The course is primarily psychoanalytic in orientation, but other theoretical models, modes of intervention and methods of research into infant mental health, are given due consideration. Thus the course should enable students to become more effective in their therapeutic work and in their capacity to communicate, to teach, and where appropriate, to facilitate colleagues’ professional development.

The principal aim of the course is to increase awareness of unconscious as well as conscious factors which promote good mental health in pre-school age children and their parents, to develop an understanding of the psychological problems which affect this group, and to promote a better understanding of the worker’s role in working therapeutically.

To this end, the course seeks to extend and deepen awareness and understanding of human development and interaction, particularly in the peri-natal period. There is a strong emphasis on observation and the development of observational skills, alongside a significant academic component looking at relevant research findings and effective modes of therapeutic intervention.

Upon completion of the course, students will be able to demonstrate, the following:

• To consider an understanding of the interplay of external and internal factors which underlie the development of the personality through the life cycle;
• Understand the main features of the theoretical framework articulated by Freud, Melanie Klein and elaborated by others such as Bick, Harris, Meltzer, Winnicott and Tustin;
• Be able to conceptualise the relationship of the notion of the Oedipus complex as theorised by Freud to later views;
• Be able to distinguish between different kinds of learning, particularly that which is adaptive to external requirements and that which is genuinely ‘learning from experience’, with an appreciation of the factors impacting on these;
• Understand the impact of the family and external environment (including institutional processes) on development;
• Show an appreciation of the relationships between psychoanalytic, cultural and literary modes of thinking about human development.

The course may be completed to Postgraduate Diploma level in a minimum of two years and a maximum of five. The minimum time for completion of the full course, including the Master’s Dissertation, is two years and two terms, the maximum is five years and two terms.

The academic year is divided into 3 terms for 10 weeks, running from October to July. There is a reading week in the first week of June.

The Two Year Course to completion of the Diploma Course

Students, during the final term of the first year will submit some of the written assignments linked to each Unit, for assessment. It is advisable, although not necessary, to complete all written work before proceeding to Year II seminars. Some students, in discussion with personal tutors and seminar leaders, may have good reasons for postponing submission, although this greatly increases the burden of written work which must be submitted at the end of Year II in order to complete the course and take the Postgraduate Diploma in the minimum time. Students may continue into Year II while preparing a referred unit for resubmission.

Slower progression to the Postgraduate Diploma

Students may choose to take the course more slowly, in up to a maximum of five years. Those who choose slower progress may reduce the number of units they take in any given academic year, while others may complete the seminar attendance but take longer to complete all written assignments. This flexible arrangement allows those with young families or with heavy work commitments to take the course at a pace which suits them and allows those with less formal academic experience to take time to seek extra help in completing written work to a satisfactory standard.

Within this framework, most students will be able to proceed from Year I to Year II, even when a unit has been graded as a fail. Students are permitted to resubmit one referred unit that has failed. Some students, even though they have achieved grades that indicate the ability to proceed to the Master’s Dissertation, may prefer to take the Postgraduate Diploma and step down on satisfactory completion of the two year course.

Completion of the programme for the MA (Year III) Dissertation Year

Students who have achieved at least five Master’s standard passes in their written submissions may proceed to the Dissertation Year. This may be their third, fourth or fifth year of registration. In this year Dissertation Proposal Seminars are offered during the Autumn Term, at the Tavistock Clinic, (or in Bristol as well, depending on student numbers and staff availability). Individual supervision will be offered in the Spring Term and early part of the Summer Term. Successful completion of the Dissertation leads to the Award of MA in Infant Mental Health. The maximum length of time for registration on the whole MA course is five academic years.

In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level M

In order to obtain a Masters, you will need to obtain 180 credits at Level M. These credits will include a 60 credit level M core unit of advanced independent research.

The course is based on teaching methods in small and large seminar groups, which promote an observational stance and seek to develop a greater capacity for reflection in the students, as well as promoting an active participation in observation, practical and theoretical seminars, through group discussion, in preference to a more didactic method. Attention is also paid to discussion of group and institutional dynamics, where relevant to the students’ work setting or special interest observations.

Observation and Work Discussion

Seminars centre on a presentation by an individual student. Emphasis is placed on following a sequence in detail, on an examination of the child’s behaviour, his non-verbal and verbal communications and the student’s (and the group’s) responses to them, drawing together some conclusions about the possible meaning of the events and sequences of behaviour.

Child Development Research

Seminars are based on prepared reading for each seminar, with students often taking responsibility individually, or in small groups, for presenting papers or texts for group discussion. There is some variation in the teaching method, including lectures and presentations of audio-visual material.

Theoretical Overview

Seminars combine reading and group discussion, led by a seminar leader, with frequent lectures by specialists on particular topics.

Special Interest Observation

Seminars centre on a presentation by an individual student. Emphasis is placed on following a sequence in detail, and on an examination of the institutional dynamics of the context within which the observation takes place.

Personality Development (Optional – fortnightly, for students at the Tavistock Clinic)

Seminars offer a setting for the integration of students’ learning from other elements of the course and to explore connections between psychoanalytic, cultural and literary evocations of development.

Written assignments, set for the end of each academic year, seek to afford students the opportunity to integrate reading and observation-based seminars in essays and papers, and to demonstrate through portfolios the development of a capacity to observe in detail.

Course Organising Tutor shall be responsible for the schedule of assessments within the course, including the setting and marking of assignments. The Course Tutor shall be responsible for ensuring that the marked course work is moderated externally.