• A working theoretical knowledge of group and organisational dynamics and the ability to apply theoretical concepts to students’ own practice of working with groups.
• A knowledge of how to set up and run groups within their own work setting
• A capacity for reflection and self-awareness in relation to groups and organisations.
• Competency in observational skills.
• A framework for evaluation of work with groups

Knowledge

• Knowledge of basic psychoanalytic, systemic and developmental concepts as applied to groups.
• Working theoretical knowledge of group, institutional and organisational dynamics.
• Basic knowledge of the processes involved in healthy development and some of the factors that interfere with it.

Thinking skills

• Ability to apply theoretical concepts to their own practice of working with groups.
• A capacity to reflect on themselves and the groups they work with.
• An ability to reflect on the dynamic processes in groups.
• An ability to evaluate groupwork and to understand what makes for effective practice.

Subject-Based Practical skills

• Competence in observational skills in relation to both groups and organisations.
• Understanding of practical issues involved in setting up and running different types of groups.
• Capacity to plan, evaluate and write-up a comprehensive account of a piece of work with a group

Skills for life and work (general skills)

• A developing understanding of aspects of students’ own internal worlds, which impact on their feelings and behaviour in their professional lives.

The Post-graduate Diploma programme is part-time over two years. Progression to Year 2 may be deferred to accommodate students’ personal circumstances. The MA programme is part-time over one academic year after successful completion of the Diploma.

The teaching year is divided into three terms of 10 weeks.

The teaching year begins in September and ends in July.

Students study one day per week (Friday) with additional reading and preparation in between and complete 60 credits per year. In the third year teaching takes place on 4 Fridays each term with additional individual dissertation supervision.

In the December or January of year 2 there is also a requirement to attend a one week non-residential group relations conference.

Students must complete 60 credits in each year.

Year I

• One lecture per week in Terms 1 and 3: 20 Credits
• One Nursery Observation Seminar in Term 2: 20 credits
• One work discussion seminar per week: 20 Credits
• One Experiential group per week: Not directly assessed

Year 2

• One lecture per week in Terms 1 and 3: 20 Credits
• One Organisational Observation Seminar in Term 2: 20 Credits
• One work discussion group per week: 20 credits
• Group Relations Conference (one week): Not directly assessed
• One Experiential group per week: Not directly assessed

Year 3

• Dissertation: 60 credits (Includes: Dissertation Skills Seminars, Dissertation Supervision, Practice Supervision Seminars, Reading Seminars)
• Experiential Component: (Includes: Residential Group Relations Conference, Review and Application Groups)

• 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 module of advanced independent research.

Knowledge is developed through

• In depth study of basic psychoanalytic, systemic and developmental concepts as applied to groups
• The study of the theoretical knowledge of group, institutional and organisational dynamics
• The study of the basic knowledge of the processes involved in healthy development and some of the factors that interfere with it

Thinking skills are developed through

• The enhancement of thinking and discussion skills in small seminars
• The preparation of case material from students own work settings.
• The preparation of the dissertation
• Opportunities for self-reflection

Practical skills are developed through

• Discussion with relevant lecturers
• Group discussion
• The planning and evaluation of their chosen group

Skills for life and work (general skills) are developed through

• Opportunities for self-reflection and understanding of how students themselves take up roles in groups.
• The development of the capacity to link theory with practice
• Discussion based seminars
• The production of written material

Knowledge is assessed by

• In year 1, two seminar papers of 3,000 words each, one based on a presentation made to the Work Discussion Group, and one based on a presentation to the Nursery Observation Seminar
• An essay of 4,000 words in Year 1 devoted to the understanding of group processes
• A second Work Discussion paper in Year 2
• An Organisational Paper of 4,000 words in Year 2 describing learning from the experience of observing in an organisation
• A Practice Paper of 4,000 words in Year 2 describing the setting up and running of a supervised group and/or its development over the year, incorporating theoretical ideas.
• In Year 3 a Dissertation of 14,000 words based on students’ own work with their chosen group.

Thinking skills are assessed by

• Discussion within the groups
• Students will self assess through the process of tutorials
• Capacity for reflection and self-awareness will be developed through the experiential groups and group relations events

Practical skills are assessed by

• The developing capacity to observe and record
• Essay writing
• Planning, preparation and writing of the dissertation

Skills for life and work (general skills) are assessed by

• The ability to develop thinking based on different points of view
• Developing capacity for thoughtful observation and reflection

The dissertation in particular will be assessed on the following:

• Clear exposition of the background and context to the work
• Full and thoughtful account of the process of the group
• Capacity to observe and reflect on own experience and to use this in the service of the group
• Comprehensive understanding of relevant theory
• Capacity to make links between theory and practice
• Evidence of personal learning and development