Programme summary for MA Psychoanalytic Observational Studies

About the programme

This programme is suitable for those interested in applying detailed observation and a psychoanalytical framework to their professional work with children, young people and their carers. The programme aims to enable you to develop observational skills in baby and child observation and in the work setting. You will also develop a psychoanalytic perspective on human development and interaction, widen your approach to current work through a psychoanalytic frame of reference, and decide whether to apply for clinical training or other career development.

Programme structure

The MA comprises the following core modules:

• Infant Observation
• Introduction to the Development of the Personality Across the Lifecycle
• Introduction to Child Development Research
• Psychoanalytic Theory 1 and 2
• Work Discussion
• Young Child Observation
• Dissertation.

Career opportunities

The programme is aimed at professionals in the public or voluntary sectors, working with children, adolescents and families in a variety of work in diverse social and cultural settings and is a foundation for further clinical training in working with children and families. If you want to train as a child psychotherapist you must first complete this programme (or its equivalent) before applying for the Professional Doctorate in Child Psychoanalytic Psychotherapy.

Support

All students on the course are offered a lengthy individual interview on application. Once a place is offered students are allocated individual personal tutors whom they see weekly since the personal tutor is also a seminar leader for one of the weekly seminars. In addition all students are offered at least one long tutorial per term as well as having the opportunity to speak to their tutor from time to time as the needs arise. The course is demanding, academically and emotionally and so it is important to provide a high level of personal support. The organising tutor is always willing to speak to individual students and the ethos of the course is that individual need and difficulty are taken very seriously. There is communication between seminar leaders, personal tutors and the organising tutor although requests that discussions are kept confidential are respected. Students who are non-graduates or who struggle with written work are encouraged to talk to their tutors and seminar leaders in order to discuss where particular support may be available. Each year a full-day writing and essay writing workshop is offered at the Tavistock Centre on a Saturday in February or March to encourage students to begin to think about starting written submissions and to seek further support if they need it.

Admission

Most students already hold an honours degree or a professional qualification; they are expected to have at least one year’s experience (preferably more) of direct work with children, young people or families: and to be able to bring accounts of current work and interactions to the seminar. They need also to manage the academic requirements of the programme in terms of reading and written work, and, through interview, to be able to discuss their interest in observation and a psychoanalytic frame of reference, and to demonstrate that they will be able to manage the time demands as well as the emotional demands of the programme.

Key facts

Highlights

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