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Masters Degrees (Child Psychotherapy)

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This course seeks to develop professional knowledge and skills for clinicians delivering mental health care. Depending upon their undergraduate studies students select from community mental health, child psychotherapy, psychiatrist in training or mental health nursing. Read more

This course seeks to develop professional knowledge and skills for clinicians delivering mental health care. Depending upon their undergraduate studies students select from community mental health, child psychotherapy, psychiatrist in training or mental health nursing. These specialisations aim to meet the specific needs of these disciplines within mental health services. The course can be completed by coursework, or for those professionals seeking to build their research capacity, incorporation of a research project or minor thesis is available to address that need.

This three-year, part-time degree is taught off campus by some of Australia's most experienced mental health professionals and researchers, allowing you to apply the latest thinking to your workplace as you study. The course also includes an on-campus workshop.

Whichever stream you choose, you'll graduate able to evaluate research literature, identify research gaps, conduct practice-based research projects and develop, apply and advocate evidence-based best practice.

Alternative qualifications

You may be eligible to exit your course early and apply to graduate with one of the following qualifications, provided you have met the requirements for the qualification during your enrolment in the Masters course:

  • Graduate Certificate of Mental Health Science: you’ll need to complete a total of 24 credit points (12 months part time study), with a minimum of 18 credit points at level 4 or above.
  • Graduate Diploma of Mental Health Science: you'll need to complete a total of 48 credit points (2 years part time study), with a minimum of 36 credit points at level 4 or above.

If you decide to graduate early, you will need to discontinue from the Masters course. You may be eligible to receive credit for the units you have completed if you re-apply and are re-admitted to this course or apply for another graduate degree at Monash University.

Career Opportunities

The Master of Mental Health Science allows Graduate students who are working in the health and welfare areas and disciplines to further their education by a combination of coursework and research.

Students can choose to specialise in community mental health, child psychotherapy, psychiatrist in training or mental health nursing.

This course prepares graduates for senior clinical, management, policy and planning mental health positions in both clinical and non-clinical settings. Students who choose the Child Psychotherapy specialisation and complete the 8 units in the prescribed order, will meet some of the criteria to be eligible to apply for Professional recognition with the Psychotherapy Associations in Australia.

Please select a specialisation for more details:



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Build a rewarding career as a professionally-qualified registered dance movement psychotherapist. Graduates are eligible to register with the Association for Dance Movement Psychotherapy UK (ADMP UK). Read more
  • Build a rewarding career as a professionally-qualified registered dance movement psychotherapist. Graduates are eligible to register with the Association for Dance Movement Psychotherapy UK (ADMP UK).
  • Benefit from our established network of psychotherapists and gain work experience within a supervised clinical placement in a range of settings. 
  • In the Research Excellence Framework 2014, the leading national assessment of quality, 100% of the research we submitted was rated ‘world-leading’ or ‘internationally excellent’ for its impact.
  • The only institution in Europe to offer training in all of the arts and play therapies, including dramatherapy, art and dance movement psychotherapy, music and play therapy.

Summary

This course is designed for people who have prior dance experience and professional or volunteering experience with people in need, and would like to practise as a dance movement psychotherapist.

Dance movement psychotherapy is a relational process in which a client and therapist engage in an empathetic creative process using body movement and dance to assist the integration of emotional, cognitive, physical, social and spiritual aspects of self. We believe that focusing on the creative potential of individuals in a relationship creates a sound ethical basis for psychotherapeutic work.

You will be taught by leading experts who will equip you with the skills, experience, and confidence to work as a dance movement psychotherapist. All graduating students are eligible to apply for registration with the Association for Dance Movement Psychotherapy (ADMP UK). Graduates often create their own positions; facilitating dance movement psychotherapy sessions within settings including: social services; special needs; schools; psychiatry; probationary and rehabilitation units; forensic psychiatry.

The course offers opportunities for you to explore and expand movement preferences, ways of interacting with others, belief systems, prejudices and values. Emphasis is placed on development of your own style as a dance movement psychotherapist. You also have the opportunity to perform and exhibit your ongoing work in a yearly Arts Therapies exhibition.

The MA in DMP benefits from cutting edge research conducted through the Centre for Arts Therapies Research (CATR) and this feeds directly into teaching. The programme ethos emphasises a critical consideration of different descriptions and explanations of bodies, human systems and therapeutic practices in different places and times. In the context of an individual student's experiences, beliefs, values and different 'cultures', our teaching actively promotes a participatory ethic, self-reflexive practices and the ability for critical reflection on: creative processes, intersubjectivity and the construction of social and power differentials, in learning and in psychotherapy.

Content

The uniquely interdisciplinary MA course in Dance Movement Psychotherapy integrates theoretical, experiential and clinical learning, preparing students to practice as dance movement psychotherapists. Cutting edge research cascades into teaching emphasising the social, biological and psychological construction of the moving body and meaning-making. Students are encouraged to develop a self-reflexive practice and the ability for critical reflection on creative processes.

Key areas of study include Contemporary DMP and psychotherapeutic theories, Feminist embodied reflexivity, clinical placement and supervision (for one-two days a week), dance movement improvisation skills and interventions, embodied performance practice, experiential anatomy for clinical practice, human development, movement and growth, Laban Movement Analysis and video observation.

Embodied practice and working with attention to the art of dance is placed at the centre of the programme. Drawing from Feminist, Psychoanalytical, Phenomenological and Systemic frameworks, the training emphasises the creative role of curiosity and a 'not knowing' position, a respect for difference, and appreciation of the effects that mutual influences have in all relationships.

We also offer introductory courses which provide a useful background in related professions. For more information on our Introduction Courses, Summer Schools and Foundation Courses, see our Psychology Short Courses

Modules

Part-time mode (3 years)

Year 1 

Compulsory modules

Year 2

Compulsory modules

Year 3 

Compulsory modules

Full-time mode (2 years)

Year 1 

Compulsory modules

Year 2

Compulsory modules

Compulsory and Required modules

Compulsory and/or required modules may change when we review and update programmes. Above is a list of modules offered this academic year.

Optional modules

Optional modules, when offered as part of a programme, may vary from year to year and are subject to viability.

Career options

Graduates can enter a variety of roles including: NHS clinical practice within in and outpatient services, community services, prison services, special needs schools, performing arts contexts, drug rehabilitation, in social services with immigrants and asylum seekers, in shelters with women who have suffered domestic abuse, dementia services, learning disabilities services, child and adolescent mental health services.

Short Courses

We also offer weekend introductory courses, 5 day Summer Schools, and 20 week part time evening Foundation Courses which provide a useful background in related professions. For more information, see our Psychology Short Courses.



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Build a rewarding career as a professionally-qualified and State registered art psychotherapist. Graduates are able to apply for registration with the Health and Care Professional Council (HCPC). Read more
  • Build a rewarding career as a professionally-qualified and State registered art psychotherapist. Graduates are able to apply for registration with the Health and Care Professional Council (HCPC).
  • Follow a syllabus informed by Carl G. Jung’s pioneering theories on analytical psychology.
  • Benefit from our established network of art psychotherapists and gain work experience in supervised clinical placements. 
  • In the Research Excellence Framework 2014, the leading national assessment of quality, 100% of the research we submitted was rated “world-leading” or “internationally excellent” for its impact.

Summary

This course is designed for experienced artists and professionals who have worked within a clinical setting and would like to build a rewarding career as an art psychotherapist.

You will be taught by leading experts who will equip you with the skills, experience, and confidence to work as an art psychotherapist in challenging, yet rewarding environments. Our graduating students are eligible to apply for registration with the Health and Care Professionals Council (HCPC). Registered practitioners work in a variety of different settings including psychiatric hospitals, social services departments, special education, prisons and the voluntary sector.

Our comprehensive programme is divided into three areas covering theory, experiential learning and work placement experience. The theoretical aspect covers child developmental and psychodynamic principles alongside art therapy theory and Jungian analytical psychology. This perspective is located within the larger field of analytical psychotherapy and provides you with an in-depth theoretical underpinning that informs clinical practice.

A vital part of the programme is a supervised clinical placement which allows you to complete one hundred mandatory days of practice during your training. Placements are available in a variety of settings that include mental health (both in the NHS and other psychiatric hospitals and day centres), disabilities services or in hospitals or social services, special education, or a range of other settings.

Content

The course is divided into three distinct areas; theory, which will develop your understanding as it relates to clinical practice, experiential learning where you will engage in art therapeutic processes to develop an understanding of the discipline from the inside while developing your identity as an artist, and lastly, a work placement. You will also get the opportunity to collaborate with the other students within the arts and play therapies in workshops and shared modules.

Our full-time course starts with an intensive week followed by two taught days, two further days of clinical placement and one day for studio practice per week. The part-time route starts with an intensive week followed by one day per week in University and a minimum of one further day on clinical placement. You will need to complete one hundred days of supervised clinical practice over the duration of the programme. You will also attend weekly personal therapy which is compulsory to become a professional registered practitioner.

Please read the programme information pack thoroughly before applying to this course which includes frequently asked questions and course details.

We also offer introductory courses which provide a useful background in related professions. For more information on our Introduction Courses, Summer Schools and Foundation Course in Art Psychotherapy, see our Psychology Short Courses

Modules

Full-time mode (2 years)

Year 1

Compulsory modules

Year 2

Part-time mode (3 years)

Part-time students will cover the same content as full-time students.

Year 1

Year 2

Year 3

* Studio Practice is a component of this module and is assessed through attendance and participation in reflective studio practice tutorials only.

Compulsory and Required modules

Compulsory and/or required modules may change when we review and update programmes. Above is a list of modules offered this academic year.

Optional modules

Optional modules, when offered as part of a programme, may vary from year to year and are subject to viability.

Career options

Graduates go on to work as art therapists within school adult mental health, community, third sector or NHS day service providers. Most art psychotherapists work within institutions as members of multidisciplinary teams and collaborate with psychiatrists, psychologists and other professionals.

Short Courses

We also offer weekend introductory courses, 5 day Summer Schools, and 20 week part time evening Foundation Courses which provide a useful background in related professions. For more information, see our Psychology Short Courses.



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This MSc aims to encourage an integrated understanding of child development and a range of childhood disorders, and to give students an opportunity to apply this understanding in a clinical setting through a supervised placement in the second year within a mental health service. Read more

This MSc aims to encourage an integrated understanding of child development and a range of childhood disorders, and to give students an opportunity to apply this understanding in a clinical setting through a supervised placement in the second year within a mental health service.

About this degree

The programme draws together theory, research and therapeutic thinking from a range of perspectives, including clinical and cognitive psychology, systemic thinking, psychoanalysis and neuroscience. In a workshop setting, students develop competencies in engagement, assessment and evaluation, and practical skills necessary for therapeutic work with children and families. These are then put into practice during the clinical placement.

This two-year MSc has a total value of 270 credits. Each year students complete modules to the value of 135 credits.

Year one: taught modules (135 credits). Year two: clinical skills modules (35 credits), a clinical practice in context module (15 credits) and the research dissertation (85 credits).

Year one core modules

  • Multiple Perspectives on Development Psychopathology I
  • Multiple Perspectives on Development Psychopathology II
  • Research Methods I (formative)
  • Research Methods II: Introduction to Statistical Analysis
  • Research Methods III: Introduction to Qualitative Research (formative)
  • Evaluating Clinical Interventions
  • An Introduction to Psychoanalytic Theory
  • Building and Maintaining Therapeutic Relationships
  • Assessment and Planning Clinical Interventions
  • Parent-Infant Observation

Year two core modules

  • Clinical Practice in Context
  • Clinical Skills I
  • Clinical Skills II
  • Research Dissertation
  • Research Workshop

Dissertation/research project

All MSc students undertake a research portfolio which may include both a developmental and a clinical focus, such as the evaluation and understanding of clinical and therapeutic services for children and young people. This culminates in a dissertation made up of an 8,000-word journal paper and a poster.

Teaching and learning

In year one students attend weekly lectures complemented by small group seminars. Modules focusing on clinical skills are classroom based. In year two, as well as taking further modules, students move into a 2-3 days per week placement in a child and adolescent mental health (CAMHS) setting, supervised by an experienced clinician. Assessment is by a mixture of coursework, examinations and the dissertation.

Further information on modules and degree structure is available on the department website: Developmental Psychology and Clinical Practice MSc

Careers

Since the MSc was established in 2011 graduates have gone on to work with children and families in various therapeutic settings, or to undertake further doctoral-level clinical training, such as clinical psychology, child psychotherapy, or counselling psychology. Some of our graduates also pursue research careers, including PhD study.

Recent career destinations for this degree

  • Mental Health Researcher, South London and Maudsley NHS Foundation Trust
  • Research Assistant, University College London Hospitals NHS Foundation Trust
  • PhD in Clinical Psychology, Canterbury Christ Church University

Employability

Completing this MSc will help you develop several core clinical competencies and provide direct supervised experience of work in a child and adolescent mental health service, placing you in a very strong position to proceed to a full clinical training, such as in clinical psychology or child psychotherapy.

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The programme is based at the Anna Freud National Centre for Children and Families in London, a world-renowned centre for research, training and clinical practice in the field of child mental health. Distinctive features include teaching by highly experienced clinicians and researchers working in the field of child mental health; the opportunity to develop clinical skills for working with children; practical training in conducting research in clinical settings.

Please note: during the course of the academic year 2018/19, the centre will relocate from Hampstead to a new, purpose-built campus near King's Cross Station.

You will also gain exposure to clinical work within NHS and/or voluntary sector organisations involving children, adolescents and families, under the supervision of an experienced clinician.

To read past students' testimonials, please visit the departmental programme page.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Division of Psychology & Language Sciences

83% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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As a qualified play therapist, you will already be aware of the importance of self-expression and creative mediums in therapy. Read more

As a qualified play therapist, you will already be aware of the importance of self-expression and creative mediums in therapy. Whether you are aiming for a promotion within your current field or want to explore a particular play therapy topic, this MA will enhance your existing therapy skills through research, allowing you to further improve the lives of vulnerable children.

You will study the latest theories in this emerging sector, exploring the shift from traditional therapy methods to more modern techniques such as movement, breathing and sensory activities.

At the beginning of your course, you will use your experience to choose your area of specialist research and develop a proposal for practice-based play therapy research that will form the basis for your dissertation.

Delivered by the Academy of Play and Child Psychotherapy (APAC) and validated by the University as part of a collaborative partnership, you will undertake this course online, enabling you to fit your study around your personal and professional commitments. 

Please note that all applications and queries for this course will be dealt with by APAC, and that start dates may differ depending on your location of study. Find out more on the APAC website

Research Excellence Framework 2014

Research Excellence Framework 2014: we entered an increased number of units for this assessment, up from 11% in 2008 to 33% in 2014.

Course Benefits

We deliver our course in partnership with the Academy of Play and Child Psychotherapy (APAC), ensuring you study the latest theories in this emerging sector, including the importance of neurobiology on improving the effects of play therapy for traumatised children. When you complete the course you will have a recognised accreditation.

We also have strong links with Play Therapy UK (PTUK) and Play Therapy International (PTI), the leading innovators in the profession, offering you expert career advice and a wealth of knowledge.

Our flexible online course gives you the opportunity to work at your own pace, allowing you to fit your study around your personal commitments. You will have access to a range of training sessions run by APAC at venues across the UK, along with the support of our dedicated tutors and the opportunity to debate and share your experiences in our virtual lecture rooms and chat rooms. You will be able to join forums where you can post your thoughts and learn from your tutors and fellow students.

Modules

  • Developing a Practice Based Play Therapy Research Proposal
  • Research Dissertation for Practice Based Play Therapy

Job prospects

On completion of this course you will be well placed to aim for a promotion in your field, progress into a research role or enter academic work. You could also go on to take the courses you need to become a PTUK certified trainer, helping future play therapists begin their careers in this increasingly important area.

  • Play Therapist
  • Child Psychologist
  • Community Worker


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This programme provides you with a broad understanding of the theories and practices of dance movement therapy necessary for safe and effective clinical work, and enables you to practise as a dance movement therapist. Read more

This programme provides you with a broad understanding of the theories and practices of dance movement therapy necessary for safe and effective clinical work, and enables you to practise as a dance movement therapist.

This programme is accredited by the Association for Dance Movement Psychotherapy.

Your learning will be underpinned by the principles and practices of psychodynamic psychotherapy within the social, political and multicultural context of mental health care and educational settings. Study is informed by contemporary dance practice, Laban Movement Analysis (LMA) and somatic bodywork.

Through theoretical studies, movement observation studies, dance practice workshops, clinical work and experiential learning, you integrate cognitive understanding and practical experience with a developing awareness of self and other.

The nature of the therapeutic relationship is explored in depth through movement and dance and you have the opportunity to put your learning into practice through at least 90 days of supervised placements. This gives you the opportunity to relate your practical experience to your theoretical studies.

You'll be encouraged to develop your own dance/movement practice and to situate your work in relation to your development as a therapist, to contemporary dance and movement practice. You're required to be in personal therapy throughout the programme.

On graduation you are eligible to become a registered professional member of the Association for Dance Movement Psychotherapy (ADMP UK).

Modules & structure

The MA in Dance Movement Psychotherapy programme is made up of 240 credits and provides you with a broad understanding of the theories and practices of Dance Movement Psychotherapy necessary for safe and effective clinical work as a Dance Movement Psychotherapist.

It aims to enhance your self-knowledge and interpersonal relationships and to promote your psychodynamic understanding of individuals, groups and society; working with questions of difference, equality and diversity.

Your learning is underpinned by the principles and practices of psychodynamic psychotherapy within the social, political and multicultural context of mental health care and educational settings, and informed by contemporary dance practice and Laban Movement Analysis (LMA). On successful completion of the MA you will be able to apply to the Association of Dance Movement Psychotherapists UK for registration.

Modules

Assessment 

Assessed by coursework, film, portfolio, case study, dissertation, log and reports

Placements

During their training students will gain clinical experience in both child and adult placement settings. Please visit the website for more information.

Skills

Key employability skills developed on the course include: 

  • Personal development planning
  • Creativity
  • Initiative
  • Adaptability
  • Reflective processes
  • Tolerance for stress
  • Practical and Professional elements
  • Listening
  • Interpersonal sensitivity
  • Organisational sensitivity
  • Questioning
  • Teamwork
  • Written communication 

Careers 

Examples of places that DMP MA graduates are currently working:

  • Mainstream, special and therapeutic schools.
  • Pupil referral units
  • Organisations for adoption and fostering
  • Children and adults in not-for-profit organisations
  • Drugs intervention team
  • Addictions service
  • Dance for Parkinsons
  • Prisons
  • Community, creative and therapeutic dance for children and adults
  • Dance therapy and mindfulness based approaches
  • Honorary DMP contract – NHS Trust
  • Sessional DMP work for C.I.C ‘Dance and Dementia’.
  • Creative Therapist, NHS Foundation Trust, CAMHS Specialist Intervention Team
  • Lecturing (e.g. UEL on use of the body in the counselling/therapy relationship
  • PhD study

Find out more about employability at Goldsmiths



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You will be equipped with the necessary skills to work with a wide range of people with a range of psychological issues in a variety of settings. Read more
  • You will be equipped with the necessary skills to work with a wide range of people with a range of psychological issues in a variety of settings.
  • Our approach incorporates aspects of theory and practice from three main therapeutic traditions; person-centred, attachment-based and psychodynamic.
  • There is an opportunity to gain work placement experience whilst studying through our excellent partnership with the School of Education.
  • You will be taught by experts in the field who have many years of experience in the Psychological Therapies and their teaching draws upon their knowledge and expertise.
  • The impact of our research has been judged as ‘world-leading’ or ‘internationally excellent’ (Research Excellence Framework 2014).

Summary

This programme provides training in counselling and psychotherapy to become eligible for the BACP (British Association for Counselling & Psychotherapy) individual practitioner accreditation. This three year part-time postgraduate degree is especially designed to provide you with the skills, knowledge and expertise necessary to work in primary and secondary schools making a positive impact in children and young people’s mental health. 

This course helps you to become a practitioner who is able to work with child and adolescent clients one-to-one, who present with diverse psychological issues in a variety of settings including both mainstream and special education, children’s hospitals and children’s and adolescent’s mental health (CAMHS). You will become critically reflective and develop an enquiring attitude to theory, research and practice in complex areas of counselling and psychotherapy especially in respect to working with children and adolescents.

Based on the approach for the Integrative and Counselling Psychotherapy course, our integrative approach, is at the forefront of counselling and psychotherapy theory, practice and research. It incorporates aspects from three main therapeutic traditions; person-centred, attachment-based and psychodynamic. You will be encouraged to explore psychological processes and experiences from these different perspectives, and recognise the theoretical, personal and cultural assumptions which influence your work.

This programme includes a focus on both child centred (based on Carl Roger’s person centred approach) and psychodynamic perspectives and integrates these within a framework for understanding psychological and mental growth. Throughout the programme, you will develop a high level of awareness of self and the demands of the therapeutic process. This will be achieved through your own personal therapy and via small group clinical supervision that runs parallel to the practice placements.

You will be taught by leading experts in the field who lead on cutting-edge research projects and who have excellent links to school based counselling and child and adolescent psychopathology underpinned by our research centres CREST – Centre for Research in Social & Psychological Transformations CARICAW- Centre for Applied Research & assessment in Child and Adolescent Wellbeing.  

As well as cognitive and reflective skills, you will also learn practical ways of working with your clients in a therapeutic relationship to address conscious and unconscious needs and produce a change in emotional and cognitive processes and behaviour. This involves integrating complex and advanced skills, and responding creatively to complex, novel and unpredictable situations. 



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The Faculty of Health Sciences in conjunction with St Patrick's Hospital Mental Health Services is now offering an interdisciplinary strand in Child, Adolescent and Family as part of its taught Masters in Science in Mental Health programme. Read more
The Faculty of Health Sciences in conjunction with St Patrick's Hospital Mental Health Services is now offering an interdisciplinary strand in Child, Adolescent and Family as part of its taught Masters in Science in Mental Health programme. Students will come from a variety of backgrounds including nursing, medicine, occupational therapy, speech and language therapy, social work, psychology, psychotherapy, teaching and education services. The aim of this programme is to strengthen and develop the knowledge, skills and attitudes of the participants, thus enabling them to fulfil their highest potential in both their personal and professional lives. The design of the course is such that it enhances the collaboration between disciplines working with children, adolescents and families with mental health problems. The programme is firmly grounded in a body of knowledge that aims to promote excellence in the participant's area of practice.

Child, Adolescent and Family strand: MSc in Mental Health

Also, the Faculty of Health Sciences in conjunction with St Patrick's Hospital Mental Health Services is now offering an interdisciplinary strand in Child, Adolescent and Family as part of its taught Masters in Science in Mental Health programme. Students will come from a variety of backgrounds including nursing, medicine, occupational therapy, speech and language therapy, social work, psychology, psychotherapy, teaching and education services. The aim of this programme is to strengthen and develop the knowledge, skills and attitudes of the participants, thus enabling them to fulfil their highest potential in both their personal and professional lives. The design of the course is such that it enhances the collaboration between disciplines working with children, adolescents and families with mental health problems. The programme is firmly grounded in a body of knowledge that aims to promote excellence in the participant's area of practice. It is designed to provide an academically robust education for the participants and the various modules offered develop and complement subjects undertaken at degree or 'equivalent' level.

This M.Sc. in Mental Health (Child, Adolescent and Family strand) offers the student two specialist modules in year one, a number of core modules shared with other MSc students, as well as clinical placements. The specialist modules are 'Child and Adolescent and Family Mental Health Interventions' and 'Theoretical and Evidenced Based Practices in Child, Adolescent and Family Mental Health.

Students on this programme are recognised as practising professionals with a resource of practice and educational skills and knowledge that will enhance their learning at this advanced stage of their personal and professional pathway. Each student is considered unique in life experiences, motivation for learning, learning style and scholastic ability. Throughout the programme a variety of student-focused teaching strategies is used, including co-operative learning, self-directed learning and experiential learning methods. Interdisciplinary sharing of knowledge and perspectives is encouraged and rewarded. Students' past experiences are valued and integrated as a rich source of reflection and learning. Feedback and support are tailored to meet the individual needs of the student. Students also have an opportunity to engage in shaping aspects of the educational programme.

Students are enabled to reflect, inquire, critique, problem solve, evaluate and debate professional and practice issues in an academically robust manner. Students are empowered to generate evidence that will improve practice and are guided and supported through that process. Graduates of this programme, in applying their learning, can be expected to provide high quality care, leadership and education and to promote and develop excellence in their practice setting. The student is viewed as an active participant with responsibility for his/her own learning and development. Hence, the curriculum is focused on a transactional model of education, which strives to be collegial in nature and promotes independent, self-directed learning and self-evaluation.

All students register on the MSc course in the first instance. Students may choose to exit with a Postgraduate Diploma in Mental Health on successful completion of six modules. Students who successfully complete all the required elements of the M.Sc. course will be awarded an M.Sc. in Mental Health. The Child, Adolescent and Family strand of the MSc in Mental Health may only be taken over two years.

Admission Requirements

Candidates for this course will be currently working in mental health/mental illness field; and in the case of the Child, adolescent and family strand, be working in child, adolescent and family mental health services and have a minimum of one year's recent experience in the area of mental health/mental illness; and in the case of the child, adolescent and family strand, be currently employed in the area of mental health/mental illness/child, adolescent and family services and have Garda clearance for working with children and adolescents. Candidates will also normally hold an honors degree in a relevant discipline; or otherwise satisfy the selection panel that they have the ability to complete and benefit from the course.

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Join us on this course and you will develop your systemic knowledge and skills, and increase the effectiveness of your direct work with children and families with children. Read more
Join us on this course and you will develop your systemic knowledge and skills, and increase the effectiveness of your direct work with children and families with children.

Designed as an intermediate year of training for systemic psychotherapy and end-stage training as a systemic practitioner, it is built on the theoretical and practice frameworks established in the foundation year.

It aims to deepen your confidence in employing different approaches encompassed by systems theory, and will encourage you to incorporate reflexive thinking in your work.

This course is delivered in partnership with the Institute of Family Therapy in London.

Choose Intermediate Child Focused Systemic Practice PgCert and:

• Study the application of systemic ideas and learn how they can help you understand the developmental stages of children
• Explore the five major models of systemic practice, including the philosophical underpinnings, main theorists, main theoretical principles, model of change and role of the practitioner with particular reference to work with families with minor aged children and their networks
• Develop your ability to apply systemic practice skills to a number of different client groups and across a range of practice contexts
• Gain the ability to work within the ethical and legal frameworks that are relevant to multiple practice contexts and the particular requirements of organisations
• Benefit from an enhanced ability to use relevant evidence-based research to make assessments, formulate interventions and review the effectiveness of your direct work.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/intermediate-child-focused-systemic-practice#about

Course detail

The course is designed to help professionals to develop and deepen systemic knowledge and skills in order to increase the effectiveness of direct work with individual children and families with minor children across a broad range of contexts. The course is both an intermediate year of training for systemic psychotherapy and end stage training as a systemic practitioner. It is built on the theoretical and practice frameworks established in the foundation year of training. It seeks to deepen students familiarity with and confidence in employing a number of approaches encompassed by systems theory.

The course is suitable for professionals who wish to increase their capacity to work directly with families with young children. This includes nurses, social workers, teachers, counsellors, other health professionals and those in front line services who wish to utilise a systemic approach with clients.

The course stresses the importance of understanding professional contexts and the way in which they relate to work with families with children. Particular emphasis is placed on thinking about ways of working which meet the needs of the most disadvantaged client groups and which take account of the legislative frameworks within which most practitioners will have to work. Attention to issues of difference and the promotion and development of anti-oppressive practice are central to the course philosophy and permeate all aspects of the teaching.

In addition the course focuses on the development of the therapeutic relationship and the use of self in direct work with individuals and families.

Modules

• Intermediate Systemic Child Focused Practice (ASS047-6) Compulsory

Assessment

The course is composed of graded and pass/fail elements of assessment. The pass/fail assessments do not contribute towards your overall mark, but must be completed to a pass standard. There are two pass/fail elements: your log of 60 hours of systemic practice, and your reflective journal which charts your journey through the course.

Careers

On completing the course students are likely to have access to posts that require therapeutic skills in working with families with minor children. One example is in the Health and Social Care fields following the Munro Report on Child Protection which promotes systemic ideas as essential skills for front line workers. This course provides Intermediate training in systemic ideas that are applicable to social care, health, education and other contexts. On successful completion of this course students may describe themselves as systemic practitioners, an end target in itself, and also an intermediate stage in the full systemic psychotherapist training.

Some students enter the course to enhance their current practice with families with minor children or their carers without changing their work context. One example are counsellors who have originally trained to work with individuals and who use this foundation training to move towards working with families in the voluntary sector or as a stepping stone to further training.

For those in the statutory sector, many use the course to expand their practice and to develop routes to promotion into social care, management or supervision.

Students are encouraged to apply all of the learning to their work context which will enhance their career management skills. The course develops a range of practice skills which the student transfers directly into the work place; these include direct work and consultation skills.

On successful completion of the course you can use the title `Systemic Practitioner. This is a title recognised by the Association of Family Therapy and Systemic Practice and is highly regarded by employers in social care, education and the voluntary sector.

Funding

For information on available funding, please follow the link: https://www.beds.ac.uk/howtoapply/money/scholarships/pg

How to apply

For information on how to apply, please follow the link: https://www.beds.ac.uk/howtoapply/course/applicationform

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This MSc gives students a grounding in the nature, history, content and context of psychoanalytic theory, as used by practising psychoanalysts. Read more

This MSc gives students a grounding in the nature, history, content and context of psychoanalytic theory, as used by practising psychoanalysts. It provides a comprehensive introduction to current psychoanalytic thinking, rooted in the history and development of ideas and with attention to the application of psychoanalytic ideas to other fields.

About this degree

Students learn about the medical and cultural context in which psychoanalysis began, through to contemporary clinical and theoretical perspectives. The teaching programme has a firm basis in the works of Sigmund Freud, but represents the breadth of the British psychoanalytic traditions, as well as major international contributions, the interface with the arts, and how psychoanalysis fits in with modern science.

Students undertake modules to the value of 180 credits.

The programme consists of four core taught modules (120 credits) and a conceptual research dissertation (60 credits).

Core modules

  • Fundamentals of Psychoanalytic Theory
  • Major Schools of Psychoanalysis
  • Core Psychoanalytic Theory
  • Applications of Psychoanalysis

Students accepted on to the Foundation Course at the Institute of Psychoanalysis in London can request to be assessed on the Foundation Course by UCL as part of the Foundation Course Optional Pathway. This assessment will count as one module of the MSc Theoretical Psychoanalytical Studies programme.

Those given approval can choose to register for the 99PSGFC1 Foundation Course MSc module in place of the Applications of Psychoanalysis module.

Dissertation/report

All students undertake an independent research project which culminates in a dissertation of 10,000–12,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, seminars and tutorials. The various seminar series are organised by experienced psychoanalysts or academics who are experts in the field concerned. Student performance is assessed through unseen written examination, coursework in the form of essays, and the dissertation.

Further information on modules and degree structure is available on the department website: Theoretical Psychoanalytic Studies (Non-Clinical) MSc

Careers

This MSc provides a very good background to formal clinical training in psychoanalysis, adult or child psychotherapy or counselling and nearly half of our graduates pursue these options. A similar number continue with their academic studies either at UCL or elsewhere, often registering for a PhD in either psychoanalytic theory or empirical research. Some graduates progress to the Doctorate in Clinical Psychology, often at UCL which has the largest programme in the UK.

Recent career destinations for this degree

  • PhD in Psychoanalytic Studies, UCL
  • Systems Psychologist, Tavistock and Portman NHS Foundation Trust
  • Support Worker, Turning Point
  • Clinical Psychology, California School of Professional Psychology
  • Lecturer, Kingston University and studying PhD in Philosophy, Kingston University

Employability

This programme acts as a springboard especially for further clinical or theoretical training in the field (although it is not itself a clinical qualification). The teaching is organised and provided by eminent academics and psychoanalysts with international reputations. The option to take the Institute of Psychoanalysis Foundation Course, part of which counts towards the degree, helps with that career path. Many other able students go on to research posts in the unit or with our large network of clinical research collaborators in London and around the world.

Why study this degree at UCL?

The Psychoanalysis Unit is a thriving academic centre for psychoanalytic research, with its own MPhil/PhD programme alongside the MSc. It has affiliations with the International Psychoanalytic Association, the Institute of Psychoanalysis, the Anna Freud Centre, the Menninger Clinic, and leading scholars at Yale and Harvard Universities. The unit is based within UCL's Division of Psychology & Language Sciences which undertakes world-leading research and teaching in mind, behaviour and language.

Our work attracts staff and students from around the world, creating an outstanding and vibrant environment. Opportunities for graduate students to work with world-renowned researchers can exist in all areas of investigation, from basic processes to applied research. The division offers a supportive environment including numerous specialist seminars, workshops, and guest lectures.



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Become a qualified play therapist and help children come to terms with traumatic events in their lives. Through the use of play, you will give children the confidence and opportunity to express themselves during their time with you. Read more

Become a qualified play therapist and help children come to terms with traumatic events in their lives. Through the use of play, you will give children the confidence and opportunity to express themselves during their time with you.

Whether you are looking for a career change, already work in psychological therapy, social work or in medicine and want to add therapeutic play to your existing skill set, or if you are a graduate just starting out in the field and want to refine your knowledge, this professional course, delivered in partnership with the Academy of Play

and Child Psychotherapy (APAC), and accredited by the professional body Play Therapy UK, will enable you to work under supervision with individual children who have slight to moderate problems.

Please note that all applications and queries for this course will be dealt with by APAC, and that start dates may differ depending on your location of study. Find out more on the APAC website 

Research Excellence Framework 2014

Research Excellence Framework 2014: we entered an increased number of units for this assessment, up from 11% in 2008 to 33% in 2014

Course Benefits

You will undertake 100 hours of clinical practice in either a primary school, special needs school, nursery, primary health care, hospital, care home or adoption and foster care setting, where you will apply your learning in a practical setting. 

Our Faculty of Health and Social Sciences has a well-established Playwork team and over recent years has developed close links with APAC and professional organisations Play Therapy UK and Play Therapy International.

Modules

  • Orientation & Setting Up Play Therapy Practice Using Non-Directive Play Therapy
  • Using Expressive Arts Therapy to Reach the Unconscious
  • Using Symbolic Play Therapy Tools & Metaphor Safely

Job Prospects

You will be able to practise, with the guidance of a supervisor, using therapeutic play skills in schools and other settings including primary health care, providing emotional support for slight to moderate problems with individual children. If you are already working as a self-employed play therapist, this qualification will give you added confidence to continue working and offering your services as a practitioner.

  • Play Therapist
  • Play Worker
  • Children's Nurse
  • Nursery Nurse


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This new Postgraduate Diploma, a Department of Health initiative, provides specialist post-qualification training for Child and Adolescent (CAMHS) workers within the CYP IAPT model, focusing on the clinical areas of child mental health. Read more

This new Postgraduate Diploma, a Department of Health initiative, provides specialist post-qualification training for Child and Adolescent (CAMHS) workers within the CYP IAPT model, focusing on the clinical areas of child mental health: anxiety, depression and conduct disorder.

About this degree

Students will gain a critical understanding of the CYP IAPT model of service change, outcome monitoring, and fundamentals of evidence-based psychological therapies to common mental health problems in childhood and adolescence (anxiety, depression, and conduct problems). They will develop skills in cognitive behavioural therapy (CBT) Parent training, Systemic Family Practice or Interpersonal Psychotherapy for Adolescents depending on their option choices.

Students undertake modules to the value of 120 credits.

The programme consists of a core module (60 credits) and optional modules (total value 60 credits).

Core modules

  • CYP IAPT: Model and Basic Skills

Optional modules

  • Select either CYP IAPT: CBT for Anxiety Disorders andCYP IAPT: CBT for Depression
  • Or CYP IAPT: Parent Training for Conduct Problems
  • Or CYP IAPT: SFP Basic Skills and SFP Eating Disorders
  • Or SFP for Depression and Self-harm and SFP for Conduct Disorder
  • Or Interpersonal Psychotherapy for Adolescents

Dissertation/report

Not applicable.

Teaching and learning

The programme is delivered at the Anna Freud Centre and King's College London, and is taught by leading practitioners in the field. Teaching is a combination of lectures, seminars, workshops, clinical practice with on-going cases, and clinical supervision groups. Assessment is through essays, log book, case studies, oral presentations and reflective analysis.

Further information on modules and degree structure is available on the department website: Child and Young Person IAPT Therapy PG Dip

Careers

CAMHS professionals will be well placed to become skilled and creative independent practitioners of cognitive behaviour therapy (CBT) for internalising disorders, parent training for conduct problems, SFP for Eating Disorders or SFP for conduct and depression disorders or IPT-A Practitioners.

Recent career destinations for this degree

  • Clinical Physiologist, Tavistock and Portman NHS Foundation Trust
  • Cognitive Behavioural Psychotherapist, Brandon Centre
  • Community Mental Health Nurse, North East London NHS Foundation Trust
  • Family and Adolescent Psychotherapist, Hertfordshire Partnership University NHS Foundation Trust

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

The programme is based and taught at the Anna Freud Centre, a national charity with a worldwide reputation.

It is a centre of practice, research and learning, which offers treatment for distressed children and support and advice for parents, trains mental health professionals to understand children's emotional development, and carries out pioneering research into effective ways to help young people suffering emotional distress.

Research Excellence Framework (REF)

The Research Excellence Framework, or REF, is the system for assessing the quality of research in UK higher education institutions. The 2014 REF was carried out by the UK's higher education funding bodies, and the results used to allocate research funding from 2015/16.

The following REF score was awarded to the department: Division of Psychology & Language Sciences

83% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)

Learn more about the scope of UCL's research, and browse case studies, on our Research Impact website.



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Accredited by the British Association for Counselling and Psychotherapy, this part-time, day-time course teaches you the essential knowledge and skills of psychodynamic counselling, with particular emphasis on its application to children and adolescents. Read more
Accredited by the British Association for Counselling and Psychotherapy, this part-time, day-time course teaches you the essential knowledge and skills of psychodynamic counselling, with particular emphasis on its application to children and adolescents. It establishes an understanding of psychoanalytic-based theory and covers the technical processes of counselling children and adolescents, while developing the personal and professional awareness required for effective practice as defined by the British Association for Counselling and Psychotherapy.

Years 1 and 2 are classroom-based and incorporate individual work experience. A supervised placement in a counselling agency starts in Year 2 and continues in Year 3 with more intensive supervision.

On successful completion of this course, you will possess a comprehensive understanding of the basic theoretical and practical principles of psychodynamic counselling and understand the institutional dynamics which affect the provision and practice of psychodynamic counselling. You will have developed your ability to work as a psychodynamic counsellor at an appropriate professional standard with children and adolescents. You will also understand, and know how to use, psychoanalytic and psychodynamic principles to increase knowledge of both theory and practice, of personality development, of the inner and outer worlds of the child and adolescent, and of the institutional and group influences on personal development. You will possess high-level skills for thinking psychodynamically about counselling issues, and making professional communications about counselling work, and display a capacity for self-reflection, especially knowledge of your inner world and how it impacts on counselling work, and your role in groups and institutions.

Why study this course at Birkbeck?

Emphasis on how organisations and groups function, which will enable you to understand and manage professional settings and relationships.
In-depth psychodynamic study of childhood and adolescence developmental issues.
Accredited by the British Association for Counselling and Psychotherapy.
Attracts people from a range of backgrounds, including educational, medical, field and residential social work, youth work and voluntary agencies.
You will have access to both the Birkbeck Library and Senate House Library. All postgraduates at Birkbeck benefit from a wide range of advantages related to the central location of the College, its varied and rich postgraduate life and the diversity of overlapping Master’s programmes. If required, you have access to courses on study skills offered by the College.

Our research

Birkbeck is one of the world’s leading research-intensive institutions. Our cutting-edge scholarship informs public policy, achieves scientific advances, supports the economy, promotes culture and the arts, and makes a positive difference to society.

Birkbeck’s research excellence was confirmed in the 2014 Research Excellence Framework, which placed Birkbeck 30th in the UK for research, with 73% of our research rated world-leading or internationally excellent.

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The Postgraduate Diploma is designed for those who work with young people in educational or other settings who have either satisfactorily completed the Introduction to Child and Adolescent Counselling Skills (60-hour PAES course) or have an equivalent qualification in counselling and psychotherapy. Read more
The Postgraduate Diploma is designed for those who work with young people in educational or other settings who have either satisfactorily completed the Introduction to Child and Adolescent Counselling Skills (60-hour PAES course) or have an equivalent qualification in counselling and psychotherapy.

Visit the website: http://www.ice.cam.ac.uk/component/courses/?view=course&cid=16022

Course detail

The programme is designed to enable participants to:

- work therapeutically with children and young people especially through communication using the arts and play;
- develop the skills of counselling in one-to-one and group settings through the use of practicums, experiential, active learning methods and practical work with other students;
- gain a grounding in the theoretical base of counselling and group work;
- increase their understanding of the development of young people personally, socially and emotionally;
- explore the ethical and professional aspects of working with children and adolescents in schools and other settings.

Format

The diploma comprises three core units:

- Unit 1: Working through the therapeutic relationship and developing counselling skills: practicum and theory sessions
- Unit 2: Communication through images: the use of the creative arts in counselling and affective education
- Unit 3: Working with and understanding groups

Unit 1

Three main areas will be explored:

- Counselling theory and psychology - including a detailed look at the main approaches to counselling children and adolescents, the theory of human development and motivation and the psychology of change.

- Working with the therapeutic relationship - where participants will explore the role of the relationship in therapeutic work and have an opportunity to develop relational qualities including the core processes. There will also be discussions of transference and counter-transference and the use of self.

- Counselling skills and their application - where participants will study and practise the skills of listening, reflecting, observation and attunement, questioning, summarising, communicating empathy and challenging, which will involve the use of a practicum (working on skills in the group).

The unit also covers the social and professional content of counselling, where the ethical and professional issues of working with children and in organisations will be explored, which involves an exploration of issues such as confidentiality and working with colleagues, other professionals and children’s networks.

Unit 2

This unit aims to work in an experiential way and to explore the following:

- the use of non-verbal methods in counselling and affective education (this is important because many participants will be working with students who are either young or unable to express themselves with ease verbally);
- the theory behind the use of play and arts media in counselling;
- the satisfactory expression of an experience through metaphor;
- exploring working with key emotional themes and feelings;
- the use of the creative arts in counselling and affective education in schools.

Practicum work will continue through the use of video with opportunity for peer review and tutor supervision

Unit 3

The final unit aims to provide an opportunity for participants to:

- develop an understanding and awareness of how they experience and behave in a group;
- increase their knowledge and understanding of the theory of group psychology and psychotherapy and the application of this to therapeutic group work with children.

It will be structured around four components:

- the theory of group and group processes;
- application in the workplace, which looks at ways of integrating knowledge and awareness of groups and group processes into the work setting;
- personal growth and awareness, in which activities will be used to engage participants in reflection on themselves and their communication;
- the personal development group, which offers participants the opportunity to develop self-awareness by sharing their thoughts and feelings with each other and the effect they have on each other.

This is an essential process for future counsellors as otherwise their own preconceptions, anxiety and distress may distort their attempts to help the client.

In addition participants are required to complete a minimum of 40 hours of self-funded personal therapy during the course of the Postgraduate Diploma year.

Assessment

- 2 x 4,000-word essays
- 1 x 8,000-word essay

Participants receive formal feedback on their assignments and informal feedback throughout the course (including through supervision).

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding

Hoxter bursary (deadline 31 July annually) http://www.bacp.co.uk/crs/Training/bursary.php

Sources of government funding and financial support (including Professional and Career Development Loans) https://www.gov.uk/browse/education/student-finance

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This programme, run in conjunction with, and based at the Anna Freud National Centre for Children and Families, provides a unique foundation for individuals interested in pursuing a psychotherapy training or an academic career in childhood development. Read more

This programme, run in conjunction with, and based at the Anna Freud National Centre for Children and Families, provides a unique foundation for individuals interested in pursuing a psychotherapy training or an academic career in childhood development. The programme combines psychoanalytic theory of development and inter-family relationships with a year-long observation of infants in a family setting, and a research project.

About this degree

Students develop a theoretical grounding in psychoanalysis as related to child development and clinical practice. Observations of parents and children allow students to witness some of these theoretical constructs in real world contexts and help students develop the observational skills essential in clinical work. The research teaching covers qualitative and quantitative research methodologies and gives students the tools necessary for conducting reliable, valid and ethical research.

Students undertake modules to the value of 180 credits, with the research dissertation accounting for 60 of these credits.

The programme consists of seven core modules (105 credits), one elective module (15 credits), and a research disseration( 60 credits).

A Postgraduate Diploma (120 credits) is also offered on both a full-time and part-time basis.

Core modules

  • Psychoanalytic Perspectives on Child Development I: Infancy
  • Psychoanalytic Perspectives on Child Development II: Toddlerhood and Early Childhood
  • Psychoanalytic Perspectives on Child Development III: Latency and Adolescence
  • An Introduction to Psychoanalytic Theory
  • The Clinical Theory of Psychoanalysis
  • Research Methods II: Introduction to Statistical Analysis
  • Observation I: Parent Infant

Optional modules

Students choose one of the following:

  • Observation II: Observation of a Young Child - a second observation of young children, their parent/carer/staff/clinician within a nursery school, playgroup or toddler group setting.
  • Parenting: Theory, Research and Clinical Interventions
  • Evaluating Clinical Interventions
  • Multiple Perspectives on Developmental Psychopathology

Dissertation/report

All MSc students undertake an independent research project, supported by a supervisor, which culminates in a dissertation of a maximum of 12,000 words.

Teaching and learning

The programme is delivered through a combination of lectures, workshops, and theory and observation seminars. Seminar groups are small, often led by clinicians and allow plenty of opportunity for discussion and reflection. Research work is supported by an individual supervisor and by workshops throughout the year. Assessments include a variety of essays, examinations, observation papers and a research dissertation. Assessment occurs throughout the programme (usually at the end of the relevant module). 

Further information on modules and degree structure is available on the department website: Psychoanalytic Developmental Psychology MSc

Funding

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.

Careers

Students who successfully complete the MSc can apply their degree in a variety of settings. Our graduates have found work as psychology assistants or child mental health workers, taken up posts as research assistants and have been admitted to psychotherapy trainings in both adult and child programmes and to PhD positions.

Recent career destinations for this degree

  • Assistant Psychologist, Royal Free Hospital (NHS)
  • DClinPsy in Clinical Psychology, UCL
  • PhD Epidemiology, University College London (UCL)
  • Educator, Ready, Steady, Go Nursery
  • Research Assistant, UCL/University of Cambridge

Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.

Why study this degree at UCL?

Teaching on the programme is based at the Anna Freud National Centre for Children and Families in London, a world-renowned centre for research, training and clinical practice in the field of child mental health.

Please note: during the course of the academic year 2018/19, the centre will relocate from Hampstead to a new, purpose-built campus near Kings Cross Station.

The MSc is based within UCL's Division of Psychology & Language Sciences, one of the world’s leading integrated departments of research and teaching in mind, behaviour, and language.

Testimonials from previous students are available on the Anna Freud National Centre for Children and Families website.



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