Year 1

Aims and Objectives Competent therapy requires the clinician’s capacity to understand and make appropriate assessments, and to link such assessments to diagnosis, case conceptualization and treatment planning. This module, which is both theoretical and practical, covers some of the key topics related to assessment and planning therapeutic interventions with children and families, from a multi-theoretical perspective, including; undertaking assessments with children and families, the use of diagnoses, developing effective clinical case formulations and developing treatment plans for work with children.

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Sample Bibliography Herbert, M. (2006). Clinical diagnosis and assessment: Theoretical considerations. In Clinical child and adolescent psychology: from theory to practice (3rd ed., chapter 1). Chichester: Wiley.

Carr, A. (2006). Classification, epidemiology and treatment effectiveness. In The handbook of child and adolescent clinical psychology: A

contextual approach (pp 79-104) London: Routledge.

Anders, T. & Morrison, J. (2001). A variety of interviews with children and adolescents. In Interviewing children and adolescents: Skills and

strategies for effective DSM-IV diagnosis. New York: Guildford Press. Friedberg, R. & McClure, J. (2002). Case conceptualization. In Clinical practice of cognitive therapy with children and adolescents: The nuts and bolts (chapter 2). New York: Guildford Press.

Lectures Summer Term 1.5 hour weekly lectures Assessment 3000 word written assignment

Title Building and Maintaining Therapeutic Relationships

UPC Code PSYCGN43

Organiser Fiona John

Year 1

Aims and Objectives This module aims to introduce students to the idea of the therapeutic relationship and illustrate its centrality to therapeutic work with children, young people and families. The module is both theoretical and practical, and will include the use of role plays to support students to learn these skills in a safe and positive teaching environment.

Sample Bibliography Schmidt Neven, R. (2010). Practicalities of therapeutic communication. In Core principles of assessment and therapeutic communication with children, adolescents and families (pp. 74-96). Hove: Routledge. Sperry, L. (2010). Relationship building. In Core competencies in counselling and psychotherapy: Becoming a highly competent and effective therapist (pp. 43-61). New York: Routledge.

Wolpert, M., Elsworth, J. & Doe, J. (2005). Working with parents: some practical and ethical problems. In Graham, P. (Ed.), Cognitive behaviour

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therapy for children and families (2nd ed., pp. 103-120). Cambridge: Cambridge University Press

Lectures Spring Term 1.5 hour weekly lectures Assessment Practical Assignment