PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
Theoretical Psychoanalytic Studies
Final award (BSc, MA etc):
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:
N/A
From 2009 onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
Research Department of Clinical, Educational and Health Psychology
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/psychoanalysis/courses/theory-msc/index.htm
(if applicable)
Method of study:
Full time & Modular Flexible Study
Full-time/Part-time/Other
Criteria for admission to the
programme:
http://www.ucl.ac.uk/prospective-students/graduatestudy/taught/degrees/tmspsysthe01
Length of the programme:
1 calendar year for MSc full time, or up to 5 calendar years for
modular flexible students
(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) (see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Board of Examiners:
Masters Level (Level 7)
N/A
A credited modular programme consisting of four taught modules and
a research dissertation.
 Fundamentals of Psychoanalytic Theory
 Major Schools of Psychoanalysis
 Core Psychoanalytic Theory
 Applications of Psychoanalysis or Foundation Course
 Research Dissertation
Assessment is by coursework essays, written examinations and
dissertation.
Name of Board of Examiners:
MSc Theoretical Psychoanalytic Studies
Professional body accreditation
(if applicable):
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The Theoretical Psychoanalytic Studies MSc aims to:
Give a grounding in the nature, history, content and context of psychoanalytic theories, as used by practising
psychoanalysts. Hence to educate students about one area of systematic psychology.
To develop the ability and readiness to evaluate critically the claims, theories and nature of evidence in the area of
psychoanalytic theory.
To provide teaching that benefits from a) our position as a leading research department with links to scholars in
other first rate universities, b) our collaboration with the British Psycho-Analytical Society, to provide first class
teaching bridging clinical, theoretical and research perspectives.
To select our students, provide them with guidance, teach them and assess their work, fairly and with care, so they
will make the best of their academic potential.
To provide a challenging and supportive intellectual environment that is international and culturally diverse.
Students taking the Theoretical Psychoanalytic Studies MSc should, specifically:
Gain an outline understanding of the medical and cultural context in which psychoanalysis began, together with its
development over the following century and more
Become familiar with the major theoretical and clinical works of Sigmund Freud.
Become aware of the central ideas characterising different theoretical groupings emerging from Freudian
psychoanalysis including those deriving from Sandor Ferenczi, Melanie Klein, Anna Freud, Donald Winnicott,
Jacques Lacan and modern French psychoanalysis.
Undertake thematic teaching that addresses concepts such as hysteria and psychosomatics, sexuality, trauma,
contemporary clinical technique and dream theory, looking at these areas from a variety of theoretical perspectives.
Study the application of psychoanalytic ideas to understanding the wider culture and their contribution to other
disciplines such as Philosophy, Literature and Cinema. Essential issues that concern psychoanalysis and which
make it such a compelling and important approach to the contemporary understanding of human existence and its
potential transformation are also examined.
Through being taught by practising analysts, become aware of how theory is rooted in clinical work
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:
1. The range of psychoanalytic
theories in use by practising
psychoanalysts. This includes:
the major theoretical works of
Sigmund Freud, the different
theories and schools within
British and European
Psychoanalysis.
2. The nature (epistemological
status), history and context of
psychoanalytic ideas, as models
of the mind.
3. Core themes within
psychoanalytic theory including
sexuality, dreams, hysteria and
trauma.
4. Essential psychoanalytic issues
and the relationship between
psychoanalytic theory and other
disciplines such as philosophy,
literature and cinema.
5. The processes involved in
producing post graduate level
written submissions and the
acquisition of detailed knowledge
on one specific psychoanalytic
area.
Teaching/learning methods and strategies:
1-3: for the taught modules, students attend seminars
which are a combination of a lecture followed by a
discussion. Seminars are of 1.5 hours, commonly a 1
hour lecture followed by ½ hour of discussion. Students
are expected to attend all seminars and to prepare for
these by reading at least the recommended articles or
book chapters. Students are sometimes asked to
prepare brief individual presentations as part of a
seminar.
Some teachers use handouts or audiovisual aids.
Illustration of theoretical points will sometimes be
through case presentation.
Throughout the programme students are encouraged to
undertake extensive independent reading to both
supplement and consolidate what is being
taught/learned, and to broaden their individual
knowledge and understanding of the subject.
In addition to the main seminars, optional discussion
groups enable peer-assisted learning. Students select
papers/texts and discuss these in relation to different
areas of the course. This works particularly well as some
students have previously studied psychoanalytic theory
in clinical trainings, or in related postgraduate courses,
and are often able to help other students with little
background in the subject.
Some areas of teaching are strengthened by attendance
at outside conferences and teaching events. For
example, each year students attend a series of film
showings and discussions between a film director and a
psychoanalyst as part of the Cinema and Psychoanalysis
course. If possible attendance at important
psychoanalytic conferences and events is incorporated
into the timetable. In addition Guest Lectures are held
with distinguished visiting theorists, who give seminars
on their ideas. These events are paid for from
departmental fees and do not generally involve an extra
cost for students.
Regular tutorials are organised for students with the
Course Tutor and/or Course Organiser, in which any
issues arising from the course can be explored.
4: Coursework essays and the dissertation enable
students to acquire skills in post-graduate level primary
source research and in developing the technique of
critical evaluation of psychoanalytic theorizing. The
dissertation requires students to take one psychoanalytic
topic or theme and to explore it systematically.
Students learn how to present their ideas both orally to
their peer group, under supervision with a specialist
supervisor and to write a coherent and structured piece
of work containing their research findings.
Assessment:
Students will be assessed by a variety of methods: three
‘unseen’ written examinations, two coursework essays of
5,500 words each and to complete the MSc students
Assessment:
See above
B: Skills and other attributes
Intellectual (thinking) skills:
- to be able to:
1. understand the theoretical
psychoanalytic literature;
2. critically evaluate this literature
and the forms of evidence used
to validate ideas;
3. appreciate the relationship
between psychoanalysis and
other disciplines;
4. generate ideas of their own in
relation to psychoanalytic theory,
and evaluate these ideas.
Teaching/learning methods and strategies:
Lecturers model this range of thinking skills in
presenting their lectures. The skills are also facilitated
through reading, attending further lectures (within and
outside the course curriculum and Psychoanalysis Unit),
and participating in seminar discussions, also through
the various forms of assessment. Student’s coursework
essays are commented on both by the seminar leader
(most focused on the first skill) and by the course tutor
(most focused on 2 and 4). 2 and 4 are also the foci of
the group discussions and individual tutorial meetings
with the Course Tutor or Course Organiser. Some of the
reading set is also deliberately chosen for its
presentation of controversial or conflicting points of
view, pushing students to compare and choose between
arguments, confronting any uncritical assumptions. The
3rd area is specifically addressed in the module covering
the applications of Psychoanalysis and by extracurricular events which students are encouraged and
helped to attend.
With the dissertation the 4th area develops the skills of
independent research and evaluation of the validity of
core ideas which are transferable to other academic
disciplines.
Assessment:
All four thinking skills are assessed summatively through
four coursework essays (2,500 words each), four unseen
exams and the dissertation on a conceptual or
theoretical issue (between 10,000 and 12,000 words).
The essays give the best opportunity for formative
assessment of thinking capacity. The dissertation gives
the fullest opportunity to evaluate 2 and 4.
C: Skills and other attributes
Practical skills (able to):
1. communicate effectively in
writing;
2. present material orally in a
seminar
3. listen and discuss ideas
introduced during seminars
4. use electronic resources (e.g.
e-journals, the internet, word
processing, databases)
5. choose, design and execute a
complete piece of individual
theoretical research
6. practice research techniques in a
variety of specialized libraries and
institutes
7. seek out project supervision and
additional advice on content and
research strategy where
necessary;
8. adapt essay and dissertation
plans in the light of knowledge
gained during the research and
writing processes
9. maintain a constant pattern of
learning and research
Teaching/learning methods and strategies:
Writing, using resources and adapting forms of written
expression are taught partly through practice and
formally assessed essays and feedback given on a mockexam by the course tutor. These skills are further
developed as part of the dissertation.
Oral presentation skills are taught via the seminars in all
taught units and via the discussion groups and
dissertation seminars.
All written work must be word processed, well presented
and correctly referenced. The coursework and
dissertation demand that students demonstrate the
ability to use relevant resources both paper based and
electronic. Students are taught to use electronic
research resources through a combination of ‘hands on’
instruction and self-directed learning. In particular, the
extremely useful Psychoanalytic Electronic Publishing
website of psychoanalytic texts and journals is available
online through the UCL Library subscription, this
resource is invaluable for researching coursework essays
and the dissertation, as well as for accessing most of the
texts on the course reading lists. Set texts are also
available to students to download via UCL Moodle.
Research skills are developed most with the dissertation
through structured dissertation seminars and individual
discussion sessions with course staff and peers. These
skills are also developed through individual project
supervision sessions and of course during the process of
individual library work.
Students have access to the specialist psychoanalytic
library at the Institute of Psycho-Analysis that is part of
the British Psychoanalytical Society and learn how to
utilize original source materials.
Students are set reading material which they must cover
each week for the seminars. Students are also set clear
deadlines for written work during the taught units and
for the dissertation.
Assessment:
1, 6 and 8: through coursework essays (2,500 words
each), graded according to a comprehensive and explicit
marking scheme. These provide formative assessment. 1
and 6 also through the four unseen written exams.
2 and 3: informally and formatively, through seminar
presentations.
1, 4, 5, 6, 7, 8 and 9: through working on a theoretical
dissertation (between 10,000 and 12,000 words), which
is graded using a comprehensive and explicit marking
scheme.
D: Skills and other attributes
Transferable skills (able to):
Teaching/learning methods and strategies:
1. study independently and
efficiently;
2. make effective use of IT (e.g.,
word processing packages,
search engines, bibliographic
databases, the internet and other
resources);
3. think critically and write
effectively;
4. organise their time with a fairly
heavy workload, mostly carried
out independently;
5. present material orally
6. listen and discuss complex issues
in a group;
7. understand and use ideas which
are not conventional or
encompassed by common-sense
psychology;
8. engage with and offer critical
arguments about such ideas;
9. assess evidence in an openminded but rigorous manner;
10. develop originality and the
capacity to express it effectively;
11. communicate confidently and
effectively to both specialist and
non-specialist audiences.
General: The student handbook, course organiser,
course tutor and seminar leaders act as sources of
guidance for effective study. There are for example,
special seminars on study techniques, dissertation
writing, mock essays and a mock exam with feedback
given, etc. Extra help can be offered to students whose
English is a second language or whose previous study
skills are less transferable.
1, 2, and 4: Library and IT resources are available to
facilitate independent study.
3, 5-11: The various types of seminar provide a key
forum for honing thinking and verbal communication
skills.
4: Students are encouraged to reflect on their learning
via the seminar and their personal tutorials and are
required to learn to manage their time effectively by
numerous deadlines for different kinds of work (e.g.,
essays, seminar presentations, project proposals,
unseen examinations, dissertation completion).
Assessment:
All the above skills are assessed through the four
‘unseen’ written examinations, four coursework essays
of 2,500 words each and, to complete the MSc, a
theoretical dissertation of between 10,000 and 12,000
words on a conceptual or theoretical issue.
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)
Name(s):
Prof Mary Target
Date of Production:
May 2008
Date of Review:
12th September 2014
Date approved by Head of
Department:
16th October 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
16th October 2014
November 2014