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Masters Degrees (Child Psychotherapy)

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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.

Degree information

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 300 credits. Each year students complete modules to the value of 150 credits.

Year One: taught modules (150 credits). Year Two: clinical skills modules (35 credits), a clinical practice in context module (15 credits) and the research dissertation (100 credits).

Year One core modules
-Multiple Perspectives on Development Psychopathology I
-Multiple Perspectives on Development Psychopathology II
-Development Psychopathology: Development Disorders from Multiple Perspectives
-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
-The Clinical Theory of Psychoanalysis
-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, a poster and oral exam.

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 course work, examinations and the dissertation.

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.

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.

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.

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.

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

You can use your previous experience to choose your area of research, and at the beginning of the course you will 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 our University as part of a collaborative partnership, you have the option to study this course online, giving you the flexibility 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 (http://www.playtherapy.org.uk/TrainingCourses/TrainCrseAPACMA1.htm).

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

Visit the website http://courses.leedsbeckett.ac.uk/practicebasedplay

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

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

Careers advice: the dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

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
Develop your understanding of what appears to be 'normal' or a 'taken for granted' assumption, and examine the paradigm shifts that have occurred in psycho-social and therapeutic research where there has traditionally been a divide between research and practice.

Research Dissertation for Practice Based Play Therapy
You will be supported to plan and manage the research necessary to carry out the plan developed in your previous module to produce a dissertation of professional relevance and having appropriate academic rigour.

Professor Ieuan Ellis

Dean, Faculty of Health and Social Sciences

"We have a long history of providing education across a wide range of professional and academic disciplines in health, applied global ethics, social sciences and related subject areas... The Faculty has a number of areas of research excellence."

Ieuan is responsible for the strategic leadership of the Faculty of Health and Social sciences. He is also a member of Academic Board, and an elected staff representative on the Board of Governors. He is also Chair of the UK Council of Deans of Health and Co-chair of the National Allied Health Professions Advisory Board. After practicing as a chartered physiotherapist in the NHS and private sector, Ieuan entered higher education working initially at Northumbria University prior to joining our University. Ieuan has held a number of leadership and management roles across health and social care education and was awarded a personal chair as Professor in Healthcare Education.

Facilities

- Library
Our libraries are two of the only university libraries in the UK open 24/7 every day of the year. However you like to study, the libraries have got you covered with group study, silent study, extensive e-learning resources and PC suites.

- Clinical Skills Suite
The £1 million suite has been designed to meet the learning needs of a range of health professionals, with specialist equipment in purpose-built rooms enabling a variety of sessions to be carried out in a suitable and safe environment.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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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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Anyone interested in child development, or planning to work with children in the future, will be fascinated by this course. Read more
Anyone interested in child development, or planning to work with children in the future, will be fascinated by this course. As well as core modules in Social, Developmental, Biological and Cognitive Psychology, Research Methods and Statistics that will give you a BPS-recognised Psychology degree, you will take a series of specialist Child Development modules in years one, two and three that will give you a chance to study children’s thoughts, emotions and behaviour in great detail. You will be able to do a work placement in a child-centred setting, and you will complete an original research study under the supervision of an active developmental researcher. If you want to see how children play or how they interact with their carers or peers, you will have access to our purpose-built Child Observation Suite. If you want to see what is happening inside their heads, we have a fantastic Developmental Cognitive Neuroscience lab with a wide range of imaging equipment designed for children of all ages. If you are interested in Educational Psychology, we have lots of links with local schools and other children’s services, providing opportunities to study language development, literacy, peer relations, online safeguarding, antisocial behaviour and bullying.

DBS CHECKS

This course will involve access to children and/or vulnerable adults. You will be required to obtain a satisfactory Enhanced Disclosure and Barring Service clearance (formerly termed CRB) and we will guide you through this process.

INDUSTRY LINKS

We continuously engage with employers to make sure our curriculum delivers the skills and knowledge industry needs. These include a number of professionals from various sectors, including NHS Trusts, patient groups, medical practitioners, allied health professionals, the Prison Service, police forces, local education authorities, schools and professional sports organisations.

PROFESSIONAL ACCREDITATION

Accredited by the British Psychological Society (BPS) as conferring eligibility for Graduate Membership of the Society with the Graduate Basis for Chartered Membership, provided a minimum standard of qualification of second class honours is achieved.

LEARNING ENVIRONMENT AND ASSESSMENT

You’ll be taught by academics that produce first-class research, which has an impact not just in academia but in our working and everyday lives. Much of our psychological research was rated as ‘internationally excellent’ and ‘world-leading’ in the last research assessment exercise.

Year 1 is assessed by coursework and Multiple Choice Question exams; Year 2 through coursework, MCQ and essay exams; Year 3 through coursework or essay exams and the project. Percentage of coursework to exams is roughly 50/50.

OPPORTUNITIES

You can get involved in the research carried out by our staff, both as a participant and as a researcher, and not just through your classes and final year projects - there are paid research student internships and part-time research assistant positions available. You can also take part in conference talks, research publications and research grants - our current students regularly publish themselves, or become members of the editorial panel of ‘Diffusion’, UCLan’s own undergraduate research journal.

Some of our graduates pursue a career in psychology by undertaking postgraduate training to become professional psychologists, including our BPS-accredited Master’s programmes. However, UCLan graduates are valued more broadly, and others utilise the skills that our degree encourages to take graduate-level positions in a range of organisations, including the Police, Prison Service, NHS, social and community services, health authorities and in the pharmaceutical industry, and in education and training.

FURTHER INFORMATION

All our Psychology degrees share a common first year, with the opportunity to start specialising from Year 2. You can choose BSc routes in (i) Developmental Psychology, (ii) Forensic Psychology, (iii) Health Psychology, (iv) Neuropsychology, (v) Psychology with Psychotherapy and Counselling and (vi) Psychology and Criminology.

The Psychology syllabus is informed by the professional body, the British Psychological Society (BPS). All core modules are completed by Year 2, after which you can choose your specialism and, if you like, progress straight onto a Master's degree, which can provide stage 1 of your training towards becoming a professional psychologist.

In Year 1 you will attend lectures, seminars, workshops and labs. You will take part in Psychology practicals and develop your skills in statistical analysis and report-writing. Lectures are delivered to large groups, but other classes contain about thirty students. These small groups allow you to develop your understanding of psychology and to practise your communication skills. You should get to know your fellow group members, and learn to use your Academic Advisor as a source of academic advice.

In Year 2, you will study core areas of psychology in more depth, including Social and Developmental Psychology, Cognitive and Physiological Psychology, and Psychological Research Methods. You will continue to develop your skills in psychological research and report-writing but work in smaller groups, and take a role in designing your own studies.

In Year 3, you will complete a double module research project on a Developmental topic. This can be the most exciting part of your degree because it lets you investigate a subject in which you have a particular interest, supported by one-to-one discussions with your supervisor. The rest of Year 3 is made up of a mixture of specialist and general modules including two core Developmental Psychology and Educational Psychology modules.

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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 year-long observations of infants and children and a research project.

Degree information

Students develop a theoretical grounding in psychoanalytic theories as related to child development and clinical practice. Observations of infants, 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. 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
-Observation II: Toddler Observation
OR
-Observation III: Observation of a Nursery-School Aged Child

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 and assessment occurs throughout the programme (usually at the end of the relevant module).

Careers

Some graduates of this programme go on to psychoanalytic/psychotherapy, doctoral-level trainings and PhD programmes, whilst others progress into work as child mental health workers, psychology or teaching assistants.

Employability
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.

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.

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

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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 course is aimed at professionals working with children and young people with mental health issues. The course has been developed by a multi-professional team to provide new insights into working with complex family mental health issues in the community. Read more
The course is aimed at professionals working with children and young people with mental health issues. The course has been developed by a multi-professional team to provide new insights into working with complex family mental health issues in the community. The perspectives of practitioners from health, social care and education is integrated into the delivery of both modules.

The first module provides you with the framework for assessment of children and young people and the factors which impact on their emotional health. During this module attachment, family dynamics, concepts of risk and resilience are examined in depth.

The second module presents the aetiology of mental disorders and their management and treatment. You build your knowledge and skills in diagnostic tools, cognitive behavioural therapy, motivational interviewing, solution focused therapy, family therapy, sensory assessment/integration and psychotherapy through role play and personal research.

All practitioners are required to demonstrate extended specialist knowledge in their chosen speciality when they are applying for career progression. Completing this course allows you to demonstrate your extended knowledge in caring for children, adolescents and families with mental health issues. This course enables you to contribute to the workforce transformation agenda as you apply these skills in your workplace.

For more information, see the website: https://www.shu.ac.uk/study-here/find-a-course/pgcert-child-adolescent-and-family-mental-health

Course structure

Distance learning - 1 year. Start date September.

Core modules
-Early intervention in child, adolescent and family mental health (30 credits)
-Enhancing practice in child, adolescent and family mental health (30 credits)
Modules can be undertaken as stand-alone, or as part of the PgCert and the credits awarded can then be transferred to further awards (PgDip, MSc Advanced Professional Practice) as appropriate.

Assessment: written assignments and production of health promotion resource.

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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 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. Read more

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.

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.

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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.

Degree information

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

Please note:
Students accepted on to the Foundation Course at the Institute of Psychoanalysis in London can request to be assessed on the Foundation Course's theoretical lecture material 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 PSYCGT13 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.

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.

Top career destinations for this degree:
-Support Worker, Turning Point
-Clinical Psychology, California School of Professional Psychology
-Research Degree: Division of Psychol and Lang Sci, University College London (UCL)
-Lecturer, Kingston University and studying PhD Philosophy, Kingston University
-Systems Psychologist, Tavistock and Portman NHS Foundation Trust

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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Modern society has seen a number of changes to the family dynamic which have played a part in the increase of troubled children. Today, 20 per cent of children in the UK experience emotional, behavioural and mental health difficulties, leading to an increasing demand for play therapists. Read more
Modern society has seen a number of changes to the family dynamic which have played a part in the increase of troubled children. Today, 20 per cent of children in the UK experience emotional, behavioural and mental health difficulties, leading to an increasing demand for play therapists.

As a play therapist, you will help children come to terms with traumatic events in their lives through the use of play, where the child has the freedom and opportunity to express themselves by recreating their own world during their time with you.

Whether you're looking for a change in career, wanting to add therapeutic play to your existing psychological therapies, social work or medical skillset, or if you are a graduate just starting out in the field, this professional course, delivered in partnership with the Academy of Play and Child Psychotherapy Ltd (APAC), allows 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: we entered an increased number of units for this assessment, up from 11% in 2008 to 33% in 201.

Visit the website http://courses.leedsbeckett.ac.uk/therapeuticplay_pgcert

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

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

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

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 and Setting Up Play Therapy Practice Using Non-Directive Play Therapy
You will be introduced to the principles of non-directive play and the therapeutic play continuum so you will be prepared to work one to one with children who have slight to moderate social, emotional and behaviour difficulties.

Using Expressive Arts Therapy to Reach the Unconscious
Add to your repertoire of play therapy tools and conditions, and study the main research methods that are applicable to play therapy and the fundamentals of neurobiology showing the beneficial effects of play.

Using Symbolic Play Therapy Tools and Metaphor Safely
Gain a sound working knowledge of child protection issues and add to your repertoire of therapeutic play media by including art, therapeutic story telling, movement, clay and sand therapy.

Professor Ieuan Ellis

Dean, Faculty of Health and Social Sciences

"We have a long history of providing education across a wide range of professional and academic disciplines in health, applied global ethics, social sciences and related subject areas... The Faculty has a number of areas of research excellence."

Ieuan is responsible for the strategic leadership of the Faculty of Health and Social sciences. He is also a member of Academic Board, and an elected staff representative on the Board of Governors. He is also Chair of the UK Council of Deans of Health and Co-chair of the National Allied Health Professions Advisory Board. After practicing as a chartered physiotherapist in the NHS and private sector, Ieuan entered higher education working initially at Northumbria University prior to joining our University. Ieuan has held a number of leadership and management roles across health and social care education and was awarded a personal chair as Professor in Healthcare Education.

Facilities

- Library
Our libraries are two of the only university libraries in the UK open 24/7 every day of the year. However you like to study, the libraries have got you covered with group study, silent study, extensive e-learning resources and PC suites.

- Clinical Skills Suite
The £1 million suite has been designed to meet the learning needs of a range of health professionals, with specialist equipment in purpose-built rooms enabling a variety of sessions to be carried out in a suitable and safe environment.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

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[Overview]. The MSc Integrative Psychotherapy, leading to professional registration with UKCP in Psychotherapy or Psychotherapeutic Counselling, is suitable if you are a graduate and wish to achieve professional registration in psychotherapy or psychotherapeutic counselling. Read more
[Overview]

The MSc Integrative Psychotherapy, leading to professional registration with UKCP in Psychotherapy or Psychotherapeutic Counselling, is suitable if you are a graduate and wish to achieve professional registration in psychotherapy or psychotherapeutic counselling. UKCP operates separate registers for practitioners who work with young people and adults, and successful completion of this programme leads to entry onto either of these specialist registers. A 60 credit Graduate Certificate in Integrative Counselling Skills is also available to enable you to develop your clinical skills in psychotherapy, and provides a bridge to the MSc programme for applicants without prior clinical qualifications.

[What does the course cover?]

Programme content is based on the professional requirements for either child or adult practitioners, but both specialisms also share certain common components. To meet UKCP accreditation requirements, you will develop a portfolio to evidence your skills and learning throughout the programme. This portfolio will form the basis of your registration with UKCP, via Newman’s professional accrediting partner, the Northern Guild for Psychotherapy. In line with professional requirements governing training duration, students with no previous clinical experience could qualify as psychotherapeutic counsellors after 3 years of study and as psychotherapists after 4 years, subject to completion of all course components. Training components include clinical placements, supervision, personal therapy, and mental health placements.

[Selection of modules]

Content is differentiated by client group and need, but topic areas across all programme options include:
• Theories and Theoretical Integration
• Skills and Therapeutic Process
• Clinical Practice and Advanced Clinical Practice
• Human Development
• Perspectives on Mental Health
• Legal and Ethical Issues
• Context, Co-operation and Multi-agency Working
• Neurophysiology
• Mental Health: Wellbeing and Distress
• Research, Evaluation and Monitoring
• Dissertations (for the award of MSc)

The programme is offered on a part-time basis, and includes a substantial number of professional components. An 80% attendance requirement is therefore linked to professional competence and fitness to practice. Learning will be via lectures, workshops, practical activities, online discussions and self-study. Attendance will include some weekday and Saturday components.

[Assessment]

Modules will be assessed via a variety of methods including traditional essays, case presentations, personal reflections, journals, and psychotherapy session recordings. The programme as a whole will be assessed via portfolio, based on professionally specified learning outcomes. The final academic component will be a research dissertation.

[Special features]

• UKCP is the key accrediting body in psychotherapy in the UK. Both Child and Adult routes lead to professional registration. The Child programme is one of a small number nationally, and the only programme in the Midlands that leads to professional registration with UKCP in Child Psychotherapy and Counselling
• The programme offers a unique combination of academic and professional qualifications. These include two ‘interim’ awards - Graduate Certificate in Integrative Counselling Studies (level 6) and a PG Cert in Integrative Psychotherapy Studies (level 7), as well as four academic awards leading to professional accreditation, namely: ◦ PG Dip in Integrative Psychotherapeutic Counselling (adult) (level 7) – leading to professional registration on the adult register as a Psychotherapeutic Counsellor
◦ PG Dip in Integrative Child and Adolescent Psychotherapeutic Counselling (level 7) – leading to professional registration on the child register as a Child Psychotherapeutic Counsellor
◦ MSc in Integrative Psychotherapy (adult), (level 7) – leading to professional registration on the adult register as a Psychotherapist
◦ MSc in Integrative Child and Adolescent Psychotherapy (level 7) – leading to professional registration on the child register as a Child Psychotherapist

Completion of additional specified components can lead to professional registration both as a child and an adult practitioner

• Personal and professional development is a key component of psychotherapy training, and occurs continuously throughout the period of study. As part of this, you will undertake personal therapy throughout the period of training. Personal therapy is self-funded.
• You will be required to gain a total of 450 supervised practice hours, which will be completed as part of your course, enabling you to proceed directly to professional registration upon completion of the course.

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Critical and reflective examination of systemic theory is at the heart of this course, and you will also focus on the application of a systemic framework to practice and research. Read more
Critical and reflective examination of systemic theory is at the heart of this course, and you will also focus on the application of a systemic framework to practice and research.

You study different approaches to therapeutic work across a range of subjects and client groups, including adult mental health, individuals, couples, children and families.

You will also sharpen your own critical responses to discourses relating to power, difference and diversity, and develop the skills needed to address issues of discrimination.

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

Intermediate qualifications available:

• Postgraduate diploma – 120 credits at Masters level

Choose Family and Systemic Psychotherapy MSc and:

• Study through a combination of lectures, group exercises and activities, and in addition to focusing on research and theory, benefit from the programme’s clinical practice component
• Explore a range of qualitative methods for conducting research, before designing and conducting a piece of work in an area of your own interest and practice that you will write up for your final dissertation
• Develop systemic practice skills through weekly attendance of a supervision group where you will work directly with clients assessing risk, safety and vulnerability, the therapeutic relationship, interventions, and theories of change
• Gain an opportunity to develop your professional interests and contribute to the development of knowledge within the systemic field
• Benefit from power and diversity group plenaries which will support you in the development of a deeper understanding of the issues surrounding power and discrimination.

Visit the website: https://www.beds.ac.uk/howtoapply/courses/postgraduate/next-year/family-and-systemic-psychotherapy#about

Course description

The Research component of the course encourages independent learning, providing you with an opportunity to develop your own professional practice interests in initiating and taking responsibility for a research project and dissertation, contributing to the development of knowledge within the systemic field. The course aims to help you develop your work with families and couples, to increase and consolidate your theoretical and clinical skills and your understanding of the use of the self in practice. The inclusion of a wide range of approaches is an important characteristic. It is part of the course philosophy to encourage you in the development of a critical approach to theory and practice examining the inequalities and differences for example of race, class, gender, and to encourage an ethical and anti-discriminatory approach to clients. Use of self and self-reflexive practice is a core aspect of training,

A particular feature of the course are the Power and Diversity group plenaries, which support you in developing your understanding of issues of power and discrimination. These plenaries supplement and support the acquisition of these skills in your supervision group to apply this understanding in your therapeutic practice.

Subject to the agreement of your agency, you will be expected to bring your own case material for discussion and video or audio recordings of your work. Where appropriate signed, informed consent will be obtained from families for this purpose. For review of work during the course through DVD consultation, the consent forms for therapy include consent to record and review for the purposes of training. The academic and experiential learning provided encourages you to develop a broad critique and to apply a range of interventions in family and other related contexts in which you have a professional role. .

The course is the final stage of training leading to qualification as a family / systemic psychotherapist and eligibility to register with the UKCP.

The part time structure of the course enables you to continue in your employment while you study. The combination of evening and day time study and its central location make it accessible geographically to students from different parts of the UK. Tutors and supervisors are all registered systemic psychotherapists and systemic supervisors, many of whom have a PhD, combining academic rigour which is also grounded in clinical practice, contributing to a rich learning experience.

Modules

• Advanced Theory In Context (ASS044-6) Compulsory
• Clinical Practice: The Developing Therapist (ASS042-6) Compulsory
• Clinical Practice: The Maturing Therapist (ASS045-6) Compulsory
• Research Dissertation (ASS043-6) Compulsory
• Research Methods (ASS040-6) Compulsory
• Theory In Context (ASS041-6) Compulsory

Assessment

The spirit of the course is developmental learning and the promotion of connections between different aspects of the course and modes of learning. You will build on the skills and learning achieved in your Foundation and Intermediate level courses, taking them to a greater level of complexity.

The course employs a range of assessment strategies which respond to the learning outcomes of the course. The strategies include written assignments that give you the opportunity to show your systemic writing skills and critical use of the literature, particularly in the Research and Theory Units. In extending this assessment strategy, in different units on the course you will produce written analyses of your systemic work with clients showing the development of your application of theory to practice in both your course and agency-based places of work, as well as in vivo presentations. The strength of this strategy is that it draws on a range of strengths, and applies equally well to organisational dilemmas as well as case consultations and gives you the chance to extend your systemic thinking beyond the frame of direct work.

Career/Further study opportunities

This course qualifies you to practice as a family and systemic psychotherapist, and to apply for registration with the UKCP. Depending on your background and first professional qualification you may also have the possibility to apply for designated family therapist posts within the NHS. Following the Munro Report published in 2011 opportunities are beginning to open up for family therapy posts within the Social Care context, and a growing number of independent and third sector agencies are interested in having a qualified family / systemic psychotherapist on their staff, or providing consultation to their work. Other students go on to develop independent practice, often alongside posts within the statutory sector

Qualified practitioners with post-qualifying experience are eligible to apply for further study to become qualified systemic supervisors.

They may also apply for further study at Doctorate level, contributing to the development of knowledge within the field.

Students also use the increased confidence in their written and academic abilities to contribute written articles to journals within the field, for example the Journal of Family Therapy and to further develop their research interests.

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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The MSc Play Therapy is a new collaboration between With Kids (a Scottish charity) and the MSc Art Psychotherapy (International) at Queen Margaret University. Read more
The MSc Play Therapy is a new collaboration between With Kids (a Scottish charity) and the MSc Art Psychotherapy (International) at Queen Margaret University.

The key purpose of the profession of play therapy is defined by British Association of Play Therapists (BAPT): "Play therapy is the dynamic process between child and play therapist in which the child explores at his or her own pace and with his or her own agenda those issues, past and current, conscious and unconscious, that are affecting the child’'s life in the present. The child'’s inner resources are enabled by the therapeutic alliance to bring about growth and change. Play therapy is child-centred, in which play is the primary medium and speech is the secondary medium."

The MSc Play Therapy aims to educate the next generation of play therapists to enable them to work safely and therapeutically with complex children and families.

Graduates will understand and work with the value of each individual child, the fundamental inter-relatedness of the child'’s physical, emotional and social needs and the power of love and care to transform life chances.

Applicants should possess qualities that enable them to undertake study in an appropriate manner and at the appropriate academic level. Thus the students recruited to this course will be committed, diligent, enthusiastic and possess the skills, curiosity and drive to enhance their knowledge base.

Teaching, learning and assessment

The teaching and learning approaches used encourage you to be an independent, participative learner. These approaches will engage you in lectures, problem-based learning, workshops, small group discussion, seminars, observation and skills practice. The course team aims to enable students to learn from and with others through supportive peer-assessment and feedback, guided by the tutor. There are three play therapy practice placement modules where you will work directly with children and families of increasing complexity. Two modules include clinical observation of a child/children from infanthood to adolescence. Assessment methods include case study analysis, collaborative presentation, observation analysis and play therapy practice placement portfolio.

While as a postgraduate student you will predominantly be working independently, there is a strong structure for academic support. Normally, there are fewer than 20 students in the class ensuring that individuals receive excellent support and benefit from interaction with other students.

Teaching hours and attendance

The course runs over three years part-time. Students attend the learning centre at With Kids in the east end of Glasgow one day a week over the first two years. Students will also undertake play therapy practice placement, observations and attend clinical supervision individually or in small groups. Students are expected to attend their own personal therapy for the duration of the course. 100% attendance is expected at all elements of the MSc Play Therapy.

Modules

Clinical Skils, Process and Practice 1,2 & 3 (10 credits each)/ Developmental, Clinical and Play Therapy Theory 1 & 2 (30 credits each)/ Research Methods (30 credits)/ Research Methods (30 credits)/ Clinical Project (60 credits).

The modules listed here are correct at the time of posting (July 16), but are subject to change. In the event that modules have to change, QMU will seek to use reasonable endeavours to ensure that there is no detrimental impact to students.

Careers

Play Therapists practice in many environments, including: NHS, social services, primary, secondary, further and special education, charities, private practice, etc.

They also work with people of all ages (not just children) living with a wide range of emotional or physical conditions. While in 2015 the overall majority of play therapists in the UK work in health and the voluntary sector, there is a sizeable number of them working in schools and nurseries. For further information http://www.bapt.info.

Other entry requirements information

Accreditation of prior learning: The Recognition of Prior Learning (RPL) encompasses the process whereby one can identify, explore and claim credit for previous certificated and/ or experiential learning. Applicants however will not be able to receive accreditation in lieu of any part of the practice placements throughout the course.

International: Where your honours degree has not been studied in English, you will be required to take an IELTS test receiving an overall score of 7.0 and no individual component score below 6.0.

Quick facts

- Rooted in the psychotherapeutic tradition of the Notre Dame Clinic which dates back to the 1930s.
- The only Play Therapy training validated by a Scottish university in collaboration with a Scottish charity.

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Established in 1996, this Master's degree in psychodynamics provides an understanding of human development through the theoretical and clinical issues raised by infant observation, through work study seminars and through psychoanalytic and Jungian analytic theories. Read more
Established in 1996, this Master's degree in psychodynamics provides an understanding of human development through the theoretical and clinical issues raised by infant observation, through work study seminars and through psychoanalytic and Jungian analytic theories. This includes recent research in child development and contemporary issues in psychodynamic or Jungian analytic theory. You will also be taught research methods and complete an empirical or theoretical dissertation.

This course is designed to provide professional and personal development for those working in settings such as community care, counselling, social services, primary care, mental health and education. It is a foundation, including accredited infant observation, for those considering psychotherapy training and it fulfils the entry requirements for a Child and Adolescent Psychotherapy Doctorate.

Why study this course at Birkbeck?

A valuable opportunity to combine the knowledge of practising clinicians from a leading psychotherapy training institution with the research expertise of an internationally recognised university department.
Infant observation component provides experiential learning that can be accredited for psychotherapy training.
Choose between psychoanalytic and Jungian analytic approaches.
You have access to library facilities at Birkbeck, Senate House and the British Psychotherapy Foundation.
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, the diversity of overlapping Master’s programmes and Birkbeck academic institutes which provide regular talks and seminars that you can attend.

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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