Programme Specification for Psychoanalytic Studies MA
|
Final award |
MA |
|
Intermediate awards available |
Postgraduate Certificate Postgraduate Diploma |
|
UCAS code |
N/A |
|
Details of professional body accreditation |
N/A |
|
Relevant QAA Benchmark statements |
Psychology |
|
Date specification last up-dated |
December 2011 |
Profile
The summary - programme advertising leaflet
Psychoanalytic Studies at UEL
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Admission requirements
While the official entry requirement is a degree or other qualification of equivalent level, with three years’ professional experience, we also welcome applications from those with non-standard educational backgrounds, and those who are currently engaged in or wishing to pursue academic study rather than related professional work.
Programme structure
The taught programme is undertaken on a part-time 2 year basis, one afternoon a week. In addition there are a small number of places each year on a full-time programme.
Learning environment
Theory and applications modules are taught through seminars and lectures to the whole year group. In addition small group (no more than five members) experiential learning takes place on the observation module.
Assessment MA in Psychoanalytic Studies
Year One
- Theory Assessment: one 3000 word essay
- Applications assessment: one 3/4000 word essay
- Observation Assessment: an observation portfolio;
Year Two
- Choice of EITHER Theory or Applications Essay
- (these units taught separately for Terms 1 and 2), 3-4,000 word essay for students progressing to MA
- Observation Assessment : one 4000 word essay (plus portfolio of observations)
- One dissertation proposal 1,500-2,000 words (plus sample Chapter 3-4000 words)
Non-taught Year 3
- Dissertation (10-14,000 words) with supervision
Relevance to work/profession
The programme provides a base where students have the opportunity to enhance and deepen their professional understandings in work, and also to consider possible future directions.
Thesis/Dissertation/project work
Each student has the opportunity to develop her/his own ideas in discursive thought throughout the programme, and then specifically through the dissertation proposal in consultation with the programme core team, leading to the writing of the Dissertation on any subject of the student’s choice related to learning on the programme, in the non-taught third year.
Added value
While the programme does not offer professional body exemptions as such, credits from the programme may be applied to other Tavistock/UEL training programmes, and the programme is recognised internationally as being of excellent academic standing.
Your future career
While this is not a clinical programme with clear career progression, many students use it as a way of broadening and deepening psychoanalytic understanding, which can then be a route towards further study to enhance long-term career prospects, either in an existing or new related field.
How we support you
All students have a personal tutor to help them co-ordinate learning and experience on the programme. In addition each student meets individually each term with the Observation seminar leader to discuss progress.
Bonus factors
As an international centre of excellence for psychoanalytic thinking, the Tavistock Centre has an excellent library system available both on the web and at the institution itself. In addition students may have access if they wish to the Institute of Psychoanalysis Library. The programme gives an opportunity for students to meet both a wide range of experienced psychoanalytic practitioners and academics, and to experience a student body from a diversity of fields who share a common interest in the subject of psychoanalysis.
In addition to an observation of a baby or young child, a small group of second year students have the opportunity to study and practise institutional observation.
In 2006-07 the Trust implemented MOODLE. MOODLE is a virtual learning environment accessible to students on courses validated by the Trust’s university partners. Each academic course has been allocated a MOODLE page which contains substantial information and resources. Students can hold virtual meetings in chat rooms and debate over a longer period of time using the discussion forum. MOODLE represents a significant technical advance for the Trust and offers excellent support to students, particularly those studying part-time or at a distance. Students also have access to UEL libraries.
Outcomes
Programme aims and learning outcomes
What is this programme designed to achieve?
This programme is designed to give you the opportunity to:
- To deepen and contextualise existing knowledge and understanding of the theory of psychoanalysis.
- To engage students in the applications of psychoanalytic theory to aspects of cultural life.
- To provide an experiential opportunity for students via observation to participate in life events which inform and illuminate the theory of psychoanalysis.
- To facilitate and enable an integration of theory, experiential and applied knowledge in the field, and to add to this with a contribution of personal thinking.
- To develop these capacities where appropriate towards future career routes.
What will you learn?
Knowledge
- The in-depth study of foundational psychoanalytic thinkers (first year) plus an overview of developments in different psychoanalytic schools of thinking(second year)
- A knowledge of and familiarity with ways in which foundational ideas have been applied in society and culture
- An increasing knowledge of the body of literature derived from psychoanalytic observational studies
Thinking skills
- The capacity to make links and connections which can integrate the ideas gained from the knowledge base
- The independent development of dissertation research material, later presented to the year group and core staff team
- The requirement to act as a self-directing group at the end of the second year, with dissertation development.
Subject-Based Practical skills
- The task of setting up and pursuing observational research
Skills for life and work (general skills)
- Helps students to make links across subject areas, paradigms and theoretical orientations, which is a transferable skill.
- Enhances ability and confidence to discuss ideas in a group setting
- Enriches the students’ capacity to tolerate, in a programme of considerable personal intensity, the anxiety and the excitement of exploring new territory.
Structure
The programme structure
Introduction
All programmes are credit-rated to help you to understand the amount and level of study that is needed.
One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).
Credits are assigned to one of 5 levels:
- 0 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme
- 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
- 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
- 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
- M - equivalent in standard to a Masters degree
Credit rating
The overall credit-rating of this programme is 180 credits for Masters, 120 credits for Postgraduate Diploma, 60 credits for Postgraduate Certificate.
Typical duration
The part-time route involves two years’ study of an afternoon a week- Tuesday- (plus time for reading and observation in addition to this)
The full-time one-year route involves extra seminars and a second observation with a supporting seminar taking place on Wednesday mornings.. We can only accept up to five students per year for this option.
Maximum period for registration is four years, and there is flexibility offered within that time to accommodate particular needs, in consultation with Personal and Assessment Tutor
How the teaching year is divided
There are three 10-week academic terms, the first starting in October, and the third finishing in July. In addition we offer a Guest Lecture twice yearly, plus a whole-group programme Committee, in order to have student feedback.
What you will study when
Students must complete 60 credits in year 1 and 60 credits in Year 2, and in the 60 credit non-taught autumn term of the third (Dissertation) year.
All teaching for the part-time option occurs on Tuesday afternoons and early evenings.
The full-time route has additional seminars on Wednesdays.
| Part Time Route (MA) | ||||||
|---|---|---|---|---|---|---|
| Year | Terms | Level | UEL Code | Title | Credit | Status |
| 1 | 1-3 | M | Observation Seminar Year 1 | 20 | Core | |
| 1 | 1-3 | M | Theory Year 1 | 20 | Core | |
| 1 | 1-3 | M | Applications Year 1 | 20 | Core | |
| 2 | 1-3 | M | Observation Seminar Year 2 | 20 | Core | |
| 2 | 1-2 | M | Theory Year 2 | 20 credits for one essay (MA route) | Core | |
| 2 | 1-2 | M | Applications Year 2 | Core | ||
| 2 | 3 | M | Dissertation Proposal Seminar | 20 | Core (MA) | |
| 3 | 1-3 | M | Dissertation | 60 | Core | |
| Full Time Route (MA) | ||||||
|---|---|---|---|---|---|---|
| Year | Terms | Level | UEL Code | Title | Credit | Status |
| 1 | 1-3 | M | First Observation Seminar | 20 | Core | |
| 1 | 1-3 | M | Second Observation Seminar (Wednesday afternoons) | 20 | Core | |
| 1 | 2-3 | M | Observation Seminar For Full Time Route | Core | ||
| 1 | 1-3 | M | Theory Year 1 | 20 | Core | |
| 1 | 1-3 | M | Applications Year 1 | 20 | Core | |
| 1 | 1-2 | M | Applications Year 2 | 20 credits for one essay (MA route) | Core | |
| 1 | 1-3 | M | Theory Year 2 (Wednesday mornings) | Core | ||
| 1 | 3 | M | Dissertation Proposal Seminar | 20 | Core (MA) | |
| 2 | 1-3 | M | Dissertation | 60 | Core | |
Requirements for gaining an award
- In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level M.
- 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.
Masters Award Classification
Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification
|
70% - 100% |
Distinction |
|
60% - 69% |
Merit |
|
50% - 59% |
Pass |
|
0% - 49% |
Not Passed |
Assessment
Teaching, learning and assessment
Teaching and learning
Knowledge is developed through
- In depth study of founding psychoanalytic thinkers
- Broadening this knowledge in relation to the development of the ideas in society, culture and cultural artefacts
- An understanding of the observational method, and literature relevant to this
- A developing capacity to integrate these three areas
- Access to further possibilities in career development
Thinking skills are developed through
*Making increasing links in the three fields
*The enhancement of thinking and discussion skills in seminars
- The requirement to act as a self-directing group at the end of the second year with dissertation development
Practical skills are developed through
* The task of setting up and pursuing observational research
Skills for life and work (general skills) are developed through
- Enhancing the transferable skill of making links across theories and paradigms
- Discussion based seminars
- The developing ability to tolerate the anxiety of not knowing in order to experience a range of feeling states
Assessment
Knowledge is assessed by
- Observation records and a portfolio at the end of the first year, and an essay at the end of the second year
- Essays in the Theory and Applications strands, plus a Dissertation proposal and a Dissertation
Thinking skills are assessed by
- The student’s developing awareness of an integrating capacity within the self, as the three strands develop over the academic year
- Discussion within the groups
Practical skills are assessed by
- The developing capacity to observe and record
- Essays written with help where necessary from strand and personal tutors
Skills for life and work (general skills) are assessed through
- The ability to hold different points of view
- Enhanced confidence through group discussion
- Increasing the capacity to tolerate anxiety when faced with new ideas and challenged by areas of experience inside the self
Quality
How we assure the quality of this programme
Before this programme started
Before this programme started the University checked that:
- there would be enough qualified staff to teach the course
- adequate resources would be in place
- the overall aims and objectives were appropriate
- the content of the course met national benchmark requirements
- the course met any professional/statutory body requirements
- the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy, and student support mechanisms
This is done through a process of programme approval which involves convening a panel of academic experts including some subject specialists from other institutions. Each panel scrutinises available documents and talks to the staff who will teach the programme before deciding whether it can be approved
How we monitor the quality of this programme
The quality of this programme is monitored each year through evaluating:
- external examiner reports (considering quality and standards)
- statistical information (considering issues such as the pass rate)
- student feedback
Drawing on this and other information an Annual Quality Improvement Plan is drawn up by the staff who teach the programme that is reviewed at departmental and faculty level.
Once every five years the University undertakes an in-depth review of the whole subject area. This is undertaken by a panel that includes at least three external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.
The role of the programme committee
This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee is responsible for the quality of the programme. It oversees preparation of the Annual Quality Improvement Plan and proposes changes to improve quality. The programme/subject area committee plays a critical role in the University's quality assurance procedures.
The role of external examiners
The standard of this programme is monitored by two external examiners. External examiners have two primary responsibilities:
- To ensure the standard of the programme
- To ensure that justice is done to individual students
External examiners fulfil these responsibilities in a variety of ways including:
- Approving exam papers/assignments
- Attending assessment boards
- Reviewing samples of student work and moderating marks
- Ensuring that regulations are followed
- Providing feedback to the University through an annual report that enables us to make improvements for the future
Listening to the views of students
The following methods for gaining student feedback are used on this programme:
- programme Committee meeting twice yearly, plus a third meeting with elected student reps from each year
- Use of the personal tutor system
- Feedback forms once yearly for both years
Students are notified of the action taken through: Circulating the minutes of the programme Committee
Further Information
Where you can find further information
Further information about this programme is available from:
- The UEL web site www.uel.ac.uk
- UEL Manual of General Regulations and Policies www.uel.ac.uk/qa/manual/
- UEL Quality Manual www.uel.ac.uk/qa/qualityass_resp.htm
- The Tavistock & Portman NHS Trust website www.tavi-port.org
- Current External examiners
- External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))
