MSc Developmental Psychology and Clinical Practice: Course Structure

Transcription

1 MSc : Course Structure Foundations of Psychoanalytic Thought 1: Freud and the Creation of Psychoanalysis. PSYCGPN1 Nick Midgely Psychoanalytic Developmental Psychology 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. 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 ). 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 ). 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 ). London: Hogarth Press and the Institute of Psychoanalysis. (Original work published 1909)

2 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 ). London: Hogarth Press and the Institute of Psychoanalysis. (Original work published 1914) Autumn Term 1.5 hour weekly lecture and 1 hour weekly seminar One 3,000 word essay Foundations of Psychoanalytic Thought 2: Anna Freud and the Contemporary Freudians PSYCGPN2 Nick Midgely Psychoanalytic Developmental Psychology 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. 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, Fonagy, P. & Target, M. (2001). An interpersonal view of the infant. In A. Hurry (Ed.), Psychoanalysis and developmental therapy (pp. 3-31). London: Karnac. Spring term 1.5 hour weekly lecture and 1 hour weekly seminar

3 One 2 hour unseen exam Multiple Perspectives on Child Development 1 PSYCGN40 Dr Lucy Maddox Sample bibliography 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. 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 (2 nd ed.) Chichester: Wiley-Blackwell. Carr, A. (2006). The handbook of child and adolescent clinical psychology: A contextual approach (2 nd ed. chapter 1). London: Routledge. J. Cassidy & P. R. Shaver (Eds.) Handbook of Attachment. New York: Guilford Press. Autumn term 1 hour lecture and 1 hour seminar, weekly One 2 hour exam Multiple Perspectives on Child Development 2 PSYCGN41

4 Dr Lucy Maddox Sample bibliography 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. Slater, A. & Bremner, G. (2011). An introduction to developmental psychology (2 nd 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. Spring Term 1 hour lecture and 1 hour seminar, weekly 3000 word essay Developmental Disorders from Multiple Perspectives PSYCGN22 Lionel Bailly

5 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. 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, Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in Cognitive Sciences, 6, 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), Autumn Term Weekly 1.5 hour lecture and 1 hour weekly seminar One 3,000 word essay Introduction to Statistical Analysis PSYCGN27 Dr Peter Martin Psychoanalytic Developmental Psychology 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

6 will be on carrying out statistical tests using SPSS and interpreting and communicating the results of analysis effectively. 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. Spring Term: ten weekly computer laboratory sessions of 2.5 hours One 2 hour exam Evaluating Clinical Interventions PSYCGN42 Dr Andy Fugard 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.

7 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, 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, 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), 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), 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), 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), Summer Term 2 hour weekly lectures Two 1,500 word assessments Parent-Infant Observation PSYCGN45 Dr Nick Midgely

8 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. 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 hour weekly seminars 4000 word paper and Planning Clinical Interventions PSYCGN44 Fiona John 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.

9 Herbert, M. (2006). Clinical diagnosis and assessment: Theoretical considerations. In Clinical child and adolescent psychology: from theory to practice (3 rd 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 ) 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. Summer Term 1.5 hour weekly lectures 3000 word written assignment Building and Maintaining Therapeutic Relationships PSYCGN43 Fiona John 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. Schmidt Neven, R. (2010). Practicalities of therapeutic communication. In Core principles of assessment and therapeutic communication with children, adolescents and families (pp ). Hove: Routledge. Sperry, L. (2010). Relationship building. In Core competencies in counselling and psychotherapy: Becoming a highly competent and effective therapist (pp ). New York: Routledge. Wolpert, M., Elsworth, J. & Doe, J. (2005). Working with parents: some practical and ethical problems. In Graham, P. (Ed.), Cognitive behaviour

10 therapy for children and families (2 nd ed., pp ). Cambridge: Cambridge University Press Spring Term 1.5 hour weekly lectures Practical Assignment