MSc Developmental Psychology and Clinical Practice: Course Structure
See below for a list of modules and module descriptions. Please note that this course is reviewed
continuously and so this information is subject to change in future years.
Year 1
Title
An Introduction to Psychoanalytic Theory
UPC Code
PSYCGP33
Department Brain Sciences
Organiser
Dr Alejandra Perez
Year
1
Taken by
Psychoanalytic Developmental Psychology
Developmental Neuroscience and Psychopathology
Developmental Psychology and Clinical Practice
Aims and
Objectives
This module is focused on introducing students to the core concepts of
psychoanalytic theory. Through the detailed reading and discussion of
contemporary psychoanalytic theoretical and research papers as well as key early
papers, this course aims to outline a range of psychoanalytic theories and explore
the contribution that psychoanalytic thinking can make to an understanding of the
mind.
Freud, S. (1966-1974). The standard edition of the complete psychological works of
Sample
bibliography Sigmund Freud (Vols. 1-24
Laplanche, J. & Pontalis, J.-B. (1973). The language of psychoanalysis. London:
Hogarth Press.
Quinodoz, J.-M. (2005). Reading Freud: A chronological exploration of Freud’s
writings. London: Routledge.
Lectures
Autumn Term 1.25 hour weekly lecture and 1 hour weekly seminar
Assessment One 3,000 word essay
Title
The Clinical Theory of Psychoanalysis
UPC Code
PSYCGP32
Department Brain Sciences
Organiser
Dr Alejandra Perez
Year
1
Taken by
Psychoanalytic Developmental Psychology
Developmental Neuroscience and Psychopathology
Developmental Psychology and Clinical Practice
Aims and
Objectives
This module is focused on the clinical theory of psychoanalysis. Through the
detailed reading and discussion of contemporary psychoanalytic theoretical and
research papers as well as key early papers, this course aims to outline
psychoanalysis as a method of treatment. Some of the areas this course will
explore are: the nature of a psychoanalytic treatment; the psychoanalytic setting;
psychoanalytic assessment and diagnosis; transference; counter-transference; and
change process.
Caper, R. (1994). What is a clinical fact? International Journal of Psychoanalysis,
Sample
bibliography 75: 903-913.
Milton, J., Polmear, C. & Fabricius, J. (2004). The profession. In A short introduction
to psychoanalysis (pp. 155-172). London: Sage Publications.
Sandler, J., Dare, C. & Holder, A. (1992). The patient and the analyst: The basis of
nd
the psychoanalytic process (2 ed.). London: Karnac.
Lectures
Spring Term 1.25 hour weekly lecture and 1 hour weekly seminar
Assessment One 2 hour unseen exam
Title
Multiple Perspectives on Child Development 1
UPC Code
PSYCGN40
Department
Life Sciences
Organiser
Dr Lucy Maddox
Year
1
Taken by
Developmental Neuroscience and Psychopathology
Developmental Psychology and Clinical Practice
Aims and
objectives
This module will consider the systemic contexts for child development in terms of
family networks, extended families, school and peer-groups, professional systems
and cultural contexts. Emotional and social development in terms of attachment,
theory of mind and mentalisation will be covered.
Carr, A. (2006). The handbook of child and adolescent clinical psychology: A
Sample
nd
bibliography contextual approach (2 ed. chapter 1). London: Routledge.
Cassidy, J. & Shaver, P. R. (Eds.) Handbook of Attachment. New York: Guilford
Press.
Music, G. (2011). Nurturing natures: Attachment and children’s emotional,
sociocultural and brain development. Hove: Psychology Press.
Slater, A. & Bremner, G. (2011). An introduction to developmental psychology (2
ed.) Chichester: Wiley-Blackwell.
Lectures
nd
Autumn Term 1.25 hour weekly lecture and 1 hour weekly seminar
Assessment One 2 hour unseen exam
Title
Multiple Perspectives on Child Development 2
UPC Code
PSYCGN41
Department
Life Sciences
Organiser
Dr Lucy Maddox
Year
1
Taken by
Developmental Neuroscience and Psychopathology
Developmental Psychology and Clinical Practice
Aims and
Objectives
The second half of the child development module will focus more on topics from
chronological development of an individual infant. The intention is still to draw on
multiple perspectives and to bear in mind the systemic and relational understanding
gained from term I.
Sample
Hobson, R. P. (1980). The question of egocentrism: The young child’s competence
bibliography in the co-ordination of perspectives. Journal of Child Psychology and Psychiatry,
21, 325–331. doi:10.1111/j.1469-7610.1980.tb00036.x
Kroger, J. (2007). Why is identity achievement so elusive? Identity, 7, 331-348.
doi:10.1080/15283480701600793
Music, G. (2011). Nurturing natures: Attachment and children’s emotional,
sociocultural and brain development. Hove: Psychology Press.
Slater, A. & Bremner, G. (2011). An introduction to developmental psychology (2
ed.) Chichester: Wiley-Blackwell.
Lectures
Spring Term 1.25 hour weekly lecture and 1 hour weekly seminar
Assessment One 3,000 word essay
nd
Title
Developmental Disorders from Multiple Perspectives
UPC Code
PSYCGN22
Department
Brain Sciences
Organiser
Dr Lionel Bailly & Dr Eamon McCrory
Year
1
Taken by
Developmental Neuroscience and Psychopathology
Developmental Psychology and Clinical Practice
Aims and
Objectives
Using cognitive, neuroscientific and psychoanalytic perspectives, this module aims
to explore presenting disorders of childhood by considering a range of approaches
in order for students to become familiar with different approaches to child
psychopathology. Clinical examples are provided where appropriate.
Sample
Baron-Cohen, S., Leslie, A.M., & Frith, U. (1985). Does the autistic child have a
bibliography ‘theory of mind’? Cognition, 21, 37-46
Baron-Cohen, S. (2002). The extreme male brain theory of autism. Trends in
Cognitive Sciences, 6, 248-254.
Blair, R. J. R., Peschardt, K. S., Budhani, S., Mitchell, D. G. V. & Pine, D. S. (2006).
The development of psychopathy. Journal of Child Psychology and Psychiatry,
47(4/3), 262-275.
Davey, G. (2008). Psychopathology: Concepts and Classification. In
Psychopathology: Research, assessment and treatment in clinical psychology (pp.
2-27). Chichester: BPS Blackwell.
Kendall, P. C. & Comer, J. S. (2010). Models of childhood disorders. In Childhood
nd
disorders (2 ed., pp. 13-38). Hove: Psychology Press.
Lectures
Autumn Term Weekly 1.5 hour lecture and I hour weekly seminar
Assessment One 3,000 word essay
Title
Evaluating Clinical Interventions
UPC Code
PSYCGN42
Department Brain Sciences
Organiser
Dr Julian Childs
Year
1
Taken by
Developmental Neuroscience and Psychopathology
Developmental Psychology and Clinical Practice
Aims and
Objectives
The module first introduces students to the theories of evidence-based practice and
practice-based evidence. Next, methodological approaches to carrying out
evaluations of clinical interventions are described, focussing on routine outcome
monitoring. Then, statistical approaches to analysing evaluations of clinical
interventions will be presented, and alternative perspectives on the strengths and
limitations of evaluations of clinical interventions will be explored. Throughout, the
focus of the module will be on understanding the key principles and practicalities of
evaluating clinical interventions and how to apply this understanding to the types of
evaluations students may be conducting during their CAMHS or Yale placements.
Sample
Kam, S.E. and Midgley, N. (2006). Exploring “Clinical Judgement”: How Do Child
bibliography and Adolescent Mental Health Professionals Decide Whether a Young Person
Needs Individual Psychotherapy? Clinical Child Psychology and Psychiatry, 11(1),
27–44.
Knaup, C., Koesters, M., Schoefer, D., Becker, T. & Puschner, B. (2009). Effect of
feedback of treatment outcome in specialist mental healthcare: meta-analysis.
British Journal of Psychiatry, 195(1), 15–22.
McLeod, J. (2010). Case study research in counselling and psychotherapy. London:
SAGE.
Timulak, L. (2005). Research in psychotherapy and counselling. London: SAGE.
Wachtel, P.L. (2010). Beyond “ESTs”: Problematic assumptions in the pursuit of
evidence-based practice. Psychoanalytic Psychology, 27, 251–272.
Lectures
Summer Term weekly 2.5 hour lectures
Assessment One 3,000 word written assignment
Title
Research Methods: Introduction to Statistical Analysis
UPC Code
PSYCGN27
Department Brain Sciences
Organiser
Dr Peter Martin
Year
1
Taken by
Psychoanalytic Developmental Psychology
Developmental Neuroscience and Psychopathology
Developmental Psychology and Clinical Practice
Aims and
Objectives
The course will cover a range of topics in descriptive and inferential statistics
including: sampling distributions, descriptive statistics, measures of association and
measures of difference. Methods for evaluating reliability and validity will also be
addressed. The emphasis will be on carrying out statistical tests using SPSS and
interpreting and communicating the results of analysis effectively.
Sample
Brace, N., Kemp, R. and Snelgar, R. (2006) SPSS for Psychologists – A Guide to
bibliography Data Analysis using SPSS for Windows, 3rd edition. London. Palgrave
Coakes, L.S., and Steed, L. (2007) SPSS: Analysis Without Anguish Using SPSS
Version 14.0 for Windows. London: John Wiley & Sons
Howell, D.C. (1999) Fundamental Statistics for the Behavioural Sciences. Duxbury
Press
Kinnear, P.R. and Gray, C.D. (2004) SPSS 12 for Windows Made Simple East
Sussex:. Psychology Press
Lectures
Autumn/Spring Term 1.25 hour weekly lectures and 1-2 hours weekly computer
laboratory sessions
Assessment One 2 hour unseen exam
Title
Parent-Infant Observation
UPC Code
45
Department Brain Sciences
Organiser
Dr Alejandra Perez
Year
1
Taken by
Developmental Psychology and Clinical Practice
Aims and
Objectives
This module focuses upon the infants development in the early months of life and
how the relationship with the primary caregiver becomes established and
consolidated. The vicissitudes of this relationship are examined through the linking
of direct observations to the appropriate theoretical perspectives.
Sample
Brazelton, T.B. & Cramer, B.G. The Earliest Relationship. Parents, infants and
bibliography the Drama of Early Attachment, Karnac Books, London 1991
Hopkins, J (1990) “The Observed Infant of Attachment Theory”, British Journal of
Psychotherapy, Vol. 6 (4), pp 460
Hopkins, Juliet (1996) ‘The dangers and deprivations of too-good mothering’
Journal of Child Psychotherapy, Vol 22 no 3
Stern, D. N. (1985). The questions and their background. In The interpersonal
world of the infant: A view from psychoanalysis and developmental psychology
(Part 1, pp. 3-34). New York: Basic Books.
Lectures
1.5 hour weekly seminars
Assessment One 4000 word paper
Title
Assessment and Planning Clinical Interventions
UPC Code
PSYCGN44
Department Brain Sciences
Organiser
Dr Fiona John
Year
1
Taken by
Developmental Psychology and Clinical Practice
Aims and
Objectives
Competent therapy requires the clinician’s capacity to understand and make
appropriate assessments, and to link such assessments to diagnosis, case
conceptualization and treatment planning. This module, which is both theoretical
and practical, covers some of the key topics related to assessment and planning
therapeutic interventions with children and families, from a multi-theoretical
perspective, including; undertaking assessments with children and families, the use
of diagnoses, developing effective clinical case formulations and developing
treatment plans for work with children.
Sample
Anders, T. & Morrison, J. (2001). A variety of interviews with children and
bibliography adolescents. In Interviewing children and adolescents: Skills and strategies for
effective DSM-IV diagnosis. New York: Guildford Press.
Carr, A. (2006). Classification, epidemiology and treatment effectiveness. In The
handbook of child and adolescent clinical psychology: A contextual approach (pp
79-104) London: Routledge.
Friedberg, R. & McClure, J. (2002). Case conceptualization. In Clinical practice of
cognitive therapy with children and adolescents: The nuts and bolts (chapter 2).
New York: Guildford Press.
Herbert, M. (2006). Clinical diagnosis and assessment: Theoretical considerations.
rd
In Clinical child and adolescent psychology: from theory to practice (3 ed., chapter
1). Chichester: Wiley.
Lectures
Summer Term 1.5 hour weekly lectures and 1 hour skills practice sessions
Assessment One 3,000 word written assignment
Title
Building and Maintaining Therapeutic Relationships
UPC Code
PSYCGN43
Department Brain Sciences
Organiser
Dr Fiona John
Year
1
Taken by
Developmental Psychology and Clinical Practice
Aims and
Objectives
This module aims to introduce students to the idea of the therapeutic relationship
and illustrate its centrality to therapeutic work with children, young people and
families. The module is both theoretical and practical, and will include the use of
role plays to support students to learn these skills in a safe and positive teaching
environment.
Schmidt Neven, R. (2010). Practicalities of therapeutic communication. In Core
Sample
bibliography principles of assessment and therapeutic communication with children, adolescents
and families (pp. 74-96). Hove: Routledge.
Sperry, L. (2010). Relationship building. In Core competencies in counselling and
psychotherapy: Becoming a highly competent and effective therapist (pp. 43-61).
New York: Routledge.
Wolpert, M., Elsworth, J. & Doe, J. (2005). Working with parents: some practical
and ethical problems. In Graham, P. (Ed.), Cognitive behaviour therapy for children
nd
and families (2 ed., pp. 103-120). Cambridge: Cambridge University Press
Lectures
Spring Term 1.5 hour weekly lectures and 1 hour skills practice sessions
Assessment Practical assignment
Year 2
Title
Clinical Practice (CAMHS) in Context
UPC Code
PSYCGN46
Department Brain Sciences
Organiser
Dr Emma Morris
Year
2
Taken by
Developmental Psychology and Clinical Practice
Aims and
Objectives
This module focuses on the development and structure of Child and Adolescent
Mental Health Services (CAMHS) against a broader framework of agencies and
services in the UK. Teaching aims to cover, and encourage students to reflect upon,
topics pertinent to clinicians situated within a CAMHS. These include Multidisciplinary working, the role of Evidence Based Practice in clinical work and child
protection. Legal and cultural contexts around children are explored and linked with
ideas about service provision and development.
Sample
Health and Social Care Advisory Service for the Department of Health. (2008).
bibliography Children and young people’s participation in CAMHS: A literature review for informed
practice. Retrieved from:
http://www.hascas.org.uk/pdf_files/HASCASlitrevinformedpracticeCAMHS.pdf
Richardson, G. & Wyatt, A. (2010). CAMHS in context. In G. Richardson, I. Partridge
& J. Barrett (Eds.), Child and adolescent mental health services: An operational
handbook (2nd ed., pp. 9-20). London: RCPsych Publications.
Sloper, P. (2004). Facilitators and barriers for co-ordinated multi-agency services.
Child: Care, Health and Development, 30, 571–580. doi:10.1111/j.13652214.2004.00468.x
Lectures
Autumn Term 1 hour weekly lectures and 1.5 hour group workshop seminars
Assessment Practical assignment
Title
Clinical Skills 1
UPC Code
PSYCGN47
Department Brain Sciences
Organiser
Dr Alex Harborne
Year
2
Taken by
Developmental Psychology and Clinical Practice
Aims and
Objectives
This module, which is both theoretical and practical, covers some of the key topics
related to establishing and maintaining a treatment focus and using specific
intervention strategies based on a multi-theoretical perspective. Topics would range
from core clinical skills (clarification, confrontation etc.) to techniques specific to a
range of theoretical perspectives (therapist’s use of self, working with the
transference, cognitive re-structuring, social skills training, systemic interventions
etc.)
Sample
Mason, B (2005) Relational risk taking and the therapeutic relationship. In Flaskas,
bibliography C., Mason, B. & Perlerz, A. (Eds.), The space between: Experience, context and
process in the therapeutic relationship (pp. 157-170). London: Karnac.
National Society for the Prevention of Cruelty to Children. (2012). Gillick competency
and Fraser guidelines (NSPCC Factsheet). London: NSPCC. Available at:
http://www.nspcc.org.uk/inform/research/questions/gillick_wda61289.html
Waddingham, R. (2010). Voice Collective: You’re not alone. In S Escher & M.
Romme, Children hearing voices: What you need to know (pp. 3-14). Ross-on-Wye:
PCCS Books.
Lectures
Autumn Term 1 hour weekly lectures and 1.5 hour group workshop seminars
Assessment Practical assignment
Title
Clinical Skills 2
UPC Code
PSYCGN48
Department Brain Sciences
Organiser
Dr Alex Harborne
Year
2
Taken by
Developmental Psychology and Clinical Practice
Aims and
Objectives
This module, which is both theoretical and practical, builds on what has been
covered in ‘Clinical Skills I’, and covers some of the key topics related to using
specific intervention strategies based on a multi-theoretical perspective, and planning
and working towards endings. Topics would include techniques specific to a range of
theoretical perspectives (therapist’s use of self, working with the transference,
cognitive re-structuring, social skills training, systemic interventions etc.) and
techniques related to specific clinical settings (e.g. working with groups, with parents,
with families etc.)
Sample
Burgess, R. (2012). Supporting global mental health: Critical community psychology
bibliography as a potential panacea? In C. Walker, K. Johnson & L. Cunningham (Eds.),
Community psychology and the socio-economics of mental distress: International
perspectives (pp. 108-123). Basingstoke: Palgrave Macmillan.
Dura-Vila, D., Dein, S. & Hodges, M (2010). Children with intellectual disability: A
gain not a loss. Clinical Child Psychology and Psychiatry, 15, 171-184.
doi:10.1177/1359104509341009
Slade, A. (2008). Mentalization as a frame for parent work in child psychotherapy. In
E. Jurist, A. Slade, & S. Bergner (Eds.), Mind to mind: Infant research, neuroscience
and psychoanalysis (pp. 307-334). New York: Other Press.
Woods, J. (1993). Limits and structure in child group psychotherapy. Journal of Child
Psychotherapy, 19, 63-78. doi:10.1080/00754179308259381
Lectures
Spring/Summer Term 1 hour weekly lectures and 1.5 hour group workshop seminars
Assessment Practical assignment
Title
Research Project
UPC Code
PSYCGN50
Department Brain Sciences
Organiser
Dr Nick Midgley
Year
1&2
Taken by
Developmental Psychology and Clinical Practice
Aims and
Objectives
Students undertake a piece of independent research during both years of the course
work, supervised by a member of UCL/AFC staff. Students also complete a research
dissertation in the field of child mental health and/or service delivery, working in
collaboration with UCL's own Evidence Based Practice Unit (EBPU) and the CAMHS
Outcome Research Consortium (CORC), which undertake cutting-edge work on
evaluating and transforming CAMHS delivery. The dissertation has a maximum of
17,000 words and is submitted at the end of the second year.
Alderson, P. & Morrow, V. (2011) The Ethics of Research with Children and Young
Sample
bibliography People: A Practical Handbook. London: Sage.
Harper, D. and Thompson, A. (2011). Qualitative Research Methods in Mental
Health and Psychotherapy: A Guide for Students and Practitioners. Malden: Wiley.
Wolpert, M., Fugard, A. J. B., & Deighton, J. (2013). Issues in the evaluation of
psychotherapies. In P. Graham & S. Reynolds (Eds.), Cognitive behaviour therapy
for children and families (3rd ed., pp. 34-47) . Cambridge: Cambridge University
Press.
Lectures
Students work independently throughout the both years on their project, supported
by their supervisor.
Assessment 17,000 word dissertation