PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION 2016-2017

Programme title: / MRes Developmental Neuroscience and Psychopathology
Final award (BSc, MA etc):
(where stopping off points exist they should be detailed here and defined later in the document) / MRes
UCAS code:
(where applicable) / N/A
Cohort(s) to which this programme specification is applicable:
(e.g. from 2008 intake onwards) / From 2015 intake onwards
Awarding institution/body: / University College London
Teaching institution: / University College London in collaboration with the Yale Child Study Center
Faculty: / Brain Sciences
Parent Department:
(the department responsible for the administration of the programme) / Psychology and Language Sciences
Research Department of Clinical, Educational and Health Psychology

Departmental web page address:

(if applicable) / http://www.ucl.ac.uk/psychlangsci/students/prospective/PGT/TMSPSYSDNP01
Method of study:
Full-time/Part-time/Other / Full-time
Criteria for admission to the programme: / See: http://www.ucl.ac.uk/prospective-students/graduate/degrees/taught/tmspsysdnp01
Length of the programme:
(please note any periods spent away from UCL, such as study abroad or placements in industry) / 2 years
Level on Framework for Higher Education Qualifications (FHEQ)
(see Guidance notes) / Masters (Level 7)
Relevant subject benchmark statement (SBS)
(see Guidance notes) / Psychology
Brief outline of the structure of the programme and its assessment methods:
(see guidance notes) / Year 1 is spent at UCL/The Anna Freud Centre and Year 2 at The Child Study Centre in Yale University, New Haven, USA.
Year 1
The programme falls into 4 module ‘families’ in the first year: i. Psychoanalytic concepts; ii. Developmental psychopathology; iii. Neuroscience and iv. Research methods and statistics.
·  Assessment of Year 1: Psychoanalytic Concepts: Module 1 (An Introduction to Psychoanalytic Theory PSYCGP33) is assessed by a 3000 word essay worth 15 credits and Module 2 (The Clinical Theory of Psychoanalysis PSYCGP32) by a 2-hour exam worth 15 credits
·  Developmental Psychopathology:
Module 1: (Multiple Perspectives on Child Development and Psychopathology 1 PSYCGN51) is assessed by a 2,500 word piece of Science Communication worth 15 credits and Module 2, which is a double module (Multiple Perspectives on Child Development and Psychopathology 2 PSYCGN52 ) is assessed by a 5-6,000 word essay worth 30 credits.
·  Neuroscience: Introduction to Neuroscience Methods PSYCGP24 and Affective Neuroscience PSYCGN25 are both assessed by a 2-hour exam worth 15 credits each.
·  Research Modules: Introduction to Psychological Research is formative and not assessed. Introduction to Statistical Analysis PSYCGN27 is assessed by a 2-hour exam worth 15 credits; Research Skills PSYCGN32 is assessed by a 3000 word assignment worth 15 credits; Evaluating Research Literature PSYCGN28 is formative with feedback being provided on a 3000 word Literature Review
Year 2
The second year is spent at Yale University, based at the Yale Child Study Center. Students work throughout the year on their research project under the supervision of an individual mentor who is a member of Yale Faculty. Students also undertake a variety of formative courses, and electives. These include a set of workshops relating to: i. fMRI; ii. EEG; iii. Advanced research design; and iv. Integrating cross-disciplinary models to support individual research projects.
Assessment of Year 2: Students are assessed on their Research Portfolio which is comprised of three elements:
i.  a written project proposal (maximum 1500 words including
references) and a 20 minute oral presentation with slides (15 credits split 50/50 between the proposal and the presentation)
and
ii.  a written research dissertation (165 credits). The dissertation
has a maximum of 17,000 words.
and
iii.  a research ‘conference style’ poster summarizing the project
(15 credits).
·  A psychoanalytic programme of study over both semesters
·  A wide range of elective courses.
Board of Examiners:
/ i) Name of Board of Examiners:
MRes in Developmental Neuroscience and Psychopathology
Chair: Professor Peter Fonagy
Deputy Chair: Professor Pasco Fearon
Internal Examiners
Professor Eamon McCrory (Course Director)
Mrs Kay Asquith (Deputy Course Dir. – London)
Dr Helena Rutherford (Deputy Course Dir. – Yale)
Professor Linda Mayes
Dr Vanessa Puetz
Dr Peter Martin
Dr Phillip McGill
Dr Philippa Hembry
Dr Lionel Bailly
Dr Jean-Baptiste Pingault
External Examiner
Dr. Grainne McLoughlin
Examination Liaison Officer
Miss Lauren Shum (Course Administrator)
Professional body accreditation
(if applicable):
/ N/A / Date of next scheduled accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
This programme aims to provide candidates with a rigorous introduction to a broad range of perspectives on developmental psychopathology with an emphasis on research skills and the relationship between neuroscience and psychological / clinical models of disorders (e.g. cognitive, psychoanalytic, systemic, and psychiatric). Overall, the programme aims to equip students with a sound knowledge and understanding of both neuroscientific and psychological concepts that will allow them to formulate and design appropriate research approaches to address pertinent questions in the field of child psychopathology.
The overarching educational aims of the programme therefore are:
1.  To provide a solid grounding in theoretical models of developmental psychopathology, including cognitive, psychoanalytic, systemic and psychiatric approaches.
2.  To provide an introduction to neuroimaging techniques and the field of affective neuroscience as it applies to child psychopathology, and develop skills in effectively critiquing brain imaging research
3.  To equip students with sufficient knowledge and skills to be able to formulate and conduct reliable, valid and ethical research into behavioural and emotional problems in childhood and young adulthood
4.  To develop skills in science communication for expert and lay audiences
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:
Key concepts and models related to psychoanalytic theoretical and clinical work.
Multi-perspective approaches to common emotional and behavioural problems of childhood, adolescence and young adulthood, such as depression, autism, ADHD and conduct disorder
How to formulate research questions and devise research methodology
Research methods (including issues of design and statistical analysis) used to collect biological and neuroscientific, as well as psychosocial, data relevant to these disorders / Teaching/learning methods and strategies:
Weekly lectures on psychoanalytic concepts, many of which are delivered by highly regarded psychoanalysts
Weekly lectures on multiple approaches to developmental psychopathology with a focus on the principles of science communication
Weekly lectures on developmental disorders presented collaboratively by different disciplines as appropriate (e.g clinical psychology, child psychiatry, child psychotherapy, systemic therapy etc), to incorporate different understandings of each disorder.
Weekly research classes, encompassing lectures on research design, SPSS teaching and advanced research skills
Introduction to neuro-imaging techniques and to affective neuroscience
In addition to lectures, students take part in weekly small group seminars as well as student-led tutorials, and a weekly student led ‘journal club’ to discuss relevant empirical findings.
Students will be encouraged to take responsibility for their own learning and to undertake independent reading to broaden their knowledge and understanding across a range of topics
/ Assessment:
Assessment of students will be by two essays and two assignments, one unseen statistical assignment, submission of a formative literature review and three unseen examinations spaced throughout the first year.

B: Skills and other attributes

Intellectual (thinking) skills:
Think critically about a range of perspectives in the field of child psychopathology
Think critically about the relationship between different domains of scholarly and intellectual activity in relation do developmental psychopathology (e.g. psychoanalytic theory, developmental neuroscience, genetics, cognitive psychology)
Critically evaluate research findings and theoretical frameworks
Apply theoretical understanding to research methodology
Use reasoning skills to generate hypotheses, propose arguments and provide rationale
Identify and begin to try to solve research problems
Understand ethical research and the application of ethics to the conduct of research / Teaching/learning methods and strategies:
The supervised dissertation includes critical examination of relevant literature. Seminars and student led journal discussions encourage critical reading and evaluation of research papers;
Discussion of key issues in teaching and seminar sessions promotes evaluation of theories;
Workshops on neuroimaging approaches and multiple perspectives on developmental psychopathology
Feedback on essays and literature reviews
Teaching in seminars relates theory to methodology and encourages students to develop a robust theoretical rationale for their dissertations
Reasoning skills are promoted in seminar teaching, in analyzing research papers, and in developing ideas for research projects
Throughout the course, students will be asked to reflect on the ethics of research
/ Assessment:
In unseen examinations and in the thesis write-up marks are rewarded for critical evaluation and reasoning. The 17,000 word research thesis in the second year provides a broad forum to demonstrate intellectual skills. Students’ written work has to show knowledge of a range of areas within developmental psychopathology, its biological/neurological basis and its integration with findings from neuroscience

C: Skills and other attributes

Practical skills (able to):
The programme aims to equip students with the following skills:
·  Undertake and interpret statistical analyses of data using statistical packages
·  Search electronically for relevant research articles
·  Improve their skills in the use of databases
·  Improve skills in digital resources
·  Improve word processing skills
·  Develop science communication skills for a range of audiences / Teaching/learning methods and strategies:
Practical classes and lectures and computer-based practical classes.
Research seminars and student-led tutorial
Lectures on science communication as embedded in content relevant for child psychopathology
/ Assessment:
The research thesis is the key summative assessment. in addition, in Year 1 there is an unseen statistical exam and students produce a piece of science communication on the topic of developmental psychopathology. They also write and submit a 3000 word formative literature review for feedback. Further formative assessment is provided by practical exercises during the course, which requires accessing digital sources and word processing.
In Year 2 the students give an oral presentation accompanied by powerpoint slides and produce a scientific poster.

D: Skills and other attributes

Transferable skills (able to):
Communicate effectively in writing and oral presentations
Listen, give and receive feedback and respond appropriately
Manage and facilitate group discussions
Critical evaluation of empirical research
Study independently / Teaching/learning methods and strategies:
Presentations, essays, supervised research projects. Critical analysis sessions, research presentations. For example, students orally present papers throughout the year in their Journal Club, and present to an interdisciplinary group during a ‘Research Training Programme’ at Yale, early in Year 2. In both cases peer learning is strongly encouraged.
/ Assessment:
Summative assessment is provided by a piece of science communication and the oral presentation and poster relating to the student’s research work.
A weekly Journal Club provides a forum for group discussions and for critical evaluation of empirical research. Students give peer feedback during the oral presentations in Year 2.
The following reference points were used in designing the programme:
·  the Framework for Higher Education Qualifications: (http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.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):
/ Dr Eamon McCrory
Date of Production: / Sept 2015
Date of Review
Date approved by Chair of Departmental Teaching Committee:
Date approved by Faculty Teaching Committee