MSc Developmental Psychology and Clinical Practice: Course Structure

Transcription

1 MSc : Course Structure See below for a list of modules and module descriptions. Please note that this course is reviewed continuously and so this information is subject to change in future years. An Introduction to Psychoanalytic Theory PSYCGP33 Dr Alejandra Perez Psychoanalytic Developmental Psychology This module is focused on introducing students to the core concepts of psychoanalytic theory. Through the detailed reading and discussion of contemporary psychoanalytic theoretical and research papers as well as key early papers, this course aims to outline a range of psychoanalytic theories and explore the contribution that psychoanalytic thinking can make to an understanding of the mind. Freud, S. ( ). The standard edition of the complete psychological works of Sigmund Freud (Vols Laplanche, J. & Pontalis, J.-B. (1973). The language of psychoanalysis. London: Hogarth Press. Quinodoz, J.-M. (2005). Reading Freud: A chronological exploration of Freud s writings. London: Routledge. Autumn Term 1.25 hour weekly lecture and 1 hour weekly seminar Assessment One 3,000 word essay The Clinical Theory of Psychoanalysis PSYCGP32 Dr Alejandra Perez

2 Psychoanalytic Developmental Psychology This module is focused on the clinical theory of psychoanalysis. Through the detailed reading and discussion of contemporary psychoanalytic theoretical and research papers as well as key early papers, this course aims to outline psychoanalysis as a method of treatment. Some of the areas this course will explore are: the nature of a psychoanalytic treatment; the psychoanalytic setting; psychoanalytic assessment and diagnosis; transference; counter-transference; and change process. Caper, R. (1994). What is a clinical fact? International Journal of Psychoanalysis, 75: Milton, J., Polmear, C. & Fabricius, J. (2004). The profession. In A short introduction to psychoanalysis (pp ). London: Sage Publications. Sandler, J., Dare, C. & Holder, A. (1992). The patient and the analyst: The basis of the psychoanalytic process (2 nd ed.). London: Karnac. Spring Term 1.25 hour weekly lecture and 1 hour weekly seminar Assessment One 2 hour unseen exam Multiple Perspectives on Child Development 1 Department PSYCGN40 Life Sciences Dr Lucy Maddox objectives This module will consider the systemic contexts for child development in terms of family networks, extended families, school and peer-groups, professional systems and cultural contexts. Emotional and social development in terms of attachment, theory of mind and mentalisation will be covered.

3 Carr, A. (2006). The handbook of child and adolescent clinical psychology: A contextual approach (2 nd ed. chapter 1). London: Routledge. Cassidy, J. & Shaver, P. R. (Eds.) Handbook of Attachment. New York: Guilford Press. 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. Autumn Term 1.25 hour weekly lecture and 1 hour weekly seminar Assessment One 2 hour unseen exam Multiple Perspectives on Child Development 2 PSYCGN41 Department Life Sciences Dr Lucy Maddox The second half of the child development module will focus more on topics from chronological development of an individual infant. The intention is still to draw on multiple perspectives and to bear in mind the systemic and relational understanding gained from term I. Hobson, R. P. (1980). The question of egocentrism: The young child s competence in the co-ordination of perspectives. Journal of Child Psychology and Psychiatry, 21, doi: /j tb00036.x Kroger, J. (2007). Why is identity achievement so elusive? Identity, 7, doi: / 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. Spring Term 1.25 hour weekly lecture and 1 hour weekly seminar Assessment One 3,000 word essay

4 Developmental Disorders from Multiple Perspectives PSYCGN22 Dr Lionel Bailly & Dr Eamon McCrory Using cognitive, neuroscientific and psychoanalytic perspectives, this module aims to explore presenting disorders of childhood by considering a range of approaches in order for students to become familiar with different approaches to child psychopathology. Clinical examples are provided where appropriate. 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), Davey, G. (2008). Psychopathology: Concepts and Classification. In Psychopathology: Research, assessment and treatment in clinical psychology (pp. 2-27). Chichester: BPS Blackwell. Kendall, P. C. & Comer, J. S. (2010). Models of childhood disorders. In Childhood disorders (2 nd ed., pp ). Hove: Psychology Press. Autumn Term Weekly 1.5 hour lecture and I hour weekly seminar Assessment One 3,000 word essay Evaluating Clinical Interventions PSYCGN42 Dr Julian Childs

5 The module first introduces students to the theories of evidence-based practice and practice-based evidence. Next, methodological approaches to carrying out evaluations of clinical interventions are described, focussing on routine outcome monitoring. Then, statistical approaches to analysing evaluations of clinical interventions will be presented, and alternative perspectives on the strengths and limitations of evaluations of clinical interventions will be explored. Throughout, the focus of the module will be on understanding the key principles and practicalities of evaluating clinical interventions and how to apply this understanding to the types of evaluations students may be conducting during their CAMHS or Yale placements. 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), 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, Summer Term weekly 2.5 hour lectures Assessment One 3,000 word written assignment Research Methods: Introduction to Statistical Analysis PSYCGN27 Dr Peter Martin Psychoanalytic Developmental Psychology

6 The 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 will be on carrying out statistical tests using SPSS and interpreting and communicating the results of analysis effectively. Brace, N., Kemp, R. and Snelgar, R. (2006) SPSS for Psychologists A Guide to Data Analysis using SPSS for Windows, 3rd edition. London. Palgrave 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 Autumn/Spring Term 1.25 hour weekly lectures and 1-2 hours weekly computer laboratory sessions Assessment One 2 hour unseen exam Parent-Infant Observation 45 Dr Alejandra Perez 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. Brazelton, T.B. & Cramer, B.G. The Earliest Relationship. Parents, infants and the Drama of Early Attachment, Karnac Books, London 1991 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 Psychotherapy, Vol 22 no 3

7 Stern, D. N. (1985). The questions and their background. In The interpersonal world of the infant: A view from psychoanalysis and developmental psychology (Part 1, pp. 3-34). New York: Basic Books. 1.5 hour weekly seminars Assessment One 4000 word paper Assessment and Planning Clinical Interventions PSYCGN44 Dr 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. 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. Carr, A. (2006). Classification, epidemiology and treatment effectiveness. In The handbook of child and adolescent clinical psychology: A contextual approach (pp ) London: Routledge. 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. 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. Summer Term 1.5 hour weekly lectures and 1 hour skills practice sessions Assessment One 3,000 word written assignment

8 Building and Maintaining Therapeutic Relationships PSYCGN43 Dr 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 therapy for children and families (2 nd ed., pp ). Cambridge: Cambridge University Press Spring Term 1.5 hour weekly lectures and 1 hour skills practice sessions Assessment Practical assignment Year 2 Clinical Practice (CAMHS) in Context PSYCGN46 Dr Emma Morris Year 2 This module focuses on the development and structure of Child and Adolescent Mental Health Services (CAMHS) against a broader framework of agencies and services in the UK. Teaching aims to cover, and encourage students to reflect upon,

9 topics pertinent to clinicians situated within a CAMHS. These include Multidisciplinary working, the role of Evidence Based Practice in clinical work and child protection. Legal and cultural contexts around children are explored and linked with ideas about service provision and development. Health and Social Care Advisory Service for the Department of Health. (2008). Children and young people s participation in CAMHS: A literature review for informed practice. Retrieved from: Richardson, G. & Wyatt, A. (2010). CAMHS in context. In G. Richardson, I. Partridge & J. Barrett (Eds.), Child and adolescent mental health services: An operational handbook (2nd ed., pp. 9-20). London: RCPsych Publications. Sloper, P. (2004). Facilitators and barriers for co-ordinated multi-agency services. Child: Care, Health and Development, 30, doi: /j x Autumn Term 1 hour weekly lectures and 1.5 hour group workshop seminars Assessment Practical assignment Clinical Skills 1 PSYCGN47 Dr Alex Harborne Year 2 This module, which is both theoretical and practical, covers some of the key topics related to establishing and maintaining a treatment focus and using specific intervention strategies based on a multi-theoretical perspective. Topics would range from core clinical skills (clarification, confrontation etc.) to techniques specific to a range of theoretical perspectives (therapist s use of self, working with the transference, cognitive re-structuring, social skills training, systemic interventions etc.) Mason, B (2005) Relational risk taking and the therapeutic relationship. In Flaskas, C., Mason, B. & Perlerz, A. (Eds.), The space between: Experience, context and process in the therapeutic relationship (pp ). London: Karnac. National Society for the Prevention of Cruelty to Children. (2012). Gillick competency and Fraser guidelines (NSPCC Factsheet). London: NSPCC. Available at: Waddingham, R. (2010). Voice Collective: You re not alone. In S Escher & M.

10 Romme, Children hearing voices: What you need to know (pp. 3-14). Ross-on-Wye: PCCS Books. Autumn Term 1 hour weekly lectures and 1.5 hour group workshop seminars Assessment Practical assignment Clinical Skills 2 PSYCGN48 Dr Alex Harborne Year 2 This module, which is both theoretical and practical, builds on what has been covered in Clinical Skills I, and covers some of the key topics related to using specific intervention strategies based on a multi-theoretical perspective, and planning and working towards endings. Topics would include techniques specific to a range of theoretical perspectives (therapist s use of self, working with the transference, cognitive re-structuring, social skills training, systemic interventions etc.) and techniques related to specific clinical settings (e.g. working with groups, with parents, with families etc.) Burgess, R. (2012). Supporting global mental health: Critical community psychology as a potential panacea? In C. Walker, K. Johnson & L. Cunningham (Eds.), Community psychology and the socio-economics of mental distress: International perspectives (pp ). Basingstoke: Palgrave Macmillan. Dura-Vila, D., Dein, S. & Hodges, M (2010). Children with intellectual disability: A gain not a loss. Clinical Child Psychology and Psychiatry, 15, doi: / Slade, A. (2008). Mentalization as a frame for parent work in child psychotherapy. In E. Jurist, A. Slade, & S. Bergner (Eds.), Mind to mind: Infant research, neuroscience and psychoanalysis (pp ). New York: Other Press. Woods, J. (1993). Limits and structure in child group psychotherapy. Journal of Child Psychotherapy, 19, doi: / Spring/Summer Term 1 hour weekly lectures and 1.5 hour group workshop seminars Assessment Practical assignment

11 Research Project PSYCGN50 Dr Nick Midgley & 2 Students undertake a piece of independent research during both years of the course work, supervised by a member of UCL/AFC staff. Students also complete a research dissertation in the field of child mental health and/or service delivery, working in collaboration with UCL's own Evidence Based Practice Unit (EBPU) and the CAMHS Outcome Research Consortium (CORC), which undertake cutting-edge work on evaluating and transforming CAMHS delivery. The dissertation has a maximum of 17,000 words and is submitted at the end of the second year. Alderson, P. & Morrow, V. (2011) The Ethics of Research with Children and Young People: A Practical Handbook. London: Sage. Harper, D. and Thompson, A. (2011). Qualitative Research Methods in Mental Health and Psychotherapy: A Guide for Students and Practitioners. Malden: Wiley. Wolpert, M., Fugard, A. J. B., & Deighton, J. (2013). Issues in the evaluation of psychotherapies. In P. Graham & S. Reynolds (Eds.), Cognitive behaviour therapy for children and families (3rd ed., pp ). Cambridge: Cambridge University Press. Students work independently throughout the both years on their project, supported by their supervisor. Assessment 17,000 word dissertation