This programme provides you with a broad understanding of the theories and practices of dance movement therapy necessary for safe and effective clinical work, and enables you to practise as a dance movement therapist.
This programme is accredited by the Association for Dance Movement Psychotherapy.
Your learning will be underpinned by the principles and practices of psychodynamic psychotherapy within the social, political and multicultural context of mental health care and educational settings. Study is informed by contemporary dance practice, Laban Movement Analysis (LMA) and somatic bodywork.
Through theoretical studies, movement observation studies, dance practice workshops, clinical work and experiential learning, you integrate cognitive understanding and practical experience with a developing awareness of self and other.
The nature of the therapeutic relationship is explored in depth through movement and dance and you have the opportunity to put your learning into practice through at least 90 days of supervised placements. This gives you the opportunity to relate your practical experience to your theoretical studies.
You'll be encouraged to develop your own dance/movement practice and to situate your work in relation to your development as a therapist, to contemporary dance and movement practice. You're required to be in personal therapy throughout the programme.
On graduation you are eligible to become a registered professional member of the Association for Dance Movement Psychotherapy (ADMP UK).
The MA in Dance Movement Psychotherapy programme is made up of 240 credits and provides you with a broad understanding of the theories and practices of Dance Movement Psychotherapy necessary for safe and effective clinical work as a Dance Movement Psychotherapist.
It aims to enhance your self-knowledge and interpersonal relationships and to promote your psychodynamic understanding of individuals, groups and society; working with questions of difference, equality and diversity.
Your learning is underpinned by the principles and practices of psychodynamic psychotherapy within the social, political and multicultural context of mental health care and educational settings, and informed by contemporary dance practice and Laban Movement Analysis (LMA). On successful completion of the MA you will be able to apply to the Association of Dance Movement Psychotherapists UK for registration.
Assessed by coursework, film, portfolio, case study, dissertation, log and reports
During their training students will gain clinical experience in both child and adult placement settings. Please visit the website for more information.
Key employability skills developed on the course include:
Examples of places that DMP MA graduates are currently working:
Find out more about employability at Goldsmiths.
This course is designed for people who have prior dance experience and professional or volunteering experience with people in need, and would like to practise as a dance movement psychotherapist.
Dance movement psychotherapy is a relational process in which a client and therapist engage in an empathetic creative process using body movement and dance to assist the integration of emotional, cognitive, physical, social and spiritual aspects of self. We believe that focusing on the creative potential of individuals in a relationship creates a sound ethical basis for psychotherapeutic work.
You will be taught by leading experts who will equip you with the skills, experience, and confidence to work as a dance movement psychotherapist. All graduating students are eligible to apply for registration with the Association for Dance Movement Psychotherapy (ADMP UK). Graduates often create their own positions; facilitating dance movement psychotherapy sessions within settings including: social services; special needs; schools; psychiatry; probationary and rehabilitation units; forensic psychiatry.
The course offers opportunities for you to explore and expand movement preferences, ways of interacting with others, belief systems, prejudices and values. Emphasis is placed on development of your own style as a dance movement psychotherapist. You also have the opportunity to perform and exhibit your ongoing work in a yearly Arts Therapies exhibition.
The MA in DMP benefits from cutting edge research conducted through the Centre for Arts Therapies Research (CATR) and this feeds directly into teaching. The programme ethos emphasises a critical consideration of different descriptions and explanations of bodies, human systems and therapeutic practices in different places and times. In the context of an individual student's experiences, beliefs, values and different 'cultures', our teaching actively promotes a participatory ethic, self-reflexive practices and the ability for critical reflection on: creative processes, intersubjectivity and the construction of social and power differentials, in learning and in psychotherapy.
The uniquely interdisciplinary MA course in Dance Movement Psychotherapy integrates theoretical, experiential and clinical learning, preparing students to practice as dance movement psychotherapists. Cutting edge research cascades into teaching emphasising the social, biological and psychological construction of the moving body and meaning-making. Students are encouraged to develop a self-reflexive practice and the ability for critical reflection on creative processes.
Key areas of study include Contemporary DMP and psychotherapeutic theories, Feminist embodied reflexivity, clinical placement and supervision (for one-two days a week), dance movement improvisation skills and interventions, embodied performance practice, experiential anatomy for clinical practice, human development, movement and growth, Laban Movement Analysis and video observation.
Embodied practice and working with attention to the art of dance is placed at the centre of the programme. Drawing from Feminist, Psychoanalytical, Phenomenological and Systemic frameworks, the training emphasises the creative role of curiosity and a 'not knowing' position, a respect for difference, and appreciation of the effects that mutual influences have in all relationships.
Here are examples of modules:
Graduates can enter a variety of roles including: NHS clinical practice within in and out patient services, community services, prison services, special needs schools, performing arts contexts, drug rehabilitation, in social services with immigrants and asylum seekers, in shelters with women who have suffered domestic abuse, dementia services, learning disabilities services, child and adolescent mental health services.
This exciting programme explores disability as an equal opportunities issue by focusing on contemporary organisations and institutionalised practice.
If you’re a service provider, practitioner or policy maker who wants to bring theory and practice together, or you’re planning a career in the field of disability, you’ll explore a range of disability-related issues from theoretical and practical perspectives.
Our refreshed core modules allow you to explore the frontiers of research in this rapidly developing field, and focus on social policy for disabled people in education, benefits, housing, transport, employment, health and social support services, as well as recent developments in social research on disability. You’ll also choose from optional modules to focus on the topics that best suit your own interests or career plans, from care to disability and development via research training or race and ethnicity studies.
Taught by academics from the Centre for Disability Studies, you’ll learn in a stimulating environment where tutors’ teaching is informed by their own cutting-edge research.
The interdisciplinary Centre for Disability Studies is at the forefront of international research in the field, using social model approaches that recognise disability as a form of institutional discrimination and social exclusion, rather than a product of physical difference between individuals. You’ll benefit from the expertise of researchers from diverse backgrounds, drawing on the experiences and issues raised by the disabled people’s movement.
In Semester 1 you’ll take a core module examining recent debates and developments in social research on disability. You’ll critically assess positivist, interpretative and ‘emancipatory’ methodologies and the data collection and analysis strategies that come with them, and consider the emergence of the ‘social model’ of disability.
You’ll apply these perspectives to contemporary social policy in Semester 2, as you explore topics such as disability benefits, self-help, public amenities like housing, transport and public buildings, education, employment and social support services.
In addition, you’ll gain specialist knowledge when you select from a range of optional modules. You could pursue further training in quantitative and qualitative research methods, or study topics such as special educational needs. You’ll also focus on a specific topic when you complete your dissertation – an individual piece of research that allows you to showcase the knowledge and skills you’ve gained.
We use various teaching methods including lectures, seminars and tutorials in core modules. Optional modules may also include methods such as practical classes, workshops or online learning. Independent study is also crucial to this programme, allowing you to shape your own research questions, prepare for taught sessions and build research and analytical skills.
Assessment methods are likely to vary, depending on the optional modules you choose. Most of our taught modules are assessed through written work such as essays and book and literature reviews.
There is a growing demand for students with a comprehensive knowledge of disability issues in all areas of social life.
In particular, there are many career opportunities in health and social support services, education, human resources, statutory and voluntary agencies, NGOs (non-governmental organisations), INGOs (international non-governmental agencies) and charities.
There are also excellent career openings in social research and universities – you’ll be well prepared for further research at PhD level.
We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.
The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more at the Careers website.
As a social anthropologist you gain understanding in the cultural life of a wide range of social activities across communities and society. Many alumni have gone to work in a range of top universities in the world and in other organisations including governments and museums, and the programme allows you to take a range of skills with you to these organisations, public sector, third sector and to PhD level where you could lecture, research and publish your own findings.
The MRes in Social Anthropology, Ethnology and Cultural History (SAnECH) is the principal gateway programme for carrying out doctoral-level anthropological research at the University of Aberdeen, as well as a stand-alone Masters programme in its own right. Combining taught skills courses with lively and innovative seminar forums for staff and students, this programme will allow you to develop both your research goals and the means to achieve them. The Anthropology group at Aberdeen provide world class research expertise that combines a genuinely global focus with an established track record of research on Scotland and the Circumpolar North.
Find out more detail by visiting the programme web page
Find out more from the programme page
*Please be advised that some programmes have different tuition fees from those listed above and that some programmes also have additional costs.
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Address the image world, find out how images create meaning, and discover what you can do with what you see on this eclectic MA programme
If this degree were a film we’d be watching the beginning and the end. We think, like Walter Benjamin, that it’s in these moments – in their inception and their obsolescence – that you see the utopian possibilities of a form or social movement.
Are we in the midst of a beginning? What can we learn now from visual culture’s past? What’s happening to our bodies when we play a video game? What are the gestures involved in everyday life? How do our bodies relate to technology?
These are the kinds of topics we analyse on this MA. We want to go beyond the borders of a traditional film studies degree so we go back to the beginning of film history to explore what it meant to fashion yourself in an image, or for a society to see itself in an image. Then we explore how images gain meaning now, and where they’re going next.
We’re interested in the evolution of the image, but also image culture. As photographs and films constitute more and more of our communication, we encourage students to try to put their thought into audio-visual form for some modules.
For the MA’s Media Arts Pathway, you can make your own piece of work and submit it as part of the final project, the dissertation. Production values are not the focus for us. We’re interested in what you do with an idea.
We think learning is about trying to get hold of something you don’t know yet; wrestling with ideas you’re unsure of so as to work critically and imaginatively across multiple media forms. While we do look at films, we also investigate such things as contemporary gallery work, the city’s screens, computer and phone interactivity to reconsider our relationship to images.
We study our heritage of image taking and making not just to discover how that relationship has changed over time, but also to find jumping off points for own experimentation and try to create something new.
As part of the University of London you also have the chance to explore one option from the MA Film & Media programmes at other universities. Find out more on the Screen Studies Group website.
The MA offers two pathways:
MA Film and Screen Studies: Moving Image Studies Pathway
The moving image media today are a concentrated form of culture, ideas, socialisation, wealth and power. 21st-century globalisation, ecology, migration and activism fight over and through them. How have the media built on, distorted and abandoned their past? How are they trying to destroy, deny or build the future? This pathway explores new critical approaches that address the currency of moving image media in today's global context – their aesthetics, technology and politics. It seeks to extend the boundaries for studying moving images by considering a wider range of media and introducing students to a wider range of approaches for investigating moving images' past and present.
MA Film and Screen Studies: Media Arts Pathway
The most intense and extreme forms of media, experimental media arts, test to breaking point our established ideas and practices. From wild abstraction and surrealist visions to activist and community arts, they ask the profoundest questions about high art and popular culture, the individual and the social, meaning and beauty. This pathway explores these emerging experimental practices of image making and criticism. Students on this pathway are encouraged not just to study but to curate and critique past, present and future media arts by building exhibitions and visual essays of their own. Short practical workshops will enable students to make the most of the skills you bring into the course.
The MA consists of:
The MA is assessed primarily through coursework essays and written projects. Practical modules may require audiovisual elements to be submitted. It will also include a dissertation of approximately 12,000 words.
Our graduates go on to work in areas such as programming and curating, film and video distribution, and film and television criticism, but many also create their own careers. Twenty per cent of our graduates pursue PhD degrees.
Find out more about employability at Goldsmiths.
The Humanitarian and Conflict Response Institute (HCRI) at The University of Manchester is proud to collaborate with the International Federation of the Red Cross and Red Crescent Societies (IFRC) to deliver this world-class,online Postgraduate Diploma in Global Health. Working closely with IFRC we have been able to incorporate their rich source of practical insights into the course content thus providing students with real life case studies from one of the world's largest social movement.
This online course has been developed for people working in the humanitarian sector or for those wishing to enter this field. It enables students to obtain the highest quality postgraduate education whilst maintaining full time employment anywhere in the world. It offer a practical means of study and an inclusive approach which mirrors the reality of interventions within a humanitarian context. All credits earned by students will be transferrable to other academic institutions.
The programme covers issues related to the worldwide improvement of health, the reduction of disparities, and protection against global threats that disregard national borders and is unique in bringing together the study of emergency medicine, disaster management, community health, anthropology and sociology of health and illness in an online format. As such it offers both a practical means of study and an inclusive approach which mirrors the reality of health interventions within a humanitarian context.
Students will have access to leading multi-disciplinary academics and practitioners including Dr Brauman and Professor Tony Redmond OBE (Deputy Director of HCRI) who has led medical teams to sudden onset disasters, complex emergencies, and conflicts for over twenty five years. Tony is also Director of the UK International Emergency Trauma Register which aims to improve training and accountability of those who respond to large scale emergencies overseas.
On completion of the course students should be able to show a critical understanding of:
1. Key issues and debates related to the practices of global health programming. Students will show familiarity with different theoretical approaches, practical problems and an appreciation of the diversity of policies at international and national levels.
2. The range of social science topics which influence global health (including political, historical, anthropological understandings). Students will become familiar with the methodological and normative underpinnings of these disciplines.
3. The analytical and policy literature concerning the related issues of global health, including economics, governance structures and institutions, the role and perspectives of the state, multilateral and bilateral agencies, international and domestic NGOs and other civil institutions.
4. An understanding of local approaches to global health, including an awareness of the problems and critiques associated with `bottom up' approaches.
5. The development of a range of academic and professional/transferrable skills through both independent and group-based work
This course will incorporate these perspectives in a unique on-line curriculum . Students will be able to engage fully with the programme content, and with their peers, via lectures, discussion boards, group work, online chat, question and answer sessions with the tutor, and through the provision of peer to peer feedback and assessment.
The online MSc in Global Health has been created in collaboration with the International Federation of the Red Cross and Red Crescent Societies (IFRC) and comprises:
These online courses have been developed for people working in the humanitarian sector or for those wishing to enter this field. They enable students to obtain the highest quality postgraduate education whilst maintaining full time employment anywhere in the world.
The programme will begin with an on-line induction session that explains how the course will progress and how students can fully engage with the curriculum and the online classroom environment. It will set out the key contacts and what each student can expect. Academic & pastoral support will be offered on-line with each student having a personal tutor who will be responsible for monitoring their progression through the programme. A dedicated programme administrator will be responsible for dealing with day to day enquiries.
The course lasts for 12 months in total with each of the 4 modules comprising 8 weeks of teaching followed by 1 week of assessment. Students will complete each module in turn before progressing to the next. The format is designed to be adaptable to the needs of professional students and provides opportunity for reflection between modules.
The programme has been designed to recreate a classroom learning environment in an online format. Students will be able to engage fully with the programme content, and with their peers, via lectures, discussion boards, group work, online chat, question and answer sessions with the tutor, and through the provision of peer to peer feedback and assessment.
All assessment will take place online. Each of the 4 modules will conclude with a selection of various multiple choice and prose-based assessments. Students will also receive feedback and guidance throughout the programme which will enable them to progress and develop their confidence and analytical skills.
The curriculum will comprise 4 x 15 credit modules as detailed below.
Risk, Vulnerability and Resilience This module will offer an introduction to public and global health, risk assessments and management, epidemiology, population ageing, the determinants of child survival, and pandemics.
Health Systems and Markets This module will look at the social determinants of health, the work of civil society organisations, the interfaces between states and economies, organisational change, health financing, urban health, rural access, food security, agriculture, and eradication programming.
Community Approaches to Health This module will examine issues of psycho-social care, behaviour change, aging, micro-insurance, advocacy, holistic health, HIV, nutrition, breast feeding, hygiene promotion and immunisation.
Ethics, Human Rights and Health This module will consider the role of gender, health inequalities, dignity, legal frameworks, rights based approaches to health, reproductive rights, Millennium development goals 4, 5, and 6, child rights, and accessing illegal drug users and commercial sex workers.