PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
PSYCHOANALYTIC DEVELOPMENTAL PSYCHOLOGY
Final award (BSc, MA etc):
POST GRADUATE DIPLOMA AND MSc
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
FROM 2013 ONWARDS
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
BRAIN SCIENCES
Parent Department:
DIVISION OF PSYCHOLOGY AND LANGUAGE SCIENCES
RESEARCH DEPARTMENT OF CLINICAL, EDUCATIONAL AND
HEALTH PSYCHOLOGY
http://www.ucl.ac.uk/psychlangsci
(the department responsible for the administration of
the programme)
Departmental web page address:
(if applicable)
Method of study:
Full time, part time and flexible
Full-time/Part-time/Other
Criteria for admission to the
programme:
Length of the programme:
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
http://www.ucl.ac.uk/prospective-students/graduatestudy/application/taught
http://www.ucl.ac.uk/psychlangsci/students/prospective/PGT/TM
SPSYSPDP06
1 calendar year for MSc full time, or flexible equivalent up to a
maximum of 5 years
Masters Level (Level 7)
N/A
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Eight modules assessed by a combination of coursework and
examination covering child development, psychoanalytic concepts
relevant to child development, observational skills and a research
project.
Board of Examiners:
Name of Board of Examiners:
MSc and PGDip Psychoanalytic Developmental Psychology
Professional body accreditation
(if applicable):
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
to give students a theoretical grounding in psychoanalytic and attachment theories of child development.
to provide the students with practical observational skills essential in clinical work
to introduce students to qualitative and quantitative research methodologies and to the requirements for conducting
reliable, valid and ethical research.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding

Knowledge and understanding of:
The major works in psychoanalytic
thinking about development from birth
to adolescence, and of the major
contemporary
issues
and
methodologies
in
developmental
psychological research

Be
able
to
apply
empirical
methodology to issues relevant to
psychoanalytic
theories
of
development, and to contemporary
research on child development

The skills required to conduct
observations of children and their
parents in context, and to report and
discuss these observations in a way
that links them to psychoanalytic and
developmental theory

Write and present observation reports

Research methods and Statistics
Teaching/learning methods and strategies:
Each of the two theoretical lecture subjects,
Psychoanalytic Concepts and Theories of Child
Development, have a one and a quarter hour lecture
each week. In addition to the main lecture there are also
smaller seminar groups for each subject which enable
the students to discuss what they have learnt in more
detail. As well as our regular lecturers we have a large
selection of guest lecturers to complement each subject.
Each student undertakes 2 weekly, year long
observations. All students observe a Parent and Infant,
and then choose between undertaking an observation of
a Nursery school-aged child or a Toddler. Each
observation is accompanied by a small seminar group in
which students are required to present written reports on
their observations. These seminars are led by qualified
child or adult psychotherapists. They will acquire skills at
interpreting these observations in terms of their readings
in theoretical seminars.
The research methods and statistics module aims to
help students to become both a better producer and
consumer of psychoanalytically -informed – as well as
more mainstream – developmental and clinical research.
It is designed to teach the fundamental concepts,
methods and skills students will need for carrying out
high quality research. The content of the 2 hour lectures
is structured around practical descriptions of the
research process, from both a qualitative and
quantitative perspective. This entails examining
methods of data collection, analysis and interpretation.
The first term focuses on the research methodology,
while the Spring term will be devoted to practical training
using SPSS – Statistical Package for Social Sciences.
Assessment:
Students are assessed on their work throughout the
course. They are each required to submit; three essays,
and two observation papers. In addition they must also
complete three unseen examinations. To complete the
MSc students must undertake a research project and
write a dissertation of up to 12,000 words.
B: Skills and other attributes

Intellectual (thinking) skills:
Teaching/learning methods and strategies:

Think critically about a range of
theoretical perspectives in
psychoanalytic literature

Students attend a seminar group for each of their
lectures. These tutorials encourage structured
discussion about the issues and readings brought
up in the lectures.

To think critically about research
design and evaluate the value of their
own research project from both a
possible theoretical, empirical and
practical application perspective.

As well as the weekly lectures each student also
had additional time with the research team and also
with their research supervisor. This provides
students with the support to encourage independent
thought and to evaluate their research.

During observation seminars students are required
to present observation reports each week. These
can then be discussed by the group.

Assessment:

All the students written work must show knowledge
of a range of psychoanalytic and developmental
theories. Students are also required to demonstrate
constructive criticism and original thought.

To think and evaluate behaviour
observed in a range of contexts and
understand their link with theoretical
constructs.
C: Skills and other attributes
Practical skills (able to): This
programme aims to help students with the
following skills:






to use SPSS
to be able to demonstrate an
understanding of empirical research
to use databases, digital resources
and word processing programmes
to informally present information to
their seminar classes
communicate effectively in writing
to undertake observations
Teaching/learning methods and strategies:
 Students are taught to input and analyse data using
SPSS in the research module
 Their research project and essays demand that they
demonstrate the ability to use relevant resources
both paper based and electronic
 Effective writing and presentation skills are taught
through their regular seminars and written
assessment
 Observation seminars encourage discussions which
allow the student to develop their skills of
observation and presentation


Assessment: Apart from the three unseen exams
all work must be word processed, well presented
and correctly referenced.
Students must write up both observations as 4000
word papers. The aim of the paper is to demonstrate
their capacity to take on the observer role,
integrating it with appropriate theories, and to write a
coherent and informed account of the observational
material collected
D: Skills and other attributes

Transferable skills (able to):




Study independently
Think critically and effectively
Input and analyse data
Communicate effectively with
colleagues
Use computer packages including
Word, SPSS an the internet
Present material orally


Teaching/learning methods and strategies:
 The student handbook and seminar leaders act as a
source of guidance for effective study
 A series of Study Skills workshops are presented
throughout the year
 The smaller seminar groups provide the ideal forum
for students to discuss their thoughts and encourage
independent thinking
 Students are placed in several small seminar groups
as well as the larger lecture classes this enables
them to develop their communication skills with their
peers. Informal presentations in the seminars also
contribute to more effective verbal communication.
 A large part of the research class is spent in the
computer labs working with statistics. They are also
required to word process all their written work.
Assessment:
 Seminar groups
 Written coursework and examinations
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Dr Alejandra Perez
Name(s):
Date of Production:
2013-14
Date of Review:
October 2014
Date approved by Head of
Department:
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2014
October 2014
November 2014