The MSc Attachment Studies course provides students with a specific qualification in the assessment of child and adult attachment, parenting and family functioning. Designed for health and social care professionals, our aim is to prepare you to be at the forefront of the next generation of attachment scholars and practitioners.
This course is best suited for professionals who are interested in broadening their skills in assessing attachment, improving the outcome of interventions with their clients and conducting small or large scale research projects. Central to the programme is the Patricia Crittenden’s Dynamic Maturational Model of attachment combined with a culturally sensitive approach uniquely applicable to alleviate the suffering of distressed and traumatised people.
A unique feature of this programme is the opportunity to learn how to apply and conduct a wide range of assessments and procedures for forensic, clinical or research purposes. All students are required to learn to code at least one procedure where you will be able to achieve clinical or research levels of reliability in analysing the results. You can also learn to give and to analyse bio-physiological measures such as cortisol levels, EEG and heart rate variability.
Although this course does not offer therapeutic training, you will be taught by experts in the field to gain the necessary knowledge to formulate intervention plans and select therapeutic approaches that will benefit your clients.
You will gain a comprehensive understanding of attachment theory including the latest developments in the neuroscience of attachment relationships and parenting. Our systemic approach broadens the study of attachment from mothers and infants to the attachment of older children, adults, family systems and the wider social and community networks.
The interdisciplinary focus on both practice and research is invaluable for students interested in a research career in the field of attachment studies. Examples of recent and current PhD students’ research include the development of the Meaning of the Child to the Parent Interview, the physiology of developmental trauma (PTSD) in children, the effectiveness of play therapy with traumatised children, and attachment in chimpanzees reared by humans.
In this course, you will gain a variety of skillsets and knowledge through a substantial coverage of the underpinning attachment theory and research. This includes an understanding of the latest development in the neuroscience of attachment and trauma. You will study core concepts of attachment and Dynamic Maturational Model theory, family systems and object relations theory and primatology.
You will also gain a comprehensive knowledge in learning how to administer a wide range of validated attachment and family assessments applicable for use with adults and children of all ages. Examples of these procedures are:
This programme offers innovative modules such as the infant mental health module, research methods and the formulation of intervention plans. The infant mental health module is designed to deepen your knowledge of early years development and includes an introduction to the Infant CARE-Index. You will also observe a young child in a natural setting. Besides observing a traditional mother-child relationship, this assessment module also includes observations of older children, adults, family and wider systems.
The research methods module prepares you to design and carry out single case study or small sample empirical research. You will also be able to learn how to administer and analyse bio-physical assessments such as heart rate variability, cortisol and EGG and eye tracking.
The formulation module teaches you to interpret the results of attachment assessments and select the intervention most likely to succeed with a particular client or family. We also offer a forensic model of assessment designed for use with courts and other decision-making forums.
Here are examples of the modules:
Designed for busy social care professionals, the Certificate in DMM Attachment based family assessment and intervention enables you to build upon your skills at a pace that suits you.
The Certificate is available for students who would like to apply directly to the University of Roehampton, or it can be delivered by your workplace for employees with a minimum of ten students.
Careers in psychology and social work.
The MSc in Medical Ultrasound programme is both academic and vocational in nature and is the only MSc of this type to offer a clinical attachment as part of the course.
The MSc aims to train students to use research and development skills to develop the field of medical ultrasound. Students can choose one of two sub specialities:
MSc in Medical Ultrasound – Vascular (Course Code: A3A1)
MSc in Medical Ultrasound – Echocardiography (Course Code: A3A2)
You will be placed in a clinical attachment at Imperial College Healthcare NHS Trust.
Attending 5 days per week for the duration of the course. (this is included in the fee)
Students should not expect to be scanning every day and hardly at all in the 1st term.
MSc in Medical Ultrasound – Vascular (Course Code: A3A124)
You must already be working in a suitable vascular dept elsewhere. You will have to attend lectures and tutorials one day per week from October – March and any exam dates.
There is only one intake per year, in October. Registration usually opens in November/December the year before and will continue until all places are full.
Places on the course are very limited (25) and we receive 100’s of applications so early application is strongly advised.
Your application will only be reviewed if submitted with all College requirements and has two recent academic references. It will not proceed any further without these.
Applicants should note that this is an academic course and does not entitle you to become a sonographer. This course is not CASE registered.
Further exams would have to be taken by either the:
A Physician Associate is a healthcare professional trained in the medical model to work with the medical team in order to deliver medical care to patients. PAs work under the supervision of a doctor in a range of specialities across medicine in both primary and secondary care. PAs are trained to take medical histories, carry out physical examinations, formulate diagnosis, request and interpret tests and investigations, undertake procedures and develop treatment and management plans.
The PgDip/MSc Physician Associate Studies aims to ensure students receive the required education and training in line with requirements of the Competence and Curriculum Framework, enabling graduates to be successful in completion of the programme and the PA National Exam. It also aims to ensure that graduates are safe and competent clinicians, at the point of qualification.
This intensive programme is delivered over 2 years. Year 1 is mainly theoretical and University based (5 days per week) with 1 day per week in general practice. Year 2 is mainly spent on clinical attachment with one day every 3-4 weeks back in University. Students will develop a sound knowledge base in clinical medicine and develop comprehensive clinical examination skills which form the basis of their generalist medical education enabling them to enter work in any medical speciality. From that point, they develop the specialist knowledge required to progress their careers and care for patients
Students must pass all elements of the programme to be eligible to sit the National PA Exam for entry into professional practice.
The course is designed to ensure that graduates have the relevant clinical knowledge and skills in order to be successful in attaining their professional qualification and in their subsequent professional working life as a Physician Associate.
Please note this information is provisional and subject to change.
Year one specifically concentrates on the basic medical sciences that support the teaching and application of clinical medicine. In conjunction with this, a significant of time is spent on communication and clinical examination skills as these form the basis of the skills that the PA will use throughout their clinical working lives. In addition to this, the PA student will spend 1 day per week in clinical attachment (General Practice) to rehearse and fine tune their skills.
To exit with the PgDip in Physician Associate Studies, students will be required to pass assignments relating to the modules in Foundations of Clinical Medicine 1, Applied Pharmacology for Physician Associate Studies, Research Methods for Physician Associate Studies and Evidence-Informed Decision Making for Physician Associate Studies in Year 1. Students must also pass the assessments associated with the GP placement and an objective structured clinical examination for the Personal & Professional Development 1 module in order to progress to year 2. In year 2 students will be required to pass the Foundations of Clinical Medicine 2 and Personal & Professional Development 2 modules. The Clinical Competence in Physician Associate Skills module will assess the core competencies and core procedural skills in the Competence and Curriculum Framework for Physician Assistants and has been designated Pass/Fail, rather than having credit value. This competency assessment will be undertaken prior to taking the UK Physician Associate National Certification Examination at the end of Year 2. A pass in all taught modules of the programme and in the UK PA National Certification Examination will be required for the award of the PgDip in PA Studies.
This is a complex and very intensive programme and involves the establishment of a new suite of student placements and assessments, therefore, in the first instance, the course team do not intend to offer the masters programme and only intend to offer the PgDip. Once the programme has been established then the team will roll in the possibility to complete the masters by completion of the 60 credit Service Improvement Project module. This 60 credit module can either be taken alongside the second year of the full-time taught modules that comprise the PgDip or it can be taken part time over 3 semesters of a third year as a top-up.
Students who fail the assessment associated with the Personal & Professional Development 1 module but who have passed the module Foundations in Clinical Medicine 1 and passed other modules totalling at least 30 academic credits may exit with the lower award of Postgraduate Certificate in Medical Sciences (noting that students must pass all modules in year 1 to progress to year 2). A student who fails the Clinical Competency assessment/UK PA National Examination but who has passed all of the other elements of the programme can exit with a PgDip in Medical Sciences or if they have successfully completed the Service Improvement Project, an MSc in Medical Sciences.
Whilst the PA profession is established and growing rapidly in the UK with a variety of jobs across a range of primary and secondary care specialities, this is the first PA programme in Northern Ireland. As such it presents its own challenges in the form of employment opportunities. However there have already been jobs advertised in Northern Ireland for PAs and in preparation for the programme the University have been working with the local Trusts seeking clinical attachments and scoping the potential for employment of PAs. The evidence from early PA programmes in England indicates that all of their students secured employment as PAs with many offered jobs before qualification. This continues to be the trend in the UK and the University are confident that this will be the same in Northern Ireland.
Once qualified, PAs can work across a range of specialities throughout medicine. There are also opportunities to work in education and as potential future leaders of the PA profession.
The qualification is not recognised in the USA and currently graduates who train in the UK may only be able to work in the UK. This may change in time.
The MSc by Research in Clinical Psychology offer the chance to work with, and be supervised by, a range of clinical academics across many areas of psychology.
Candidates should note that these programmes do not lead to Chartered Clinical Psychologist status.
Our research involves national and international collaborations, with many projects involving NHS partnerships.
We have specific research strengths in the areas of children and adolescents; developmental psychopathology of mental health; ageing and older adulthood; adult psychological problems; brain injury; chronic health conditions; psychological therapies research, including cognitive behavioural interventions; emotions and emotion regulation; sex offenders; learning disability; neuropsychology; quality of life; severe and enduring mental health problems; and the development and validation of measures.
Specific areas of interest include cognitive behaviour therapy, interpersonal psychotherapy, psychosis, health psychology, and qualitative approaches.
We have an active research group in the area of applied developmental psychology and psychological therapies research for severe mental health issues. We coordinate the Edinburgh Child and Adolescent Psychology Network. The group’s research areas include child and adolescent health and mental health; cognition, language and learning; social development and relationships; and atypical development.
For more detailed information about potential PhD supervisors in this area, their research interests and publications, please visit our website.
Our research interests include:
The MSc by Research programme allows you to conduct an independent research project that makes a significant contribution to your chosen field of study and to further develop your research skills. We provide expertise in a variety of research methods including qualitative and quantitative approaches.
You will be assigned two supervisors (usually one for MSc by Research) and you will meet with your supervisors regularly. Workshops, seminars and courses in research methods are available to postgraduate students undertaking a higher degree by research.
We work in close collaboration with the Graduate School of Social & Political Science, enabling School of Health in Social Science research students to benefit from the extensive suite of social science research courses offered by both Schools.
With close ties with other humanities disciplines and with colleagues in the College of Medicine & Veterinary Medicine, we offer PhD students excellent opportunities for interdisciplinary supervision and research project development.
This two year full-time programme integrates theoretical learning, clinical skills and in-depth personal development to prepare graduates for clinical practice, predominantly with children, as a professional play therapist within the public and private sectors.Based on a humanistic person-centred model of therapy, this course emphasises the use of play within a therapeutic relationship between the therapist and client to facilitate therapeutic change. The course encompasses theoretical, practical and experiential learning. With our holistic approach to teaching, you will be provided with thorough and systematic knowledge, experience, skills and the confidence to work as a professionally qualified play therapist. At the end of the course, you will be able to demonstrate a comprehensive understanding of therapeutic techniques and approaches that are required for professional registration purposes.
This course leads to a qualification that entitles you to registration as a Full Member of the British Association of Play Therapists (BAPT) whose register is accredited by the Professional Standards Authority (PSA). You will be taught by experienced practitioners who are practising play therapists and will bring the teaching on the course to life by drawing upon their own clinical experiences and case materials.
All students are required to be in personal therapy for the duration of the course and will complete two specified periods of supervised clinical placements alongside their studies. Key areas that you will study include human development and growth, play therapy theory and skills and young child observations (attachment theory). Integral to the programme is your own personal development which will be supported by personal therapy and experiential process groups.
This intense, rigorous and comprehensive programme is made up of ten modules that encompass the theoretical, practical and experiential learning experience required to become a professional play therapist. All modules are designed to prepare you for child-centred therapeutic practice that is theoretically sound and emotionally aware, complying with the core competencies of a play therapist as specified by the British Association of Play Therapists.
The clinical placements are a central component to the training in this programme. In your first year, the modules will include experiential learning to prepare you for your first work placement, as theoretical understanding will give you a strong grounding for your clinical practice. Your professional development is inter-related with the development of theoretical knowledge, skills and personal awareness. Within the clinical placements you will synthesise, integrate and apply all aspects of your learning into practise.
In the second year, you will build upon your play therapy skills and knowledge from your first year modules. You will have the opportunity to develop and explore your understanding of the theory and practice of play therapy in relation to working with different client groups and more complex needs. You will also synthesise your theoretical knowledge and clinical experience to pursue your research interest in the Research Portfolio module. A clinical issue, your own clinical work or a professional issue may provide the inspiration for this research project. Recent research areas have included: child-centred play therapy and the use of therapeutic boundaries, play therapy and unresolved bereavement issues, play therapy in schools, and play therapy and different cultural beliefs.
Here are examples of the modules:
Graduates work as a registered play therapist for both the private and public sectors.
Our MSc Fixed and Removable Prosthodontics (Dental Specialties) course is ideal for dental practitioners who want to learn more about this field.
You will develop skills in providing a range of procedures, including complex removable prostheses, implant-supported prostheses, integrated fixed and removable prostheses, and restoration of tooth wear using direct and indirect materials.
You will also gain an insight into clinical and technical skills, contemporary prosthodontic techniques, scientific understanding of fixed and removable prosthodontics, diagnosis and treatment planning and reflective prosthodontic practice.
In addition, you will develop research planning and implementation skills through the dissertation unit.
Dentists requiring more specialist training in this field may be interested in our three-year MSc (Clin) Fixed and Removable Prosthodontics course .
This course aims to:
Our teaching and learning methods are designed to encourage you to take responsibility for your own learning and to integrate work with formal educational activities.
You will learn through clinical and technical sessions, seminars, e-learning and lectures.
Find out more about postgraduate teaching and learning at Manchester .
Key academic staff
Formal assessment takes the form of two tutor-marked assignments.
Formal assessment takes the form of two tutor-marked assignments.
Specialist clinical component
You will be assessed via a variety of formative and summative methods. These include patient logs, submission of clinical and technical skills work, written assignments and structured essay papers, Multiple Short Answer (MSA), Single Best Answer (SBA) and Extended Matching Question (EMQ) papers, Objective Structured Long Examination Record (OSLER), mini-case write-ups and structured oral examinations.
You will also produce a dissertation between 10,000 and 15,000 words in length.
Specialist clinical component (90 credits)
Full-time students attend up to six sessions per week over 45 weeks for the clinical component of the course. Part-time students attend the clinical component for up to three sessions per week in each of the two years.
The specialist clinical component comprises six units:
Dissertation (60 credits)
The dissertation provides training in identification, formulation and implementation of a specific research project.
Teaching and learning methods are designed to encourage you to take responsibility for your own learning and to integrate work with formal educational activities.
Examples of dissertations submitted include:
You will have access to dedicated postgraduate suites at the University, as well as extensive library and online services to help you get the most out of your studies.
Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service .
We will invite students to participate in a number of conferences. Some selected seminars will also provide you with CPD hours.
Most graduates return to their practices. A smaller number go on to pursue further clinical training in fixed and removable prosthodontics or undertake higher research degrees (eg MPhil or PhD).