The MSc in Child Development is designed to prepare psychology graduates for the next stage of their career in research or applied areas of psychology.
Keele has a vibrant, well-established and ever-expanding community of researchers in child development. Students will benefit from their expertise across a wide range of areas including child social development (e.g. bullying and peer relationships), child cognitive development (e.g. theory of mind, attention in autism and ADHD) and education (e.g. girls and
science and enhancing collaborative learning in the classroom). MSc students are made to feel part of this research culture both through the formal modules and through involvement in research seminars and meetings.
Students become members of the new Children and Young People’s Research Network through which the teaching of the advanced study module is delivered.
The programme provides taught content and research training in a range of areas in Child Development, building on areas of staff research expertise. Strengths include: children’s peer relationships, e.g. bullying in schools, teenage relationship abuse; eye movements in children with autism and ADHD; children’s face recognition; interrogative interviewing of vulnerable child witnesses; children’s use of humour; social influences on learning, such as how teachers use feedback in the classroom; how to promote collaborative learning; factors that influence children’s subject choices, e.g. girls and science; children’s musical development and engagement; and parenting, e.g. interactions at family mealtimes.
We have well-established links with local schools and have created research partnerships where students come to the university to experience learning in a university setting as well as allowing our students to gain valuable experience working and collecting data in a school setting. We also run the project White Water Writers which gives groups of young people the chance to write and publish their own full length novel in a week. We work with local primary, secondary, SEN and other youth groups such as with looked after children, and MSc students are given the opportunity to take the lead in running this project.
Our MSc Psychology programmes are designed to foster a vibrant and collaborative peer culture amongst our MSc students. Several of our modules are shared by all four of our MSc psychology programmes. We also know it’s vital that you develop the advanced specialised skills you will need to pursue careers in your chosen fields. Throughout your MSc degree you are supported and encouraged to focus your work to help you conduct in-depth explorations of your specialist subjects and personal interests.
You will undertake a double weighted Advanced Study module in MSc Child Development (30 Credits).
The teaching for this module is delivered through the new Children and Young People’s Research Network. The module aims to deepen students’ knowledge and understanding of key concepts, theories and research evidence on child development and to develop their critical awareness of current issues and new insights in this area of psychological research. There is a key focus on the ethical and practical issues associated with conducting research with children and young people. Topics can include: children’s humour, children and face perception, children and advertising, bullying in schools.
All MSc Psychology undertake the following core modules designed to help you engage with the pluralistic nature of psychology and understand the broader field within which your specialised interest sits:
In addition to the core modules all students can tailor their research methods training to suit their needs and interests by choosing one of the following option modules:
Research is a key emphasis in our programmes and you will be supported by a specialist tutor in your chosen field to undertake original research as part of the Research Preparation (15 credits) and Dissertation (60 credits) modules.
The course is of one year duration for full time and two years for part-time.
The course is assessed through written coursework, unseen examination, verbal presentation of research, and independent research written up as a dissertation.
Apart from additional costs for text books, inter-library loans and potential overdue library fines we do not anticipate any additional costs for this postgraduate programme. Limited support is available for research-related expenses.
There are substantial scholarships available, please see this link: http://www.keele.ac.uk/studentfunding/bursariesscholarships/internationalfunding/postgraduate/
31st May 2018
The course begins with a discussion about how the term ‘inclusion’ can be interpreted. You will then explore policies and philosophies of inclusion in both special educational needs and special provision, as well as to theories of social justice and equality in education. This course is for practitioners working in a range of settings, from early years to higher education. It is aimed at qualified teachers, teaching assistants and SENCOs, as well as disability advisers and those in student support settings. The key focus is dyslexia, although the curriculum will also touch on disorders such as autism, ADHD and dyspraxia.Learning is tailored to students who are also in employment, and is delivered by staff who understand the needs of part-time learners. Our experienced teaching staff have specialisms and are research-active, which means your learning will be underpinned by the latest research and analysis. There is a great emphasis on critical thinking and you will be encouraged to question and think independently in order to come up with solutions to support students with specific learning difficulties. You will be encouraged to bring your own professional experiences to discussions, to enrich the learning experience for all students. We are currently working with the British Dyslexia Association towards AMBDA accreditation for this course.
The programme comprises two modules that will enhance the knowledge and skills of practitioners in meeting the needs of learners with specific learning difficulties (SpLD):
Assessment is 100% through coursework. This part-time course is not available to international students.
If British Dyslexia Association, AMBDA accreditation is achieved for this course, the assessment will also include an element of observed specialist teaching.
Develop knowledge of specific learning difficulties with a focus on dyslexia.
This course is moulded to meet the needs of students who are working whilst studying.
The curriculum is delivered by experienced teaching staff with specialisms and who are research-active. This means your learning will be underpinned by the latest research and analysis.
This distance learning programme in Social, Emotional and Behavioural Difficulties (SEBD) aims to develop professional practice in educational settings. If you work with children and young people who exhibit challenging behaviour, disaffection and disengagement with schooling, then it will be relevant to you.
Professional Development is increasingly important in the career development of all professionals within Education and Children’s Services in general. This distance education course will provide you with an increased knowledge/and understanding of Social, Emotional and Behavioural Difficulties (SEBD) and it is particularly suited to teachers, care workers, mentors, youth workers and learning support assistants working in primary, secondary, further education and specialist settings.
The programme uses the National College for Teaching and Leadership competencies for core and expert standards for working with pupils experiencing social, emotional and behavioural difficulties (SEBD). From these standards the programme provides a wider context for knowledge and understanding of SEBD, the development of skills and expertise in meeting these pupils’ needs, and professional experience upon which to promote good practice.
SEBD Core Modules
Each student has a personal tutor in a regional tutor group. Study is supported through study packs, tutorial groups, web based learning, online materials, telephone and email contact which allows students to learn with each other. Internet access is required for the programme. There is a university based study-weekend twice a year.
The Social, Emotional and Behavioural Difficulties programme is ideal for those working in settings which provide education for children and young people with SEBD. It is particularly suited to teachers, care workers, mentors, youth workers and learning support assistants working in primary, secondary, further education and specialist settings. Upon completion of this course, you will have experience in dealing with pupils with challenging behaviour within educational settings.
There is the opportunity to work towards a further professional qualification in the field of Education both within schools and in other settings, including progression to a PhD or EdD. The excellent careers advice provided by personal tutors has encouraged many of our graduates to successfully apply for leadership roles working with children with social, emotional and behavioural difficulties. These include: specialist teachers, education advisors, special educational needs coordinators, teaching assistants, youth workers, behaviour managers and counsellors.
This course looks at research in child psychology, focusing on the advanced study of psychological development in children and the implications of psychological theory and research for policy and practice. It is ideal if you would like to start or promote a career working with children in areas such as teaching and social work; it also provides an excellent foundation for pursuing a research career in child/developmental psychology.
Taught by researchers active in the field of child psychology, this MSc has a strong research focus, and you will be encouraged to approach empirical research critically. You will study four, year-long, 30-credit modules, including three core modules and one option module, plus a 60-credit dissertation.
You will be introduced to the theories of child psychology, considering them in relation to the real world, and will cover the empirical research and theories of developmental psychology, focusing on implications for policy and practice. You will also study the application of developmental psychology to social policy, such as social issues, education and school issues and health, and the factors influencing the development of children's relationships. You will consider both typical and atypical development, including a range of developmental disorders, such as autism spectrum disorders, dyslexia, etc. Your dissertation enables you to study an area of interest in depth and gain valuable research skills.
Essays, in-class tests, presentations, unseen examinations, laboratory reports and dissertation.
Please note that this is an indicative list of modules and is not intended as a definitive list.
Optional modules to be confirmed.
Are you interested in the relationship between the brain and behaviour? As a neuropsychologist, you will study psychological functions such as perception, memory, language, attention, emotion and motor skills.
Disorders can be caused by a wide range of aetiologies, such as an accident, a stroke, neural degeneration (Alzheimer’s, Wernicke-Korsakov syndrome), or developmental defects (dyslexia, ADHD, autism).
The lecturers at the Neuropsychology Master’s programme all work in clinical practice and/or conduct state-of-the-art cognitive research at Utrecht University. This integration of science and practice feeds the Master’s programme’s educational activities.
In this Master’s programme, you will learn how to work together with other behavioural and medical professionals. Our lecturers often have different specialist backgrounds, and you will experience the same multidisciplinary atmosphere in your internship as well.
The Neuropsychology Master’s programme is limited to a maximum of 65 admissions for the academic year. This means that no more than 65 candidates will be permitted to participate.
In the Neuropsychology Master’s programme, you will learn the knowledge and skills needed to assess and treat cognitive disorders resulting from brain dysfunction. You will develop into an academic professional, who can apply the latest scientific models of functions such as perception, memory and attention in clinical practice or to innovate assessment and treatment.
Depending on your previous education, after completing this Master’s programme, you can continue your studies and:
The MSc in Children's Psychological Disorders will equip you with a thorough theoretical understanding of the psychological factors that cause and maintain emotional and behavioural problems in children.
This MSc in Children's Psychological Disorders will equip you with a thorough theoretical understanding of the psychological factors that cause and maintain emotional and behavioural problems in children.
Taught by leading international experts, you will discover and research how both mental health difficulties and neurodevelopmental conditions, which include anxiety, depression, ADHD, autism and conduct disorder, emerge in childhood. You will gain an in-depth knowledge of how these conditions can be best assessed; enabling you to subsequently inform intervention and advise the best course of treatment.
Located at our dedicated Centre for Human Development Science (CUCHDS), this programme will also equip you with the skills, knowledge and experience to pursue a rewarding career in child neuro – development, clinical child psychology or educational psychology.
You will undergo a range of professional training in emotional, cognitive and neurodevelopmental assessments for children, classification systems of childhood disorders and in observational coding of child behaviour and parent-child interaction.
Research training also forms a key focus of this programme, and it is designed to strengthen your credentials for entry to a PhD in developmental psychopathology, or to doctoral training programmes in Clinical or Educational Psychology.
In addition to providing training in basic research, the course aims to integrate research perspectives from clinical and educational psychology.
The School’s educational philosophy rests upon the precept that good research benefits good teaching. All teaching and learning is research-led. A diverse range of teaching and learning styles are used throughout the MSc. You will attend lectures, participate in seminars, journal clubs and tutorials, and gain experience in child assessment methods. You will play a leading role in your own training. The School facilitates learning by identifying appropriate reading and organising practical classes.
The course is designed for practitioners from Health, Education, Social Care and Voluntary care services with some experience of working with children and adolescents. Students need to be a practitioner in relevant area of practice such as education or health and social care. You may have completed a core professional qualification i.e. nursing, social work, occupational therapy, health visiting, or school nursing and wish to advance your knowledge, although this is not essential.
The course is studied over three years with two pathways in your final year of study; a full research pathway or a taught research pathway. Teaching will involve a broad range of teaching methods including role play and experiential learning, structured reflection, seminar presentations, small group work and video assisted learning.
You will need to have access to working with children and/ or young people and families throughout the course and you will need support for study leave from your line manager to attend scheduled teaching sessions.
Course leader Sharon Pagett has 15 years clinical experience within CAMH. Sharon’s professional background is mental health nursing and she has a range of clinical experience within CAMH services within Day Units and community services. Sharon has led the University’s Graduate Diploma in CAMH for 15 years, which was commissioned by the NHS. This course has consistently evaluated well since its inception. Members of the teaching team also have a range of clinical experience within CAMH services; Simon Baverstock has experience within in-patient child and adolescent inpatient services and violence reduction. He has an MSc in Personality Disorder and has interests in emerging personality disorder, trauma and mindfulness-based interventions.
Dr Karen Whittaker (Reader in Child and Family Health) leads the Child and Family Health research theme group referred to as SEaRCCH, (Supporting Evaluation and Research in Child and Community Health) within the School of Nursing. She is an Institute of Health Visiting Fellow and Fellow of the Higher Education Academy. Karen’s professional background is in nursing and health visiting, previously practicing as a health visitor in the city of Salford and later in Lancashire. Her own doctorate and post-doctorate research has involved the application of realist evaluation methods to examine parenting and family support.
The course will develop students’ knowledge in the area of child and adolescent mental health, developing skills that are transferrable in a range of settings from social care to education and also within a range of health services specific to children and adolescents. With the emphasis on early intervention and raising awareness of mental health issues in children and young people, the range of settings where this award could be used is constantly developing.
Modules within the course look at a range of areas such as issues around attachment, normal childhood development, parenting and trauma informed care. Areas specifically related to children and young people’s mental health are considered in depth from assessment to interventions, covering specific areas of concern such as ADHD, ASD, anxiety, depression, eating disorders, self-harm and emergent personality disorder.