PDP Student Handbook 2016-17 PDF

Student Handbook
MSc in Psychoanalytic Developmental

Psychology
2016 - 2017
PDP Handbook
2016 - 2017
1. Introduction ........................................................................................................ 6
1.1 Key Dates ............................................................................................................ 7
1.2 About the handbook ............................................................................................ 8
2. Orientation .......................................................................................................... 8
2.1 Induction .......................................................................................................... 9
2.2 University College London ................................................................................ 9
2.3 The Research Department of Clinical, Educational and Health Psychology...... 10
2.4 The Anna Freud National Centre for Children and Families ............................. 11
2.5 Code of Conduct for Students at the Anna Freud National Centre for Children
and Families ............................................................................................................ 12
2.6 Overview of PGS programmes at The Anna Freud National Centre for Children
and Families ............................................................................................................ 13
2.7 Course Academic and Administrative Staff ........................................................ 16
3. The MSc Programme .......................................................................................... 20

3.1 Aims and Objectives ........................................................................................... 20
3.2 Scheme of Award ............................................................................................ 21
3.3 Condoned Marks ............................................................................................. 22
3.4 Masters Award and Classification Criteria ........................................................... 23
3.5 Diploma Award and Classification Criteria ........................................................... 23
3.6 Consequences of failure ................................................................................... 24
4. Course Requirements ........................................................................................ 25
4.1 Module Registration .......................................................................................... 25
4.2 Attendance ........................................................................................................ 26
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4.3 Engagement Monitoring .................................................................................... 27
4.4 Visas ................................................................................................................. 27
4.5 DBS / Police Checks .......................................................................................... 28
4.6 Procedures to follow in case of Illness .............................................................. 28
4.7 Extenuating Circumstances ............................................................................... 29
4.8 Flexible/ Modular Students ............................................................................... 31
5. Assessment Requirements................................................................................. 31
5.1 Requirements for Assessed Coursework ......................................................... 31
5.2 Assessment & Marking.................................................................................... 31
5.3 Submitting coursework ................................................................................... 32
5.4 Assessment Penalties ..................................................................................... 33
5.5 Essay Writing .................................................................................................. 34
5.6 Confidentiality ................................................................................................ 35
5.7 Preparing bibliographies ................................................................................. 35
5.8 Examinations .................................................................................................. 42
5.9 Marking Criteria .............................................................................................. 43
5.10 Marking Procedures ........................................................................................ 43
5.11 Examination Irregularities and Plagiarism ...................................................... 44
6. Lecture Programme ........................................................................................... 46
6.1 Psychoanalytic Thought Lectures.................................................................... 46
6.2 An Introduction to Psychoanalytic Theory ...................................................... 47
6.3 The Clinical Theory of Psychoanalysis ............................................................. 53
6.4 Psychoanalytic Perspectives on Child Development .......................................... 59
6.5 Psychoanalytic Perspectives on Child Development 1: Infancy ........................ 62
6.6 Psychoanalytic Perspectives on Child Development 2: Toddlerhood and early

childhood ................................................................................................................ 67
6.7 Psychoanalytic Perspectives on Child Development 3: Latency and adolescence

............................................................................................................................... 72
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6.8 Research Methods I........................................................................................... 76
6.9 Research Methods II: Introduction to Statistical Data Analysis with SPSS ........ 80
6.10 Multivariate Data Analysis for Research .......................................................... 84
6.11 Qualitative Research Teaching ........................................................................ 89
6.12 Research Workshops ....................................................................................... 93
7 Research Projects ................................................................................................ 94
7.1 Research Project outline timetable ................................................................... 97
7.2 Writing Up Research ......................................................................................... 98
7.3 Marking Criteria: Research Dissertation .......................................................... 101
7.4 Layout and Binding Instructions ..................................................................... 101
8 Academic Skills Workshops ................................................................................ 104
9 UCL Courses ....................................................................................................... 106
10 Observation Seminars ...................................................................................... 106
10.1 Parent-Infant Observation Seminars ............................................................. 106
10.2 Parent-Infant Observation Paper Guidelines ................................................. 109
10.3 Parent-Infant Observation Marking Criteria .................................................. 110
10.4 Toddler Observations .................................................................................... 110
10.5 Toddler Observation Paper Guidelines .......................................................... 111
10.6 Nursery Observation Seminars ...................................................................... 112
10.7 Nursery Observation Paper Guidelines .......................................................... 113
10.8 Nursery Observation Paper Marking Criteria ................................................. 114
11 Voluntary Placements ...................................................................................... 115
12 Facilities at the Anna Freud National Centre for Children and Families ............ 115
13 Printing at the Anna Freud National Centre for Children and Families .............. 116
14 Library Facilities ............................................................................................... 117
15 Computer Facilities .......................................................................................... 119
16 UCL information systems ................................................................................. 121

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17 Contact Details ................................................................................................. 123
18 UCL Centre for Languages & International Education (CLIE)............................ 123
19 Student Support and Wellbeing ........................................................................ 124
19.1 What to do if experiencing difficulties ........................................................... 124
19.2 Confidentiality ............................................................................................... 124
19.3 UCL Student Centre ....................................................................................... 124
19.4 Long term/ Chronic Conditions and Disabilities ............................................ 124
19.5 Reasonable Adjustments ............................................................................... 126
19.6 Special Examination Arrangements ............................................................... 126
19.7 Support to Study Policy and Fitness to Study Procedure ............................... 126
19.8 Academic and Pastoral Support ..................................................................... 127
19.9 Student Psychological Services ..................................................................... 128
19.10 Student of Concern ...................................................................................... 128
19.11 Immediate Support ..................................................................................... 128
19.12 Registering with a Doctor ............................................................................ 128
19.13 UCLU Rights & Advice Centre ...................................................................... 129
19.14 International Students ................................................................................ 129
19.15 Personal Therapy ........................................................................................ 129
20 Sources of Information, Funding and Advice .................................................... 130
20.1 Accommodation............................................................................................. 130
20.2 Career Advice ................................................................................................ 130
20.3 UCL Financial Advice and Support ................................................................. 131
20.4 Reference Requests....................................................................................... 131
20.5 Other Sources of Information and Advice ...................................................... 131
21 Lectures and Conferences ................................................................................ 132
22 Affiliated Membership of Association of Child Psychotherapists ....................... 132
23 After Study ....................................................................................................... 133

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24 Student Representation, Committee Structure and Feedback .......................... 133
24.1 Student Academic Representatives (StARs) .................................................. 134
24.2 UCL Student Surveys ..................................................................................... 135
24.3 The Annual Student Experience Review (ASER) ............................................ 135
24.4 Degree Teaching Committee Meeting ............................................................ 135
24.5 External Examining and Exam Board ............................................................ 136
24.6 Postgraduate Teaching Committee ............................................................... 136
24.7 Complaints .................................................................................................... 136
25 UCL Regulations .............................................................................................. 137
25.1 Disciplinary policies and expected behaviour................................................ 137
25.2 Changes to Registration Status ..................................................................... 137
25.3 Equality and Diversity ................................................................................... 138
25.4 UCL’s Zero Tolerance policy on harassment and bullying .............................. 139
25.5 University College London Union (UCLU) ...................................................... 139
25.6 Student Societies .......................................................................................... 140
25.7 UCL ChangeMakers ....................................................................................... 140
25.8 Entrepreneurship at UCL ............................................................................... 140
25.9 UCL Global Citizenship Programme ............................................................... 140
25.10 Data Protection .......................................................................................... 141
25.11 Health and Safety ...................................................................................... 141
26 Anna Freud National Centre for Children and Families Health and Safety Policy
141
27 Appendices ...................................................................................................... 143
Appendix 1: Essay Marking Criteria: Coursework and Exams ................................ 143
Appendix 2 Observation Paper Marking Criteria .................................................... 145
Appendix 3 Research Dissertation Guidance and Marking Criteria ........................ 148
Appendix 4 Research Dissertation Mark Sheet ...................................................... 153
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Appendix 5: Coursework Submission Cover Sheet................................................. 154
Appendix 6: Dissertation Submission Cover Sheet ................................................ 155
Appendix 7: Extenuating Circumstances Request Form ......................................... 156
Appendix 8: Recording Request Form ................................................................... 161
Appendix 9: Part Time/ Flexible Students ............................................................. 162
Appendix 10: Study Away from UCL Request Form ............................................... 163
Appendix 11: The Centre’s Green Guidelines ......................................................... 165
Appendix 12: UCL’s Statement of Confidentiality .................................................. 167
Appendix 13: Timetable ........................................................................................ 169
DISCLAIMER
All information contained in this Handbook is provisional and correct at time of going to press.
Information included applies only to the current academic year. UCL regularly updates its
regulations, and this may occur at any time during the year. Students are therefore advised
to regularly check the UCL website and the UCL Academic Manual for changes. Staff will
endeavour to notify students if major changes occur. Relevant information will be provided at
the beginning of the following academic year for the next year of study. We reserve the right
to make alterations as necessary to the structure or content of the MSc programme and to
change dates as required.
PLEASE NOTE: If you have accessibility problems with the size of this
text, please contact Claire Prescott and request a handbook in a larger
font.
1. Introduction
The MSc in Psychoanalytic Developmental Psychology was established in 1993 and is offered
within the Research Department of Clinical, Educational and Health Psychology at University
College London, in partnership with the Anna Freud National Centre for Children and Families,
where the teaching and administration of the course are based. The MSc consists of two
lecture courses, an observation component and a research component.
The UCL course website is:

http://www.ucl.ac.uk/pals/study/masters/TMSPSYSPDP06
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1.1 Key Dates
2016-17 Dates and Deadlines
Induction Day Thursday 29th September 2016
Term 1 Starts Monday 3rd October 2016

Exam/Assignment Week 12th-16th December 2016
Autumn Term Ends Friday 16th December 2016
No Reading Week during this term
Term 2 Starts Monday 9th January 2017

Reading Week NO CLASSES Monday 13th –Friday 17th February 2017
Spring Term Ends Friday 24th March 2017
(Good Friday – Easter Monday - Friday 14th April – Monday 17th April 2017)
Term 3 Starts Monday 24th April 2017

Exam Week (No Teaching) Monday 24th April – Friday 28th April
Teaching starts w/c Monday 1st May 2017
Bank Holidays 1st and 29th May 2017
Summer Term Ends Friday 30th June 2017
(UCL Term ends 9th June 2017)
(NB this term has week 1 for Exams, then 9 weeks of teaching)
UCL dates
UCL term dates are available at Term dates 2016-17. Please note that this course deviates
from UCL term dates. UCL is closed on the below dates and there will be no access to UCL
Libraries or UCL facilities on these dates.
Christmas College Close 5.30pm Friday 23 December 2016

Closure
Open 9.00am Tuesday 3 January 2017
Easter College Closure Close 5.30pm Wednesday 12 April 2017
Open 9.00am Thursday 20 April 2017
Bank Holidays Closed - Monday 01 May 2017
Closed - Monday 29 May 2017
Closed - Monday 28 August 2017
The Centre will also be closed on the following dates:

Winter Closure Thursday 22nd December 2016 – Monday 2nd
January 2017
Easter Closure Friday 14th - Monday 17th April 2017
Bank Holidays Monday 1st May 2017
Monday 29th May 2017
Monday 28th August 2017
The majority of teaching on the MSc takes place at the Anna Freud National Centre for
Children and Families, with the exception of Term 2 SPSS teaching held at UCL.
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Assessment Due Dates
Child Development Exam (Module 1) Wednesday 14th December 2016

An Introduction to Psychoanalytic Theory Essay Wednesday 11th January 2017
Research Proposal (formative) Monday 23rd January 2017
Research Presentations * Wednesday 11th and Wednesday18th
January
Child Development Essay (Module 2) Wednesday 22nd March 2017
Draft Literature Review (formative) Friday 7th April 2017
The Clinical Theory of Psychoanalysis Exam Monday 24th April 2017
SPSS Exam Wednesday 26th April 2017
Draft results section Tuesday 20th June 2017
Child Development Essay (Module 3) Wednesday 5th July 2017
Research Dissertation Tuesday 25th July 2017
Parent-Infant Observation Paper Monday 7th August 2016
Toddler/Nursery Observation Paper Monday 14th August 2017
NB: SOME OF THESE HAND IN DATES FALL OUTSIDE OF THE TEACHING TERMS, AND STUDY
ON THE MSc IS FOR A FULL CALENDAR YEAR.
* YOUR ATTENDANCE AND PARTICPATION AT THE RESEARCH PRESENTATION DAY IS

COMPULSORY AND A COURSE REQUIREMENT.
NB: WE RESERVE THE RIGHT TO CHANGE DATES. OVERSEAS STUDENTS SHOULD CHECK
WITH THE ADMINISTRATOR BEFORE BOOKING FLIGHT TICKETS.
Please note that w/c 7th August 2017 will be used for any examination re-sits. You
will be expected to be available during this week if you need to re-sit any
examinations.
Students will usually receive essay titles 4 weeks before the submission deadline, but this
may be extended in some instances depending on library availability. Please note that all
work must be submitted by 2.00pm on the date specified. No piece of work will be accepted
without a completed Coursework Submission Coversheet (see Appendix 5) or if it has the
student name on it – all work should be identified by candidate number only. The work should
be emailed in one complete document and not as separate sections. Penalties for late
submission and overlength coursework can be found in the Assessment section.
1.2 About the handbook
This handbook provides you with a range of information regarding the MSc. You should find
answers here for most questions, but if you have any further queries, these can be discussed
or clarified with the Course Administrator.
The electronic version of the handbook has a table of contents with hyperlinks, just hold the
Ctrl key and click on the heading in the table of contents to be taken to the relevant page.
Another way of searching for information is through key word searches.
2. Orientation
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2.1 Induction
A day long induction session is held for new students on Thursday 29th September 2016.
New students are welcomed and given an overview of the course and an opportunity to meet
with members of staff.
2.2 University College London
UCL is one of the world’s leading multi-disciplinary universities. It operates in a global context
and is committed to excellence, innovation, and the promotion of global understanding in all
its activities: research, teaching, learning, enterprise and community engagement. UCL was
established in 1826 in order to open up education in England for the first time to students of
any race, class or religion. By 1878, it had become the first English university to welcome
female students on equal terms with men.
The UCL Division of Psychology and Language Sciences undertake world-leading research and
teaching in mind, behaviour, and language. It brings together researchers in a range of
disciplines such as cognition, neuroscience, linguistics, education, communication, medicine,
health, phonetics and development. The Division is a vibrant environment for both study and
research. UCL is the top-ranked university in the UK for research in Psychology, Psychiatry
and Neuroscience.
Academic excellence and research that addresses real-world problems inform UCL’s ethos to
this day and are central to UCL’s 20-year strategy.
Postgraduate students based at the Centre are registered UCL students and are entitled to
the use of all UCL facilities, including libraries and computer rooms. All graduate students
also automatically become members of the Postgraduate Association of the UCL Students'
Union (UCLU).
Key facts and figures:
 UCL is ranked seventh in the world’s top 10 universities by the QS World University
Rankings (2015). The UCL Institute of Education is ranked number one for education.
 UCL is the top-rated university in the UK for research strength (Research Excellence
Framework 2014), by a measure of average research score multiplied by staff numbers
submitted. It was rated top not only in the overall results, but also in each of the
assessed components: publications and other research outputs; research environment;
and research impact.
 UCL has 840 professors and more than 6,000 academic and research staff who are
dedicated to research and teaching of the highest standards (HESA 2013).
 UCL is associated with several major teaching hospitals – such as the Great Ormond
Street Hospital for Children, the Royal Free Hospital and Moorfields Eye Hospital –
which provide Londoners with first-rate healthcare and contribute to major advances in
medical research.
 Our academic community includes 56 Fellows of the Royal Society, 51 Fellows of the
British Academy, 15 Fellows of the Royal Academy of Engineering and 121 Fellows of
the Academy of Medical Sciences.
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 Nobel Prizes have been awarded to 29 people who are or were students or academics
at UCL. The most recent addition, in 2014, is John O'Keefe (Medicine). 12 UCL
Honorary Graduates and Fellows have also been awarded Nobel Prizes.
 The prestigious Fields Medal for mathematics has been awarded to two former students
and one academic.
 52% of the nearly 36,000-strong student community is engaged in graduate studies,
with nearly a third of these graduate students pursuing research degrees.
 Students from 150 countries study at UCL, making up more than one-third of the
student body.
 An ever-expanding worldwide network of more than 200,000 UCL alumni helps to
maintain the university’s international reputation for access, innovation and excellence.
 UCL is proud of its longstanding commitment to equality and has achieved six Athena
SWAN awards, 14 of which are silver. The Equality Challenge Unit has also awarded the
university a Race Equality Charter bronze award.
(Taken from UCL Key Fact and Figures)
Further information can be found at About UCL on the UCL website.
2.3 The Research Department of Clinical, Educational and

Health Psychology
Psychology at UCL is one of the most successful disciplines in the University. The course sits
within the Research Department of Clinical, Educational and Health Psychology (CEHP) which
is headed by Professor Peter Fonagy; this department is part of the Division of Psychology
and Language Sciences (PaLS) which in turn belongs to the Faculty of Brain Sciences. The
current Head of the Division is Professor David Shanks. General information about the CHEP
Department, such as its history, members of staff, seminars and courses offered, and so on,
can be found on the departmental website. The Department is based at Torrington Place.
Also based at Torrington Place is the BPS Centre for Outcomes and Effectiveness (CORE,
headed by Stephen Pilling) and the Psychoanalysis Unit (headed by Peter Fonagy). CORE
undertakes a number of major research programmes; perhaps the most significant in terms
of public policy is its role in the preparation of NICE guidance on interventions for people with
psychological problems.
The Psychoanalysis Unit based in Torrington Place has close links with the Anna Freud
National Centre for Children and Families. This collaboration was established in 1993 and is
overseen by a Liaison Committee chaired by the Director of the Unit. The Unit hosts a number
of other programmes, including the MSc in Theoretical Psychoanalytic Studies. There is also a
programme of doctoral research which currently comprises over 25 PhD students engaged in
a broad range of research topics within the psychoanalytic field.
Further information about PaLS:

 UCL PaLS Twitter
 UCL PaLS Facebook
 UCL PaLS Instagram
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2.4 The Anna Freud National Centre for Children and Families
The Anna Freud National Centre for Children and Families is a direct descendant of the
Hampstead War Nurseries, set up by Anna Freud in 1940, two years after fleeing from Vienna
with her father, Sigmund. The War Nurseries provided war-time homes for children whose
family life had been broken up temporarily or permanently by the war conditions. The War
Nurseries were closed in 1945, as an increasing number of child guidance clinics were being
set up in Great Britain after the war. There was an acute lack of a comprehensive training in
child psychotherapy. As a consequence, Anna Freud founded the Hampstead Child-Therapy
course in 1947, the world’s first full-time training course in child psychotherapy, aimed at
training “child experts”. With the increase in the number of students and the growth in the
scope of the course, there was an urgent need for a clinic where students could treat children
psychoanalytically and which could serve as a centre for the clinical research projects arising
out of the clinical work.
In 1951,12 Maresfield Gardens was acquired. This new building opened in 1952 and within
two months, 53 child cases had been referred and 10 were under treatment (9 of these
attending five times weekly psychoanalysis). The Clinic differed from the traditional child
guidance clinics in that its orientation was wholly psychoanalytic. Activities expanded to
include a Well-baby clinic, Mother-toddler groups, a nursery school and a special nursery
school for blind children. In addition to the clinical services, preventative and educational
services as well as research developed. Anna Freud died in 1982, aged 86. Two years later
the clinic was re-named the Anna Freud Centre in her honour.
The Centre was renamed the Anna Freud National Centre for Children and Families in 2016.
It is the leading national charity supporting young minds through innovative therapeutic
practice, training and research. The Centre’s vision is a world in which children, young
people and their families are effectively supported to build on their own strengths to
achieve their goals in life. The Centre cares for young minds in five main ways:
1. Researching the underlying causes of childhood emotional distress using the latest
neuroscience techniques;
2. Developing, piloting and evaluating new, cost-effective interventions and treatments for
children and families facing mental health difficulties;
3. Supporting mental health and education services to improve their practice, through the
collection and evaluation of outcomes data and shared decision making;
4. Offering teaching and training courses and building a global network of researchers,
clinicians and mental health, social care and education professionals to ensure that
new knowledge and ideas are shared as widely as possible;
5. Providing advice and leadership to national policy initiatives focused on improving
children and young people’s mental health.
The Chief Executive of the Anna Freud National Centre for Children and Families is Professor
Peter Fonagy OBE. The Centre’s Chief Operating Officer is Ros Bidmead. Her Royal Highness
The Duchess of Cambridge is a Patron of the Centre.
For more information about the work of the Anna Freud National Centre for Children and
Families, please consult the Centre’s website.
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2.5 Code of Conduct for Students at the Anna Freud National
Centre for Children and Families
a) The Centre is an active clinic. Please ensure that you safeguard the privacy of patients
or families involved with the Centre. To this end, if you are involved in any casework as
part of a placement, please ensure that the Centre’s IG policies are followed.
b) Please try to avoid going into the waiting room at House No.12, don’t make too much
noise in the corridors, and if you see teaching staff please do not start talking to them
as they may be about to meet a patient or family. Please keep doors shut, especially to
the Common Room and teachers’ rooms. In house 12 and 14, children sometimes
change the signs on the doors from engaged to free - please check before entering.
c) We ask all students to dress and behave in an appropriate manner when at the Anna
Freud National Centre for Children and Families.
d) Please give apologies to relevant staff in good time if you are unable to attend a lecture
or seminar. Please always cc- in the course administrator.
e) There is a long tradition, going back to Anna Freud’s day, of holding Scientific Meetings
and other presentations on Wednesdays from 2pm to 3.00pm. In Term 1 this time is
used mainly for Academic Skills Workshops for students but there may also be clinical
or research presentations to which students are invited.
f) Use of any drugs and alcohol on the premises. Below is an extract from UCLs’ policy on
Substance Use and Misuse Amongst Students. Students should be aware that under
the Misuse of Drugs Act 1971, it is a criminal offence for UCL knowingly to permit the
use, production or supply of any controlled drugs on its premises. The Psychoactive
Substances Act 2016 came into force on 26 May 2016 and now makes drugs previously
known as "legal highs" illegal. It should be clear; therefore, that UCL does not condone
the possession, use or supply of controlled drugs or psychoactive substances on any of
its premises. In such cases, UCL will take appropriate disciplinary action which may
include referral to the police. Alcohol use is not illegal and its consumption subject to
the Licensing Act 1964 is permitted on UCL premises. UCL is concerned however, about
the detrimental effects of excessive alcohol consumption on the overall welfare of
students. UCL does not condone the excessive or harmful use of alcohol on its
premises and students who are found to be behaving in an inappropriate manner under
the influence of alcohol may be subject to disciplinary action. Students are asked to
adhere to these guidelines with regard to The Anna Freud National Centre for Children
and Families.
Publication of Photographs of Staff

Many of the staff who teach on the MSc also have clinical jobs within the NHS and elsewhere.
Some of these may be with severely disturbed individuals or in settings involving assessment
for the courts. These staff may attend social gatherings with students but we would request
that no photographs of these events, featuring staff, are posted on websites such as
Facebook, MySpace, YouTube etc. without the permission of the staff involved. Such
photographs would be inappropriate for viewing by patients and may compromise staff
confidentiality (and in extreme cases, even their personal safety). Please respect this need for
boundaries between teaching roles at the Centre and therapeutic work undertaken in other
sensitive settings.
ID Cards
Please ensure you wear your UCL ID card at all times whilst at the Centre.
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2.6 Overview of PGS programmes at The Anna Freud National
Centre for Children and Families
The MSc in Psychoanalytic Developmental Psychology forms part of a portfolio of UCL post-
graduate courses, which are based at The Anna Freud National Centre for Children and
Families as well as a large number of short training courses aimed at professionals. The other
courses are:
MSc Developmental Psychology and Clinical Practice (DPCP)
Course Director: Dr Nick Midgley

Email: nick.midgleyPhD@annafreud.org
Office: Room 44 in House 21 on 2nd floor
Deputy Course Director Dr Fiona John
Email: fiona.john@annafreud.org
Office: Room 44 House 21, on 2nd floor
Course Administrator: Lauren Shum
Email: lauren.shum@annafreud.org
This is a two year programme that aims to provide an integrated understanding of child
development and a range of childhood disorders, and to give students an opportunity to apply
this understanding in a clinical setting, through a placement in the 2nd year within a Child
and Adolescent Mental Health clinic.
MRes Developmental Neuroscience and Psychopathology (DNP)
Programme Director: Professor Eamon McCrory

Email: e.mccrory@ucl.ac.uk
Office: Room 44 in House 21 on 2nd floor
Deputy Course Director Kay Asquith
Email: kay.asquith@annafreud.org
Office: Room 49 House 21 on the top floor
Course Administrator: Lauren Shum
Email: lauren.shum@annafreud.org
This MSc runs over two years with students undertaking the first year at The Anna Freud
National Centre for Children and Families and the second year at The Child Study Centre, Yale
University, USA. A maximum of 12 students are registered each year. This course aims to
provide an introduction to a developmental approach to mental disorder based on
contributions from psychodynamic, biological and cognitive perspectives.
Postgraduate Certificate/Diploma/MSc in Cognitive Behaviour Therapy (CBT) with

Children and Young People
Course Director: Dr Vicki Curry and Dr Sandra Dunsmuir

Course Tutor: Irina Nedelcu
Email: irina.nedelcu@annafreud.org
Course Administrator: Maria Olkiewicz
Email: maria.olkiewicz@annafreud.org
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These courses have been generated through collaboration between psychologists from
different backgrounds, from the Department of Clinical, Educational & Health Psychology at
UCL, The Anna Freud National Centre for Children and Families and Islington PCT. They have
been designed for all professionals working in children’s services, including social care,
education and health and provide training for individuals in outcomes-based interventions, to
promote psychological wellbeing in children and young people. Participants will gain
knowledge and understanding of cognitive behavioural approaches, their strengths and
limitations and how they can be adapted to work with young people, drawing on systemic and
other approaches. This MSc is only for professionals and unfortunately no elements of it are
available to students on the PDP, DNP or DPCP courses.
PG Diploma in CYP IAPT Therapy
Course Director: Peter Fuggle and Rita Harris

Course Tutor: Roz Ayres
Email: roz.ayres@annafreud.org
Course Administrator: Sophia Pemberton
Email: cypiapttherapy@annafreud.org
University College London and King’s College London have set up a formal consortium to
deliver the London CYP IAPT training (Children and Young Peoples, Improving Access to
Psychological Therapies). This Postgraduate Diploma provides specialist post-qualification
training for Therapists. A key aim is to improve the effectiveness of psychological services for
mental health disorders by embedding the necessary changes required into service culture.
These changes are based on the following principles:
 The workforce should be trained in evidence-based practice.

 Young people can help to shape their local CAMHS services.
 Outcomes should be monitored to ensure that the therapist is effectively supporting
the young person in getting better.
PG Certificate in CYP IAPT Management
Course Director: Peter Fuggle and Stephen Butler

Course Tutor: Roz Ayres
Email: roz.ayres@annafreud.org
Course Administrator: Irina Nedelcu
Email: cypiaptmanagement@annafreud.org
This Postgraduate Certificate programme aims to provide Managers with the necessary
background knowledge and understanding to implement change within their CAMHS service,
the practical tools to manage this change effectively and a framework for reflective practice
and evaluation of the implementation process. These changes are based on the following
principles:
• The workforce should be trained in evidence-based practice.

 Outcomes should be monitored to ensure that the therapist is effectively supporting the
young person in getting better.
• Young people can help to shape their local CAMHS services.
The application to the CYP IAPT programmes is not an ordinary application process.
Partnerships have a preliminary stage where they bid to become part of the London Child
IAPT collaborative. Managers, supervisors and therapists are then put forward by these
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particular partnerships to take part in these courses. Therefore, you have to be working
within an organisation which is part of an existing Child IAPT collaborative to be considered
for these courses.
Doctorate in Child and Adolescent Psychoanalytic Psychotherapy
Course Director: Dr Nick Midgley

Course Tutor: Irina Nedelcu
Email: irina.nedelcu@annafreud.org
Course Administrator: Maria Olkiewicz
Email: maria.olkiewicz@annafreud.org
This 4 year full time, professional doctorate aims to develop the academic, clinical and
research skills needed to practice as a professional Child and Adolescent Psychotherapist, and
will lead to the award of DPsych and professional membership of the Association of Child
Psychotherapists (ACP). The programme is a collaboration between UCL, the Anna Freud
National Centre for Children and Families and the Independent Psychoanalytic Child and
Adolescent Psychotherapy Association (IPCAPA) at the British Psychotherapy
Foundation (bpf), alongside NHS training placement providers. The course is only open to
those who have completed a pre-clinical MSc (including some of the UCL/Anna Freud National
Centre for Children and Families MSc courses), who have relevant experience of working with
children and who fulfil the ACP's pre-clinical requirements.
Students from the Doctorate programme will join the MRes and MSc teaching in Research
Methods in term 1.
Auditing Additional Lectures
Students on the DNP MRes and DPCP and PDP MScs take two sets of modules in common,
Research Methods and An Introduction to Psychoanalytic Theory/The Clinical Theory of
Psychoanalysis, while the DNP MRes and DPCP students both attend the Multiple Perspectives
on Developmental Psychopathology modules. Other classes are specific to each programme.
In some cases students from one programme may ‘audit’ one lecture-based module from
another programme if they are particularly interested in that topic, at no extra cost. However,
they must ask for this permission to audit from their Course Administrator who will speak to
the relevant module convener, and in addition give an undertaking to attend all the lectures
(although not the accompanying seminars). It is important that for any auditing students
where permission is granted, that there is appropriate recognition that they are a ‘guest’ on
the module and behave accordingly. Students are not expected to pay any additional fees to
audit a module.
The following modules are open for PDP students to audit for the Neuroscience MRes:
 Multiple Perspectives on Developmental Psychopathology 1 and 2 (limited to 3 auditors)
 Affective Neuroscience (3 only)
Not all modules are open to audit. Students from the DNP MRes and DPCP MSc cannot
undertake any of the observational modules from the PDP MSc however, as these are not
lecture based and student numbers are strictly limited by resources. Similarly, DPCP clinical
skills modules are not open to audit.
Occasionally there may be one lecture that students might wish to attend (perhaps because
the topic is particularly relevant to their research for instance). In this case they must ask the
Course Administrator to approach the lecturer for permission to attend the lecture.
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There are no opportunities to audit modules from the CBT or IAPT courses as these
programmes are aimed at professionals only with previous experience and qualifications.
Students wishing to undertake non-UCL short courses at the Centre would be expected to
apply for these in the normal way. There are no reduced fees for students wishing to attend
short course training; income from the short courses is important so that the charity can
engage in its clinical work with children and families. Students, like anyone attending these
courses, must pay the full fee as advertised unless a specific student rate is advertised.
2.7 Course Academic and Administrative Staff
Academic Staff
Adeola King is a Child and Adolescent Psychotherapist. In addition to her roles as a seminar
leader for the Toddler Observation Module, Parent-Infant Observation Module and Work
Discussion Group, Adeola also works at the Centre in the School Outreach Service and in the
Parent-Toddler Service. Adeola can be contacted at Adeola.king@annafreud.org
Alison Ryan is a seminar leader for the Psychoanalytic Thought modules and can be
contacted at Alison.ryan@annafreud.org
Debbie Stuart is the Course Tutor for PDP. Debbie is responsible for the pastoral care of
students and should be your first contact if you are encountering any difficulties with
workload or personal circumstances. She is responsible for co-ordinating Extenuating
Circumstances and monitors academic progress. Debbie works on Wednesdays and Thursdays
and can be contacted in Room 49 (House 21) on Ext 2226 or at Debbie.stuart@annafreud.org
Duncan McLean is a psychiatrist and psychoanalyst currently working at the Centre in the
complex case court assessment team and at the Early Years Parenting Unit. His main area of
interest is personality difficulties and their impact on parenting and both roles at the Centre
are directly related to this. Duncan is also a Parent - Infant Observation seminar leader.
Duncan can be contacted at Dr.Duncan.McLeanMRCPsych@annafreud.org
Eamon McCrory is the Head of Postgraduate Studies for all UCL courses at the Centre.
Eamon is also the Course Director for the MSc Developmental Neuroscience and
Psychopathology. He is best contacted via e-mail at e.mccrory@ucl.ac.uk if students wish to
arrange an appointment.
Eva Crasnow is a child and adolescent psychotherapist working in the NHS. She also is the
leader of the Anna Freud National Centre for Children and Families parent-toddler group in a
homeless hotel. Eva is a Parent-Infant Observation Seminar Leader and can be contacted at
Eva.crasnow@annafreud.org
Hanna Fisher is a child and adolescent psychotherapist based in a parent and infant NHS
service in London. She is a seminar leader for the Psychoanalytic Thought modules and the
Second Year Parent-Infant Observation. She can be contacted at hanna.fisher@annafreud.org
Inge Pretorius is the co-ordinator of the Psychoanalytic Perspectives on Child Development

modules, and is the Manager of the Parent-Toddler Service at the Centre. Inge is available at
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the Centre on Wednesday-Friday and is based in Room 50 (House 21) (top of the building)
She can be contacted at inge.pretorius@annafreud.org internal Extension no 2203
Janine Sternberg is a Child and Adolescent Psychotherapist, and is the joint Programme
Director of the Doctorate in Child and Adolescent Psychotherapy. Janine is a Second Year
Parent-Infant Observation Seminar Leader and can be contacted by email at: JanineS@bpf-
psychotherapy.org.uk
Kay Asquith is the Acting Programme Director. She is responsible for liaising between UCL
and the Centre to maintain the high quality of the course and effective communication with
staff. Kay has also been the Course Tutor for a number of years and will this year be
Personal Tutor for any part time students. Kay works 9.00-5.00 Monday to Thursday and
from home on Fridays when possible. She can be contacted in Room 49 (House 21) on Ext
2201 or at kay.asquith@annafreud.org . Kay is also the Deputy Programme Director for the
MRes DNP and holds the role of Senior Tutor within PGS.
Lisa Thackeray is a Research Tutor for PDP and DPCP. Prior to pursuing an academic career,
Lisa Thackeray worked in education with children identified with a wide range of special
educational needs including dyslexia, autism and ADHD. She completed her PhD as a member
of Jonathan Smith's IPA research group at Birkbeck, University of London. Her doctoral
research explored the lived experience of families living with a young adult with a
developmental disability. Lisa works within PGS on Wednesdays, Thursdays and Friday
mornings and can be contacted on lisa.thackeray@annafreud.org and is based in Room 46.
Malby Oliver is a clinical psychologist and a child and adolescent psychoanalytic

psychotherapist. Malby works in the East London NHS Foundation Trust and Simmons House,
Whittington Hospital NHS Trust, as well as in private practice. In addition Malby is a clinical
supervisor and visiting lecturer at the Tavistock and Portman NHS Foundation Trust. Malby
has been Assistant Editor for the Journal of Child Psychotherapy since 2011. Malby is a
seminar leader for the Psychoanalytic Thought modules and the Parent-Infant Observation
module. She can be contacted at Malby.oliver@annafreud.org
Marija Stojkovic is the Observation Module Leader with responsibility for the Parent-Infant
and Toddler/ Nursery Observations modules. Marija is also a Nursery Observation Seminar
Leader. She is responsible for ensuring the successful delivery of the observation seminars
and work discussion groups. Marija is also a Consultant Child and Adolescent Psychotherapist
and works in CAMHS. Marija can be contacted by email at marija.stojkovic@annafreud.org
Mark Carter is a seminar leader for the Psychoanalytic Thought modules and can be
contacted at Mark.carter@annafreud.org
Melissa Cortina is the Clinical Research Tutor for the MSc in PDP. She organises and
allocates research projects, leads research workshops, and supervises student dissertations.
Melissa also has a second job at the Centre, as a Research Fellow at the Evidence-Based
Practice Unit. She has worked on numerous evaluations of school-based interventions in the
UK and South Africa. Melissa’s research interests are in evaluation, interventions, risk and
resilience, and psychiatric epidemiology. Current projects include HeadStart, a prevention
programme aimed at improving the mental well-being and resilience of at-risk 10 to 16 year-
olds and Talking Mental Health, a Wellcome Trust funded project working with children and
young people to create a short animated film aimed at 9-11 year olds. She holds a degree in
Psychology from Wake Forest University (USA), an MSc in Research in Experimental
Psychology and a DPhil in Child and Adolescent Psychiatry from the University of Oxford (UK).
Melissa works within PGS on Wednesdays and the rest of the week is at AF’s Rodney Street
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campus. She can be contacted in Room 45 (House 21) on Ext 2295 or at
melissa.cortina@annafreud.org.
Peter Martin is Module Convenor for Research Methods. You will meet him as a teacher of
research methods and statistical data analysis, and as a supervisor of student dissertations.
His research has perambulated a variety of fields, including the transition from youth to
adulthood, the measurement of racist attitudes, survey methodology, and sequence analysis.
Although much of his work employs quantitative measures and statistical analysis, Peter is
also interested in qualitative data and mixed methods. He holds a degree in Psychology from
the University of Bremen (Germany), an MSc in Social Research Methods & Statistics, and a
PhD in Sociology from City University, London. Peter works on Tuesdays and Wednesdays,
and can be contacted in room 45 (House 21), on Ext 2316 or at peter.martin@annafreud.org.
Phillip McGill is the Module Leader for the Psychoanalytic Thought Modules (An Introduction
to Psychoanalytic Theory and The Clinical Theory of Psychoanalysis). Phillip is also a Child and
Adolescent Psychotherapist and The Team Manager of the Tavistock Centre Fostering,
Adoption and Kinship Care Team. He worked in Children and Families Social Work in Scotland
and London for many years before re-training in Child Psychotherapy at the Tavistock Centre.
Phillip has a particular interest in applying the study of psychoanalysis to contemporary
clinical practice. Phillip can be contacted by email at phillip.mcgill@annafreud.org
Renee Thurston is a Parent-Infant Observation seminar leader, and can be contacted at

Renee.thurston@annafreud.org.uk
Sara Tookey is the Qualitative Supervisor of MSc Projects for the MSc in PDP. She
supervises student dissertations, coordinates and teaches on the Qualitative Research Module
and leads research workshops. Sara also has a second job working as a Research Associate at
the Public Health and Epidemiology department, Psychobiology Unit, at UCL, where she
conducts research to improve the uptake of cancer screening and to improve early detection
of cancers in England. She also teaches on UCL's MSc Health Psychology course. She holds a
BA from Western Washington University (USA), an MA in Existential Phenomenological
Psychology from Seattle University (USA), and completed her PhD in Psychology from the
University of Birmingham, UK. Sara works within PGS on Wednesdays and every other Friday.
She can be contacted in Room 46 (House 21) on Ext 2295 or at sara.tookey@annafreud.org
Sarah Peter is a Seminar Leader for the Psychoanalytic Perspectives on Child development
module. Sarah works in the NHS as a child and adolescent psychotherapist at the Brent Child
and Family Clinic. She can be contacted by email at Sarah.Peter@annafreud.org
Saul Hillman is a Senior Research Supervisor for PDP. Saul is responsible for supervising a
number of Masters students’ research projects. Saul’s own research is in a variety of fields
including attachment, narrative story stems, looked after children/adoption, and
adolescence. He works at the Centre as a coordinator and trainer of Story Stems, a
narrative-based assessment tool on children’s internal representations. He also works as a
research psychologist on specific research studies. Saul can be contacted in Room 45
(House21) on Ext 2259 or at saul.hillman@annafreud.org
Tamsin Elder is a seminar leader for the Observation of a Nursery Aged Child module and
can be contacted at Tamsin.elder@annafreud.org
Seminar Teaching Staff on the PDP MSc Course:
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Parent-Infant Seminar Leaders
Adeola King
Email: adeola.king@annafreud.org
Duncan McLean
Email: Dr.Duncan.McLeanMRCPsych@annafreud.org
Eva Crasnow
Email: Eva.Crasnow@annafreud.org
Marija Stoijkovic
Email: marija.stojkovic@annafreud.org
Renee Thurston
Email: renee.thurston@annafreud.org
Second Year Parent-Infant Seminar Leader
Hanna Fisher
Email: hanna.fisher@annafreud.org
Janine Sternberg
Email: JanineS@bpf-psychotherapy.org.uk
Nursery Seminar Leaders
Marija Stoijkovic
Email: marija.stojkovic@annafreud.org
Tamsin Elder
Email: Tamsin.elder@annafreud.org
Toddler Seminar Leaders
Adeola King
Inge Pretorius
Email: inge.pretorius@annafreud.org
Child Development Seminar Leaders
Inge Pretorius
Email: inge.pretorius@annafreud.org
Sarah Peter
Email: sarah.peter@annafreud.org
Psych Thought Seminar Leaders
Alison Ryan
Email: Alison.ryan@annafreud.org
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Hanna Fisher
Email: hanna.fisher@annafreud.org
Malby Oliver
Email: malby.oliver@annafreud.org
Mark Carter
Email: Mark.carter@annafreud.org
Phillip McGill
Email: phillip.mcgill@annafreud.org
Work Discussion Group Seminar Leader
Adeola King
Administrative Staff
Claire Prescott is the MSc Psychoanalytic Developmental Psychology Course Administrator.

She is also the Recruitment Co-ordinator and Policy Compliance Lead for the Postgraduate
Studies team. Claire is based in Room 42, House 21, and may be contacted via e-mail on
Claire.prescott@annafreud.org or internal extension no 2266 (External number: 020 7443
2266). Claire is available from 9.00 – 5.00 Monday to Friday.
The Anna Freud National Centre for Children and Families Librarians
Anne Knox and Gurnam Bubber are the Centre’s librarians. Their roles are to help you find
reading materials using libraries at both the Centre and at UCL, and provide training to
develop your information skills using electronic reading lists, databases and other online
resources.
They can be contacted at or on library@annafreud.org or by phone on 2219 (External

number: 020 7443 2219).
Anna Freud National Centre for Children and Families Staff
House 12 Reception is staffed by Bridget Hazell and Gina da Silva.
The Centre’s phone number is 020 7794 2313 and Reception can be reached internally by
dialling 100
3. The MSc Programme
3.1 Aims and Objectives
Aims:
Consistent with the teaching aims of the UCL Psychology Department, the MSc will:
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 educate students in systematic, scientific thinking about psychoanalytic approaches to
human development and psychopathology;
 develop students’ ability and readiness to critically evaluate claims, theories and
evidence in the human sciences;
 provide teaching that draws on our position as a leading research department;
 select our students, provide them with guidance, and assess their work, fairly and with
care, so that they will make the best of their academic potential.
Aims specific to the MSc in Psychoanalytic Developmental Psychology:
 to provide the theoretical grounding and observational skills needed for

psychoanalytically-based practice and research in child development.
Objectives:
MSc students should:
 be able to apply empirical methodology to issues relevant to psychoanalytic theories of

development and to contemporary research on child development;
 have developed an understanding of the major works in psychoanalytic thinking about

development, from birth to adolescence, and of the major contemporary issues and
methodologies in developmental psychological research;
 have acquired the skills to conduct observations of children and their parents in
context, and to report and discuss these observations in a way that links them to a
psychoanalytical theoretical perspective;
Whilst students need to seek appropriate help, it is the ultimate aim of postgraduate
teaching is to promote independent thinking. This will apply to all parts of their
programme. Students will be expected to actively participate in their own learning and
continue to develop their evaluative and critical faculties. They will be expected to
display these critical faculties in their essays and exams.
In particular students are expected to take the initiative to manage their own research
project timetable and supervision. Supervisors will not ‘chase’ students and it is the
student’s responsibility to organise meetings, keep their supervisor up to date with
their progress and bring any difficulties promptly to the supervisor’s attention
3.2 Scheme of Award
UCL modular masters courses are made up of 180 credits. A Post Graduate Diploma is 120
credits and includes the Research Methods 2 module but not the dissertation.
Module Title Assessment Credit Term

Value
Psychoanalytic Perspectives 2 hour Exam 15 1
of Child Development 1:
Infancy
Psychoanalytic Perspectives 3000 word Essay 15 2

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Toddlerhood and early
childhood
Psychoanalytic Perspectives 3000 word Essay 15 3

Latency and adolescence
An Introduction to 3000 word Essay 15 1

Psychoanalytic Theory
The Clinical Theory of 2 hour Exam 15 2

Psychoanalysis
Observation 1: 4000 word Paper 15 1-3

Parent Infant Observation
Observation 2: 4000 word Paper 15 1-3

Either Toddler OR Nursery
Research Methods 2: 2 hour Exam 15 1-2

Introduction to Statistical
Analysis
Research Dissertation (MSc 12,000 word 60 1-3

Only) Dissertation
3.3 Condoned Marks

1. At taught postgraduate level, marks of 40-49% (or equivalent on alternative marking
scales) in up to 25% of a student’s taught credits may be condoned (ie. not the
dissertation).
2. The condonement criteria apply at both the first and second attempts.
3. Once a mark is formally condoned by the Board of Examiners, the student will not be
required or permitted to resit.
4. The condoned mark will stand (i.e. the mark will not be raised to the pass mark) but
will be treated as pass in all subsequent conditions and will be included in the student’s
classification calculation, where applicable.
5. Subject to approval by UCL Education Committee, or its nominee, a programme may
designate one or more modules as non-condonable. Students must pass all non-
condonable modules on their programme in order to progress or be eligible for an
award.
6. Condonement can only be considered and applied by the Programme Board of
Examiners at the end of the taught modules, when the full extent of any failure is
known.
7. Students who do not meet all the condonement criteria will be required to resit – see
‘Consequences of Failure’.
Further information:
 Taught Postgraduate Progression and Award Requirements
22
3.4 Masters Award and Classification Criteria
Masters Award Criteria
1. Students must meet the following minimum criteria to be considered for a Master’s
degree:
a) Students must pass at least 180 credits and achieve a weighted average of at least
50%.
b) Where a student passes at least 75% of their taught credits, and achieves a mark of
40-49% in a maximum of 25% of their taught credits, the condonable mark will be
treated as a pass, and the student will not be permitted to resit.
Standard Masters Classification Criteria
1. The award of merit must be given to students if they have satisfied all of the following
criteria, but do not meet the criteria for the award of distinction:
a) The overall weighted average mark over 180 credits is 60% or higher; and
b) The mark for the dissertation is 60% or higher; and
c) There are no marks below 50%, no condoned marks, no re-sit marks, and all
marks are first attempts.
2. The award of distinction must be given to students if they have satisfied all of the
following criteria:
b) The mark for the dissertation is 70% or higher; and
c) There are no marks below 50%, no condoned marks, no re-sit marks, and all
A student may be required to make specified amendments to their dissertation within one
month provided that:
 The amendments are minor and the dissertation is otherwise adequate; and
 The student has satisfied all other requirements for the award of a Master’s degree.
Students cannot be awarded the classification of a Merit or Distinction if they have

any condoned marks or re-sits.
Information from:
 Taught Postgraduate Classification Scheme
3.5 Diploma Award and Classification Criteria
Postgraduate Diploma Award Criteria
1. Students must meet the following minimum criteria to be considered for a Postgraduate
Diploma, whether as a final or exit qualification:
a) Students must pass 120 credits and achieve a weighted average of at least 50%.
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b) Where a student passes at least 90 credits, and achieves a mark of 40-49% in a
maximum of 30 credits, the condonable mark will be treated as a pass, and the student
will not be permitted to resit.
PG Dip Classification Criteria
1. The award of Merit must be given to students if they have satisfied both of the following
criteria, but do not meet the criteria for the award of Distinction:
b) There are no marks below 50%, no condoned marks, no re-sit marks and all
2. The award of Distinction must be given to students if they have satisfied both of the
following criteria:
b) There are no marks below 50%, no condoned marks, no re-sit marks and all
Information from:
 Taught Postgraduate Classification Scheme
3.6 Consequences of failure
Reassessment
The Programme Scheme of Award describes the modules which students must complete and
pass in order to achieve their degree. Where a student fails to meet these requirements at
the first attempt, and there are no Extenuating Circumstances material to that failure, they
may be reassessed on one more occasion only, unless they have been awarded a degree, are
eligible for the award of a degree, or have been excluded from UCL on the grounds of
academic insufficiency or as a result of misconduct. Students who have passed a module are
not permitted to resit or repeat that module.
Timing of Reassessment
The scheduled examination resit period is 7th – 11th August 2017. You will be expected to be
available during this week if you need to re-sit any examinations. If essays or other written
assignments are failed, a resubmission date will be decided on a case by case basis.
Failure of the Masters/ MRes Dissertation/ Research Project

The Programme Board of Examiners will determine whether the student should either:
a) Resubmit the dissertation in the same academic session, or
b) Interrupt and re-register in the following academic session in order to resubmit at
the end of the first term and be considered for the award of a degree in January, or
c) Interrupt and re-register in the following academic session in order to resubmit at
the next scheduled occasion and be considered for the award of a degree at the end
of that academic session.
Where a student must be reassessed in a significant proportion of the taught modules, and
this might affect performance in the dissertation or research project, the Programme Board of
Examiners may recommend that the student undertakes the reassessment for the taught
24
modules in the current academic session, and re-registers in the following academic session
in order to resubmit their dissertation.
Resit Marks
Students will receive the higher of the marks achieved at the first or second attempt. Marks
will be included in the classification calculation for the year in which the module was originally
taken.
Format of Reassessment
Students will normally only be reassessed in those module components which they have
failed.
4. Course Requirements
4.1 Module Registration
Modules are the individual units of study which lead to the award of credit.
Please use the following instructions to register for the correct modules at UCL. If you are
experiencing any problems with this then please contact Claire.
 Go to the UCL website

 Go to the portico link
 Log in using UCL account details
Full Time MSc Psychoanalytic Developmental Psychology Students:
 Select your module/course component

 You should have the following compulsory modules listed
PSYCGP33 An Introduction to Psychoanalytic Theory
PSYCGP32 The Clinical Theory of Psychoanalysis
PSYCGP24 Psychoanalytic Perspectives on Child Development 1
PSYCGN27 Research Methods II: Introduction to Statistical Analysis
PSYCGP28 Observation I: Parent - Infant
PSYCGP98 Research Methods Dissertation
 You will be required to select either a Toddler or Nursery observation depending on

which you have already been assigned on your timetable.
PSYCGP30 Observation of a nursery child
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PSYCGP29 Observation of a Toddler
This is selected by clicking on the select button next to the relevant module.
 On the next page click submit all selections.

 This will take you to the confirm modules selection screen. If everything is correct click
on the confirm selections button at the bottom of the page.
First Year Part time/ Flexible study students:
 In Year one you will be expected to choose out of the above modules, and none of
these will be automatically selected.
To register for these modules please follow the instructions below.
 Go to the UCL website

 Go to the portico link
 Log in using UCL account details
 You will be required to select the modules you have chosen to take.
This is selected by clicking on the select button next to the relevant module.
 On the next page click submit all selections.

 This will take you to the confirm modules selection screen. If everything is correct click
on the confirm selections button at the bottom of the page.
N.B Modular/Flexible Taught Postgraduate students may be unable to pay their fees until
they have chosen their modules. Students should check with the UCL Student Fees Team if
they are unsure about this by emailing fees@ucl.ac.uk or calling +44 (0)207 679 4125.
4.2 Attendance
UCL expects students to aim for 100% attendance of their formal teaching activities e.g.
lectures, seminars, workshops etc, though we recognise that sometimes these are missed
due to illness or unexpected personal circumstances. UCL has a minimum attendance
requirement of 70% of scheduled learning, teaching and assessment activities. If a student
does not meet this requirement they may be barred from summative assessment. Monitoring
attendance not only allows us to ensure that you are confirming to the UCL attendance
regulations but also allows us to identify students who may be having academic or personal
difficulties which result in non-attendance and allow us to offer support and guidance.
If you are experiencing illness or any other problems, which may interfere with
your ability to attend the course or otherwise affects your studies, please contact
the Course Administrator at the earliest opportunity.
Absence from Assessment

Any student who is absent from an assessment will receive a mark of zero unless they obtain
authorisation for the absence and formally defer their assessment to a later date by
submitting a request for Extenuating Circumstances. Absences from assessment need to
26
meet the criteria for Extenuating Circumstances and be supported by appropriate evidence. If
Extenuating Circumstances are not approved, the mark of zero will stand.
Study Away from UCL

Information can be found at Study Away from UCL
Attendance and Tier 4 visas

Students who are on Tier 4 visas are sponsored by UCL for their visas and the expectation of
the UK Visa Immigration service requires us to monitor that such students are fully engaged
in their studies for the whole length of their programme and we know where they are for the
duration of their programme. In line with UCL’s obligations under UK immigration laws,
students who hold a Tier 4 visa must obtain authorisation for any absence from teaching or
assessment activities.
It is therefore essential that Tier 4 students obtain formal written permission for any period of
time spent away from UCL/the UK. The Christmas and Easter vacations are considered
holidays and Tier 4 visa holders may be out of the UK during these periods. However, the
MSc is a calendar year programme, so the summer break from teaching is not considered
‘holiday’ and students must be actively engaged in study during that time. If students wish
to leave the UK they should seek formal written permission from their Programme
Director. Please see Appendix 10 for a form to request ‘study away’ periods.
 Extenuating Circumstances
 Authorised Absence
 UCL Visa and Immigration pages
 Study Away
 Attendance Requirements
4.3 Engagement Monitoring
For all students, In addition to the attendance monitoring there is an additional engagement
monitoring process which takes place during the year which allows UCL to ensure that all
students are not just attending but engaging in their studies. This is done via monitoring of
key assessments and coursework and attendance on core modules, examinations etc. Staff
will also take a record of attendance where appropriate to help inform subsequent academic
references for students.
If you are experiencing illness or any other problems, which may interfere with
your ability to attend the course or otherwise may adversely affect your studies,
please contact Debbie.
NB: This information was correct at the time of going to press; however, we recommend
that you visit the UCL website to view their Attendance Requirements.
4.4 Visas
For information regarding visas please see the UCL Immigration and Visas webpages.
27
UK regulations regarding visas may change at any time.
NB: If you have any queries regarding immigration or require immigration advice, please
contact the UCLU Rights and Advice team. Please do not ask the academic or administrative
staff for advice as we are unable to help you - only registered and trained immigration
advisers can undertake this activity by law. The penalties of doing so when not having this
status can be severe both to the student and the member of staff as well as putting UCL’s
Tier 4 sponsor licence at risk.
4.5 DBS / Police Checks
Due to student contact with young children, a condition of admission onto the MSc
programme is that UCL requires you to obtain documentation from the police to ensure your
suitability. Failure to provide this documentation may result in the delay of your child
observations.
Students from the UK will have to obtain this documentation from the Home Office agency -
Disclosure and Barring Service (DBS). This agency enables organisations (including
universities) to make thorough checks of the background of students involved in regular
contact with children and vulnerable adults by seeking what is termed a “disclosure” of any
criminal convictions.
Detailed information on how to go about obtaining an enhanced disclosure will have already
been sent to all students who have lived in the UK for more than 3 months.
If you live outside of the UK you are required to obtain a statement from your local police
department stating that you have no criminal record.
Those who fail to obtain an enhanced disclosure may be suspended from their studies. Should
you have any queries about the police checks or DBS disclosures, please contact Claire
Prescott in the first instance.
DBS Update Service

This is a new service which allows employers and other organisations to check a worker’s DBS
certificate status online and get a result straight away. Registering for this system may
prevent the need for further DBS checks if you are considering working or volunteering during
your studies. If you are interested in registering for this service please see
https://www.gov.uk/dbs-update-service. It is the responsibility of the individual student to
register for this service and whilst it is not a compulsory component of the course, we
strongly advise all students to take up this option. It is essential that part-time students
register.
4.6 Procedures to follow in case of Illness
Students should email or telephone the Course Administrator and inform her that they are too
ill to attend, in which case she will pass this message on to the appropriate tutors. If you are
away for one week or more, you must also report immediately to Debbie on your return to
UCL, bringing with you a medical certificate where appropriate. If possible students should
ask a classmate to inform the seminar leader of their absence and pass on their apologies.
Full details on procedures to follow in case of illness see can be found at Absence from UCL.
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 UCL Health Advice
4.7 Extenuating Circumstances
At going to press the following information is correct and the most relevant information has
been extracted; however we recommend that students make themselves familiar with the
Extenuating Circumstances regulations.
UCL recognises that some students can experience serious difficulties and personal problems
which affect their ability to complete an assessment such as a sudden, serious illness or the
death of a close relative. Students need to make sure that they notify UCL of any
circumstances which are unexpected, significantly disruptive and beyond their control,
and which might have a significant impact on their performance at assessment. UCL can then
put in place alternative arrangements, such as an extension or a deferral of assessment to a
later date.
Students are responsible for notifying UCL of any circumstances which may affect their
performance at assessment. Further guidance about the types of circumstances which are
generally considered to be extenuating can be found in Grounds for Extenuating
Circumstances in Chapter 4 of the academic manual.
Below is a guide to applying for Extenuating Circumstances. Please be aware that Extenuating
Circumstances forms must be submitted to your course tutor (Debbie) within one week of
the circumstance taking place. The form can be found in Appendix 7.
29
Guide to Applying for Extenuating Circumstances
The following guidance is taken from the UCL Academic Manual. For PDP students, please
make sure you contact the Course Tutor Debbie at the earliest possible stage if you are
experiencing difficulties that may interfere with your studies. She will support you in
considering whether you need to make an application. Any applications for Extenuating
Circumstances must go through her. She will check them and forward them to Faculty for
approval.
30
4.8 Flexible/ Modular Students
Students wishing to undertake the course on a flexible study basis should discuss their
timetabling requirements with Kay Asquith. Kay will also act as your personal Tutor so you
should contact her if you are experiencing difficulties or need to submit an Extenuating
circumstances form to UCL.
5. Assessment Requirements
5.1 Requirements for Assessed Coursework
Failure to comply with the course requirements will be noted by the module tutors and
teaching staff, and reported to the Course Director. The Course Director will then seek
clarification of the student’s aims and willingness to follow the required course of study.
Difficulties in complying with course requirements almost always stem from the assessment
arrangements. These are detailed below, and students are asked to make themselves
familiar with this information.
5.2 Assessment & Marking
Students will be evaluated through the submission of assessed course work, a research
dissertation and unseen examination papers. The MSc structure is modular, and each module
is assessed. Most modules carry a credit value of 15 credits and these modules typically
consist of 10 weeks of lectures and seminars, assessed usually by a 3000 word essay or a 2
hour exam. The assessment need not take place immediately after the presentation of the
module.
The schedule of assessments, due dates and credit values is listed below:
Module Value Assess Date Assess Type Credit
Child Development 1 14.12.16 2 hour exam 15
An Introduction to 11.1.17 3000 word essay 15

Psychoanalytic Theory
Research Presentations 11.1.17 and 18.1.17 formative
Research Proposal 23.1.17 formative
Child Development 2 22.3.17 3000 word essay 15
Draft Literature Review 7.4.17 formative
The Clinical Theory of 24.4.17 2 hour exam 15

Psychoanalysis
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Research Methods 2 SPSS 26.4.17 2 hour Exam 15
Research Project Results Section 20.6.17 formative

Child Development 3 05.7.17 3000 word Essay 15
Parent-Infant Observation 07.8.17 4000 word Paper 15
Toddler or Nursery Observation 14.8.17 4000 word Paper 15
Total credits for PG Diploma 120
Research Dissertation 25.7.17 12,000 word project 60
Total Credits for MSc 180
Some exams may be scheduled on different days of the week to the lecture, part
time students should take particular care to note exam dates.
NB: WE RESERVE THE RIGHT TO CHANGE DATES. OVERSEAS STUDENTS SHOULD CHECK
WITH THE ADMINISTRATOR BEFORE BOOKING FLIGHT TICKETS.
Where appropriate, examples of past essay and exam questions are available on Moodle for
each module. Marking criteria for each assessment are given in the Appendices of this
handbook and are also available on Moodle. Students are advised to familiarise themselves
with the relevant marking criteria before attempting an assignment.
Please see below for UCL regulations on over-length coursework and late submission
penalties.
5.3 Submitting coursework
Written coursework should be submitted electronically via Moodle in Microsoft Word format by
2.00 p.m. on the specified due date. This should be saved as one complete document and
not in separate sections. Work submitted late will be subject to a penalty, in line with UCL
regulations.
The title page of all work should show:

 student candidate number
 name of the module
 course tutor
 date
 title of the work
 word count
Please note that no name should appear anywhere on work submitted for assessment and
must be identified ONLY by the student’s candidate number. This is to ensure that marking
can remain blind. Unique candidate numbers are generated by UCL and students will be
notified of their number during the autumn term via Portico. Any work which is submitted
showing the student’s name will NOT be accepted but will be returned to the student for
amendment. A late submission penalty may then apply if the revised copy is not submitted
by the deadline.
32
Flexible/modular study students will be given a new candidate number each year to ensure
their work stays anonymous. You can find your candidate number on Portico.
All assessed work must be accompanied by a coursework cover sheet (see Appendix 5) which
includes a signed declaration confirming this as the student’s original work with all sources
correctly referenced (students can type their name for electronic submissions).
Any students experiencing extenuating circumstances, where it may not be possible to meet
these requirements, are advised to contact their Course Tutor (Debbie) or their Programme
Director (Kay Asquith) in advance of the deadline date where possible.
Please note that three soft-bound copies of the research projects are required (see
details in the Research section) in addition to submitting the project via Moodle by
2pm on 25.7.17
You must also submit a Cover Sheet with one of your soft bound dissertations. There is a
specific ‘Dissertation Cover Sheet’ that can be found in the appendix. Students will be asked
for their permission for a PDF version of their dissertation to be made openly accessible in an
archive of MSc student work.
5.4 Assessment Penalties
The key points of UCL’s Assessment Penalties are summarised here; these are correct at
going to press, but students should familiarise themselves with the full regulations and access
the online description for the most up to date Consequences of Failure.
Late Submission Penalties

Planning, time-management and the meeting of deadlines are part of the personal and
professional skills expected of all graduates. For this reason, UCL expects students to submit
all coursework by the published deadline date and time, after which penalties will be applied.
1. Where a student is ill or has other Extenuating Circumstances preventing them from
meeting the published deadline, they should refer to Extenuating Circumstances. If the
EC is accepted, the student may be granted an extension. If the deadline has already
passed, the late submission may be condoned i.e. the below penalties will not apply.
2. For all other students, the following penalties apply:
a) The marks for coursework received up to two working days after the published
date and time will incur a 10 percentage point deduction in marks (but no lower
than the pass mark).
b) The marks for coursework received more than two working days but less than five
working days after the published date and time will receive no more than the pass
mark (50% for PGT modules).
c) Work submitted more than five working days after the published date and time but
before the second week of the third term will receive a mark of zero but will be
considered complete.
d) Programme/ module teams must clearly communicate to students whether and
when coursework solutions will be published. Submissions will not be accepted or
marked after the specified publication date. Students failing to meet this deadline
will be required to resubmit the failed component(s).
e) In the case of coursework that is submitted over- or under-length and is also late,
the greater of any penalties will apply.
33
3. As some submissions are made in hard copy or involve artefacts which cannot be
submitted at weekends, and because there is no technical support for online
submissions at weekends, penalties are based on the number of working days. As a
result, a deadline set for a Thursday will only begin to incur the higher penalties on a
Monday, and those set on a Friday will only begin to incur the higher penalties on a
Tuesday, or longer in the case of bank holidays or UCL closure days. Deadlines should
be set with these restrictions in mind.
Late Submission Penalties
Extenuating Circumstances
Penalties for Over-length Coursework, including Research Projects, Dissertations

and Final Reports
For submitted coursework, every assignment will stipulate a maximum word length. Students
are expected to adhere to the requirements for each assessment. Students exceeding these
parameters may receive a reduction in marks. If the submitted work is over-length, only the
words within the word limit will be marked. For work that exceeds the specified maximum
word length, the mark will be reduced by 10 marks but the penalised mark will not be
reduced below the pass mark assuming the work merited a pass, and the penalised mark will
not be reduced below the condonable fail mark, assuming the work merited a condonable fail.
5.5 Essay Writing
Essays should have a clear structure, with an introduction, development and conclusion. The
use of sub-headings is often helpful. Prose should be continuous and abbreviated notes
should not be included. It is important that students understand and address the specific title
of the essay question which they choose. Sound knowledge should be linked with the topic
which is being addressed. Ideas should be connected logically in support of an argument.
Reference should be made to relevant literature to back up or illustrate a point. There are
many referencing methods – please use the one outlined in item 5.7 below.
Students may find the following guidelines helpful:
1. Before beginning, chart the outline of your essay for your own benefit. In the essay
itself, define how you understand the question and how you will approach the task of
providing an answer; perhaps giving clues as to the principles you will follow in
organising your answer:
a) chronology (e.g. early vs. later writings of Freud)
b) critiques/evaluations in light of more recent evidence
2. Be relevant: Include only that which is directly relevant to the task
3. Be consistent: have evidence for what you write; consider the truth-value of your
claims, evidence and arguments
4. Be economical: Write neither too much nor too little

34
5. Be mindful of your manner of speech/writing: The style you assume must adhere to
academic standards, including APA reference style
6. Consider carefully your wishes to include:
a) Reference to personal experiences is generally not advised. Remember that your

written work is meant to be appraised by examiners who do not know your
identity; if this is disclosed co-incidentally it is one thing, if this is disclosed
intentionally, it is something else
b) Reference to non-psychological, non-neurobiological or non-psychoanalytic

writings
Does this add to the overall coherence of the exposition? Or does this contribute
to an impression the reader may have that required reading was neglected in
favour of personal, idiosyncratic expression? It is highly recommended that
students focus their references on original articles (empirical or theoretical) and
avoid excessive reference to text-books and reviews that other people have
completed.
Essay Presentation:
 Essays should adhere to the recommended word limit.
 Text must be written in Arial font and size 12, double-spaced and all pages must be
numbered.
 The front cover should include all of the following:
o Essay Title
o Tutor
o Date
o Candidate Number
o Word Count
Essays must be stapled or bound and not loose in folders.
5.6 Confidentiality
Please remember to delete any reference to your own identity, and in the case of observation
papers, clinical reports and the research dissertation make sure that the confidentiality of the
participants is preserved. In order to protect the identity of the people that you refer to, you
may need to go considerably further than simply changing or removing names. Remember
that any details of the history, including size of family, ages and sex of family members,
occupations, timing of problem onset, specific details of the problem, and so on, may provide
identifying information to somebody reading the work.
5.7 Preparing bibliographies

The style of referencing summarised here is based on the American Psychological Association
guidelines. It is impossible to cover all variations, but below are some examples of the most
typical citations / references. However, there are many types of non- standard references -
anonymous works, personal communications, reviews, doctoral / master’s theses, visual and
35
audio material - to name just a few. Furthermore, the use of electronic and on-line sources is
rapidly expanding, requiring a new approach to the tracking of information sources.
If you need further help in preparing your text citations and reference list, the following
sources (from which some of the examples in this handbook are taken) will be helpful:
Publication Manual of the American Psychological Association (6th ed.). 2009.

Washington, DC. (Available in the AFC library)
Strahan, M. (2013). APA Reference Style Guide. Northern Michigan University.
http://library.nmu.edu/guides/userguides/style_apa.htm#P2
In-text citations
Work by one author
When you mention an author in your writing, the surname of the author and year of
publication should be inserted in the text at an appropriate point.
Barnes (1994) compared anxiety levels...
In a recent study of anxiety levels (Barnes, 1994)...
Within the same paragraph, when the first mention of an author’s name is part of the
narrative (first example above) you do not need to include the year of publication again when
referring to the same work. But always include the year when the first citation is in
parentheses (second example above). The same rule applies to works by multiple authors
(see examples below).
Work by multiple authors
When there are 2 authors, always cite both names every time you use the reference, using
and to link them
Jones and Smith (2002) found ……..
When the authors of a source are not mentioned in the formal structure of the sentence, both
the authors and years of publication appear in parentheses, separated by semicolons. Authors
names are linked by & and the citations are listed alphabetically by first author’s surnames.
Reviews of research on mentalization and conduct disorders have shown that in many
cases…. (Boylett, Grange & Drake, 2002; Kellworth, 1990; Lewis & Zelling, 1991).
Lewis and Zelling (1991) also found that …
36
[Second appearance within paragraph includes date because first citation was in parenthesis]
When there are 3 – 5 authors, cite all authors the first time the reference appears. In
subsequent citation, include only the surname of the first author followed by ‘et al.’
Waters, Zeitmann, Reille and Rock (2006) found… (first appearances of citation)
Waters et al. (2006) found... (subsequent first citation per paragraph thereafter)
Waters et al. found… (second appearance in same paragraph)
[Second appearance within paragraph is not dated because first citation was part of
narrative]
Six or more authors
Cite only the surname of the first author followed by ‘et al.’ and the year for all citations (but
in the reference list provide the full reference). If you have two similar references (e.g. with
some names the same) and shortening it in this way would cause confusion, cite the names
until you come to the different name then ‘et al.’ thereafter.
Kosslyn, Koenig, Barrett, Cave, Tang and Gabrieli (1992)
Kosslyn, Koenig, Gabrieli, Tang, Marsolek and Daly (1992)
would become
Kosslyn, Koenig, Barrett, et al. (1992)
Kosslyn, Koenig, Gabrieli, et al. (1992)
Authors with the same surname
Include the author’s initials in all text citations.
R. D. Grayson (2001) and P. A. Grayson (2005) also found...
Two or more works by the same authors – different publication dates
These are listed by year of publication. Place in-press citations last.
Past research (Edine & Weiss, 2002, 2004)...
Past research (Green, 2007, 2009, in press)...
Two or more works by the same authors – the same publication dates
37
These are identified by suffixes a, b, c etc, after the year.
Several studies (Morgan and Vaneche, 2009, 2010, in press-a, in press-b)…
Several studies (Johnson, 1991a, 1991b, 1991c; Schreiber, 1983)...
Two or more works by different authors
These appear in alphabetical order by the first author’s surname, followed by year, separated
by semicolons.
Several studies (Baldwin, 2002; Gomes, 1998; Paulson & Frame, 1999)
Classical works / translations / republished or reprinted works
If the date of the original work as well as the republished work is known use both, placing the
original first.
(Freud, 1923/1961)
Specific parts of a source
Indicate the page, chapter, figure, table or equation at the appropriate point in the text.
Always give page numbers for quotations. The word page is abbreviated in text citations,
but Chapter is written in full.
(Chess & Baldwin, 2000, p.323)
(Shollt, 2007, Chapter 3)
Citation from secondary source
Secondary sources – when a work that you have not read is referred to in a work that you
have read – should be used as little as possible. Use the following format for the text
citation and list only the source you have read in the references list:
Grayson (as cited in Mallow & Davis, 2009) identified four facial expressions which
predominated….
[So the Mallow & Davis work would appear in the reference list].
Quotations
Provide the author, year and page number at the end of the quotation. If there is no page
number, as in online material, provides the paragraph number instead.
38
“The motherhood constellation remains, by far, the prevailing psychic organization for
mothers…” (Stern, 1995, p. 190).
Reference List
References cited in the text must appear in your reference list (just as each entry in the
reference list must appear as an in-text citation). Most references will include the author,
publication date, details of publication and, where appropriate, pagination details. The use of
punctuation and font style is precisely specified, so take care to use italics, upper-case, full
stops etc. as required.
Format and Style of References in Reference List (examples)
Journal articles
Recent journal articles might have been assigned a DOI (Digital Object Identifier) by the
publisher. This is a unique identifier which locates the article electronically. When a DOI is
assigned to an article (whether you use the online or print version), you should include it in
your reference. You can normally find it displayed prominently on the first page of the article.
Journal article (where pagination is continuous throughout volume) – with DOI
Ogden, T. H., & Gabbard, G. O. (2010). The lure of the symptom in psychoanalytic
treatment. Journal of the American Psychoanalytic Association, 58, 533-544.
doi:10.1177/0003065110376080
[When there is no DOI, just end the reference with the page numbers]
Journal article (where each issue starts at page 1) – without DOI
Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of cognitive, skill-based, and
affective theories of learning outcomes to new methods of training evaluation. Journal
of Applied Psychology, 78(2), 311-328.
[The only difference being that you include the issue number in parentheses after the volume
number]
Journal article with more than seven authors
Shin, L. M., Wright, C. I., Cannistraro, P. A., Wedig, M. M., McMullin, K.,
39
Martis, B., . . . Rauch, S. L. (2005). A functional Magnetic Resonance Imaging
study of amygdala and medial prefrontal cortex responses to overtly presented
fearful faces in posttraumatic stress disorder. Archives of General Psychiatry, 62,
273-281.
[The first 6 authors are listed; then the dots to represent those left out; then the last author]
Journal article found online – without DOI
Feeney, J. (2005). Attachment and perceived rejection: Findings from studies of hurt
feelings and the adoption experience. E-Journal of Applied Psychology, 1(1), 41-49.
Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap/index
[The link that you provide is to the journal home page, not to the individual article. You only
need to supply the retrieval link where there is no DOI]
Journal article, advance online publication
Fontaine, N. M. G., McCrory, E. J. P., Boivin, M., Moffitt, T. E., & Viding, E. (2014).
Predictors and outcomes of joint trajectories of callous-unemotional traits and conduct
problems in childhood. Journal of Abnormal Psychology. Advance online publication
doi:10.1037/a0022620
Book
Hurry, A. (Ed.). (1998). Psychoanalysis and developmental therapy. London: Karnac.
[If you use a book / book chapter only available online, replace the publisher name and
location with Retrieved from ... the retrieval address. If you use the online version of a book
which is also available in print, add Retrieved from ... the retrieval address to the end of the
full reference]
Article or chapter in an edited book
Gaffney, B., & Reyes, P. (1999) Gender identity dysphoria. In M. Layando & A. Horne
(Eds.), The handbook of child and adolescent psychotherapy: Psychoanalytic
approaches (pp. 369—386). London: Routledge
Translation of article/chapter, republished work, volume (untitled) in a multivolume work
Freud, S. (1957). On narcissism: An introduction. In J. Strachey (Ed. & Trans.),

The standard edition of the complete psychological works of Sigmund Freud (Vol. 14,
40
pp. 73-102). London: Hogarth Press and the Institute of Psychoanalysis. (Original work
published 1914)
[The in-text citation for this would be (Freud, 1914/1957)].
Government report
Department of Health. (1999). National service framework for mental health: Modern
standards and service models. London: Department of Health. Retrieved from
http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAnd
Guidance/DH_4009598
Stand-alone Web document (no author, no date)
Gender and society. (n.d.). Retrieved December 3, 2001, from

http://www.trinity.edu/~mkearl/gender.html
PowerPoint slide
Gardiner, N. M. (2014). Remembering and learning [PowerPoint slides]. Retrieved

from https://moodle.ucl.ac.uk/
Order of Reference List
Arrange references alphabetically in the order of the surname of the first author, using the
following rules:
 ‘Nothing precedes something’ – Brown, J. R., precedes Browning, A. R.

 List the prefixes M’, D’, Mc, Mac as they are spelled, disregarding any apostrophes e.g.
MacNeil precedes McAdam.
 For surnames containing articles and prepositions etc (de la, von, etc) it is best to
consult the author’s previous publications
Several works by the same author
Give the author’s name in each reference and arrange by the following rules:
One author entries are arranged chronologically.
Jameson, K. (1972)
Jameson, K. (1980)
41
One-author entries precede multiple author entries beginning with the same surname.
Kaufman, J. R. (1991)
Kaufman, J. R., & Cochran, D. F. (1997)
Multiple author entries are arranged alphabetically by the surnames of the second, third etc
authors.
Findlay, M., Lister, J., & Harrison, P. (1972)
Findlay, M., Lister, J., & Smith, C. (1970)
[Where the same authors have written more than one work, they are listed in order of
publication date, earliest first].
References by the same author(s) with the same publication date are arranged alphabetically
by title, and identified by lowercase letters after the date.
Findlay, M. (1999a). Examination of….
Findlay, M. (1999b). Investigation of....
5.8 Examinations
Students must ensure that they are aware of the regulations governing written examinations
detailed in the ‘UCL Examination Guide for Candidates’. Students should pay particular
attention to the regulations around examination irregularities. Students who are suspected of
any form of cheating or of breaching the Examination Regulations will be investigated under
UCL’s Examination Irregularities and Plagiarism procedures.
For a 15 credit module an exam is typically 2 hours long and usually students answer 2
questions out of a choice of around 5 possible questions. Exams usually take place at the UCL
campus and occasionally at the Centre.
Although we are aware that students may be anxious while writing exams, please consider
your readers and ensure that your script is fully legible. If you have large handwriting,
make sure this does not overlap with the next line - even if this involves leaving a line free. It
is often advisable to write on alternate lines, allowing double spacing for your writing. Exams
that are difficult to read may jeopardise your grade.
Students in possession of a SORA (Statement of Reasonable Adjustment) from UCL Disability

Services in connection with exams will sit their exams at the Centre.
42
Please note that w/c 7th August 2017 will be used for any examination re-sits. You
will be expected to be available during this week if you need to re-sit any
examinations. If you choose to re-sit an assessment, the higher of the two grades
will be the one that is taken as final. The classification will be capped at a Pass.
Examinations and Awards website
Examination Regulations
Examination Irregularities and Plagiarism procedures
5.9 Marking Criteria
Criteria for assessment are given in the Appendices – students should refer to these prior to
starting work on an assignment.
5.10 Marking Procedures

All pieces of written work which contribute to the overall result are double-marked by
members of the Examinations Board to ensure that marking is consistent and fair. Internal
Examiners mark independently without knowledge of the candidate’s identity (except for
those modules or assignments where the student’s identity cannot be hidden, e.g. on a video
recording or oral exam). Internal moderation also helps UCL to ensure that marking is
equitable across different modules, pathways, options and electives. All marks are provisional
until ratified at the end of year by the Exam Board. Official notification of final results will be
sent out by UCL in the weeks following the Exam Board in September. It is vital that you
update your contact address on Portico and notify the student records office at UCL on
studentrecords@ucl.ac.uk and the Course Administrator of any change of address after
August, to ensure that your transcript reaches you safely.
UCL Feedback Turnaround Policy:

Regular feedback is an essential part of every student’s learning. The UCL Feedback
Turnaround Policy states that all students receive feedback on summative assessments within
one calendar month of the submission deadline. This feedback may take the form of written
feedback, individual discussions, group discussions, marker’s answers, model answers or
other solutions (although students should note that UCL is generally unable to return
examination scripts or comments on the same). Students writing dissertations or research
projects should also expect to receive feedback on a draft on at least one occasion.
If, for whatever reason, a department/division cannot ensure that the one calendar month
deadline is met then they will tell students when the feedback will be provided - it is expected
that the extra time needed should not exceed one week. Where feedback is not provided
within the timescale, students should bring the matter to the attention of their Departmental
Tutor or Head of Department.
 UCL Feedback Turnaround Policy
43
5.11 Examination Irregularities and Plagiarism
UCL students are expected to be aware of and adhere to UCL’s referencing and examination
requirements as a condition of their enrolment:
 For examinations, the ‘UCL Examination Guide for Candidates’ is published
annually on the Examinations and Awards website. All candidates for written
examinations must ensure they are familiar with the requirements for conduct in
examinations set out in this guide.
 For coursework submissions, students must ensure that they are familiar with
the UCL Library Guide to ‘References, Citations and Avoiding Plagiarism’ which
provides detailed guidance about UCL’s referencing and citation requirements.
Students should also ensure that they are familiar with the specific referencing
requirements of their discipline.
Any student suspected of examination misconduct, plagiarism, self-plagiarism, collusion,

falsification or any other form of academic misconduct which is likely to give an unfair
advantage to the candidate and/or affect the security of assessment and/ or compromise the
academic integrity of UCL will be investigated under the Examination Irregularities and
Plagiarism procedures. If misconduct is found, students are likely to be failed for that
assignment and/ or module. Serious or repeated offences may lead to failure of the whole
year, suspension or even expulsion. A breach of copyright or intellectual property laws may
also lead to legal action.
Please note while these regulations are correct at time of going to press, they may change at
any time, so please check Chapter 4 for latest UCL guidance on Examination Irregularities &
Plagiarism
Plagiarism
Plagiarism is defined as the presentation of another person's thoughts or words or artefacts
or software as though they were a student's own, and can include self-plagiarism.
Students are strongly advised to read the UCL guidance in relation to how to avoid
plagiarism. We also we run a skills workshop on this topic in Term 1.
Students should be aware that when submitting work electronically via Moodle, the piece of
coursework is scanned for evidence of plagiarism against millions of sources worldwide
(websites, journals etc. as well as work previously submitted to UCL and other universities)
using a system called Turnitin.
UCL classifies cases of plagiarism as minor or major.
Minor Cases
1. The following instances of plagiarism and/or collusion (but not including use of a fellow
student’s work without that student’s knowledge and consent) and/or falsification will
normally be deemed to be of a minor nature and will be dealt with by the Course Director:
a) A first offence in the first-year of a programme of two or more years’ duration (or
the first term of a programme of one year’s or less duration) in which no more than
one third (approximately) of the work can be demonstrated to have been
plagiarised.
2. In such cases the Course Director will, at his/her discretion, impose a penalty and report
the matter to the Departmental/Divisional Tutor for noting on the student’s file, but no
further action or report will be made. Such records, will, however, be taken into account in
44
the event of any subsequent allegations of a breach of the examination regulations being
made against the student(s) concerned.
3. The student has the right of appeal against a decision of the Course Director.
On this MSc:
The student will meet with either the Course Director or their Personal tutor to discuss the
assignment and the student will be expected to submit a revised assignment within 7 days of
that meeting. The re-submitted assignment will not be marked, but is required to
demonstrate that the student has learned how to properly cite, reference and avoid
plagiarism.
Major Cases
1. Any case of a breach of the examination regulations not covered by paragraph above shall
be reported as soon as it is detected by the Course Director to the Chair of the Programme
Board of Examiners. Any such referral must include the following:
a) A completed Report of a Breach of the Examination Regulations.
b) A copy of the coursework involved.
c) A copy of the text(s) or part of the text(s) believed to have been plagiarised from
with, if possible, the relevant passages highlighted.
2. The Course Director shall at the same time inform the student concerned that the matter
is being reported to the Chair(s) of the Board(s) of Examiners.
Students can also seek advice from UCLU Rights & Advice Centre
No piece of work will be accepted without a completed coursework cover sheet (see
appendices).
45
6. Lecture Programme
6.1 Psychoanalytic Thought Lectures
Module Leader: Phillip McGill

Seminar Leaders: Phillip McGill, Mark Carter, Malby Oliver, Hanna Fisher,
Alison Ryan
Lecture: Thursday, 10.00 -11.15
Held in the library and joint with MSc DPCP and MRes DNP
This course aims at a critical understanding of psychoanalysis and of the role of

psychoanalysis as both a particular method of treatment and a general theory of the mind (or
‘psyche’). The course also aims to show how psychoanalytic ideas have developed and
influence contemporary clinical and research work.
The course falls into two modules:
i An Introduction to Psychoanalytic Theory
This module is focused on introducing the core concepts of psychoanalytic theory. Through
the detailed reading and discussion of contemporary psychoanalytic theoretical and research
papers as well as key early papers, this course aims to outline a range of psychoanalytic
theories and explore the contribution that psychoanalytic thinking can make to an
understanding of the mind.
Assessment- 3000 word essay (15 credits)
ii The Clinical Theory of Psychoanalysis
This module is focused on the clinical theory of psychoanalysis. Through the detailed reading
and discussion of contemporary psychoanalytic theoretical and research papers as well as key
early papers, this course aims to outline psychoanalysis as a method of treatment. Some of
the areas this course will explore are: the nature of a psychoanalytic treatment; the
psychoanalytic setting; psychoanalytic assessment and diagnosis; transference; counter-
transference; and change process.
Assessment- 2 hour unseen exam (15 credits)
All lectures take place on Thursdays from 10 – 11.15am, in the AFC Library, unless
otherwise noted below.
46
6.2 An Introduction to Psychoanalytic Theory
1. Introduction to psychoanalytic theory

Phillip McGill
6th October 2016
This lecture will give a brief outline of the course and introduce some of the core issues
in psychoanalytic theory and studying psychoanalysis:
 Psychoanalysis as a theory of mind, as a clinical practice and as a form of

research
 Brief history of psychoanalysis
Required reading:
Freud, S. (1959). The question of lay analysis: Conversations with an impartial person
[Introduction, Part I, II and III]. In J. Strachey (Ed. & Trans.), The standard edition of the
complete psychological works of Sigmund Freud (Vol. 20, pp. 183-205). London: Hogarth
Press and the Institute of Psychoanalysis. (Original work published 1926)
Perelberg, R. J. (2005). Introduction. In R. J. Pereleberg (Ed.), Freud: A modern reader (pp.

1-27). London: Whurr.
Optional reading:
Grosz, S. (2012). Preface, and How we can be possessed by a story that cannot be told? In
The examined life: How we lose and find ourselves (pp.xi-10). London: Chatto & Windus.
2. The theory of the unconscious and repression:

The part of the mind we do not know
Phillip McGill
13 October 2016
This lecture will give an overview of the concept of the unconscious and discuss how
this concept is understood in psychoanalysis today:
 Freud's description of the system unconscious (topographical model)

 The link between repression and the unconscious
 The unconscious in everyday life and the ubiquity of unconscious conflict
Required reading:
Freud. S. (1958). A note on the unconscious in psychoanalysis. In The standard edition

of the complete psychological works of Sigmund Freud (Vol. 12, pp.255-266).
London: Hogarth Press and the Institute of Psychoanalysis. (Original work published
1912)
47
Solms, M. (1996). Towards an anatomy of the unconscious. Journal of Clinical
Psychoanalysis, 5, 331-367.
Optional reading:
Schmeing, J.-B., Kehyayan, A., Kessler, H., Do Lam, A. T. A., Fell, J., Schmidt, A.-C., &
Axmacher, N. (2013). Can the neural basis of repression be studied in the MRI
scanner? New insights from two free association paradigms. PLoS One, 8, e62358.
doi:10.1371/journal.pone.0062358
3. The (non-)sense of symptoms:

The psychoanalytic unconscious in action
Phillip McGill
20 October 2016
In this lecture we will review how psychoanalysis had its origins as a way of attributing
meaning to neurotic suffering, with a particular focus on unexplained somatic
symptoms, such as facial tics, paralyses of the legs or visual hallucinations. The lecture
will cover:
 The meaning and significance of symptoms in psychoanalysis

 The way in which psychoanalysis challenges mainstream psychiatry
 The psychoanalytic understanding of neurotic suffering
Required reading:
Freud, S. (1955). Studies on hysteria (1893-1895): Case histories: Miss Lucy R. In J.

Strachey (Ed. & Trans.), The standard edition of the complete psychological works of
Sigmund Freud (Vol. 2, pp.106-124). London: Hogarth Press and the Institute of
Psychoanalysis. (Original work published 1893)
Optional reading:
Ballmaier, M. & Schmidt, R. (2005). Conversion disorder revisited. Functional

Neurology, 20, 105-113.
Erreich, A. (2007). The anatomy of a symptom: Concept development and symptom

formation in a four-year-old boy. Journal of the American Psychoanalytic Association,
55, 899-922. doi:10.1177/00030651070550030601
4. Freud’s theory of sexuality:

Psychosexuality across development
Janine Sternberg
27 October 2016
This lecture will introduce Freud’s theory of psychosexuality and how this develops
across the years.
48
Required reading:
Freud, S. (1953). Three essays on the theory of sexuality [parts of]. In The standard
edition of the complete psychological works of Sigmund Freud (Vol. 7,). London:
Hogarth Press and the Institute of Psychoanalysis. (Original work published 1905)
Read only the following sections:
In The sexual aberrations (section i), read pp.135-141 & 146-160 & 163-167,
ignoring all footnotes except the one at the bottom of p.144.
 Infantile sexuality (section ii), pp. 173-206, ignoring the footnotes.

 The finding of an object (section iii, part 5) pp. 222-230.
5. Psychosexuality and attachment:

Developing an identity, a capacity to think, and to relate
Phillip McGill
3 November 2016
This lecture reviews some of the debates within psychoanalysis about what it is that
drives us as human beings, what are the fundamental forces 'driving' human nature?
The lecture will cover:
 Freud's ideas about the instincts (or drives), the pleasure principle and the
reality principle
 Bowlby’s theory of attachment
 Sandler’s theory of safety
Required reading:
Bretherton, I. (1985). Attachment theory: Retrospect and prospect. In I. Bretherton &

E. Waters (Eds.), Growing points of attachment theory and research [Monograph].
Monographs of the Society for Research in Child Development, 50 (1-2, Serial No.
209), 3-35. doi:10.2307/3333824
Sandler, J. (1985). Towards a reconsideration of the psychoanalytic theory of

motivation. Bulletin of the Anna Freud Centre, 8, 223-244.
Optional reading:
Fonagy, P. (2008). A genuinely developmental theory of sexual enjoyment and its

implications for psychoanalytic technique. Journal of the American Psychoanalytic
Association, 56, 11-36. doi:10.1177/0003065107313025
6. The theory of the drives and somatisation:

The interrelation between body and mind
Phillip McGill
10 November 2016
49
In this lecture we will review Freud’s later hypothesis of the life drive and the death
drive and how these manifest psychically and physically.
Required reading:
Freud, S. (1957). Beyond the pleasure principle. In The standard edition of the
complete psychological works of Sigmund Freud (Vol. 18, pp. 7-23). London:
Hogarth Press and the Institute of Psychoanalysis. (Original work published 1920)
Optional reading:
Bell, D. (2015). The death drive: Phenomenological perspectives in contemporary

Kleinian theory. International Journal of Psychoanalysis, 96, 411-423.
doi:10.1111/1745-8315.12212
7. The drives and somatisation:

The mind in the body
Francois Louw
17 November 2016 (NB Later start time at 10:30)
This lecture focuses on the connection and disconnection that occurs between body and
mind.
 Freud’s conception of the ego as first and foremost a ‘body ego’

 Psychoanalytic developmental perspectives on ‘psychosomatic’ integration and
differentiation
 Differentiation between hysterical conversion, somatising, hypochondria and
other ‘uses’ of the body
Required reading:
Stern, J. (1999). Psycho-analytical psychotherapy in a medical setting. Psychoanalytic

Psychotherapy, 13, pp. 51-68. doi:10.1080/026687399
00700061
Schachter, J. (1997). The body of thought: Psychoanalytic considerations of the mind-

body relationship. Psychoanalytic Psychotherapy, 11, pp.211-219.
doi:10.1080/02668739700700181
Optional reading:
Luyten, P., van Houdenhove, B., Lemma, A., Target, M., & Fonagy, P. (2012). A
mentalization-based approach to the understanding and treatment of functional
somatic disorders. Psychoanalytic Psychotherapy, 26, 121-140.
doi:10.1080/02668734.2012.678061
8. The defence mechanisms:
50
How the mind protects itself from pain
Liz Allison
24 November 2016
This lecture will consider the core role of anxiety and pain to our psychic lives, and the
way that psychoanalysis explores the ways in which we defend ourselves from such
pain, including an overview and description of defence mechanisms. The lecture will
include:
 The centrality of managing pain and anxiety to psychic functioning

 Freud’s conception of repression and introduction to defence mechanisms
 Anna Freud’s work on the ego and mechanisms of defence
Required reading:
Freud, S. (1959) Inhibitions, symptoms and anxiety (sections v to x plus section (c) of
Addendum A). In The standard edition of the complete psychological works of
Sigmund Freud (Vol. 20, pp. 111-156, & pp. 162-163). London: Hogarth Press and
the Institute of Psychoanalysis. (Original work published 1926)
(NB: Pagination listed is for PEP online, not printed version)
Freud, A. (1936). The mechanisms of defence and Orientation of the processes of

defense according to the source of anxiety and danger. In The ego and mechanisms
of defence (Chapters 4 & 5, pp. 45-68). London: The Hogarth Press.
Optional reading:
Cooper, S. H. (1989). Recent contributions to the theory of defense mechanisms: A

comparative view. Journal of the American Psychoanalytic Association, 37, 865-891.
doi:10.1177/000306518903700401
9. Trauma and mental functioning

Lionel Bailly
1 Dec 2016
This lecture focuses on the way that psychoanalysis understands the meaning of the
term 'trauma' and the impact that trauma may have on the mind and development:
 Evolution of the understanding of trauma, highlighting different psychoanalytic

models:
- Freud’s ‘trauma theory’
- Lacan’s theory and its contribution to understanding trauma
 Contemporary psychoanalytic thinking on how trauma impacts the mind
Required reading:
Bailly, L. (2012). A new approach to the traumatic phenomenon. Unpublished

introductory lecture at the Anna Freud Centre Colloquium, London.
51
Bailly, L. (2009). Real, symbolic, imaginary. In Lacan: A beginners’ guide (pp.88-108).
Oxford: One World.
Optional reading:
Garland, C. (2004). Traumatic events and their impact on symbolic functioning. In S.

Levy & A. Lemma (Eds.), The perversion of loss: Psychoanalytic perspectives on
trauma (pp.37-49). London: Whurr.
10. Overview of the module

Phillip McGill
8 Dec 2016
No reading
52
6.3 The Clinical Theory of Psychoanalysis
11. Introduction to the theory of clinical psychoanalysis

Phillip McGill
12 January 2017
This lecture introduces the theory of clinical psychoanalysis and explores the key
features of the psychoanalytic setting and how treatment can be established. The
lecture will cover:
 The external setting and analyst’s internal setting
 The tension between: inside and outside the consulting room; constancy of the
frame and fluidity of thinking; past and present; manifest and latent;
reconstruction and new construction; and fantasy and reality
 Does the couch or the frequency of sessions matter?
 The role of free association, dreams and play in therapy
 What is meant by 'holding' and 'containment'?
Required reading:
Bleger, J. (1967). Psychoanalysis of the psychoanalytic frame. The International
Journal of Psychoanalysis, 48:511-519.
Freud, S. (1958). Recommendations to physicians practising psychoanalysis. In The

standard edition of the complete psychological works of Sigmund Freud (Vol. 12,
pp.111-120). London: Hogarth Press and the Institute of Psychoanalysis. (Original
work published 1912)
Optional reading:
Ephratt, M. (2014). Grice’s cooperative principle in the psychoanalytic setting.
Psychoanalytic Review, 101:815-845.
12. Transference:
The relation of the patient to the analyst
Marija Stojkovic
19 January 2017
This lecture focuses on the way in which psychoanalysis focuses on the thoughts and
feelings that the patient may have about the analyst (the 'transference'), and some of
the debates about the nature of this relationship, including:
 What is meant by the concept of 'transference'?

 Does the transference only take place in an analytic setting?
 How does the transference emerge in the clinical setting with children and
adults?
Required reading:
Greenson, R. R. (1974). Transference. In The technique and practice of psycho-
analysis (pp. 151-190). London: Hogarth Press.
Joseph, B. (1985). Transference: The total situation. International Journal of
Psychoanalysis, 66, 447-454.
Optional reading:
53
Stein, D.J. (2009). How we see others: The psychobiology of schemas and
transference. CNS Spectrums, 14(1):10-13.
13. Treatment Alliance:

The relationship between the analyst and the patient
Nick Midgley
26 January 2017
This lecture focuses on the way in which psychoanalysis works with the relationship
between the patient and the analyst, and some of the debates about the nature of this
relationship, including:
 How did the concept of the 'therapeutic alliance' emerge in psychoanalysis?
 Can we separate a 'real' relationship (the 'working alliance' or 'treatment
alliance') from a 'transference' relationship?
 Why does research suggest that the therapeutic alliance is so central to
treatment outcomes?
 Are relationships themselves therapeutic?
 The role of alliance rupture and repair in the therapeutic process
Required reading:
Sterba, R. (1934). The fate of the ego in analytic therapy. International Journal of
Psychoanalysis, 15, 117–126.
Safran, J. D. & Muran, J. C. (2006). Has the concept of the alliance outlived its
usefulness? Psychotherapy, 43, 286-291. doi:10.1037/0033-3204.43.3.286
Optional reading:
Hilsenroth, M. J., Cromer, T.D. & Ackerman, S. J. (2012). How to make practical use of
therapeutic alliance research in your clinical work. In R. A. Levy, J. S. Ablon & H.
Kachele (Eds.), Psychodynamic psychotherapy research (pp. 361-380). New York:
Humana Press.
Grotstein, J. S. (1990). The contribution of attachment theory and self-regulation theory

to the therapeutic alliance. Modern Psychoanalysis, 15, 169-184.
14. Counter-transference:
The analyst's experience of the patient
Nick Midgley
2 Feb 2017
This lecture focuses on the emotional impact of the patient on the analyst, and the way
this can be thought about and used in the analytic setting. The lecture will cover issues
such as:
 How do we define the 'counter-transference'?
 How can we know if the analyst's emotional reaction 'belongs' to the patient?
 The use of the counter-transference in the clinical setting with abused and
traumatized patients.
Required readings:
54
Heimann, P. (1950). On counter-transference. International Journal of Psycho-Analysis, 31,
81-84.
Ralph, I. (2001). Countertransference, enactment and sexual abuse. Journal of Child

Psychotherapy, 27, 285 – 301. doi:10.1080/00754170110087568
Optional readings:
Betan, E., Heim, A.K., Zittel Conklin, C. & Westen, D. (2005). Countertransference
phenomena and personality pathology in clinical practice: An empirical investigation.
American Journal of Psychiatry, 162, 890-898. doi:10.1176/appi.ajp.162.5.890
15. The psychoanalytic interpretation:

Creating psychic change (1)
Phillip McGill
9 Feb 2017
This lecture focuses on the role of interpretation in psychoanalytic practice, and

discusses some of the core issues, including:
 Different types of interpretation (e.g. transference interpretation, defence
interpretation, the interpretation of dreams).
 The links between interpretation, insight and working through
 Research studies on the process and outcome of interpretation
 Contemporary debates about the role of interpretation in psychoanalysis
Required Readings:
Gabbard, G. G. & Horowitz, M. J. (2009). Insight, transference interpretation, and
therapeutic change in the dynamic psychotherapy of borderline personality disorder.
American Journal of Psychiatry, 166, 517-521. doi:10.1176/appi.ajp.2008.08050631
Stewart, H.( 1990). Interpretation and other agents for psychic change. International
Review of Psycho-Analysis, 17, 61-69.
Optional reading:
Hoglend, P., Bøgwald, K.-P., Amlo, S., Marble, A., Ulberg, R., Cosgrove Sjaastad, M.,…
Johansson, P. (2008). Transference interpretations in dynamic psychotherapy: Do they
really yield sustained effects? American Journal of Psychiatry, 165, 763-771.
doi:10.1176/appi.ajp.2008.07061028
READING WEEK (Monday 13th – Friday 17th February) – No teaching
16. Assessment, diagnosis and formulation in psychoanalysis

Patrick Luyten
23 Feb 2017
This lecture focuses on the meaning of 'diagnosis' within psychoanalysis, and the
nature of 'case formulation' in psychoanalytic treatment. The lecture will cover:
 Anna Freud's critique of diagnostic systems and the idea of the provisional
diagnostic profile
55
 Contemporary psychoanalytic alternatives to psychiatric diagnostic systems
 The role of case formulation in psychoanalytic therapy (e.g. DIT?)
Required reading:
Blatt, S. J., & Luyten, P. (2010). Reactivating the psychodynamic approach to classify
psychopathology. In T. Millon, R. F. Krueger, & E. Simonsen (Eds.), Contemporary
directions in psychopathology. Scientific foundations of the DSM-V and ICD-11 (pp.
483-514). New York: Guilford Press.
Luyten, P., & Blatt, S. J. (2011). Integrating theory-driven and empirically-derived models of
personality development and psychopathology: a proposal for DSM V. Clinical Psychology
Review, 31(1), 52-68.
Optional reading:
McWilliams, N. (1999). The relationship between case formulation and psychotherapy. In
Psychoanalytic case formulation (pp. 9-28). New York: Guilford Press.
17. Insight and working through:

Creating psychic change (2)
Angela Joyce
2 March 2017 (NB Change of time to 11:30-12:45)
Contemporary psychoanalysis has revisited the question of the change process, and
developed a range of ways of understanding what it is that contributes to change in
psychoanalytic therapy. The lecture will cover:
 Is 'insight' the primary aim of psychoanalysis?
 Anna Freud's ideas about developmental therapy and the 'new object'
 'Turning points', 'moments of meeting' and other theories of the change process
Required readings:
Joyce, A. & Stoker, J. (2000). Insight and the nature of therapeutic action in the
psychoanalysis of 4- and 5-year-old children. International Journal of Psychoanalysis,
81, 1139-54.
Stern, D. N., Sander, L. W., Nahum, J. P., Harrison, A. M., Lyons-Ruth, K., Morgan, A.
C.,…Tronick, E. Z. [Boston Change Process Study Group] (1998). Non-interpretive
mechanisms in psychoanalytic therapy: The ‘something more’ than interpretation.
International Journal of Psychoanalysis, 79, 903-21.
Optional reading:
Hurry, A. (1998). Psychoanalysis and developmental therapy. In A. Hurry (Ed.),
Psychoanalysis and developmental therapy (pp. 32-73). London: Karnac.
18. Acting out and resistance:

The patient’s mechanisms against psychic change
Peter Wilson
9 March 2017
56
This lecture will focus on the patient’s difficulty with psychic change and the
mechanisms used against it.
 Freud’s understanding of resistance to free association in psychoanalysis
 Differences in manifestations of resistance in adult and child analysis
 Why does resistance develop in psychoanalysis?
 Is ‘acting out’ a resistance against analysis?
 How is resistance and acting out manifested in adolescent psychoanalytic work?
Required readings:
Sandler, J. Kennedy, H. & Tyson, R.L. (1980). Resistance. In The technique of child
psychoanalysis: Discussions with Anna Freud (pp. 57-61). Cambridge, MA: Harvard
University Press.
Sandler, J. Kennedy, H. & Tyson, R.L. (1980). Acting out. In The technique of child
psychoanalysis: Discussions with Anna Freud (pp. 137-143). Cambridge, MA:
Harvard University Press.
Optional reading:
Wilson, P. (1987). Psychoanalytic therapy and the young adolescent. Bulletin of the
Anna Freud Centre, 10: 51-79.
19. Challenges for psychoanalytic research:

Where are we now?
Peter Fonagy
16 March 2017
 The history of research in psychoanalysis, and the role of the case study
 The demand and need for evidence base and debates about whether
psychoanalysis can be the object of research
 Research into the effectiveness of psychoanalytic practice with adults and
children
 Some of the challenges to researching psychoanalytic therapy
Required reading:
Fonagy, P. (2013). There is room for even more doublethink: The perilous status of
psychoanalytic research. Psychoanalytic Dialogues, 23, 116-22.
doi:10.1080/10481885.2013.754276
Fonagy, P. (2002). The history and current status of outcome research at the Anna
Freud Centre. Psychoanalytic Study of the Child, 57, 27-60.
Optional reading:
Abass, A. A., Rabung, S., Leichsenring, F., Refseth, J. S. & Midgley, N.

(2013).Psychodynamic psychotherapy for children and adolescents: A meta-analysis of
short-term psychodynamic models. Journal of the American Academy of Child &
Adolescent Psychiatry, 52, 863-875. doi:10.1016/j.jaac.2013.05.014
Shedler, J. (2010). The efficacy of psychodynamic psychotherapy. American Psychologist,

65, 98-109. doi:10.1037/a0018378
57
20. Overview of the module
Phillip McGill
23 March 2017
This lecture will review all the concepts learned in the term.
58
6.4 Psychoanalytic Perspectives on Child Development
Module Leader: Inge Pretorius

Seminar Leaders: Inge Pretorius and Sarah Peter
Lecture: Wednesday, 11.30 – 12.45
Held in the library.
Overview of Course
The course consists of 3 x 15 credit modules presented as one lecture per week of an hour
and a quarter, and one small group seminar per week of one hour.
These reading-based lectures comprise an overview of the major psychoanalytic theories on

child development. Covering child development from birth through adolescence, this course
encompasses central psychoanalytic perspectives and contemporary issues and methods in
developmental psychology and attachment research. Topics covered include phases of
development and environmental influences, development of self and object relations, psychic
organisation, cognitive and moral development.
The course falls into three modules:
Module 1: Psychoanalytic Perspectives on Child Development 1: Infancy
This module examines a variety of psychoanalytic theories of infant development from

pregnancy through birth and to one year of age. These include the classical Psychoanalytic
perspective the theories of Anna Freud, Klein, Winnicott and Lacan as well as Bowlby’s
attachment theory. The theory is illustrated by a clinical presentation of the psychoanalytic
treatment of parents and infants as offered at the Parent-Infant Project of the Anna Freud
National Centre for Children and Families.
Core learning outcomes:
 An in-depth understanding of the infant’s psychic development

 An understanding of the environment’s role in shaping the infant’s development
 The capacity to differentiate and compare, different theoretical approaches to
understanding infancy
Assessment – 2 hour Exam (15 Credits)
Module 2: Psychoanalytic Perspectives on Child Development 2: Toddlerhood and

early childhood
This module focuses on normal development from toddlerhood through the Oedipus Complex,
highlighting the father’s role in the child’s development. It highlights the role of play,
language and increasing affect self-regulation in the child’s developing understanding of the
self and of family relationships. The theory is illustrated with a clinical presentation of a
psychoanalytic approach to working with toddlers in the Anna Freud National Centre for
Children and Families Parent-Toddler Service, as well as a clinical presentation of
psychoanalytic psychotherapy of a 3 year old boy negotiating Oedipal Issues.
 An in-depth understanding of the toddler and young child’s psychic development
59
 An understanding of the environment’s (maternal and paternal) role in shaping the
young child’s development
 An understanding of the pivotal role of the Oedipus complex in structuring the child’s
psyche
Assessment – 300 word Essay (15 Credits)
Module 3: Psychoanalytic Perspectives on Child Development 3: Latency and

adolescence
This module examines the child’s normal development from latency through adolescence to
early adulthood. It includes the child’s developing gender role identity and sense of self.
The theory is illustrated with clinical presentations of contemporary psychoanalytic treatment
of a latency-aged child and psychoanalytically informed work with adolescents.
 An in-depth understanding of the latency-aged child and adolescent’s psychic

development
 An understanding of the environment’s role in shaping the youngster’s development
 An understanding of the centrality of the gender role identity in the child and
adolescent’s sense of self
Reading list for September 2016
Notes on readings and electronic reading list
Students are advised to read the literature before attending the lecture and seminars in order
to understand and participate maximally. The articles are listed in order of importance, and
the reading list includes both essential and optional readings.
Where it is indicated that a reading is essential, there will always be a link to the full text or,
occasionally, a note explaining why such a link cannot be provided and suggesting alternative
ways of accessing the material (e.g. by borrowing a book from the AFC library).
Full text is not always provided for optional readings. Please be aware if a reading is essential
or optional - and if you wish to find the full text of an optional reading not provided, please
ask the AFC librarian for help.
Guest Lecturers on the Psychoanalytic Perspectives of Child Development Course
Ms Louise Allnutt is a Child & Adolescent psychotherapist in Mosaic CAMHS; a specialist

CAMHS in Camden for children with disabilities and a visiting lecturer at the Tavistock Centre.
She teaches theory on both the psychoanalytic observation course and the clinical training in
child psychotherapy. She also co-runs the autism workshop for clinical trainees. She has been
co-assistant editor of the International Journal of Infant Observation and its Applications and
is interested in all aspects of child development and psychoanalytic thinking.
Dr Lionel Bailly, MRCPsych, a Psychoanalyst and Child and Adolescent Psychiatrist, is

Honorary Senior Lecturer in Psychoanalysis at UCL and Consultant Psychiatrist in the North
Essex Mental Health Partnership NHS Trust. His research interests are psychological trauma
60
in children, including the impact of human rights violations, war and cultural issues and
health related quality of life in children suffering from mental disorders. Another special
interest is in the systematic and critical review of the available evidences in Child and
Adolescent Psychiatry. He has active international collaborations with colleagues in France at
Bobigny Medical school, the NGO Médecins Sans frontières, Victim support Paris Aide aux
Victimes, Cellules d'urgences Medico-psychologiques etc.
Ms Michela Biseo, MSc, is a Child & Adolescent Psychotherapist and Parent-Infant

Psychotherapist. She trained at the Anna Freud Centre and worked in the NHS in CAMHS
teams. She currently works in the Centre’s Parent-Infant Project with parents & babies aged
0-12 months. She also teaches and supervises trainee child psychotherapists and school
counsellors. She has a specialist interest in fostered / looked-after children, and in the use of
video in parent-infant psychotherapy.
Ms Angela Joyce is a Training and Supervising Psychoanalyst at the British Psychoanalytical

Society and trained as a child analyst at the AFC. She is Training lead for the Child
Psychotherapy Service and a Consultant Parent-Infant Psychotherapist in the Parent-Infant
Project at the AFC, a Trustee of the Squiggle Foundation, and editor with the Donald
Winnicott Trust. She edited (together with Lesley Caldwell) Reading Winnicott in the Teaching
Series of the New Library of Psychoanalysis in 2011.
Mr Hamish Seymour is a Child & Adolescent Psychotherapist. He studied Philosophy and

worked in the city for several years before doing the MSc in Theoretical Psychoanalytic
Studies at UCL, the MSc in Psychoanalytic Developmental Psychology at the Anna Freud
Centre, and the clinical training in Child & Adolescent Psychotherapy at the BAP. He works in
CAMHS in Hertfordshire, and as a seminar leader in the Anna Freud Centre. He has also done
some clinical work at the Anna Freud Centre, mainly in the Parent Infant Project.
Marija Stojkovic is the Observation Module Leader with responsibility for the Parent-Infant
and Toddler/ Nursery Observations modules. Marija is also a Nursery Observation Seminar
Leader. She is responsible for ensuring the successful delivery of the observation seminars
and work discussion groups. Marija is also a Consultant Child and Adolescent Psychotherapist
and works in CAMHS. Marija works on Wednesdays and Thursdays and is based in Room 50
(House 21) and can be contacted by email at marija.stojkovic@annafreud.org
Mr John Woods, B.Ed. (Hons), Member of the Association of Child Psychotherapists, Member
of the British Association of Psychotherapists, currently Consultant Child and Adolescent
Psychotherapist, Portman Clinic, London,
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6.5 Psychoanalytic Perspectives on Child Development 1:
Infancy
Term 1 2016
Module 1: Psychoanalytic Perspectives on Child Development 1: Infancy
This module examines a variety of psychoanalytic theories of infant development from

pregnancy through birth and to one year of age. These include the classical Psychoanalytic
perspective the theories of Anna Freud, Klein, Winnicott and Lacan as well as Bowlby’s
attachment theory. The theory is illustrated by a clinical presentation of the psychoanalytic
treatment of parents and infants as offered at the Parent-Infant Project of the Anna Freud
Centre.
Lecture 1: Introduction to the course

5th October 2016, 11:30 – 12:45
Dr Inge Pretorius
This lecture will give a historical contextualisation of Anna Freud’s developmental perspective
with forms the basis for the three modules on the Psychoanalytic perspectives of Child
Development. It will also cover the key assumptions and methodology of psychanalytic
approaches and contrast these with the assumptions and methodology of the Developmental
Research Approach
Essential
Freud, A. (1992). The unconscious. In The Harvard lectures (pp. 5-19). London: Karnac.
Freud, A. (1966). A short history of child analysis. Psychoanalytic Study of the Child, 21, 7-
14.
Kennedy, H. (2009). Children in conflict: Anna Freud and the War Nurseries. Psychoanalytic
Study of the Child, 64, 306-319.
Optional
Parsons, T. (1992) Introduction. In A. Freud, The Harvard lectures (pp. 1-3). London:
Karnac.
Kennedy, H. (1983) Anna Freud 1895-1982. Psychoanalytic Quarterly, 52, 501-506.
Young-Bruehl, E. (2008). Anna Freud: A biography (2nd ed.). New Haven CT: Yale University
Press.
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Lecture 2: The origins of psychic life
12th October 2016, 11:30 – 12:45
Dr Inge Pretorius
Introduction to the course and presentation of the range of perspectives covered by lectures
and seminars: psychoanalytic theory and its relationship with attachment theory and
developmental psychology. Setting the scene for development, the concept of primary
maternal pre-occupation and its psychopathology, will be discussed. This lecture will also
cover the place of father and the transmission of personal and family history from one
generation to another.
Essential
Winnicott, D. W. (1956). Primary maternal pre-occupation. In Through paediatrics to
psychoanalysis (pp. 300–306). London: Hogarth Press.
Winnicott, D. W. (1965). The relationship of a mother to her baby at the beginning. In The
family and individual development (pp.15–20). London: Tavistock.
Fraiberg, S., Adelson, E. & Shapiro, V. (1975). Ghosts in the nursery: A psychoanalytic
approach to the problems of impaired mother-infant relationships. Journal of the American
Academy of Child Psychiatry, 14, 387 - 421.
Stern, D. (1995). The motherhood constellation. In The motherhood constellation (pp. 171-
190). London: Basic Books.
Read the introduction and discussion only.

von Klitzing, K., Simoni, H. & Burgin, D. (1999). Child development and early triadic
relationships. International Journal of Psychoanalysis, 80, 71– 90.
Lecture 3: The classical psychoanalytic view of infancy and psychic development

19th October 2016, 11:30 – 12:45
Dr Inge Pretorius
This lecture on the classical psychoanalytic perspective will focus on the oral phase of libidinal
development. Assuming a developmental perspective, normal and pathological processes in
children will be considered including the range of features which may not develop at an even
rate; and the notion of developmental discontinuity and continuity. This lecture will include
Margaret Mahler’s research, the concept of “normal autism” and “symbiotic union”, and the
challenges to it from infancy research.
Essential
Bergman, A. (1999). Separation-individuation theory and ongoing research. In Ours, yours,
mine: Mutuality and the emergence of the separate self (pp. 3-25). New York: Jason
Aronson.
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Pine, F. (1992). Some refinements of the separation-individuation concept in the light of
research on infants. Psychoanalytic Study of the Child, 47, 103–116.
Tyson, P. and Tyson, R. L. (1990). The developmental process. In Psychoanalytic theories of

development: An integration (Part 1, pp. 7 – 37). New Haven: Yale University Press.
Lecture 4: Object Relations and the Inner World: an introduction to Melanie Klein
26th October 2016, 11:30 – 12:45
Ms Louise Allnutt
This lecture aims to convey Klein's vision of our inner world, including her ideas on the
interactions between the world and the mind which grow out of the early mother/infant bond.
Klein’s departure from Freud will be covered as well as the ways in which she laid the
foundations of an object relations theory. The lecture will refer to her key concepts, and trace
a line of development from early infancy onwards. The challenges that her writings pose to
the reader will be discussed, as well as ways to manage these.
Essential
Klein, M. (1975). Weaning. In Love, guilt and reparation: and other works, 1921-1945 (pp.
290–306). London: Hogarth Press. (Original work published 1936)
Klein, M. (1975). Our adult world and its roots in infancy. In Envy and gratitude: and other
works, 1946-1963 (pp. 247–264). London: Hogarth Press. (Original work published 1959)
Lecture 5: Anna Freud’s view of infancy and psychic development

2nd November 2016, 11:30 – 12:45
Dr Inge Pretorius
The second lecture on the classical psychoanalytic perspective will introduce Anna Freud’s
developmental perspective, and focus on her view of infancy. The differences between the
adult’s and child’s mind and the concept of “normal regression” will be discussed.
Essential
Freud, A. (1992). Ego and id. In The Harvard lectures (pp. 21-35). London: Karnac.
Edgcumbe, R. (2000). Anna Freud: A view of development, disturbance and therapeutic

techniques (part of Chapter 6, pp. 114–130). London: Routledge.
Lecture 6: The inner world and the social world, D.W. Winnicott
9th November 2016, 12:30 – 13:45 (NB: later starting time!)
Ms Angela Joyce
This lecture will consider the Winnicottian approach to understanding the infant and its
construction of the inner and social worlds. It will include the concepts of absolute
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dependence; the creation, maintenance and eventual disillusion of the “illusion of
omnipotence”; primitive emotional development; transitional phenomena and the move from
object relating to object use.
Essential
Winnicott, D. W. (1976). The theory of the parent infant relationship. In Maturational
processes and the facilitating environment: Studies in the theory of emotional development
(pp.37-55). London: Hogarth Press and the Institute of Psycho-analysis. (Original work
published 1960)
Caldwell, L., & Joyce, A. (2012). Winnicott in his time. In A. Horne & M. Lanyado (Eds.),
Winnicott's children: Independent psychoanalytic approaches with children and
adolescents (pp. 1-22). London: Routledge.
Optional
Caldwell, L. & Joyce, A. (2011). General introduction. In L. Caldwell & A. Joyce (Eds.),
Reading Winnicott (pp. 1-31). London: Routledge.
Lecture 7: Attachment Theory and Internal Working Models

16th November 2016, 11:30 – 12:45
Dr Inge Pretorius
This lecture will focus on attachment theory, its roots and its contributions to the assessment
and understanding of the importance of early human relationships. This will include the
Strange Situation (Ainsworth), Adult Attachment Interview (Mary Main) and the
differentiation of the four categories of attachment. Current research into the longitudinal
impact of different attachment patterns in early infancy will be discussed. Bowlby’s notion of
Internal Working Models, its application to the understanding of the internal representational
world and its link to clinical work, will also be discussed.
Essential
Fonagy, P., Steele, M., Moran, G., Steele, H., & Higgitt, A. (1994). Measuring the ghost in the
nursery: A summary of the main findings of the Anna Freud Centre - University College
London Parent-Child Study. Bulletin of the Anna Freud Centre, 14, 115-131.
Fonagy, P. (2001). How can attachment theory benefit from psychoanalytic insights? In
Attachment theory and psychoanalysis (pp.185-189). New York: Other Press.
Bretherton, I. & Munholland, K.A. (2008). Internal working models in attachment

relationships: Elaborating a central construct in attachment theory. In J. Cassidy and P.
Shaver (Eds.), Handbook of attachment: Theory, research and clinical applications (2nd
ed., pp. 102-127). New York: Guilford Press.
Lecture 8: The baby from a Lacanian view

23rd November 2016, 11:30 – 12:45
Dr Lionel Bailly
65
This lecture will deal with the following topics: Lacan’s career and ideas; the pre-maturity of
birth; the mirror stage; the infantile ego; identity and the Other; the split self and alienation;
phantasy and the Imaginary; the image and the word; psychoanalysis and speech; the
symbolic.
Essential
Lacan, J. (1977). The mirror stage as formative of the function of the I as revealed in the
psychoanalytic experience. In Ėcrits: A selection (pp. 1–7). London: Tavistock. (Original
work published 1953)
Lacan, J. (1966) Le stade du miroir comme formateur de la fonction du Je. Ėcrits I (pp. 92–
99). Paris: Seuil.
Bailly, L. (2009). Lacan in his historical context. In Lacan: A beginner’s guide (pp. 5-27).
Oxford: Oneworld
Optional
Bailly, L. (2009). Through the looking glass: the Mirror Stage. In Lacan: A beginner’s guide
(pp. 28–40).Oxford: Oneworld
Lecture 9: Clinical case presentation

30th November 2016, 11:30 – 12:45
Ms Michela Biseo
This will present a contemporary psychoanalytic treatment of parents and infants as practised
in the Parent-Infant Project at the Centre. The clinical material will be presented by DVD
clips of the therapy.
Optional
Baradon, T. (with Broughton, C., Gibbs, I., James, J., Joyce, A. & Woodhead, J.). (2005). The
practice of psychoanalytic parent-infant psychotherapy: Claiming the baby. London:
Routledge.
Lecture 10: Infancy overview

7th December 2016, 11:30 – 12:45
Dr Inge Pretorius
A film from the series called “Help me love my baby” will be shown, followed by a discussion.
This film illustrates many of the concepts covered in Module I.
No reading
66
Toddlerhood and early childhood
Psychoanalytic Perspectives on Child Development Lectures

Course Leader: Dr Inge Pretorius
Term 2 2017
Lecture 1: Affect regulation

11th January 2017, 11:30 – 12:45
Dr Inge Pretorius
This lecture will consider the crucial importance of the early environment in helping the infant
to learn to self-regulate affects. This sets a trajectory for development throughout the
lifespan, from access to and awareness of inner states, to the capacity to express and
regulate inner states, to the ability to use inner states to inform behaviour. Critical periods of
brain development, neuroplasticity, resilience and malleability, as well as implicit and explicit
memory processes with be discussed.
Essential
Emde, R. (1999). Moving ahead: Integrating influences of affective processes for
development and psychoanalysis. International Journal of Psycho-Analysis, 80, 317— 340.
Balbernie, R. (2001). Circuits and circumstances : The neurobiological consequences of early

relationship experiences and how they shape later behaviour. Journal of Child
Psychotherapy, 27, 237-255.
Optional
Schore, A. (2001) Effects of secure attachment relationships on right brain development,
affect regulation and infant mental health. Infant Mental Health Journal, 22, 7– 66.
Lecture 2: The Representational World

18th January 2017, 11:30 – 12:45
Dr Inge Pretorius
This lecture will consider classical and contemporary psychoanalytic views of the construction
of the representational world (R.W.) as an enduring psychic structure with varying images of
self and object representations. The significance of unconscious phantasy and affects in the
creation and development of the R.W. and its contents will be considered, as well as the
distinction between different forms of internalisation.
Essential
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Hayman, A. (1989). What do we mean by phantasy? International Journal of Psycho-
Analysis, 70, 105-114.
Sandler, J, & Rosenblatt, B. (1987). The representational world. In J. Sandler (Ed.), From
safety to superego: Selected papers of Joseph Sandler (pp. 58-72). New York: Guilford
Press. (Original work published 1962).
Stern, D. N. (1995). The nature and formation of the infant’s representations. In The
motherhood constellation (pp. 79–98). London: Karnac.
Optional
Sandler, J. & Sandler, A. M. (1998) A theory of internal object relations. In Internal object
relations revisited (pp. 121–140). London: Karnac.
Lecture 3: Play and creativity

25th January 2017, 11:30 – 12:45
Dr Inge Pretorius
This lecture will consider the origins of and motivation for creativity from various
psychoanalytic perspectives. The concepts of transitional objects, transitional phenomena and
imaginary companions will be examined.
Essential
Winnicott, D. W. (1968). Playing: Its theoretical status in the clinical situation. International
Journal of Psycho-Analysis, 49, 591-599.
Wright, K. (2000). To make experience sing. In L. Caldwell (Ed.), Art, creativity, living (pp.
75–96). London: Karnac.
Nagera, H. (1969). The imaginary companion: Its significance for ego development and
conflict resolution. Psychoanalytic Study of the Child, 24, 165-196.
Lecture 4: Toddlers: passion and conflict

1st February 2017, 11:30 – 12:45
Dr Inge Pretorius
This lecture will focus on the “anal phase” of the libidinal stages of development in classical
theory to consider the changes in the second and third years of life. The drive to mastery with
its aggressive and sadistic elements will be considered. The lecture will also cover the
development of the ego, which is responsible for the acquisition of skills, language, symbolic
functioning and the beginnings of formal defence mechanisms.
Essential
Furman, E. (1992). Toileting, phallic manifestations, and the investment of the body-ego. In
Toddlers and their mothers (pp. 147–175). New York: International University Press.
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Furman, E. (1992). Coping with aggression. In Toddlers and their mothers (pp.185 – 204).
New York: International University Press.
Optional
Parsons, M. (2003). From biting teeth to biting wit: The normative development of
aggression. In D. Morgan & S. Ruszczynski (Eds.). Lectures on violence, perversion and
delinquency (pp 117-136). London: Karnac.
Lecture 5: Toddlers: the separation-individuation process

8th February 2017, 11:30 – 12:45
Dr Inge Pretorius
This lecture will focus on the separation-individuation process in toddlers. It will consider
Mahler’s differentiation of the subphases of this process and recent evidence from the
neurosciences that support aspects of her research. The critique from attachment research
will be considered, which emphasises the alternative “attachment-separation” and the
psychopathology of this phase.
Essential
Mahler, M., Pine, F. & Bergman, A. (1975). The second subphase: Practicing. In The
psychological birth of the human infant (pp. 65-75). Great Britain: Hutchinson.
Mahler, M., Pine, F. & Bergman, A. (1975). The third subphase: Rapprochement. In The
psychological birth of the human infant (pp. 76-108). Great Britain: Hutchinson.
Lyons-Ruth, K. (1991). Rapprochement or approchement: Mahler's theory reconsidered from

the vantage point of recent research on early attachment relationships. Psychoanalytic
Psychology, 9, 1-23.
Optional
Schore, A. (1994). Affect regulation and the origin of the self. (Chapter 7, pp. 92–98 &
Chapter 15, pp. 199-212). London: Laurence Erlbaum.
Reading week: 13th – 17th February 2017 - NO TEACHING
Lecture 6: Clinical case presentation.

22nd February 2017, 11:30 – 12:45
Dr Inge Pretorius
This lecture will present a contemporary psychoanalytic approach to working with parents and
toddlers in groups, developed at the Anna Freud Centre. DVD clips of clinical case will be
presented.
69
Optional
Zaphiriou Woods, M., & Pretorius, I.-M. (Eds). (2011). Parents and toddlers in groups: A
psychoanalytic developmental approach. London: Routledge.
Lecture 7: Oedipal issues: classical and contemporary psychoanalytic views

1st March 2017, 11:30 – 12:45
Dr Inge Pretorius
The child’s move from dyadic to triadic relating will be discussed, as well as the child’s
consolidation of sexual identity, moral development, entry into the generational order and
acquisition of Theory of Mind. The lecture will also question the relevance of the concept of
the Oedipus complex in contemporary psychoanalytic thinking.
Essential
Freud, S. (1961). Some psychical consequences of the anatomical distinction between the
sexes. In J. Strachey (Ed. & Trans.), The standard edition of the complete psychological
works of Sigmund Freud (Volume 19, pp. 241-258). London: Hogarth Press. (Original
work published 1925).
(Freud, S. (1925) Einige Psychische folgen des anatomischen Geschlechtsunterschieds,
G.W. XIV: 19 – 30.)
Edgcumbe, R. & Burgner, M. (1975). The phallic-narcissistic phase: A differentiation between

pre-oedipal and oedipal aspects of phallic development. Psychoanalytic Study of the Child,
30, 161-181.
Emde, R. (1994). Three roads intersecting: Changing viewpoints in the psychoanalytic story
of Oedipus. In M. Ammaniti & D. Stern (Eds.), Psychoanalysis and development (pp. 97-
110). New York: New York University Press.
Optional
Hamilton, E. (1969). The royal house of Thebes. In Mythology (part of Chapter 18, pp. 254-
261). New York : New American Library.
Freud, S. (1961). The dissolution of the Oedipus complex. In J. Strachey (Ed. & Trans.), The
standard edition of the complete psychological works of Sigmund Freud (Volume 19, pp.
171-179). London: Hogarth Press. (Original work published 1924).
(Freud, S. (1924) Der Untergang des Oedipuskomplexes, G.W. XIII: 395 – 402.)
Lecture 8: Oedipal issues: the Kleinian view

8th March 2017, 11:30 – 12:45
Ms Marija Stojkovic
The lecture will outline Klein’s conceptualization of Oedipus complex with brief summary of its
development and how it differs from Freud’s conceptualization. Klein's view of Oedipus
70
complex will be linked to her views on the development of the Super ego and touch upon its
relation to the concepts of depressive and paranoid schizoid position.
Essential
Klein, M. (2000). A previously unpublished seminar [1925] by Melanie Klein on the
development of the Oedipus complex. In D. Leader (Ed.), Freud’s footnotes (pp. 237-244).
London: Faber and Faber.
Klein, M. (1992). The early stages of the Oedipus complex. In Love, guilt and reparation: and
other works, 1921-1945 (pp. 186-98). London: Karnac. (Original work published 1928).
Lecture 9: The significance of language development

15th March 2017, 11:30 – 12:45
Dr Inge Pretorius
The role of language in the development of the self will be the focus of this lecture, with
special emphasis given to the way language enables the differentiation of experience from its
communication.
Essential
Katan, A. (1961). Some thoughts about the role of verbalisation in early childhood.
Psychoanalytic Study of the Child, 16, 184-188.
Edgecumbe, R. (1984). The development of symbolization. Bulletin of the Anna Freud

Centre, 7, 105-126.
Edgcumbe, R. (1981). Toward a developmental line for acquisition of language.

Psychoanalytic Study of the Child, 36, 71–103.
Optional
Stern, D. N. (1985). The sense of a verbal self. In The interpersonal world of the infant: A
view from psychoanalysis and developmental psychology (pp. 162–182). London: Karnac.
Phillips, A. (1998). Learning not to talk. In I. Ward (Ed.), The psychology of nursery
education (pp. 27-42). London: Karnac Books for the Freud Museum.

22nd March 2017, 11:30 – 12:45
Dr Inge Pretorius
This clinical presentation of the psychoanalytic treatment of a 3-year old boy struggling with
Oedipal issues illustrates many of the concepts covered in Module II.
No reading
71
Latency and adolescence
Course Leader: Dr Inge Pretorius

Term 3 2017
Lecture 1: Loss and separation in childhood

3rd May 2017, 11:30 – 12:45
Dr Inge Pretorius
The film “John, 17 months: 9 days in a residential nursery” produced by James and Joyce
Robertson will be shown and followed by a discussion.
Optional
Freud, A. (1969). Film review: John, seventeen months: Nine days in a residential nursery,
by James and Joyce Robertson. Psychoanalytic Study of the Child, 24, 138–143.
Lecture 2: Latency
10th May 2017, 11:30 – 12:45
Dr Inge Pretorius
This lecture will address the classical psychoanalytic view of latency and question the
accuracy of the term; what is latent? The focus will be on the fate of the libidinal drive during
the period of ± 6 years to puberty; as well as the development of the ego and superego. The
significance of the extension of the child’s life to encompass interests and relationships
outside the family will be discussed.
Essential
Shapiro, T. & Perry, R. (1976). Latency revisited. Psychoanalytic Study of the Child, 31, 79—
105.
Sarnoff, C. A. (1987). Normal and pathological development. In Psychotherapeutic strategies

in latency years. (pp. 37-63). Northvale, NJ: Jason Aronson.
Freud. A. (1974). Beating fantasies and daydreams. In The Writings of Anna Freud: Vol. 1.
Introduction to psychoanalysis: Lectures for child analysts and teachers 1922-1935 (pp.
137-157). New York: International Universities Press. (Original work published 1922)
Waddell, M. (1988). Latency. In Inside lives: Psychoanalysis and the growth of the
personality (pp. 73-93). London: Duckworth.

17th May 2017, 11:30 – 12:45
Dr Inge Pretorius
72
This clinical case shows a contemporary psychoanalytic treatment of a latency-aged boy.
Optional
Pretorius, I.-M. (2006). This is not about a game of chess: Analysis of a pre-adolescent boy
who was highly resistant to therapy. Child Analysis, 17, 81–107.
Lecture 4: The role of the father in child development

24th May 2017, 11:30 – 12:45
Mr John Woods
This lecture will focus on the role of the father in the child’s development.
Essential
Etchegoyen, A. (2002). Psychoanalytic ideas about fathers. In J. Trowel & A. Etchegoyen,
The importance of fathers: A psychoanalytic re-evaluation (pp. 20–40). Hove, Sussex:
Brunner-Routledge.
Abelin, E. L. (1971). The role of the father in the separation-individuation process. In J. B.

McDevit & C. F. Settledge (Eds.) Separation-individuation: Essays in honor of Margaret
Mahler (pp. 229-252). New York: International Universities Press.
Greenson, R. R. (1968). Dis-identifying from the mother: its special importance for the boy.
International Journal of Psycho-Analysis, 49, 370–374.
McDougall, J. (1993). The dead father: On early psychic trauma and its relation to
disturbance in sexual identity and in creative activity. In D. Breen (Ed.), The gender
conundrum: Contemporary psychoanalytic perspectives on femininity and masculinity (pp.
233-257). London: Routledge.
Lecture 5: Gender identity development

31st May 2017, 11:30 – 12:45
Dr Inge Pretorius
The terms gender, gender role and sexuality will be distinguished, and an overview of
psychoanalytic ideas about gender will be outlined. Some consideration will be given to where
things might go wrong in gender development, with special attention to the anal stage,
attachments, separations and identifications.
Essential
Tyson, P. (1992). A developmental line of gender identity, gender role and choice of love
object. Journal of the American Psychoanalytic Association, 30, 61-86.
McDougall, J. (1995). Prologue: Sexuality in search of solutions: An eternal quest?. In: The
many faces of Eros: A psychoanalytic exploration of human sexuality (pp. ix-xxi).
London: Free Association books.
Horne, A. (1999). Thinking about gender in theory and practice with children and
adolescents. Journal of the British Association of Psychotherapists, 37, 35-49.
73
Optional
Gaffney, B., & Reyes, P. (1999) Gender identity dysphoria. In M. Layando and A. Horne
(Eds.), The handbook of child and adolescent psychotherapy: Psychoanalytic approaches
(pp. 369-386). London: Routledge.
Lecture 6: Adolescence 1
7th June 2017, 11:30 – 12:45
Mr Hamish Seymour
Essential
This lecture will introduce the developmental phase of adolescence, adolescent processes and
the tasks of adolescence.
Freud, A. (1958). Adolescence. Psychoanalytic Study of the Child, 13, 255-278.
Blos, P. (1965). The second individuation process of adolescence. Psychoanalytic Study of

the Child, 22, 162-186. (Reprinted in: M. Perret-Catipovic & F. Ladame (Eds.).
(1998). Adolescence and psychoanalysis (pp. 77-102). London: Karnac.
Lecture 7: Adolescence 2
14th June 2017, 11:30 – 12:45
Mr Hamish Seymour
Essential
Campbell, D. (2000). Violence as a defence against breakdown in adolescence. In W. Wise
(Ed.), Adolescence (pp. 7 - 19). London: Karnac.
Winnicott, D. W. (1990). Struggling through the doldrums. In Deprivation and delinquency

(pp. 145 - 155). London: Routledge. (Original work published 1963)
Optional
Rayner, E.H., Joyce, A., Rose, J., Twyman, M. and Clulow C. (2005). Human development: An
introduction to the psychodynamics of growth, maturity and ageing. (4th ed., Chapters 9 &
10, pp. 140–187). London: Routledge.
Glasser, M. (1986). Identification and its vicissitudes as observed in the perversions.

International Journal of Psychoanalysis, 67, 9-16.

21st June 2017, 11:30 – 12:45
Mr Hamish Seymour
This clinical case shows a contemporary psychoanalytic approach to working with adolescents
in an inpatient unit.
No required reading

28th June 2017, 11:30 – 12:45
Dr Inge Pretorius
74
This clinical case of the 4-year psychoanalysis of a boy who suffered trauma, illustrates many
of the concepts discussed in this Module.
No required reading
75
6.8 Research Methods I
Research Methods I
The Research Methods module is taught on Tuesday mornings in the first term at the Anna
Freud National Centre for Children and Families. The aim of the module is to equip students
with thorough knowledge of research design, ethics, and methodological principles, and an
introduction to methods for collecting and analysing qualitative and quantitative data.
Module Convenor:
Dr Peter Martin
Room 45 (House 21)
E: peter.martin@annafreud.org
I work at the Anna Freud Centre Tuesdays and Wednesdays.
Introduction
The Research Methods module aims to help students to become both better producers and
consumers of psychological research. It is designed to teach the fundamental concepts,
methods and skills students will need for carrying out and interpreting high quality research.
This includes research design, methods for quantitative and qualitative data, psychometric
measurement, sampling, research ethics, methods for research with children and young
people, and an introduction to descriptive statistics and statistical distributions (in preparation
for Research Methods II: Introduction to Statistical Data Analysis with SPSS).
This is a formative course. There is an assessment, but it won’t receive a mark. Attendance at
the lectures is required. The course is compulsory for those students with limited empirical
and experimental research experience at undergraduate level since much of the material
covered provides the basis of the skills and knowledge required for your research thesis. If
any student believes that on the basis of their past experience they are fully competent in
relation to the material they should formally email their Programme Director to request
dispensation to opt out of this module and provide adequate justification.
Assessment (PDP and DPCP students only): Research Protocol.

You won't receive a mark for this piece of coursework, and it does not count toward your final
mark. However, you will receive feedback from your research project supervisor. The
research protocol is part of your research dissertation, and it pays to take it seriously.
Readings
Main textbook:
Howitt, D., & Cramer, D. (2011). Introduction to research methods in psychology
(3rd ed.). Harlow: Pearson.
This is the main textbook for this module. There is now a 4th edition (2014). Either the third
or the fourth edition is suitable. If you have never studied research methods before, thorough
perusal is recommended. If you have studied research methods previously, and have a
76
textbook from a previous course, this may well be sufficient. In case of doubt, consult your
lecturer.
Weekly Readings
Weekly readings are divided into essential and recommended readings. Essential readings
should be read in advance of the lecture. If you don’t do so, you may not be able to
understand the lecture, or may not be able to fully participate in the discussion.
Recommended readings are tips for things to read either to get an overview of the subject of
the lecture, or to delve deeper into the field. Further literature will be recommended in the
lectures.
Sessions: Autumn Term 2016/17
Session 1 4 October 2016 Dr Peter Martin

Introduction to Research Methods
Recommended Reading
Howitt, D., & Cramer, D. (2011). Introduction to research methods in psychology (3rd ed.,
pp. 3-39). Harlow: Pearson. Chapters 1-2

Principles of Research Design
Essential Reading
Salomonsson, B., & Sandell, R. (2011). A randomized controlled trial of mother-infant
psychoanalytic treatment: I. Outcomes on self-report questionnaires and external ratings.
Infant Mental Health Journal, 32, 207–231.
Recommended Reading
pp. 163-231). Harlow: Pearson. Chapters 9 - 12.

Quantitative Measurement in Psychology
Essential Reading
Goodman, R., & Scott, S. (1999). Comparing the Strengths and Difficulties Questionnaire and
the Child Behavior Checklist: Is small beautiful? Journal of Abnormal Child Psychology, 27,
17–24.
Recommended Reading
pp. 40-54 & 249-290). Harlow: Pearson. Chapters 3 & 14-16.
Streiner, D. L & Norman, G. R. (2013) Health measurement scales. A practical guide to their
development and use. Oxford: University Press.
77
Sampling and Recruitment
Recommended Reading
pp. 55-75 & 232-248). Harlow: Pearson. Chapters 4 & 13.
Session 5 1 November 2016 Dr Peter Martin

How to Survive Your Dissertation
*** PDP & DPCP: Assignment issued: “Research Protocol” ***
Recommended Reading
Greenhalgh, T. (2001). How to read a paper (2nd ed.). London: BMJ.
Mills, C. W. (2000). On intellectual craftsmanship. In The sociological imagination (Appendix,
pp. 195-226). New York: Oxford University Press. Original work published 1959
Orwell, G. (2000). Politics and the English language. In Essays (pp. 348-360). London:
Penguin. Original work published 1946
Seale, C. (2004). Introduction to the reader. In C. Seale (Ed.), Social research methods: A
reader (pp. 1-10). London: Routledge.
Strunk, W., & White, E. B. (2000). The elements of style (4th ed.). Boston: Allyn & Bacon.
Session 6 8 November 2016 Dr Nick Midgley

Research with Children and Young People
Essential Reading
Mukherji, P., & Albon, D. (2009). Listening to young children. In Research methods in early
childhood: An introductory guide (pp. 46-54). London: SAGE.
Recommended Reading
Alderson, P., & Morrow, V. (2011) The ethics of research with children and young people: A
practical handbook. London: SAGE.
Greig, A., Taylor, J., & MacKay, T. (2007) Doing research with children (2nd ed.). London:
SAGE.
Mukherji, P., & Albon, D. (2009) Research methods in early childhood: An introductory guide.
London: SAGE.

Research Ethics
78
Essential Reading
British Psychological Society. (2009). Code of ethics and conduct: Guidance published by the
Ethics Committee of the British Psychological Society. Leicester: BPS. Available from:
ww.bps.org.uk/sites/default/files/documents/
code_of_ethics_and_conduct.pdf
Recommended Reading
pp.144-160). Harlow: Pearson. Chapter 8.

Descriptive Statistics
Essential Reading
Pagano, R. R. (2010). Review of prerequisite mathematics. In Understanding statistics in the
behavioural sciences (10th ed., Appendix A, pp. 553–562). Wadsworth.
Recommended Reading
Howell, D. C. (2013). Statistical methods for psychology (8th ed., pp. 1-62). Belmont, CA:
Wadsworth. Chapters 1-2.

Probability
Recommended Reading
Gigerenzer, G. (2002). Calculated risks: How to know when numbers deceive you. New
York: Simon & Schuster.
Howell, D. C. (2013). Statistical methods for psychology (8th ed., pp.107-135). Belmont, CA:
Wadsworth. Chapter 5.
Session 10 6 December 2016 Dr Peter Martin

The Normal Distribution and the Central Limit Theorem
Recommended Reading
Howell, D. C. (2013). Statistical methods for psychology (8th ed. pp. 63-82). Belmont, CA:
Wadsworth. Chapter 3.
79
6.9 Research Methods II: Introduction to Statistical Data
Analysis with SPSS
The module “Introduction to Statistical Data Analysis” is taught on Tuesday mornings in the
second term. The aim of the module is to equip students with sufficient practical and
theoretical understanding of statistics, and skill to use the SPSS computer programme, in
order to enable them to plan and conduct data analysis for MSc research projects, and to be
able to understand and critical evaluate analytical methods and results in published research.
Module Convenor:
Dr Peter Martin
Room 45 (House 21)
Assessment: Written Examination: date 26.4.16
Readings
Main text book:
Choose one of the following two:
Dancey, C., & Reidy, J. (2011). Statistics without maths for psychology (5th ed.).
London: Prentice Hall. This is the “easier” choice; contains most of what you need to pass
the course, and has detailed SPSS guidance. It’s more conceptual than mathematical, as the
title says. Lacks the kind of detail you need to know if you want to advance further as a
researcher beyond this course.
Howell, D. C. (2013). Statistical methods for psychology (8th ed.). Belmont, CA:
Wadsworth. This is the “tougher” choice. It’s covering some mathematical details, which will
be useful if you want to advance further as a researcher beyond this course. However, no
advanced maths skills are needed to understand and make good use of this book. Lacks
detailed guidance of how to use SPSS. (This is not a problem, however, since SPSS
instructions will be provided as part of the course materials.)
Recommended readings:
Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll) (3rd
ed.). Los Angeles: SAGE.
Howitt, D., & Cramer, D. (2011a). Introduction to statistics in psychology (5th ed.). Harlow:
Pearson.
Howitt, D., & Cramer, D. (2011b). Introduction to research methods in psychology (3rd ed.).
Harlow: Pearson.
Pagano, R. R. (2010). Review of prerequisite mathematics. In Understanding statistics in the
behavioural sciences (10th ed., Appendix A, pp. 553–562). Wadsworth.
80
Rowntree, D. (1981/1991). Statistics without tears: A primer for non-mathematicians.
London: Penguin.
Weekly Readings:
Relevant chapters from the textbook by Howell (2013) referred to above are recommended
for each week. If you have never taken a statistics course before, or if you’re feeling rusty on
your stats, it is a good idea to read the chapters before the lecture. This will enhance the
benefit you get from the lecture.
Sessions: Term 2 2016/17
Session 1 10 January 2017 Dr Peter Martin

Statistical Estimation: Confidence Intervals
Recommended Reading
Howell, D. C. (2013). Statistical methods for psychology (8th ed., pp. 83-106). Belmont, CA:
Wadsworth. Chapter 4

Hypothesis Testing: t-test for a single sample
Recommended Reading
Howell, D. C. (2013). Statistical methods for psychology (8th ed., pp. 177-227). Belmont,
CA: Wadsworth. Chapter 7

Comparing two means & statistical power
Recommended Reading
CA: Wadsworth. Chapters 7-8.
Howitt, D., & Cramer, D. (2011a). Introduction to statistics in psychology (5th ed.). Harlow:
Pearson. Chapter 39.

Analysis of Variance
Recommended Reading
CA: Wadsworth. Chapters 11-12
Session 5 7 February 2017 Dr Peter Martin

Factorial analysis of variance
81
Recommended Reading

Non-parametric tests
Recommended Reading
CA: Wadsworth. Chapter 18.6-18.10

Contingency tables and the chi-square test
Recommended Reading
Session 8 7 March 2017 Dr Peter Martin

Correlation and linear regression
Recommended Reading

Reliability and scale development
Recommended Reading
Howitt, D., & Cramer, D. (2011). Introduction to statistics in psychology (5th ed., pp. 443-
454). Harlow: Pearson. Chapter 36
pp. 249-279). Harlow: Pearson. Chapters 14-15.
Streiner, D. L., & Norman, G. R. (2013). Health measurement scales. A practical guide to
their development and use. Oxford: University Press.

Multiple linear regression
Recommended Reading
82
83
6.10 Multivariate Data Analysis for Research
This is an optional module for PDP
The module consists of six sessions lasting two hours each, to be delivered on Wednesdays
from 9.00 am to 11.15 am in the Term 3. Each session is divided into a 1-hour lecture and a
1-hour computing class. There is no assessment.
Module Convenor:
Dr Peter Martin
Room 45 (House 21)
Introduction
This is a formative module for DNP students, and is open to audit by students from other
Masters courses. The module builds on Research Methods II (Introduction to Statistics and
SPSS) and covers selected topics of advanced statistical data analysis for psychology. This
module is particularly useful for students who wish to use advanced statistical methods in
their research projects, and for those who are considering a career in research that involves
work with quantitative data. The module will also introduce you to the R software for
statistical computing.
Readings
Recommended Reading
Beckerman, A. P., & Petchey, O. (2012). Getting started with R: An introduction for
biologists. Oxford University Press.
Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and
meta-analysis. New York: Routledge.
Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. Los Angeles: SAGE.
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis.
New York: Guilford Press.
Howell, D. C. (2013). Statistical methods for psychology (8th ed.). Belmont, CA: Wadsworth.
Kline, R. B. (2013). Beyond significance testing. Statistics reform in the behavioural sciences.
Washington: American Psychological Association.
Tabachnik, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston:
Pearson.
Sessions: Term 3 2017
Session 1 3 May 2017 Dr Peter Martin

Analysis Plans and Statistical Power
84
Many studies in psychology and neuroscience involve small samples, which often means that
(1) effects of interest cannot be estimated with a great deal of precision, and (2) the study is
likely to have low power (i.e. small chance of finding an effect if one exists). This lecture
covers planning of experiments and power analysis to establish the required sample size for
an experimental study. The computing session will include an introduction to the G*Power
software for power analysis.
Recommended Reading
Howell, D. C. (2013). Hypothesis tests applied to means; Power. In Statistical methods for
psychology (8th ed., pp. 177-249). Belmont, CA: Wadsworth. Chapters 7 & 8
Howitt, D., & Cramer, D. (2011).Power analysis: Getting the sample right. In Introduction to
statistics in psychology (5th ed., pp. 486-507). Harlow: Pearson. Chapter 39

The Crisis of Science and the Role of Statistics
Many published results in social science, medicine and psychology fail to be confirmed by
replication studies, leading some to claim that “most published research findings are false”.
We will discuss the reasons for the “replication crisis”, and also consider a related topic:
common errors in statistical analysis, including the habitual misuse of p-values. Finally, we
will look at ideas for remedies, such as registered research reports. The computing class will
give an introduction to the R software for statistical computing.
Essential Reading
Gigerenzer, G. (2004). Mindless statistics. Journal of Socio-Economics, 33, 587-606.
doi:http://dx.doi.org/10.1016/j.socec.2004.09.033
Recommended Reading
Colquhoun, D. (2014). An investigation of the false discovery rate and the misinterpretation
of p-values. Royal Society Open Science, 1, 140216. doi:10.1098/rsos.140216
Cumming, G. (2012). Understanding the new statistics: Effect sizes, confidence intervals, and
meta-analysis. New York: Routledge.
Ioannidis, J. P. A. (2005). Why most published research findings are false. PLoS Medicine
2(8), e124. doi:10.1371/journal.pmed.0020124
Kline, R. B. (2013). Beyond significance testing. Statistics reform in the behavioural sciences.
Washington: American Psychological Association.

Mediation and Moderation
85
Basic standard statistical methods often aim to address questions of the form: “does X have
an effect on Y?”. However, as scientists we are often interested in questions such as: “how
does X affect Y?” or “is the effect of X on Y the same for boys and girls, for young and old
people, for people from different social backgrounds, etc ... ?”. This lecture gives an
introduction to methods that directly address these more interesting questions. We will cover
simple moderation and mediation analysis to investigate causal effects and causal pathways.
Recommended Reading
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social
psychological research: Conceptual, strategic and statistical considerations. Journal of
Personality and Social Psychology, 51, 1173-1182. doi:10.1037/0022-3514.51.6.1173
Hayes, A. F. (2013) Introduction to mediation, moderation, and conditional process analysis.
New York: Guilford Press.
Kenny, D. A. (2015). Mediation (http://davidakenny.net/cm/mediate.htm)

Analysis of Repeated Measures
Following people over time is the only reliable way of measuring psychological change, and is
necessary for a rigorous evaluation of the effects of treatments. Statistical methods for
analysing data with repeated measures need to take into account the dependence between a
given person’s data over time. This lecture will introduce mixed effects models, which we will
revisit in Session 5.
Essential Reading
Salomonsson, B., & Sandell, R. (2011). A randomized controlled trial of mother-infant
psychoanalytic treatment: I. Outcomes on self-report questionnaires and external
ratings. Infant Mental Health Journal, 32, 207–231. doi:10.1002/imhj.20291
Recommended Reading
Tabachnik, B. G. & Fidell, L. S. (2013). Multilevel linear modelling. In Using multivariate
statistics (6th ed., pp. 786-861). Boston: Pearson. Chapter 15

Multilevel Modelling
Basic statistical methods such as regression and ANOVA make the assumption of
independence between observations: that the data from participant A are independent of the
data from participant B. However, there are many real world situations where this assumption
does not hold. For example, in a study that recruits samples of children from a set of schools,
children going to the same school are likely to be more similar to one another than children
going to different schools. We say that ‘children are nested within schools’. Multilevel
modelling allows us to account statistically for nested data structure, and to investigate
effects that occur on the level of the individual (e.g. the effect of the child’s socio-economic
background on their academic attainment) as well as those that influence individuals’ lives via
a higher level (e.g. the effect of the school’s budget on the average attainment levels of
children).
86
Recommended Reading
Tabachnik, B. G., & Fidell, L. S. (2013). Multilevel linear modelling. In Using multivariate
statistics (6th ed., pp. 786-861). Boston: Pearson. Chapter 15
Session 6 7 June 2017 Dr Peter Martin

Multivariate Analysis of Variance (MANOVA)
Imagine you have done an experiment and have measured several outcomes, instead of just
one. Rather than doing a separate t-test or ANOVA for each outcome (which is cumbersome,
as well as problematic from a statistical point of view), MANOVA allows you to consider all
outcomes in a single analysis. We will illustrate the method using a famous study on
neuropsychological differences between London taxi and bus drivers.
Essential Reading
Maguire, E. A., Wollett, K. M., & Spiers, H. J. (2006). London taxi drivers and bus drivers: A
structural MRI and neuropsychological analysis. Hippocampus, 16, 1091-1101.
doi:10.1002/hipo.20233
Recommended Reading
Field, A., Miles, J., & Field, Z. (2012). Multivariate analysis of variance (MANOVA). In
Discovering statistics using R (pp. 696-748). Los Angeles: SAGE. Chapter 16
Tabachnik, B. G., & Fidell, L. S. (2013). Multivariate analysis of variance and covariance. In
Using multivariate statistics (6th ed., pp. 245-313). Boston: Pearson. Chapter 7

Logistic Regression
In many situations, we may be interested in predicting the value of a dichotomous variable –
that is, a variable that has only two possible values, such as Survived/Died, Has diagnosis/No
diagnosis, etc. Logistic regression is a popular and often appropriate method for modelling
dichotomous dependent variables.
Recommended Reading
Field, A., Miles, J., & Field, Z. (2012). Logistic regression. In Discovering statistics using R
(pp. 312-358). Los Angeles: SAGE. Chapter 8
Tabachnik, B. G., & Fidell, L. S. (2013). Logistic regression. In Using multivariate statistics
(6th ed., pp. 439-509). Boston: Pearson. Chapter 10

Exploratory Factor Analysis
87
First developed by Charles Spearman in the context of the investigation of human
intelligence, factor analysis is a data reduction technique, aiming to summarize the
information contained in a large set of variables by creating a smaller set of “factors”. It is
often used in the construction of psychometric scales. In contrast to the related Principal
Components Analysis, factor analysis takes account of measurement error in the observed
variables.
Recommended Reading
Field, A., Miles, J., & Field, Z. (2012). Exploratory factor analysis. In Discovering statistics
using R (pp. 749-811). Los Angeles: SAGE. Chapter 17
Tabachnik, B. G., & Fidell, L. S. (2013). Principle components and factor analysis. In Using
multivariate statistics (6th ed., pp. 612-680). Boston: Pearson. Chapter 13

Confirmatory Factor Analysis and Structural Equation Models
Confirmatory Factor Analysis allows us to rigorously assess the quality of alternative factor
analytic models, allowing us to decide questions such as: are two factors sufficient, or do we
need three? Does item x uniquely load on factor 1, or is it also correlated with factor 2?
Finally, Structural Equation Models combine factor analysis and regression, allowing us to
investigate relationships between latent variables.
Recommended Reading:
Ullman, J. B. (2013). Structural equation modeling. In B. G Tabachnik & L. S. Fidell, Using
multivariate statistics (6th ed., pp. 681-785). Boston: Pearson. Chapter 14
88
6.11 Qualitative Research Teaching
Term 1: Introduction to Qualitative Research Methods at the Anna Freud Centre

Weeks 2 to 6: Wednesdays (Weekly), 09:30 – 11:00am, AFC Library
This is a formative module: all MSc students must attend all sessions in this term.
(Optional) Term 3: Qualitative Research Analysis

Weeks 3 to 7: Wednesdays (Weekly), 09:30 – 11:30 am, AFC Library
Term 3: This is a formative module which is optional module for students

conducting qualitative research projects. There is no coursework or Exam for this term.
Module Convenors:
Term 1: Dr Sara Tookey

House 21, Room 46
E: sara.tookey@annafreud.org
Term 3: Dr Lisa Thackeray

House 21, Room 46
E: lisa.thackeray@annafreud.org
Module Aim:
The overall aim of this module is to develop students’ knowledge and application of the
techniques appropriate to qualitative research in developmental psychology. This includes
developing knowledge and skills in designing, conducting and appraising qualitative research
in applied developmental psychology at a post graduate level. The module will link closely
with the Research Methods module. It will also provide a grounding for the dissertation and
further research in the field.
Combining lectures, practical sessions and self-directed learning this module will provide the
first time qualitative researcher with a sound grounding in the principles, design, enactment
and analysis of qualitative research.
General Recommended Readings

The main text books for this course are listed below; further readings will be recommended in
the lectures.
Main text book:

Forrester, M. A. (2010). Doing qualitative research in psychology: A practical guide. London:
Sage.
Other books that may be useful:

Barbour, R (2008). Introducing qualitative research: A student guide to the craft of doing
qualitative research. London: Sage.
Green J., & Thorogood, N. (2014). Qualitative methods for health research. London: Sage. 3rd
edition.
Harper, D. & Thompson, A. (2012). Qualitative research methods in mental health and
psychotherapy: a guide for students and practitioners. Chichester: Wiley & Sons.
89
Smith, J., Flowers, P, & Larkin, M. (2009). Interpretative phenomenological analysis: Theory,
method and research. London: SAGE Publications Ltd.
Ritchie, J., & Lewis, J. (2003) Qualitative research practice: A guide for social science
students and researchers. London: SAGE Publications Ltd.
Kvale, S. & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research
interviewing. London Sage. 2nd edition.
Summary of Content:
The introduction to qualitative methods will cover the following topics:
 An introduction to qualitative research, its approaches and epistemology

 Qualitative research design, developing a research question, validity and reliability in
qualitative research
 Approaches to data collection: Interviews, observation, focus groups and sampling
 Ethical considerations and the role of the researcher in generating qualitative data.
 Qualitative Analysis: Thematic Analysis, Thematic Content Analysis, Framework
Analysis, Interpretative Phenomenological Analysis, Ethnography and analysing visual
data.
 Practical application of qualitative analysis and writing up.
Learning Outcomes:
On completion of this module, students should be able to demonstrate:

a) Knowledge and critical understanding
 A critical and reflexive understanding of qualitative research as it is carried out within
the developmental psychology
 Knowledge of the significance of research strategy and design
 Knowledge and critical understanding of ethical concerns that are implicit in a range of
qualitative approaches
 Appropriate selection of methods to address specific research questions
b) Intellectual skills
 Ability to formulate researchable questions
 Ability to appreciate the range of alternative qualitative approaches to research
 Ability to critically read qualitative research papers
c) Professional practical skills

 Ability to define and formulate research issues and questions
 Competence in designing, conducting and reporting qualitative research
d) Transferable skills
 Greater confidence and the aptitudes necessary for independent study & research
 Self, time and project management skills
 Group work skills
 Critical, applied and reflective thinking
There is no assessed coursework for this module although all lectures are mandatory and
participation in group discussion and practical exercises is expected.
90
Corresponding reading for each lecture week: In order to ensure that all students are at
a similar level of comprehension students will be asked to read and prepare prior to the face
to face lectures and practical sessions.
1. 1-2 Chapters from Forrester book- As detailed in module outline above

2. Online resources for ‘Doing Qualitative Research in Psychology’ book: The
primary resources are a set of online, publically available video-recorded interviews
produced by the editor and contributors to support student learning.
3. An article depicting qualitative research study according to the
methodology covered in lecture.
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Term 1 Lecture Plan: Introduction to Qualitative Research
Component Week Date Title Lecturer Reading

Qualitative 3 19th Introduction to ST & Forrester
Research: October Qualitative EE (2010): Chp 1
Research Research Methods & 2 (pp. 1 –
Design, 38)
Data
4 26th Research Design LT Forrester
Collection,
October (2010): Chp 3
Ethical
(pp. 39 – 55)
research
5 2nd Approaches to EE Forrester
November Data Collection (2010): 4 & 5
(pp. 60 – 97)
6 9th Practical In-depth ST Forrester
November Interviewing (2010): Chp 6
(pp. 98 – 118)
Analysis: 7 16th Thematising ST Forrester
Thematising November Meaning: (2010): Chp 7
Meaning Thematic (pp. 121 –
Analysis, 134)
Thematic Content
Analysis,
Framework
Analysis
Abbreviations: ST Sara Tookey; EE Elizabeth Edginton; NM Nick Midgley; LT Lisa
Thackeray
Term 3 Lecture Plan: Qualitative Research Analysis (subject to change)
Component Week Date Title Lecturer Reading

Interpretative Forrester
Phenomenological (2010): Chp 9 &
3rd Analysis (IPA); ST &/ 10 (pp. 154 –
May Grounded Theory LT 176; 177 – 201)
Discursive Forrester
10 approaches to Evrino (2010): Chp 8
Different
May analysis my/ LT (pp. 135 – 153)
Kinds of
Qualitative
Analysis, Ethnography & Forrester
Practical 17 making sense of (2010): Chp 11
Application May visual data EE (pp. 202 - 226)
of Analyses, 24Practical Application
Writing up May
of Research Method TBC
Writing up
according to
approach used and
discussion of Forrester
31 researcher LT, EE (2010): Chp 12
May reflection & ST (pp. 229 – 246)
Abbreviations: ST Sara Tookey; EE Elizabeth Edginton; LT Lisa Thackeray; NM Nick
Midgley
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6.12 Research Workshops
*Please note that Research Workshops are in the same slot as the qualitative
research module, please see timetable to see which weeks you have workshops and
which weeks you have qualitative research teaching sessions.
Termly Research Workshops

This year you will be having a series of peer-led research workshops which will be facilitated
by members of the research team (Melissa Cortina and Sara Tookey). These will be an
opportunity for you to bring any issue that has arisen from the research, and get feedback
from the group. The usual format is for three students to present at each meeting and for any
pertinent topics for discussion to be sent in advance to the facilitator. It can be helpful if the
student can begin by giving a brief review of the project (background, aims, design) and then
to identify a particular area where they would like the group’s help. They will take place from
09:30 – 11:00 on the following Wednesdays:
5th October 2016 Drop-in session for any questions about potential projects
12th October 2016 Session on managing MSc Research
30th November 2016 Critically reviewing literature
11th January 2017 Research Proposal Presentations (9:00 -11:00 and 2-3)
18th January 2017 Research Proposal Presentations (9:00 -11:00 and 2-3)
1st February 2017 General workshop and addressing issues
1st March 2017 TBC
22nd March 2017 TBC
26th April 2017 General workshop and addressing issues
7th June 2017 General workshop and addressing issues
Students are encouraged to form journal clubs around similar research topics to help facilitate
their literature review and understanding of their topic. This will be discussed at the session
on 30th November.
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7 Research Projects
The remit of the research dissertation

The research thesis should be a piece of empirical work relevant to developmental
psychology, psychotherapy, and/or clinical practice, which demonstrates your ability to apply
scientific principles and undertake rigorous investigation. The course supports a pluralistic
approach to research. Any research paradigm or methodology may be used which would
provide an answer to the research question posed. The research question itself must be
relevant to clinical and/or developmental psychology. Quantitative and qualitative (and a mix
of the two) methods are all acceptable, as are rigorous systematic reviews.
The course regulations state that the research project should make a distinct contribution to
the knowledge of the subject and afford evidence of originality. The work done for the
research project must not have been submitted in fulfilment of the requirements of any other
degree.
You will be working on projects in close conjunction with relevant staff but your own unique
contribution must be clearly evidenced. Your contribution may take a range of forms such as
reviewing relevant literature, data collection, and data analysis and in all cases will involve
independent discussion and consideration of what you have learnt.
Students undertake a piece of independent research under the guidance of a research

supervisor and write this up as a 12,000 word dissertation worth 60 credits.
Project support and supervision

Each student is allocated a named academic supervisor who will work closely with a project
coordinator to ensure each student is given appropriate support and supervision.
Many students will find that they have supervisors who are members of the Centre because
they have joined existing research projects. However, for those carrying out research
externally, in addition to an external supervisor (normally the Principal Investigator), they will
have access to internal supervision from the Centre research staff. It is essential to meet with
the supervisor on a regular basis, although prior experience of research will determine the
frequency of those meetings. It is the student’s responsibility to arrange such meetings.
Advice on design and statistics is available from Peter Martin and Saul Hillman, although it is
anticipated that students will make use of the resources provide in the research methods and
statistics lectures to become independent in data analysis.
Research Supervisors
Peter Martin Lecturer: Research Methods
Areas of interest: Areas of interest: quantitative and qualitative research methods, mixed
methods research, sequence analysis, statistical modelling.
Saul Hillman Senior Research Supervisor

Areas of Interest: attachment, narrative story stems, adoption and fostering, maltreatment,
and quantitative statistics.
Melissa Cortina Clinical Research Tutor

School-based interventions and evaluation; Child development and epidemiology
with a focus on children's mental health - its prevalence, risk factors, consequences
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and how we can best support young people and promote resilience, particularly in
the school-environment.
Sara Tookey Qualitative research supervisor
Lisa Thackeray Research Tutor
Academic supervisors have specific responsibilities, which are as follows:

- to establish lines of communication and to provide adequate contact time;
- to liaise with the project coordinator as required;
- to ensure that the student has access to the appropriate reference lists to enable a
thorough understanding of the topic under study;
- to ensure that the student has clearly defined research questions;
- to support the student to develop an appropriate methodology,
- to provide appropriate guidance with reference to analysis;
- to provide feedback on written drafts of the research paper (apart from the
discussion);
- not to place excessive demands on students as a resource in return for access to data;
- to be aware of deadline dates and to work towards these.
Supervisors will look at one draft of your introduction, methodology and results sections and
provide detailed feedback. Supervisors do not provide feedback on the discussion section,
although you can discuss with them what you plan to cover in this section. Please note that
work must be submitted in sufficient time – please do not ask your supervisor(s) to read a lot
of material just before the due date!
Project collaborators
Some projects have project collaborators who the student and supervisor will work with to be
able to carry out the project. This is usually the case when your dissertation is part of a
larger, on-going research study, or when it is linked to a particular clinical service. The role of
the project collaborator is:
 to ensure that the work the student does is congruent with the overall project;
 to provide practical advice and input to support practical work on the project (e.g.
contact details for sites, or discussing how your project fits with the overall project or
clinical service needs)
 to liaise with the academic supervisor as necessary
Note: At certain times (especially early on) you may have joint meetings with your academic
supervisor and project collaborator, to make sure that there is agreement on the work
proposed.
The academic supervisor should be the main point of contact for helping you to think about
the design of your project. It is anticipated that students will make use of the resources
provided in the Research Methods, Statistics and Qualitative lectures to become independent
in data analysis. However, if necessary, specialist advice on more advanced analytic
techniques may be sought from the academic supervisor or (in collaboration with the
supervisor) another member of staff with appropriate expertise in specific methods.
Keeping supervisors informed

Once the project is under way, you are responsible for keeping your academic supervisor
informed about its progress. In particular, if you are thinking of making any changes to the
research protocol, you must first discuss this with your supervisor (and permission from the
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Ethics Committee may also be needed). This is especially important when ethical approval for
the project has been given in your supervisor’s name.
Your supervisor may ask you to follow up supervision meetings with an email summary of
what was discussed, what actions points arose, and any decisions that were made. This helps
you and your supervisor to keep a joint record of progress and any next steps that need to be
made. It will also ensure that action points are clear on both sides.
Recommended timetable
Although different projects vary in their demands, there is usually a common sequence of
events that you need to consider in order to plan your time. The most frequent causes of
problems are a slow initial start and unexpected delays later on, often out of your control
(typically research governance procedures and recruitment of participants). Because of this,
we recommend that you make a detailed timetable as part of your research protocol, and
review/revise it on a regular basis with your supervisor.
Project allocation
Students will be allocated to a research project and a supervisor identified early in the Term 1
of Year 1.
Research Protocol
Research protocols written by students will be submitted by 23rd January 2017. These are
non-assessed pieces of work but crucial for structuring and planning this important aspect of
your coursework. The protocol needs to outline concisely (1) the background to the project,
(2) your research questions or hypotheses, (3) the proposed research methods, (4) a detailed
timeline and list of potential obstacles and how you will address these, and (5) ethical
considerations.
The protocol will be reviewed by your academic supervisor and (if relevant) the project
collaborator, the former will work with you to refine it for use as your guide to your research
activity; the latter needs to give formal sign off before it can proceed. In some cases you may
be asked to do more work on your research protocol until the proposed study has been
clearly formulated and the design of the study is clear; the document can serve as an
evolving document of where your thinking has got to about the proposed study. As the
proposal is not an assessed piece of work, your academic supervisor can give feedback on it
as much as is needed.
Further details that are relevant to preparing a protocol will be given in the research lectures.
Research Protocol Presentation

You will present an overview of your planned research on either 11th or 18th January. There
will be two dates for student presentations and you are required to attend both dates,
although each student will present on only one. The presentation should give a brief
background to the research and why it is important, your research question(s), planned
methodology, planned analyses, and any predicted results or challenges.
Research governance and ethics

Ethical approval must be sought for all student projects, where appropriate. If the student
project is part of an existing larger study, ethical approval may already have been granted for
that study. Studies involving NHS patients or staff must be approved by the local NHS COREC
Ethics committee (which can be time consuming) and local R&D departments. Otherwise
students need to discuss applying for ethical approval with their supervisor. UCL has an ethics
committee which meets every two months and students should be aiming to submit an
ethical approval form by the end of the Term 1 (mid-December) (see:
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www.grad.ucl.ac.uk/ethics for further details). Research projects using only healthy adult
participants can be approved by the Ethics Committee of the Psychology Dept. Details and
guidance will be provided in the Autumn Term of the first year.
Monitoring research progress

The Clinical Research Tutor (Melissa Cortina) is responsible for having an overview of the
progress of all students’ research projects and for giving general advice (although your
academic supervisor should be the first port of call). Should any serious problems arise with
the project at any point, you should let one of them know and they will try to help sort these
out.
Research journal
We recommend that you keep a private research journal throughout the duration of the
project. You can use this to note down ideas and thoughts about conceptual or
methodological issues, decisions you make, observations and reflections about the data you
are collecting, etc. It is also essential for qualitative research, in which reflexivity and
awareness of the influence of the researcher on the research process needs to be
documented.
Publishing papers based on research projects

It is hoped that research conducted as part of your MSc will be of a high level, and on
occasion, there may be the opportunity to publish a paper from the research you are involved
in. Nothing can be published without prior discussion with the academic supervisor and (if
there is one) the project collaborator, and in the event of a possible publication based on data
from a larger study, students may be offered this under second authorship as the supervisor
and/or project collaborator usually holds ownership of the research data. However, this is an
issue for negotiation. We recommend you have a conversation with your supervisor and any
relevant collaborators on the project about the possibility of publication at an early stage of
the project.
Any materials to which a student gains access whist working on an existing research project
remain the property of the Principle Investigators/ clinical lead of that project and may not be
used without permission from them.
You can find more information on writing up research and the marking criteria in Appendix 3
7.1 Research Project outline timetable
Term 1
During Term 1 students will be assigned their research project, and will have to establish
contact with their supervisor. Students may find themselves slotting into an already
established project both collecting data and working with data which has already been
collected. In return for access to data, students will be required to contribute in some way to
the project; this is negotiated with the supervisor. Alternatively, students may wish to
investigate a research question in their own field of interest by collecting and analysing
original data. When writing up the project log students must be explicit about their specific
role in data collection and analysis.
If a student embarks upon a completely new project, they need to be aware that obtaining
ethical approval (see section 6.7) may take some time so they need to be thinking as early as
possible about this. Guidance will be provided for this. For full-time students, application for
ethical approval must be submitted by the end of the first term.
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Having decided on a project, students are then required to put together a comprehensive,
written, project proposal of around three to four A4 pages. The proposal will consist of an
outline literature review, a proposed method section and formulation of research
questions/hypotheses.
Term 2
For the majority of students the spring term will be dedicated to gaining confidence and
familiarity with assessment instruments, and commencing data collection and or analysis. The
data analysis sessions in this term are designed to enable students to carry out statistical
analysis with a high degree of independence. Regular meetings with project supervisors will
be used to refine hypotheses and guide interpretation. It is the student’s responsibility to
ensure there are sufficiently frequent meetings with the supervisor and come to these
meetings adequately prepared. Furthermore, students should use this time for consolidating
and expanding the reading they have begun in their first term in preparation for submission
to their supervisors of a literature review at the end of the Easter break. This will form the
basis of the introductory section of their dissertation.
Term 3
The summer term marks the end of most lectures, so students are expected to dedicate more
of their time to their projects. Regular workshops will be offered to provide support with any
data analysis issues. A timetable for submission of a draft of the methods and results sections
should be agreed with supervisors. The final project submission will be in July.
Criteria for Research Project
There are regulations about the appearance of the thesis, which must be adhered to. Clarity,
however is important, as well as recognising the opportunity to express insights into the work
that has been carried out.
The length of the finished research project is expected to be no more than 12,000. The word
count includes the full content of the thesis apart from table of contents, acknowledgements,
statement of student involvement, any appendices and references.
Any research paradigm or methodology may be used which would provide an answer to the
research question posed. The research question itself must be relevant to both
psychoanalysis and developmental psychology. Quantitative and qualitative (and a mix of the
two) methods are all acceptable. Normally, one study is carried out. However, if you feel
more than one is needed to answer your research question then this must be discussed with
both internal and external supervisors.
7.2 Writing Up Research
Your research project should be between 10,000 – 12,000 words in length.
a) The Abstract
The abstract is a concise summary of the thesis and must not exceed 120 words. According to
APA publication guidelines it should include the following information:
1. Information on the problem under study;

2. The nature of the subject sample (age, sex etc);
3. A description of the methods used, including procedures for gathering data, names of
questionnaires etc;
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4. A statement of the findings;
5. A statement of the conclusions drawn, and any implications or applications of your
results.
Information in the abstract must reflect what is in the body of the thesis, and should not
include any information that does not appear in the thesis. Also, the abstract must be self-
contained, all abbreviations must be defined, names spelled out and unique terms defined.
The abstract is usually written after the rest of the thesis.
b) The Introduction / Literature Review

The text of the thesis begins with the introduction. The primary function of the introduction is
to justify the study described in the thesis. The introduction usually contains the following
parts:
1. An introduction to the topic under study.

2. A review of the research findings and theories related to the topic.
3. A statement of the problem to be addressed by the research (identifying an area in
which knowledge is incomplete).
4. A statement of the purpose of the present research (always to solve the problem
identified, but perhaps only a specific aspect of it)
5. A brief description of the method used and why you have chosen that particular one.
6. In a quantitative study, a description of any predictions about the outcome and the
hypotheses used to generate those predictions; or in the case of a qualitative study, a
clearly defined research question.
The structure of the introduction usually proceeds from the general to the specific, somewhat
like an inverted triangle, covering the following: general introduction to your topic; review of
the literature; link from literature review to the specific topic; statement of the hypothesis or
research question.
In the opening paragraph, the chosen issue should be discussed in general terms. Next, the
underlying logic and rational for the study should be developed in more specific terms by
reviewing relevant research and integrating these findings. Then, identify the problem
addressed by the research and state the purpose of the study and the methodology used to
address the problem. Finally, show how the study addresses the question under review and
state the specific hypothesis or, if the study is exploratory, the specific research questions.
Students sometimes have difficulty determining what should go into the review of the
literature: if it should include a comprehensive review of all research in the field or should it
be limited to just a few papers specifically related to their research? Something between
those two extremes would be best. in choosing what should go in the review of the literature,
one can be guided by the question: ‘what does the reader of this thesis need to know about
before I present my own particular study?’
c) The Methods Section

The methods section tells exactly how the research was carried out. It must provide enough
detail so that anyone following can replicate the research using only this information. It can
be divided into subsections, as detailed below. The APA guidelines are very flexible about the
methods section.
Design
This section contextualises your research, e.g. where it fits into a larger project, if it is
exploratory, a pilot study, correlational etc.
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Participants
This describes in detail the characteristic of the subject group such as age, gender. It should
also include information on special characteristics such as learning difficulties,
psychopathology, or special abilities.
Materials \ Measures \ data collection

If video recorders, digital recorders etc. or written materials such as questionnaires or
summaries of case histories, rating scales etc were used, they should be described here. If
they are standard measures or tests such as the AAI then it is sufficient to name them and
where they were obtained. If however, a semi-structured interview, a new measure or rating
scale was designed, then it must be described in detail. Remember that enough detail must
be provided so that another researcher could replicate the study from the information given.
However it is not feasible to reproduce extensive materials here and copies of original rating
scales, questionnaires, etc. should go in an appendix.
Procedure \ data analysis

Tells the reader precisely what procedures were followed throughout the course of study. In it
the conditions to which subjects were exposed or under which they were observed are
described, what behaviours were measured or scored, when the measures were taken and
details of any instruction given to subjects. In a qualitative study, you will need to describe
what form of qualitative data analysis you made use of (e.g. grounded theory, discourse
analysis) and then describe in some detail the actual process of data analysis you went
through.
d) Results Section
The major purpose of the results section is to report the findings. In a quantitative study, this
section should outline what statistical tests were applied and in what order. Next, report the
results of any tests used to establish that data met the requirements of an applied statistical
test. Any data transformations applied to data should be reported. This preliminary
information should be presented before results are reported. in a qualitative study, the
results section will present a detailed account of your analytic understanding of the data,
often in narrative form, and will need to include clearly-documented extracts from your data
in order to allow the reader to assess the ‘credibility’ of your analysis. Because many of the
studies being carried out here will use different methods of analysis it is not possible to even
outline how results might be reported. Any problems or questions about this should be
directed to the internal supervisor. This is not the place to interpret or discuss findings; that
is done in the next section of the thesis.
e) Discussion Section
In some ways the discussion is the most critical part of the whole thesis. This is where
students demonstrate that they have understood what they were doing when they carried out
the research, that they understand the implications of their findings, and that they
understand how these finding integrate with the literature. Examiners put a great deal of
weight on the discussion. The structure of the discussion section reverses that used for the
introduction, going from the specific to the general. Again it is like a triangle but this time at
its proper orientation: restate the research question or hypotheses and major findings; tie the
results with previous research and theory; state broad implications of results, methodological
implications and directions for future research.
The discussion should begin with a brief restatement of the hypotheses or research questions,
followed by a brief indication of whether the data were consistent with this. The remainder of
the discussion section should be used to integrate new findings with previous research and
theory and discuss how consistent the findings are with previous work in the area.
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If the study yielded results that are discrepant from previous work, the student should
speculate on why the discrepancies emerged. Also, any problems encountered during the
course of research that might temper any conclusions drawn from the study should be
pointed out. Sometimes methodological problems only become evident when the research is
actually being done and this should be communicated to the reader. Finally, indicate what
implications the research has for future research in the area. Point out any specific areas
which need to be investigated further.
In the discussion it is quite legitimate to speculate on the importance of the findings but
interpretations must be based on new data, data from previous work and/or established
theory. Unsubstantiated interpretations, even if they seem to make intuitive sense, should be
avoided.
f) References
The reference section provides a list of bibliographical references cited in the text. Any article
or books cited in the body of your thesis must be listed in the reference section. Also, of
course, any references listed in the reference section must be cited in the work. If you read
hundreds of papers and only cite three of them, then your reference section should only
contain the three papers cited. An APA style reference is typed in paragraph format. See the
instructions is section 5.10 above and in the APA Publications manual in library.
g) Research Log
The research log is a detailed chronological account of your research related activities over
the academic year. You should record meetings with supervisors, progress with recruitment,
testing or coding and submission of drafts to your supervisors. You may also wish to use this
as a space for notes of a reflexive nature. It is your responsibility to keep this document up to
date and accurate. It is submitted as part of your appendices
7.3 Marking Criteria: Research Dissertation
The full marking criteria is available in appendix 4.
7.4 Layout and Binding Instructions
Number of copies: You are required to submit three spiral bound copies of your dissertation.
All students are also required to submit their dissertation electronically via Moodle in
Microsoft Word format by the deadline date. Work submitted late will be subject to a penalty,
in line with UCL regulations.
Paper: A4 size paper should be used, printed on one side of the sheet only.
Layout: Margins at the binding edge must not be less than 40mm (1.5 inches) and other
margins not less than 20 mm (.75 inches). Double spacing should be used except for
indented quotations or footnotes where single spacing may be used.
Pagination: All pages must be numbered in one continuous sequence in Arabic numerals
from 1 onwards and must include everything in the volume.
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Title Page: The title-page must bear the title of the thesis, the candidate number as
registered, the degree for which it is submitted and the name of the institute at which the
candidate was registered, the date and a word count for the main body of text.
Abstract: The title page should be followed by an abstract consisting of no more than 120
words.
Declaration of Student Involvement: A brief paragraph outlining the students involvement in

the study – as in whether they were involved in the study formulation/design, data collection,
data coding/analysis, etc.
Acknowledgements: Students may wish to add acknowledgements at the beginning of their

dissertation.
Table of contents: This should be a full table of contents followed by a list of tables and
illustrative material.
Cover Sheet:
You must also submit a Cover Sheet with one of your soft bound dissertations. There is a
specific ‘Dissertation Cover Sheet’ that can be found in the appendix.
You will need the three copies of your dissertation professionally soft bound. The following
binders in the London area will do this for you; contact them directly (well in advance) for
details of price, delivery time, etc.
UCL / the Centre are not recommending these binders, merely providing the information as a
starting point for you.
Mailboxes Etc
176 Finchley Road
London
NW3 6BT
Tel: 020 7435 4335
Email: info@mbehampstead.co.uk
F J Blissett Ltd.
1 Roslin Road
South Acton, London W3 8DH
Tel: 0208-992 3965
www.blissetts.com
Collis Bird
1 Drayton Park
London, N5 1NU
Tel: 0207-607 1116
Email: c.b.w@btinternet.com
Bookbinders Of London Ltd

11 Ronalds Road,
London N5 1XJ
Tel: 020 7607 3361
City Binders
39 Ludgate Hill,
London EC4M 7JN
Tel: 020 7248 7990
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Web: http://www.citybinders.co.uk
Wyvern Bindery
56-58 Clerkenwell Road
London EC1M 5PX
Tel: 0207-490 7899
Email: info@wyvernbindery.com
www.wyvernbindery.com
Additional printing facilities are listed online at: http://www.ucl.ac.uk/current-

students/research_degrees/binders_printers
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8 Academic Skills Workshops
The programmes offer a number of Academic Skills workshops throughout the academic year,
to prepare students for studying at MSc and MRes level, and for the various assessment
formats (essays, exams etc). The timetable is given below:
Please note that UCL offer a range of programmes which can also help students with
Academic English, Study Skills Development, Career Planning, and Exam Anxiety.
Programme Convenor: Kay Asquith

E: kay.asquith@annafreud.org
All talks will be held in the Library unless otherwise stated
Compulsory safeguarding trainings.

Because students may encounter children and young people through their research work,
observations, voluntarily placements and at the Centre generally it is compulsory that all
students attend a safeguarding training to become familiar with the Centre’s policies and
practices.
Wednesday 19th October 1.30 – 3pm (Dickon Bevington)

Tuesday 1st November – 12.00 – 1.30 pm (Peter Fuggle)
Students must attend the session that they have been assigned to. If you are unable to
attend your allocated slot, please contact your administrator as soon as possible.
Academic Skills Development Workshop Programme 2016-17
There are times set aside on Wednesdays between 2-3pm and on Thursdays between 12.30-
2.00 when additional talks and workshops may be scheduled. These are for your benefit in
terms of developing essential study skills. If it says ‘all students’ then you should try to
attend. Some are marked with *** and these are compulsory, either for all students or for
students from the MSc programmes indicated.
Weds 5th Oct PDP Orientation for the MSc year ***PDP
2.00-3.00 Kay Asquith / Debbie Stuart Library
Thurs 6th Oct

12.30-1.30 DPCP Orientation ***DPCP
Fiona John / Pippa Hembry Library
DNP Orientation ***DNP

Kay Asquith MSc Room
Weds 12th Oct Parent Infant Observation ***DPCP/PDP

2.00-3.00 Marija Stojkovic Library
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Weds 19th Oct SAFEGUARDING TRAINING ***
1.30-3.00 Dickon Bevington Library
ATTENDING A SAFEGUARDING TRAINING IS COMPULSORY

You will be scheduled into one of these sessions by your course administrator
Weds 26th Oct Introduction to Anna Freud Library Library

2.00-3.00 Anne Knox /Gurnam Bubber
Tuesday 1st Nov SAFEGUARDING TRAINING ***

12.00 -1.30 Peter Fuggle Rm 11 House 12
Weds 2nd Nov Memories of Anna Freud All welcome

2.00-3.00 Anne Marie Sandler Library
This talk by Anne Marie will give some of the history of the Anna Freud Centre and draw on
Anne Marie’s personal memories and long association with both Anna Freud herself and the
Centre.
Thurs 3rd Nov Progressing to a Child All welcome

1.00-2.00 Psychotherapy Training
Nick Midgley / Janine Sternberg Library
Weds 9th Nov Citing Publications and COMPULSORY FOR

Making a Bibliography ALL STUDENTS ***
Time to be confirmed Peter Martin / Kay Asquith Library
Weds 16th Nov Essay Preparation All students

2.00-3.00 Eamon McCrory Library
Weds 23rd Nov Exam Preparation All students

2.00-3.00 Inge Pretorius Library
Weds 30th Nov Using Bibliographic Databases All Students

2.00-3.00 Lisa Thackeray /Anne Knox Library
Weds 7th Dec No Meeting Scheduled
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9 UCL Courses
Courses in English for Academic Purposes are offered (these are not free) which are
extremely helpful and strongly recommended to students who do not have English as a first
language and who are unfamiliar with the UK university assessment methods.
The UCL Students’ Union also offers Language support.
The UCL Doctoral School's Skills Development Programme is available to students on MSc
programmes.
UCL Careers Service helps you with career progression and applying for Jobs. While you are a
student, the College provides a Careers Service which gives free access to careers advisers,
employer events and to our extensive careers library. Your automatic entitlement to use UCL
Careers Service does NOT end when you complete your studies you can benefit from a further
two years Graduate Career advice.
Skills4study is a web based interactive study skills resource, available to UCL students, which
will introduce you to key aspects of life at university, such as independent study, managing
your resources and developing your analytical skills.
UCL Student Psychological Services offer several personal development workshops, including
a ‘Mindfulness for Anxiety’ workshop. These UCL free courses and workshops tend to be very
oversubscribed so please investigate and book early.
10 Observation Seminars
Students will undertake two observations that run throughout the year. All students will do a
parent-infant observation, and will choose between a toddler or nursery observation.
Observation placements in the nursery or toddler group will be allocated according to
availability.
10.1 Parent-Infant Observation Seminars
Students will undertake a parent-infant observation that runs throughout the year. Students
observe an infant within his/her family for one hour per week in the family home, and then
discuss written observations in the weekly one and a half hour small group seminar.
The Parent-Infant Observation seminar leaders for PDP are: Marija Stojkovic, Adeola King,
Eva Crasnow, Malby Oliver, Duncan Mclean, and Renee Thurston.
Aims and Objectives
The aims and objectives of the observation courses are to
1. learn how to observe and reflect on infants’ and parents’ behaviours and emotional
reactions in self and others.
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2. learn to describe infant’s interactions in terms of the following:
a) sequencing and timing of behaviours
b) expression of affect (feelings)
c) verbal and non-verbal communications
While every interaction is embedded in history, it may be helpful to conceive of certain

essential elements to any observation: (i) who appeared to initiate the behaviour described;
(ii) was the behaviour responded to by another and in what way; and (iii) what response
followed on the part of the initiator.
3. teach skills of setting descriptions of manifest behaviour in a psychoanalytic or

other relevant theoretical framework, i.e. assessing a range of possible
interpretations of the behaviours observed.
4. increase an awareness of how the theoretical framework determines one’s

perspective.
5. teach and train students in adopting and maintaining observational stance
Observations: At the start of the course, you will receive guidance during the early
seminars before starting observations at the baby’s home. You will have had to have started
your seminar, get Police clearance and have written consent from mother before starting
your observations. Claire will have copies of an introductory letter for each student to present
to the family they potentially intend to observe.
Similarly, the end of the observations has to be thought through and discussed with your
seminar leader so as to have a planned ending. Students are expected to complete as close
to three terms of observations as possible even though this surpasses the minimum number
of observations required to write the observation paper. Students will also have the option of
continuing their observation into a second year in order to have a two-year observation. This
is particularly worth considering for any student wishing to apply to train clinically in the
future.
The entire process of finding the baby to observe and setting up the observation constitute
parts of the observational experience and contribute to experiential learning.
Students might find it useful to look at the Journal of Infant Observation, which includes
many examples of detailed observations and discussion.
This ‘naturalistic’ mode of observation affords you special privileged access to intimate
experiences within a family’s home. Please respect this – and be sensitive to the fact that you
are a visitor. While attempting to maintain a non-intrusive but friendly presence and open-
minded stance, the observer is vulnerable to influences from the matrix of observation. At
times, an observer is exposed to highly emotionally charged situations. Intimate aspects of
family life or children’s interactions with their peers can create an intense emotional
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impression that evokes disturbing feelings and anxieties. This may lead the student or
seminar group to retreat into theorising to avoid the painful uncertainties provoked by the
scene. Record-keeping should therefore be as descriptive as possible, incorporating the
feelings experienced by the observer in response to the observed, and a commentary that
reveals intuitive inferences which may have led to an interpretation of happenings.
HOWEVER, SEMINARS ARE NOT THERAPEUTIC SESSIONS. It is suggested that a student
who feels overwhelmed by the observational encounter (or any other aspect of the course)
contact the Programme Director or Course Tutor, to consider ways of alleviating distress and
making best use of this emotional unrest.
Seminars:
The observation seminars should provide a safe thoughtful setting in which the students can
(a) present their descriptive reports of observed behavioural interactions;
(b) through group discussion acquire skills at interpreting these in terms of their readings in
theoretical seminars;
(c) through self-reflection, students also acquire an awareness of their own subjectivity and
the group offers alternative ways of understanding the material they each present.
(d) learn from own and others’ observations about the universal as well as specific aspects of
infant development
You will need to submit each observation write up to your seminar leader on a weekly basis
irrespective of whether you are presenting in the seminar or not.
How to find suitable family to observe
Guidelines on how to find a suitable family to observe will be covered at the beginning of the
seminars. The Centre has produced posters which are displayed on appropriate notice boards
and efforts have been made to increase the probability of students finding a suitable infant
through professional channels but the ultimate responsibility lies with the student. Students
who know of mothers willing to be observed may pool this information with other students
(who are not in their small seminar group). If you have access to a place frequented by
expectant and new parents, please ask Claire for a poster.
Background reading: The following are some articles that you might find useful for infant
observation seminars:
Freud, A. (1953). Some remarks on infant observation. Psychoanalytic Study of the Child, 8,
9-19.
Miller, L., Rustin, M. [Margaret], Rustin, M. [Michael] & Shuttleworth, J. (Eds.). (1989).
Closely observed infants. London: Duckworth.
Stern, D. N. (1995). The motherhood constellation: A unified view of parent-infant

psychotherapy. New York: Basic Books.
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10.2 Parent-Infant Observation Paper Guidelines
Students write a 4000 word paper on Parent-Infant observations.
The aim of the observation paper is to allow students to demonstrate their observational
experience throughout the year. Whilst the paper is not meant to be an extensive literature
review, it should show some theoretical understanding of what was observed and integrate
this with the observations. Credit is given for citing one or more relevant theorists whose
work complements the observations reported, and for considering alternative perspectives on
what has been described. However the paper should be observation and not theory led. This
means that papers will have as their main focus the observed infant and its relation to
primary caregivers and family. Students will be expected to have a minimum of 15
observations in order to write their infant observation paper.
The number of observations included in the paper is left to the student’s discretion. Whole
observations can be appended to the paper although you should not expect the reader to
refer to them specifically. The focus of the paper can be either on the infant’s development
across a number of domains; or on one particular domain (e.g. separation-reunion behaviour,
attachment or Rapprochement), as observed across time. These would form the themes of
the paper.
All observation papers should include detailed extracts (‘vignettes’) of actual reports (i.e.
written observations), not just a retrospective, processed summary. There should be vivid
description, giving evidence of real perceptiveness and some understanding. In general the
observations included in the paper should be the student’s own. Observations are identifiable
in the text by indenting and single spacing. The age of the baby should be included. In
addition, the relative date of the observation (e.g. ‘observation no. 12’ or ‘in the first week of
observing the child’) can be included as this is relevant. But the actual date (e.g. 15.3.2006)
should not be included as this compromises confidentiality.
The papers should show to what extent the student has managed to develop an
‘observational stance’ despite awareness of the difficulties inherent in this i.e. seeing what is
happening as objectively as possible, separating one's own thoughts or feelings from what is
observed and identifying the specific affects, both positive and negative, displayed by child
and/or adult. When commenting on observations, which include the mother or another carer,
special attention should be paid to the emotional content of the relationship and the extent to
which the child can be seen to adapt to the carer’s handling. There should be discussion of
how the parents and/or child experienced and responded to the observer and of the response
of the observer to what has been observed, in so far as it illuminates the processes involved
in the child's development.
The issue of confidentiality is of the utmost importance. Many parents coming to the Centre
have an interest in psychology and may themselves be involved in psychology courses. Many
families also live in the vicinity of the Centre, and it is possible you may see them on the
street or on public transport. It is therefore very important that special care be taken not to
discuss children and families in public places, and never to leave observations lying around.
When writing your observation paper please change all names of parents and children, as well
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as disguising any distinguishing or identifying facts such as location or parents occupation.
DO NOT USE ANY REAL NAMES. THIS INCLUDES YOUR SEMINAR LEADER AND STAFF NAMES.
The observation papers should be no more than 4,000 words in total, INCLUDING
observations.
10.3 Parent-Infant Observation Marking Criteria
The marking criteria is available in appendix 2.
10.4 Toddler Observations
The Toddler Observation Tutors are Inge Pretorius and Adeola King. Students observe the
Toddler Group at the Centre for 1.5 hours every two weeks, then discuss their written
observations in the weekly 1.5 hour seminar in their small group.
Aims and expectations of course:
 Learn about child development and specifically, about toddler development.

 Learn how to observe: actually see what is happening between the parent and child, as
well as interactions between toddlers.
 Learn how to record useful, meaningful and complete observations and how to support
hypotheses with observations.
 Learn how to observe empathically, rather than critically.
 Learn how to separate one's own thoughts, feelings and interpretations from what one
actually observes.
 Consider other people's viewpoints. Accept that there may be more questions than
answers, more hypotheses than certainties, and often several possibilities.
 As the year progresses, begin to relate theory from Child Development and
Psychoanalytic Concept courses and readings to the observations.
Confidentiality
The toddlers should not be discussed outside the Centre’s buildings. Some families live
locally and frequent shops and places visited by students. Keep observations in a safe place
that is not easily accessible. Do not leave copies of observations at printer, seminar room,
place unwanted copies in designated confidential waste bins in the Garden Room.
Role of the observer in the group
Observers gather in the Garden room and walk together to the hut, exactly 10 min before the
start of the group. Latecomers will not be admitted, as they disrupt the group. Observers
take up a seat in the room or booth quietly and promptly. Observers are expected to maintain
a quiet and respectful attitude. Remain in seat unless the group leader allows students to
move to the garden. (No drinking, eating, talking or note-taking is permitted during the
observation). If sitting in the playroom, observers do not reciprocate, initiate or encourage
interactions with toddlers or with parents but maintain a friendly, responsive distance.
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IT IS IMPORTANT THAT YOU DO NOT WALK IN LATE OR LEAVE THE OBSERVATIONS EARLY
AS THIS DISRUPTS THE OBSERVATION PROCESS
Each student will choose one “main” toddler to observe and a “back-up” toddler in case the
chosen toddler is absent. At least 2 observations per week for the “main” child should be
written and typed. Observation must give toddler's first name, toddler's date of birth and
exact age, date of observation, name of observer. Students bring copies of the observations
to the seminars.
References for Toddlerhood
Furman, E. (1992) Toddlers and their mothers. : International University Press.
Lieberman, A.F. (1993) The emotional life of the toddler. New York: The free press.
Mahler, M.S., Pine, F., & Bergman, A. (1975) The Psychological Birth of the Human Infant.
New York: Basic Books.
Zaphiriou Woods, M and IM Pretorius (Eds) Parents and toddlers in groups: a psychoanalytic
developmental approach. Routledge: London and New York (2010)
10.5 Toddler Observation Paper Guidelines
Students write a 4000 word paper on their chosen toddler.
experience throughout the year. This includes their capacity to observe, capacity to reflect
on the observations and capacity to reflect on themselves while observing. The papers
should be led by the observations (and not by theory) but should show some theoretical
understanding of what was observed and integrate this with the observations. Credit is given
for citing one or more relevant theorists whose work complements the observations reported,
and for considering alternative perspectives on what has been described.
The number of observations included in the paper is left to the student’s discretion but whole
refer to them specifically. The focus of the paper can be led by the observations; it might be
on the child’s development across a number of domains (i.e. developmental lines); or on one
particular domain, (e.g. separation-reunion behaviour or Rapprochement), as observed
across time.
All observation papers should include detailed extracts of actual reports (i.e. written
observations), not just a retrospective, processed summary. There should be vivid
description, giving evidence of real perceptiveness and some understanding. One observation
made by a colleague may be included in the paper (and acknowledge that it is by a
colleague), if the observation is particularly pertinent. Observations are identifiable in the
text by indenting and single spacing. The age of the child should be included. In addition,
the relative date of the observation (e.g. ‘observation no. 12’ or ‘in the first week of
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and/or adult. If possible, include countertransference experiences and show how these
informed the observation.
The issue of confidentiality is of the utmost importance. When writing your observation paper
please change all names of parents and children, as well as disguising any distinguishing or
identifying facts such as location or parents occupation. Do not use any real names; this
includes the toddler group staff names.
10.6 Nursery Observation Seminars
The Nursery Observation tutors are Marija Stojkovic and Tamsin Elder. Students observe in a
nursery for one hour per week, and have a 1.5 hour seminar a week.
Aims and objectives:
 To learn about child development in general as well as in specific context of the

nursery
 To learn how to observe: actually see what is happening between the child and his
peers and between child and adults.
 To learn how to record useful, meaningful and complete observations and how to
support hypotheses with observations.
 To learn how to observe empathically, rather than critically.
 To learn how to separate one's own thoughts, feelings and interpretations from what
one actually observes.
 To consider other people's viewpoints and accept that there may be more questions
than answers, more hypotheses than certainties, and often several possibilities.
 As the year progresses, begin to relate theory from Child Development and
Psychoanalytic Concept courses and readings to the observations
 To gain basic skills about how to understand group and organizational dynamic and
how this influences behaviour of the individual and vice versa
The seminar tutors and nurseries will decide when the observations take place and students
will be informed of the timetable. It is very important to note that these nurseries have
kindly lent their permission for students to observe their children, and it is vital for current
and future relations that students maintain a certain code of conduct. Therefore, seminar
leaders will get feedback from the nurseries and guide students how to best conduct
themselves when observing. As a general rule, it is important that students arrive on time for
the observations and to notify the nursery if they are not able to attend.
Nurseries may insist that students attend an Induction process and may refuse to accept
students who do not attend this.
Students should dress appropriately, not eat, drink, text or use their phones during their
visits to observe and should be well mannered to nursery staff.
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10.7 Nursery Observation Paper Guidelines
Students write a 4000 word paper on their nursery observation.
experience throughout the year. While the paper is not meant to be an extensive literature
review, the paper should show some theoretical understanding of what was observed and
integrate this with the observations. Credit is given for citing one or more relevant theorists
whose work complements the observations reported, and for considering alternative
perspectives on what has been described. However the paper should be observation and not
theory led.
The number of observations included in the paper is left to the student’s discretion but whole
refer to them specifically. The focus of the paper can be either on the child’s development
across a number of domains (i.e. developmental lines); or on one particular domain, (e.g.
separation-reunion behaviour or Rapprochement), as observed across time.
For the nursery observation papers, the focus can be either upon one child’s development
across a number of domains, i.e. developmental lines; alternatively, students could choose to
write about one particular domain, e.g. separation-reunion behaviour or Rapprochement, as
observed in several children across time.
All observation papers should include detailed extracts of actual reports (i.e. written
observations), not just a retrospective, processed summary. There should be vivid
description, giving evidence of real perceptiveness and some understanding.
In general the observations included in the paper should be their own, however in the case of
Toddler or Nursery observations, they may complement these with 1 observation made by a
colleague, if the observations are particularly pertinent. Observations are identifiable in the
text by indenting and single spacing. The age of the child should be included. In addition,
the relative date of the observation (e.g. ‘observation no. 12’ or ‘in the first week of
and/or adult. When commenting on observations, which include the mother or another carer,
special attention should be paid to the emotional content of the relationship and the extent to
which the child can be seen to adapt to the carer’s handling. In the case of the toddler-
parent or nursery observation paper, the student should include countertransference
experiences and show how these informed the observation.
The issue of confidentiality is of the utmost importance. Many parents coming to the Centre
have an interest in psychology and may themselves be involved in psychology courses. Many
families also live in the vicinity of the Centre, and it is possible you may see them on the
street or on public transport. It is therefore very important that special care be taken not to
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discuss children and families in public places, and never to leave observations lying around.
When writing your observation paper please change all names of parents and children, as well
as disguising any distinguishing or identifying facts such as location or parents occupation.
DO NOT USE ANY REAL NAMES. THIS INCLUDES YOUR SEMINAR LEADER AND STAFF NAMES.
The observation papers should be no more than 4,000 words in total, INCLUDING
observations.
Notes:
Marks will reflect the student’s capacity to reflect on their experience and difficulties in the
paper and are NOT based on an assessment of the student’s behaviour during the
observations.
Papers will not be marked down when the marker disagrees with student’s conceptualisation
of the observation experience or choice of theoretical framework from which to make sense of
the experience. Markers should evaluate the student’s capacity to describe, reflect on their
observation experience and present a well-supported and argued point of view
10.8 Nursery Observation Paper Marking Criteria
Are available in appendix 2.
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11 Voluntary Placements
We facilitate a limited number of voluntary placements for students on the MSc in

Psychoanalytic Developmental Psychology. These placements are within predominantly non-
clinical settings, for example working with children in schools, one to one academic mentoring
or helping with after schools clubs etc. Students may be asked to carry out a variety of
reasonable duties as negotiated with the host organisation. These placements are at one or
more of our partner organisations. The aim of these placements is to offer MSc students
exposure to children and young people in a variety of settings which may further their
knowledge, skills and enhance career development. Undertaking a voluntary placement may
not be suitable for all students and you should carefully consider whether you have sufficient
time to give to one. Most placements would expect a minimum of 6 months involvement for
about half a day per week.
There will be further information circulated at the beginning of term about the types of
placement available for this year.
Support at the partner organisation will vary from organisation to organisation so we strongly
suggest that students also attend a Work Discussion Group at the Centre, for which there will
be a small charge, paid by students undertaking placements.
12 Facilities at the Anna Freud National Centre for Children

and Families
Opening Hours: During term time the Centre’s core opening hours are 9.00am – 7.00pm
(however, one or two seminars may run until 8pm). The alarm is set every evening
shortly after 8pm so please ensure that you leave the building promptly.
Layout of the Centre's buildings: The Centre currently occupies three buildings: nos. 12,
14, and 21 Maresfield Gardens and is developing and expanding a new campus at Rodney
Street. MRes and MSc students are based in House no. 21, which contains the Library, the
teaching rooms and the Garden Room.
The Centre’s Library is on the ground floor of no. 21 and separate information is provided
about its facilities and use.
Computers are available to use in the MSc Computer Room in the basement of no. 21.
Students’ pigeonholes and lockers are located just outside the room. The MSc notice boards
should be checked regularly, as important messages and notices for forthcoming conferences
etc. are advertised there.
Next door to the MSc Computer Room is the Garden Room – the common room for students.
The Toddler Hut, used for various seminars and Toddler Observations, is in the garden of
house no. 21.
Students have access to a fridge, microwave and tea and coffee making facilities in the
kitchen.
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Lockers: There are a number of lockers available in house 21 for students to keep their
belongings. If you would like to make use of one of these please contact Claire to pick up a
key. A returnable deposit of £10 is charged for each locker.
Transport: The nearest underground station is Finchley Road (Metropolitan and Jubilee lines).
Also within walking distance is Belsize Park and Hampstead station which are on the Northern
line, and Finchley Road and Frognal station on the British Rail North London Line. Buses
include 113, 13, C11, 31, 46 and 286.
Bookshops: Karnac in Finchley Road, opposite Waitrose, is the nearest well-stocked

psychoanalytic bookshop. Waterstones in the O2 Centre on Finchley Road has a reasonable
selection of non-fiction titles. The nearest good general academic bookshop is Waterstones,
in Gower Street (opposite the University of London).
International Student Identity Card: As a registered UCL student, you can obtain an
International Student Identity Card, which entitles you to numerous discounts in London as
well as Europe and overseas. You can obtain an ISIC card from STA Travel, who have several
locations in London.
Please note that you are not to admit any visitors to the Centre’s buildings. If
unknown visitors arrive at house 21 they should not be let into the building - they
should be asked to report to reception in house 12. This procedure is usual good
practice to ensure the safety of all of us working at the Centre.
13 Printing at the Anna Freud National Centre for Children

and Families
The system used for printing at the Centre is called Papercut. To access your Papercut
account please navigate to https://afc-mar-prn01:9192/user and use your Centre login and
password. You can monitor and top-up your balance yourself. You can purchase credit for
your printing account in the form of a card from your Course Administrator. To top up your
account, login to Papercut and select ‘redeem card’ and enter your card number.
When printing you will have the choice of printing to two printers, printer 21-G-34-Xerox-
Photocopier on AFC-mar-prn01 is used by staff as well as students and printer ‘21-1-G-34-
Samsung’ is solely for student use. Once you have selected which printer you would like to
use, you will then see a popup box which will let you know how much it will cost to print the
document and will ask you if you wish to continue – if you select ‘yes’ this will then debit your
account or if you select ‘no’ it will cancel the print request – if you do not have enough funds
in your account to print the document, the system will tell you.
NB: you may get a security warning when accessing the Papercut web portal, please do
accept or acknowledge this to be taken to the login page.
Photocopying at the Anna Freud National Centre for Children and Families
You can use the main printer/photocopier in house 21 (21-G-34-Xerox-Photocopier on AFC-
mar-prn01) for photocopying as well as printing. You should have received your login and
password to your photocopying account on Induction Day. Photocopying accounts can be
topped up by your Course Administrator. The cost is approximately 6p per copy. If for any
reason the photocopier is out of order please contact your Course Administrator and they will
assist you.
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Secure Printing
At times you may need to print documents which are confidential or sensitive (i.e. your
observation reports or coursework) in nature. To avoid documents being left and forgotten
where they could be stolen, lost or misused, you should use the secure printing function.
To use this system you set up an account and send items to print in the usual way, but you
have to physically go to the printer to release the documents to print.
You can use the secure printing function on the photocopier (21-G-34-Xerox-Photocopier on
AFC-mar-prn01) in the Garden Room
Posters explain how to use secure printing are displayed in the MSc Computer Room and
Garden Room.
14 Library Facilities
Students have access to library facilities provided by the University and by the Anna Freud
National Centre for Children and Families. The following training sessions in the use of these
facilities have been arranged; full details will be provided after the start of term:
Monday, 10th October: UCL Library Tour (UCL) 11:00 - 12:00 or

Monday, 10th October: UCL Library Tour (UCL) 14:00 - 15:00
Wednesday, 26th October: Introduction to the Centre library (the Centre library) 14:00 -
15:00
Wednesday, 30th November: Using bibliographic databases (the Centre library) 14:00 - 15:00
(Additional sessions will be organised for those students who are unable to attend due to
timetable commitments)
UCL Library Services

UCL has 19 libraries and a mixture of quiet study spaces, bookable study rooms and group
work areas. Each library has staff that students can ask for help. The UCL Library Services
page has information for students about using the library, services available, electronic
resources and training and support.
http://www.ucl.ac.uk/library/students
Students will be issued with student identity cards which provide access to the UCL libraries.
The psychology section at UCL is based in the Science library, located in the DMS Watson
Building in Malet Place, and managed by Psychology Subject Librarian Fran Wood
(f.wood@ucl.ac.uk)
It is important that students attend a tour of UCL library facilities, which includes an
introduction to the UCL Science library and website.
Students may also gain entry to the Senate House (University of London) Library in Malet
Street.
Students will be given computing account user ID/passwords, with which they can access
online content on the UCL library website, including the catalogue, databases and electronic
journals, and training in using these will be provided. The UCL website can be accessed from
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any computer with an internet connection, and the Desktop@UCL Anywhere service provides
access to the UCL network.
Reading Lists
Access to module reading lists, and the full text of required reading materials (and some
optional reading) is also provided electronically via Moodle and the UCL library website.
UCL Electronic Reading List Instructions

Log in to your Moodle page https://moodle.ucl.ac.uk/ using your UCL computing account
username and password
1. Click on the Reading List link in the Module block
2. Click on the blue underlined module title (this will take you to the reading list for the
module, with readings listed under each lecture)
3. Click on “Sign in”, again using your UCL username and password
4. If there is a blue “Online Resource” button next to the reading, click on that and it will
take you straight to the full text, or …
5. … Click on the title of the reading you want (in blue text), which will take you to a new
page
For UCL electronic journal articles:
 Click on the button
 On the SFX page, under Full Text, there will be one or more buttons. Click one
of these, and this will take you to the publisher’s abstract of the article.
 Click on “get PDF”, “download pdf”, “download full text” or something along those
lines which will appear somewhere on the page (sorry to be vague, but publishers
have different ways of doing this step). This will bring up the full text of the article.
For book chapters / non UCL journal articles (where “digital reading” is indicated under the
title):
 Click on the blue underlined Web address
 Sign in (again!)
 This will take you to a pdf file of the chapter / article
For online documents (where “webpage” is indicated under the title):

 Click on the blue underlined Web address
 This will take you straight to the online document
The Anna Freud National Centre for Children and Families Library
The Centre library houses a small, highly specialised collection supporting academic, clinical
and research activities. It currently holds approximately 2,500 books covering both historical
and contemporary material relating to child and adolescent psychotherapy, parent-infant and
family psychotherapy, and child development. It subscribes to 11 current journal titles, and
electronic access to research publications is also provided.
Staffed Library Hours

Monday 09:15 – 17:30
Tuesday 09:15 – 17:30 (Closed 09:15-11:15 during term 1)
Wednesday 09:15 – 16.45
Thursday 09:15 – 17:30 (Closed 10:00-11:15 during terms 1 & 2)
Friday 09:15 – 17:30
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Librarians: Anne Knox and Gurnam Bubber
library@annafreud.org x 2219 (External: 020 7443 2219)
Variations in the staffed opening times above are usually notified by email, but if you are
making a special journey to use the library please telephone either the library or your course
administrator first. Library materials may only be borrowed when the librarian is present; at
other times you may read in the library, except when it is closed for special lectures or
meetings.
Anyone removing materials from the library without permission will trigger an alarm and be
filmed on CCTV.
Using the library

Students should wear their Centre identity cards when visiting the library. All library users are
expected to treat the library and those using it with consideration. Food is not allowed in the
library, and noise should be kept to a minimum at all times, including when entering and
leaving the teaching area.
To find out what is in the library, you should consult the catalogue http://a10328uk.eos-
intl.eu/A10328UK/OPAC/Index.aspx which you can access from any computer with an
internet connection. There is also a link to the catalogue, and a folder of useful library
information, on your UCL Moodle page. The computer located at the front of the library desk
provides access to the internet as well as short cuts to library resources.
Please ask the librarians for any help you need in using the library.
Borrowing library materials
Most books may be borrowed for four weeks, although some books in heavy demand may be
borrowed for either one week or overnight. Journal issues may be borrowed for one week. Up
to five items may be borrowed at once.
It is possible to renew loans for one further period unless they have been requested by
someone else, in which case we will notify you and they should be returned as soon as
possible. There is a box on the desk where you can leave your returned loans if the librarian
is not present.
Fines will be charged if an item is severely overdue and is not returned after several
reminders, and we charge the cost of replacement for any lost or badly damaged items.
Outstanding loans and fines might result in your essay marks being withheld. These are the
only cases in which we fine library users until the end of the course, when all overdue items
will incur fines at the rate of £1.00 a day, or the cost of replacement. Issue of results might
be delayed until all library books are returned and money owed is paid.
15 Computer Facilities
Computers are regularly used in the delivery of statistics teaching. The Student Computer
Room at the Anna Freud National Centre for Children and Families houses several networked
computers providing students with access to word processing packages, including Microsoft
Office and SPSS. Students also have access to the Internet. You will receive a user name and
password for the Centre’s computers at the start of term as well as login details to papercut.
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NB: Please keep note of your username and password and update your password when
prompted to do so. Passwords expire on a regular basis and the resetting of them can take
time.
If you experience any problems with the computer systems that you are unable to resolve
please report them to the administrator and she will inform the relevant people in order to
get the issues resolved.
Wireless Internet Access

Wireless internet connection is available in House 21 at The Anna Freud National Centre for
Children and Families for students who wish to use it. In order to connect to this please follow
the instructions below. In order to use the wireless connection you must agree to the Centre’s
acceptable use policy and not misuse the system. The Centre accepts no liability for any
viruses you may receive whilst using our wireless connection.
Connection Details – Windows 7

Step 1 Check Wireless Adaptor dhcp configuration
 Your laptop should be configured to use dhcp on the wireless adaptor interface to
obtain a valid IP network address. If in doubt check this using:
start>control panel>network and sharing centre>change adapter settings
 Check that a fixed IP is not selected by right clicking Wireless Network
Connection>Properties>Double click IPv4, and that “obtain an IP address and DNS
automatically” is selected
Step 2 Choose the network

 Next click the network connection icon – usually found in the lower right corner on the
screen (or alternatively in network connections of the control panel) to view the
available networks.
 You should see a list of wireless networks in the vicinity. Connect to the wireless called
“visitor”. You may see other wireless networks belonging to other individuals in the
area. These should be ignored.
Step 3 Connect to the network and enter the pre shared key
 You may be allowed to connect to “visitor” with permission from Anna Freud; to do so
select the required network and click on connect.
 You will be prompted to enter a network key which is: v151t0r5
 Once the system has connected to the wireless network, an IP address will be allocated
to your machine automatically by the system. You may see a message saying
“Acquiring an IP address from the network”
 If you are unable to browse web sites successfully then proceed to troubleshooting.
Troubleshooting
 Check your IP address is valid, you can do this by using the command IPCONFIG from
a DOS command prompt.
 Use start>Type ‘cmd’>Click cmd.exe that shows in the search result to get a command
prompt and then type IPCONFIG to check the address.
 For visitor wireless your correctly allocated IP address should be in the 192.168.1.x
range with a default gateway of 192.168.1.254 and a mask of 255.255.255.0 The DNS
will be 8.8.8.8, or 8.8.4.4. If the values you see are not (similar to) the above then it is
likely that either you have connected to a different network or your system is not set
up for dhcp.
 Check the network you are connecting to
 Temporarily disable personal firewalls
 Temporarily disable anti-virus protection
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 Contact IT Support
16 UCL information systems
Once you have accepted and met the conditions of your offer and no more than six weeks
before the start of your programme you will receive an email from UCL inviting you to pre-
enrol. During the pre-enrol process you would have retrieved your UCL user ID and password.
If you have not retrieved this or have forgotten these details then please contact the ISD
Service Desk
You will need your UCL User ID and password to access UCL computers and services which
are essential to the course.
Please note that passwords automatically expire every 150 days, from the last date they were
changed. Warnings are sent to your UCL email account 30 days prior to your password being
reset.
PLEASE ENSURE YOU CHANGE YOUR PASSWORD BEFORE THE EXPIRY DATE
 You can check your UCL email on the web at http://www.ucl.ac.uk/isd/students/mail.
 You can change your password on the web at http://www.myaccount.ucl.ac.uk/.
 Passwords cannot be issued over the telephone unless you have registered
for the User Authentication Service. It is strongly advised that you register for this
service.
 You may forward your UCL email to an address which you use more regularly. For
Squirrelmail users please follow this link: http://www.ucl.ac.uk/directory/ and then
use the 'self service' page. For Outlook users please follow this link:
https://www.ucl.ac.uk/isd/students/mail/live/guide/owa/forwarding
UCL Information Services Division (ISD)

The UCL ISD is the primary provider of IT services to UCL, offers IT learning opportunities for
students and staff in the form of ‘How to’ guides which provide step-by-step guidance to all of
ISD’s key services, including email and calendar services, user IDs and passwords, print,
copy and scanning, wifi and networks. There are also opportunities for digital skills
development through face-to-face training in areas such as data analysis, programming,
desktop applications and more, along with individual support through drop-ins and via the
ISD Service Desk. UCL also has a licence for ‘Lynda’ which provides thousands of high quality
video-based courses from programming to presentation skills.
E-learning services available to students include Moodle, Turnitin and Lecturecast and allow
students to access online course materials or take part in online activities such as group
work, discussions and assessment. Students can re-watch some lectures using the
Lecturecast service and may also use interactive tools in the classroom.
ISD provides desktop computers and laptops for loan in a number of learning spaces. A map
of computer workrooms is available on the ISD website. Computers at UCL run a
Desktop@UCL service which provides access to hundreds of software applications to support
students. It is also possible to access a large range of applications remotely, from any
computer, using the Desktop@UCL Anywhere service.
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All students are encouraged to download the UCL-Go app, available for iOS and Android
devices. The app gives access to Moodle and timetabling and shows where desktop
computers are available on campus.
ISD Service Desk

The ISD Service Desk is located on the ground of the DMS Watson Science Library.
Portico
UCL has a student IT system which is known as Portico. Access to Portico is available to
everyone across UCL - staff and students - via the web portal www.ucl.ac.uk/portico. You will
need to log on using your UCL user ID and password, which should have been issued to you
at enrolment. (This is the same ID and Password that you use for your UCL email)
Portico is designed to allow you to take ownership of your own personal data.
In Portico you can:
 Complete pre-enrolment and re-enrolment

 Edit your own personal data e.g. update your address, contact numbers and other
personal details-It is important that you keep this information up to date
 Complete online module registration - it is very important that you do this as soon
as possible: You should do this during the first week of term.
 View information about programmes/modules
 View examination timetables and results
 Applying for graduation ceremonies
If you have any technical problems with using Portico please contact the Portico helpdesk.
UCL will send your MSc certificate and transcripts to the address you have on
Portico after the end of the MSc. Please make sure you update this if you are
leaving the UK or your address changes.
Email
Correspondence from the Centre and UCL will be sent to your UCL email address which will
be allocated to you at the start of term. It is essential that you check your UCL email
regularly to avoid missing important information.
Moodle
Moodle is an online learning resource, similar to a webpage, and is designed to allow you
access to MSc PDP resources. On this page you will find relevant course and UCL information
including the course handbook, reading lists and lecture PowerPoints, useful forms, welfare
and advice information, and a number of other resources. Please become familiar with this
resource and use it whenever you can to avoid asking Claire for items which are available on
the Moodle site.
Please see instructions below for how to log into Moodle:
 Go to https://moodle.ucl.ac.uk/
 Log in using your UCL user id and password.
 You should then be redirected to a page which has ‘My Courses’ at the top and
underneath this should be the link to the PDP page, entitled TMSPSYSPDP06
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Psychoanalytic Developmental Psychology. If you click on this link you will be directed
to the PDP Moodle page where you will find all the resources.
 The enrolment key to access PDP’s Moodle page is AnnaFreud21
Moodle FAQs
Quick Start Guide
myUCL
A weekly term-time e-newsletter to all students (undergraduate and postgraduate) at UCL,
which covers key internal announcements, events and opportunities.
UCL Instagram
UCL’s official Instagram channel, featuring news, events, competitions and images from
across the UCL community.
@ucl Twitter channel

Sharing highlights of life at UCL from across UCL’s diverse community.
17 Contact Details
It is essential that every student provides the Course Administrator with a personal email,
telephone number and address and emergency contact at the start of term. These contact
details must be kept up to date as students may need to be notified of any changes or
cancellations regarding lectures at short notice.
The most frequently used method of contact is through email so please make sure that you
maintain your UCL email account and that you access it regularly.
Our local records will be securely destroyed when you leave the course and the information is
no longer required.
18 UCL Centre for Languages & International Education

(CLIE)
The UCL Centre for Languages & International Education (CLIE) offers courses in over 17
foreign languages (including English), along with teacher training courses, across a range of
academic levels to support UCL students and staff and London’s wider academic and
professional community. CLIE provides degree preparation courses for international students,
courses satisfying UCL’s Modern Foreign Language requirements and a range of UCL summer
school courses. Students can also access a database of language-learning resources online
through the CLIE Self-Access Centre, including film and documentary recommendations and
books for self-study.
CLIE website
CLIE Self-Access Centre
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19 Student Support and Wellbeing
UCL is committed to the wellbeing and safety of its students and tries to give assistance
wherever possible to ensure that studying at UCL is a fulfilling, healthy and enjoyable
experience. There is a wide range of support services for students and - the Current Students
Support website provides more information
Students should be aware that, while there are many services on offer, it is their
responsibility to seek out support and they need to be proactive in engaging with the
available services.
19.1 What to do if experiencing difficulties
Students experiencing difficulties should discuss these with the Course Tutor, Debbie, at the
earliest opportunity.
19.2 Confidentiality
Please see Appendix 12 for UCL’s confidentiality policy.
19.3 UCL Student Centre
The Student Centre provides front-line administrative services to UCL students and is an
excellent source of information about the services provided by Student Support and
Wellbeing. They can also provide advice about a range of Student Records enquiries and fulfil
requests for proof of student status. If a Student Centre member of staff is unable to answer
your question they will signpost you to the correct website/office/department/person to assist
you.
The Student Centre is located on the ground floor of the Chadwick Building on the Gower
Street Campus. The Student Centre is open 10am to 4pm Monday, Tuesday, Thursday and
Friday, and 11am to 5pm on Wednesdays, excluding college closure days and public holidays.
19.4 Long term/ Chronic Conditions and Disabilities
Any student with a long term physical condition, mental health problem or learning difficulty
should, in the first instance discuss this with their personal tutor. They will then be advised
to contact UCL Disability Services for special assessment arrangements to be put in place for
them. It is the responsibility of the student to register a long term condition or disability at
the beginning of the academic year so that the appropriate support can be considered and
put into place in good time.
The Extenuating Circumstances regulations provide short-term solutions for students

experiencing sudden, unexpected difficulties. They are not designed to support students with
longer-term / chronic conditions, mental health conditions or disabilities. UCL seeks to ensure
that such students are properly supported throughout their studies and enabled to achieve
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their full potential at assessment. Although there may be times when it is necessary for such
students to use the EC regulations, students should make sure they are aware of and take
advantage of all the other support mechanisms provided by UCL such as:
 Reasonable Adjustments
 Special Examination Arrangements
 Student Disability Services
 Student Psychological Services
 Student Support and Wellbeing
 Support to Study Policy
 UCL Student Mental Health Policy
UCL Student Disabilities Service

In line with the Equality Act 2010, UCL make reasonable adjustments to support disabled
students in higher education. UCL aim is to support students to study as independently as
possible during their time at UCL.
Student Disability Services provide a comprehensive range of support services for students
who have a disability which impacts upon their studies at UCL. They support students with
physical and sensory impairments, specific learning difficulties, autistic spectrum disorders,
mental health difficulties, and long-term health conditions. As well as arranging for
adjustments to learning environments, the team loan out specialist equipment and provide
one-to-one tutoring and support for students with specific learning difficulties.
It is the responsibility of students with disabilities or dyslexia to discuss this with the course
tutors and contact the Student Disability Services early in the course so that where
applicable, special provision can be considered.
Students with dyslexia (or other SpLD) should register with Student Disability Services. Make
an appointment to come and meet with a Disability Adviser – or come to one of the daily
drop-in sessions on Mondays & Wednesdays, 2 - 4 pm. Students will need to bring evidence
of their diagnosis. This will need to be a full diagnostic assessment carried out after 16 years
old by a psychologist with a practising certificate or a specialist teacher holding an
assessment practising certificate. If the assessment was carried out before the age of 16, it
will be necessary to have a top-up assessment. Initial assessments can also be arranged.
Contact details
Address: The Student Support Centre, Level 4, UCL Institute of Education
Tel: 020 7679 0100
Email: disability@ucl.ac.uk
Website: http://www.ucl.ac.uk/disability
The Student Disability Service offer over 40 appointment slots per week which can be booked
in advance. They are happy to meet in person, talk over the phone or via Skype. Drop-ins
take place every Monday and Wednesday between 2pm-4pm and are designed for brief
queries. If your concern is more substantial you may be asked to come back for a full
appointment.
Departmental Equal Opportunity Liaison Officers (DEOLOs)

This course is part of the Division of Psychology and Language Sciences at UCL. The division
has 4 Equal Opportunities Liaison Officers who make sure that UCL's Equal Opportunities
policies and practice are implemented. Students can speak to them for formal or informal
advice about equal opportunities issues such as discrimination, bullying and harassment, or
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disability access. Every enquiry is treated in confidence and if they can't resolve your queries,
they will find someone who can. The main contact for students on this course is Stefanie
Anyadi. Her contact details are s.anyadi@ucl.ac.uk
Contact details of the other DEOLOs and further information can be found on the UCL
website.
Recording of Lectures
All students are able to record lectures providing a permission form has been completed.
This form is a signed agreement that the recordings will only be used for the purpose of
personal study and will be deleted once studies have been completed. If the student has
completed the form s/he does not need to seek individual permission from the module leads
or guest speakers, thus ensuring anonymity. A copy of the form can be found in Appendix 8.
19.5 Reasonable Adjustments
UCL will make Reasonable Adjustments to learning, teaching and assessment to ensure that
students with a disability are not put at a disadvantage. UCL also provides Reasonable
Adjustments for students who might not consider themselves to have a ‘disability’ but who
nevertheless would benefit from additional support due to an ongoing medical or mental
health condition. It is the responsibility of the student to request Reasonable Adjustments,
and students are encouraged to make a request as early as possible.
 Reasonable Adjustments
19.6 Special Examination Arrangements
Special Examination Arrangements (SEAs) are adjustments to central or departmental written

examinations which can be made as a Reasonable Adjustment for students with a disability or
longer-term condition or as a form of mitigation for students with shorter-term medical
Extenuating Circumstances. This may include, but is not limited to extra time, a separate
room, rest breaks and specialist equipment. Students must make an application to use the
special examination facilities.
Special Examination Arrangements
Student Disability Services
Reasonable Adjustments regulations
19.7 Support to Study Policy and Fitness to Study Procedure
Students with physical or mental health concerns are encouraged to make contact with the
available support services as early as possible so that UCL can put in place reasonable
adjustments to support them throughout their studies. However there may be occasions
when a student’s physical or mental health, wellbeing or behaviour is having a detrimental
effect on their ability to meet the requirements of their programme, or is impacting on the
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wellbeing, rights, safety and security of other students and staff. In such cases UCL may need
to take action under the Fitness to Study Procedure.
Further Information:
 Support to Study Policy
 Fitness to Study Procedure
 Student Psychological Services
 Student Support and Wellbeing
 Learning Agreements, Barring, Suspensions and Terminations of Study
 Student Disciplinary Code and Procedures
 UCL Student Mental Health policy
Further information on the Student Disability Service, Student Psychological Service and
Student Support and Wellbeing can be found in this section.
19.8 Academic and Pastoral Support
UCL is committed to providing all students with the academic guidance and personal support
that they need to flourish as members of our active learning and research community. As part
of the wider support infrastructure provided by a programme, every undergraduate or taught
postgraduate student will be assigned a member of staff who can provide constructive
academic and personal development guidance and support. At the start of the year, students
will be provided with the name and identity of their personal tutor, the date of their first
meeting, and where and when the personal tutor can be found in term time. Students are
encouraged to be proactive in engaging with their Personal Tutor, as it is the responsibility of
the student to keep in touch.
These are the sort of things can you discuss with your Personal Tutor:
 facilitating personal and professional development in all years of study
 identifying any personal difficulties prevailing and advising or making referrals to
 advise on course progression and options
 general career advice
 recommendations for further study
Students will meet with their personal tutor 1:1 three times a year, in accordance with UCL
guidelines. These meetings are an opportunity for self-evaluation and discussion of staff
feedback and any issues which may be impacting on the student’s progress. Debbie acts as
your personal tutor and individual meetings will be offered once a term. Students may be
asked to complete a self-evaluation form during the course of the year which forms the basis
of discussion within one of these meetings.
Students have access to any members of the course team for academic or pastoral advice,
although Debbie, the Course Tutor, should usually be the first contact. The course team
works together to help any students who are encountering difficulties and we would
encourage students to seek help and advice at the earliest possible opportunity. Students
who encounter severe problems may be granted extensions or be able to defer some
elements of the MSc until later years.
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19.9 Student Psychological Services
UCL Student Psychological Services is dedicated to helping UCL students with personal,
emotional and psychological concerns. The Student Psychological Services Team is diverse
and consists of a variety of highly trained and experienced professionals, who offer short-
term CBT and psychodynamic support. There are currently two psychiatrists and ten
therapists on staff with varying kinds of psychological training and expertise. The website
includes further details of the service as well as online support and contact details for a range
of resources.
19.10 Student of Concern
There are many sources of support for students who are having difficulties, but sometimes it
is hard to know how to help a student who appears to be struggling, particularly if they seem
unwilling or unable to seek the help they need. Anyone concerned about the behaviour of a
student, who believes the problem may be related to health and wellbeing issues, is
encouraged to complete the online UCL Student of Concern Form. Depending on the concerns
raised, Student and Registry Service may respond by offering support or advice to the
student or the person who submitted the form, liaise with support services or, if necessary,
work with the relevant authorities to ensure the student is safe.
 Student of Concern
19.11 Immediate Support
Crisis support - immediate help

If a student is in crisis there are a range of UCL and external sources of help such as
Nightline, Ridgmount Medical Practice, Hall Wardens, Student Psychological Services and the
Samaritans.
 Crisis Support
Out-of-hours support and information helpline

UCL works in partnership with Care First to provide an out-of-hours support and information
helpline. The helpline is free of charge and includes access to information specialists who are
trained by Citizens Advice and to professionally-qualified and BACP-accredited counsellors
who can help students with a range of emotional and psychological difficulties.
 Out of Hours Support and information Helpline
19.12 Registering with a Doctor
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Students are strongly encouraged to register with a doctor as soon as possible after they
arrive in London so that they can access healthcare as quickly as possible if they become ill or
injured. When attending a university in the UK students are also advised to be vaccinated
against Meningitis C.
The Ridgmount Practice is a National Health Service (NHS) practice providing healthcare and
dental services for students living within its catchment area (i.e. near the main UCL campus).
Students can also choose to register with a practice closer to where they live if they prefer.
The Ridgmount Practice also runs a Walk-in Surgery which any UCL student can attend, even
if they are not registered with the practice.
 Register with a doctor
 Ridgmount Practice website
19.13 UCLU Rights & Advice Centre
The UCLU Rights & Advice Centre is a service available to UCL students to help with any
difficulties that might occur while at UCL. The Rights & Advice Centre’s trained and
experienced caseworkers can give advice about:
Immigration - including applying for a Tier 4 visa
Academic issues - including examination irregularities and student complaints
Housing - including contract checking and housemate disputes
Employment - including unpaid wages and part time employment contracts
Many other legal and university matters
Students can make an appointment or attend a drop-in session for free, confidential and
independent advice and support.
UCLU Rights & Advice Centre
19.14 International Students
International Support and Welfare

The International Student Support and Welfare Team provide specialist support and advice
for all non-UK students at UCL. As well as immigration information, they help to support
students through the transition to university in the UK by organising the International
Student Orientation Programme (ISOP) at the start of each term, and arranging regular
workshops for international students which tackle particular issues.
International Student Orientation Programme (ISOP)

UCL have an International Student Orientation Programme (ISOP) and early enrolment
scheduled for the week beginning 19 September 2016 and a Newsletter for International
Students.
19.15 Personal Therapy
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While this is not a requirement of the course, many students find it greatly beneficial to enter
into a personal therapeutic/analytic relationship while pursuing the MSc. This is particularly
relevant to those individuals contemplating a clinical training where this will be a
requirement. The sensitive and emotionally evocative nature of the course makes some
students especially value the opportunity to discuss the issues in a personal framework. We
do not make recommendations but can direct students to organisations which may help them
find a suitable therapist. Please contact Kay Asquith.
20 Sources of Information, Funding and Advice
20.1 Accommodation
UCL Residences provides a range of accommodation options including three Halls of

Residence, self-catered student houses and intercollegiate halls shared with other colleges of
the University of London. Each Hall has a Warden and Vice-Warden to support students and
foster a positive environment within the accommodation.
 UCL accommodation
 Wardens and Vice Wardens at UCL Residences
20.2 Career Advice
The Course Director and Course Tutor are available to provide careers guidance specifically
for our MSc students, while the UCL Careers service provides a wealth of advice and
resources in this regard.
UCL Careers provides a wide variety of careers information, one-to-one guidance and events
for UCL students and recent graduates, and assists them through the entire job hunting
process, including exploring options, searching for vacancies, preparing CVs and applications,
practicing for interviews, aptitude tests or assessment centres, and providing access to
recruitment fairs and other employment-related events. They can also advise on exploring
options for further study and funding. These specialised services and events are available to
graduates, international students and Master’s students for up to two years following course
completion.
UCL Careers also supports work-related learning, including internships and placements. UCL
students who are required to complete a placement or internship as part of certain courses
are supported in their search, application, and work by UCL Careers. Students can also sign
up for UCL Talent Bank, a shortlisting service connecting students to small and medium sized
organisations.
 UCL Careers
 As a postgraduate student you have access to: Masters Talks Programme - Careers
Consultant led information sessions specifically aimed at Master's Degree students.
 Register for UCLAlert! to find out about current jobs, events happening at UCL Careers
and The Careers Group.
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 Careers advice for graduates – for up to two years after students graduate, they have
access to UCL career advice. After two years, UCL graduates have can receive
continued support for professional development or career changes from The Careers
Group.
 The Association of Child Psychotherapists (ACP) also disseminates information about
careers. There is also an annual job fair held by the ACP and North Thames Regional
Health Authority.
20.3 UCL Financial Advice and Support
At UCL we understand students can face a range of financial issues. We aim to help and
advise students as much as possible, so that they have more control over their own financial
situation. The Student Funding Team offer online information and one-to-one support through
appointments as well as a drop-in service. Students with a more complex or sensitive
circumstances can make an appointment with the Student Funding Welfare Adviser.
 UCL Financial Advice and Support
20.4 Reference Requests
All requests for references should be made to Claire, giving details of which staff member(s)
you would like to provide the reference and the course/post you are applying for. Please give
the deadline and if possible a current CV. You must also let the staff member(s) know that
you are requesting a reference from them. If you are requesting an academic reference then
it makes sense to only ask one member of staff – and get your 2nd reference from another
suitable source. If you request 2 references from the MSc team they may be very similar.
You should allow 2 weeks for the staff member concerned to complete the reference. Except
for very exceptional circumstances we would not provide a reference for a student who
graduated more than 3 years previously.
20.5 Other Sources of Information and Advice
Advisers to Women Students

Student Support and Wellbeing Office, 4 Taviton Street
Miss Denise Long (Director, Student Support and Wellbeing)
Tel: 020 7679 2055
Students may face financial, personal or emotional difficulties during the course of their
studies. While, often, the Personal Tutor might be the best person to approach, some women
students might prefer to speak to a woman member of staff outside their own Department.
The Adviser is pleased to see any woman student to discuss any problem, be it academic,
social or personal; and is available at any time for individual consultations.
UCL Day Nursery

Located at 2 sites:
50 – 51 Gordon Square, WC1H 0PQ
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55 – 59 Gordon Square, WC1H 0NU
Opening hours: Monday to Friday
8.30am to 5.20pm
Tel: 020 7679 7461
Email: nursery@ucl.c.uk
The UCL Day Nursery provides high quality childcare and nursery education for children aged
three months to five years.
21 Lectures and Conferences
There are a number of opportunities to attend outside lectures for conferences. Some details
are given below, but this is by no means an exhaustive list:
Conferences on psychoanalytic themes are routinely sponsored by the Psychoanalysis Unit

and the Attachment Research Unit at UCL, as well as by the Freud Museum, near the Anna
Freud National Centre for Children and Families. These are fee-paying conferences, but
subsidised rates are available to students and occasionally they may attend for free in
exchange for organisational help with the conferences.
The International Neuropsychoanalysis Society was founded in London, in July 2000, to

promote inter-disciplinary work between the fields of psychoanalysis and neuroscience. The
co-chairs of the Society are Mark Solms – a psychoanalyst and neuropsychologist - and Jaak
Panksepp - a neuroscientist working in the field of emotion. Details of how you can join the
society and their lecture programme can be found on their website.
See link here: http://www.imaios.com/ for online courses relating to neuroimaging

techniques and neuroanatomy. You need to register for the courses, but this is free and
simple to do.
UCL Graduate School Courses
 The Doctoral School at UCL runs many courses and a full list can be obtained via the
website.
 Of particular interest may be:
 The SPM short course (especially for those who are interested in fMRI)
 The Monday lecture series at the Institute of Cognitive Neuroscience.
 The Theoretical Neuroscience Course at Gatsby Unit UCL – for those interested in the
interface of cognitive neuroscience and neuronal modelling (and with a strong
mathematics background!)
However, these courses are primarily for PhD students at UCL who take precedence over
MRes and MSc students. You are advised to investigate these extra courses early and
register your interest. If all the places are not taken up by PhD students you will be allowed
to attend.
The UCL Neuroscience Domain organise a Neuroscience Symposium in June.
22 Affiliated Membership of Association of Child

Psychotherapists
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Founded in 1949, the Association of Child Psychotherapists (ACP) is the sole professional
organisation for psychoanalytic child psychotherapy in the UK.
As the MSc Degree is an accredited pre-clinical course, you are eligible to apply for this
affiliate membership. This would be of special interest to those students thinking of going on
to undertake a child and adolescent psychotherapy training. If this is of interest to you,
please contact the ACP for an application form either via email: acp@dial.pipex.com or
telephone: 0208 458 1609. Webpage:
http://www.childpsychotherapy.org.uk/members/membership-levels/
23 After Study
Degree Certificate and Transcripts

A degree certificate will be sent to each successful student awarded a UCL degree. All
graduating students will receive an official transcript, detailing examinations taken and results
achieved. Transcripts are issued automatically and sent to the contact address held on
Portico. Additional transcripts are available via the UCL Transcript Shop.
Students may request additional copies of their transcripts from UCL Assessment & Student
Records, for which a fee will be charged.
 Transcripts
UCL Alumni Community

The UCL Alumni Online Community is a global network of more than 200,000 former students
of UCL. Alumni can take advantage of a wide range of benefits, services and discounts – on
campus, across the UK and globally – including the Alumni Card, access to thousands of e-
journals and library services and a free UCL-branded email service. The UCL Alumni Online
Community also posts information about events and reunions happening around the world
and other ways to get involved, including the UCL Connect professional development series.
 UCL Alumni
https://aoc.ucl.ac.uk/alumni/alumni-community
Anna Freud National Centre for Children and Young People Alumni
The Alumni Network Office helps former graduates and trainees to stay connected and
involved with the Anna Freud National Centre for Children and Families through a series of
opportunities for communication, professional development and exclusive access to a number
of benefits, including our newsletter, invitations to events, videos from conferences, discounts
on short courses and use of our online network community. To take full advantage of the
Alumni Network Benefits please register on the Centre’s website.
24 Student Representation, Committee Structure and

Feedback
UCL’s goal is to put students’ feedback, insights and contributions at the heart of our
decision-making. We value students’ feedback and work with students as partners in the
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process of shaping education at UCL. In recent years, as a direct result of student feedback,
we extended library opening hours, opened new study spaces and scrapped graduation ticket
fees for students.
The MSc is co-ordinated and supervised on a daily basis by the Course Director, Kay Asquith,
and the Course Tutor, Debbie. All students have access to the Course Director and the Course
Tutor. If you would like to arrange a meeting with either of them you can contact them by
email.
In addition, the students elect one or more Student Academic Representatives (StARs) each
year that has regular contact with the Course Team to discuss students’ concerns and steps
to address these. More information about Student Academic Representatives is provided
below.
Each student will have regular progress meetings with their Personal Tutor. Debbie and Kay
act as these personal tutors and individual meetings will be set up once a term. Students are
asked to complete a self-evaluation form during the course of the year which forms the basis
of discussion within one of these meetings. Students are also encouraged to arrange a
meeting at any point throughout the year with their Tutor if there is anything that they would
like to bring up about the course. It is better that any problems are highlighted and brought
to our attention at the earliest opportunity so that they can be dealt with adequately.
Twice during the academic year (and optionally a third time) students are invited to a Staff
Student Consultation Committee (SSCC) meeting at which they can give feedback
regarding what is going well on the course, as well as give suggestions and or raise any
concerns about the programme with course staff which is central to maintaining and
improving the quality of education at UCL. The course’s StAR(s) must attend this meeting,
and can raise issues on behalf of other students. The minutes of these meetings are made
available on Moodle. There is a regular Degree Teaching Committee that covers all of the UCL
programmes taught at the Centre; there is PGS student representation on this committee but
not representation for every programme.
To ensure the continuing high quality of the MSc course, we need student feedback.
Therefore students are given either appraisal forms to complete or are emailed online UCL
Opinio surveys to complete and provide feedback about the teaching on specific modules and
to give any other comments. These forms and surveys are anonymous. Criticisms and
suggestions are carefully considered and help to continuously improve learning, teaching and
assessment. Departmental feedback from students feeds into the Annual Student Experience
Review process.
24.1 Student Academic Representatives (StARs)
The principal function of UCLU is to represent the needs and interests of all UCL students at
the university, regional and national level. Central to this mission are elected Student
Academic Representatives (StARs).
StARs are elected to represent students’ views and interests. They sit on various
departmental, faculty and University level committees and act as the voice of students,
ensuring that UCL takes the needs of students into account in its decision-making. StARs also
liaise with UCLU and UCL staff to resolve issues.
Being a StAR is an opportunity not to be missed. Participants can gain a StARs certificate and,
if applicable, Higher Education Achievement Report (HEAR) accreditation in recognition of
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their contribution to students and UCL. StARs receive training for their role and additional skill
building sessions such as public speaking, assertiveness and negotiation. They work on real
issues and make changes to teaching, assessment and local facilities.
StARs website
Become a StAR
24.2 UCL Student Surveys
One of the principal ways in which UCL gathers and responds to student feedback is via online
student experience surveys such as the National Student Survey, The Postgraduate Taught
Experience Survey (PTES) and the Student Barometer. Whether it’s about teaching,
accommodation, or facilities, surveys are a chance for students to have their say about what
works and what needs improving, to help us make sure that UCL is as good as it can be for
current and future students. Each survey usually takes just a few minutes to complete, all
responses are anonymous and some include a generous prize draw. Every piece of feedback
is read and the results of each survey are then shared with staff right across UCL – including
President & Provost Michael Arthur.
UCL Student Surveys
24.3 The Annual Student Experience Review (ASER)
UCL’s Annual Student Experience Review (ASER) process requires all departments to
undertake an annual self-evaluation and produce a development plan for how they plan to
improve in the coming year. The self-evaluation involves looking at student feedback from
surveys and student evaluation questionnaires as well as other data about student
performance and academic standards, such as the feedback provided by the External
Examiner, which helps departments to understand what is working well and what might need
improving. Student Academic Representatives (StARs) are active participants in the
evaluation process and creation of the development plan through discussions at departmental
and faculty committees, giving students an important role in identifying and planning
improvements within their department. Students can view the completed reports and action
plans on the faculty/departmental intranet.
Annual Student Experience Review
24.4 Degree Teaching Committee Meeting
This committee comprises staff from the MSc and is a joint Committee with membership from
staff across all of the other UCL programmes delivered at the Centre and meets at least twice
a year. The main duties of the committee are to review the curriculum and plan for future
course developments. A student representative, who represents students from across the PGT
programmes including the MSc, is invited to attend a portion of a meeting.
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24.5 External Examining and Exam Board
External Examiners are senior academics or practitioners from other universities who help
UCL to monitor the quality of the education we provide to our students. In particular, External
Examiners scrutinise the assessment processes on each programme, helping UCL to ensure
that all students have been treated fairly, that academic standards have been upheld and
that the qualifications awarded are comparable with similar degrees at other UK universities.
The MSc is overseen by the Board of Examiners, chaired by Professor Peter Fonagy and
attended by the Course Director and all who have played a role in the teaching and
assessment of the MSc students. The External Examiner attends the Board of Examiners. The
Board meets once yearly in September. The focus of the meeting is to decide on course
progression and on the final award. The Board of Examiners is made up of the UCL staff
involved in setting and marking assessments (Internal Examiners) and one or more External
Examiners (from an institution external to UCL), and is chaired by a senior member of the
UCL staff.
External Examiners are particularly involved with final assessment. Their role is to ensure
that standards of marking are consistent between Internal Examiners and that the standard
of qualification awarded is comparable with that of similar qualifications across the country.
At the end of the session each External Examiner provides a report and these are critical in
providing feedback on academic standards and form an important part of UCL’s quality
management processes.
Each External Examiner submits an annual report. Faculties and departments are required to
reflect on any recommendations and address any issues raised in a formal response. The
report and response are discussed with Student Reps at the Staff-Student Consultative
Committee, and are scrutinised by faculty, department and institution-level committees.
Students can access their External Examiner’s report and departmental response via their
Portico account or by contacting their Departmental Administrator in the first instance or
Student and Registry Services directly at examiners@ucl.ac.uk.
If students have any queries about the content of an External Examiner’s report, the
Departmental response or availability of the report, please contact the Course Administrator
in first instance.
24.6 Postgraduate Teaching Committee
The UCL Divisional Teaching Committee oversees all teaching in the Department of
Psychology. The Course Director or a representative of the MSc staff attends the
Postgraduate Teaching Committee, which reports to the Faculty Teaching Committee. The
committee meets three times a year.
24.7 Complaints
UCL aims to ensure that every student is satisfied with their experience of UCL. However we
recognise that from time to time problems do arise and students may wish to express
concern or dissatisfaction with aspects of UCL or the quality of services provided.
136
Informal resolution
Many complaints can be resolved at an informal or local level without needing to submit a
formal complaint. In the first instance students should speak to their Personal Tutor, Module
Lead or Programme Director as appropriate. They should also feel free to meet with Professor
McCrory, head of Postgraduate Studies. If concerns continue, the student should arrange to
meet with their PGT Faculty Tutor – either Dr Julie Evans (j.evans@ucl.ac.uk) or Dr Leun
Otten (l.otten@ucl.ac.uk), or Student Academic Representative (StAR) if they have any
concerns about their programme. Students if they wish are also able to arrange a meeting
outside the Faculty by speaking to the UCL Student Mediator or the UCLU Rights and Advice
Service. UCL strongly encourages resolution of concerns and does expect students to have
attempted some form of informal resolution before making a formal complaint.
Formal complaints
If an issue cannot be resolved at a local level, students may feel they need to submit a formal
complaint using UCL’s Student Complaints Procedure. UCL aims to ensure that all complaints
are treated fairly, impartially, effectively and in a timely manner, without fear of
victimisation. The Complaints Procedure applies across all Schools, Faculties, Academic
Departments and Professional Service Divisions.
Student Complaints Procedure
UCL Student Mediator
UCLU Rights & Advice Centre
25 UCL Regulations
25.1 Disciplinary policies and expected behaviour
UCL Student Code of Conduct

UCL enjoys a reputation as a world-class university. It was founded on the basis of equal
opportunity, being the first English university to admit students irrespective of their faith and
cultural background and the first to admit women. UCL expects its members to conduct
themselves at all times in a manner that does not bring UCL into disrepute. Students should
ensure they read and familiarise themselves with UCL’s Student Code of Conduct and be
aware that any inappropriate behaviour may lead to actions under UCL’s Student Disciplinary
Procedures.
 UCL Student Code of Conduct
 Student Disciplinary Code and Procedure
25.2 Changes to Registration Status
Students wishing to make changes to their registration status should first discuss their plans
with their Personal Tutor or Course Director who can explain the options available and help
students to make the right decision. Students should also ensure that they read the relevant
sections of the UCL Academic Manual before making any requests to change their academic
record.
137
 Changes to Registration Status
Applications must be made in advance of the effective date of change.
Changing modules
If a student wishes to make changes to their individual modules, an application must be
made by the Departmental Tutor to the Examinations Office, via the Faculty Office. The
deadline for changes to modules during the session is 27 January each year. Any student
wishing to make a change after this date must be referred to the relevant Faculty Tutor.
Change of Course Unit/ Module Selection
Changing programme
If a student wishes to transfer from one UCL degree programme to another, they must make
a formal application. The deadline for change of degree programme during the academic
session is 31 October each year. Students should log in to their Portico account and
complete the online application under the 'C2RS Home' menu. Students are strongly advised
to discuss their plan with the departments involved before requesting a change of programme
on Portico.
Programme Transfers
Interruption of studies
If a student requires a temporary break from their studies and plans to resume their
programme at a future date, they must apply for a formal Interruption of Study.
Interruption of Study
Withdrawing from a programme

If a student wishes to leave their degree programme prior to completing their final
examinations they must apply for a formal withdrawal from their studies. Once withdrawn,
the student cannot return to the programme at a later date. Applications must be made in
advance of the effective date of change. Students should log in to their Portico account and
complete the online application under the 'C2RS Home' menu.
25.3 Equality and Diversity
UCL fosters a positive cultural climate where all staff and students can flourish, where no-one
will feel compelled to conceal or play down elements of their identity for fear of stigma. UCL
is a place where people can be authentic and their unique perspective, experiences and skills
seen as a valuable asset to the institution. The Equalities and Diversity website brings
together a range of information on issues relating to race, gender, religion and belief, sexual
orientation, and disability amongst other equalities initiatives at UCL.
Equalities and Diversity
Support for Pregnant Students
Support for Students who are Parents
Religion and Belief Equality Policy for Students
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UCL LGBT Student Support Pages
UCL Chaplain and Inter-Faith Adviser
DEOLOs (Departmental Equal Opportunity Liaison Officers)
25.4 UCL’s Zero Tolerance policy on harassment and

bullying
Harassment and bullying

Every student and member of staff has a right to work and study in a harmonious
environment. UCL will not tolerate harassment or bullying of one member of its community
by another or others and promotes an environment in which harassment and bullying are
known to be unacceptable and where individuals have the confidence to raise concerns in the
knowledge that they will be dealt with appropriately and fairly.
 UCL Policy on Harassment and Bullying
 UCLU Rights & Advice Centre
Sexual harassment
It is unacceptable for any person at UCL, whether staff or student, to be subjected to any
unwanted and persistent behaviour of a sexual nature. UCL is working with UCLU to
implement a two-year action plan to tackle issues of sexual harassment and make sure that
staff and students have access to relevant training. Any UCL student experiencing sexual
harassment may access confidential support from a range of sources including their personal
tutor or any other member of staff in their department or faculty who they trust, their Hall
Warden, a UCLU student officer, the trained staff in the UCLU Rights & Advice Centre, or the
UCL Student Mediator.
 UCLU Zero Tolerance to Sexual Harassment
Support for students who have been affected by sexual violence

UCL will do its utmost to support anyone who has been, or is being, affected by sexual
violence. If a student would like to talk to somebody at UCL, the Student Support and
Wellbeing Team can offer advice on the support available both internally and externally.
 Support for Students Who Have Been Affected by Sexual Violence
25.5 University College London Union (UCLU)
UCLU is the students’ union at UCL. As the student representative body, it is run by students
for students. UCLU is independent of UCL and a registered charity, providing a range of
services to support UCL students and help them develop skills and interests while at UCL. UCL
students are automatically members of UCLU (but can opt out), and the Union is run by
seven full-time student sabbatical officers who are elected by cross-campus ballot each year
and take a year out of their studies in order to work for the Union. These officers represent
students on various UCL committees and campaign on the issues that matter to students.
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There are over 200 clubs and societies covering a wide range of sporting, cultural and artistic
interests. Service provided include: sporting and fitness facilities; clubs and societies; welfare
and academic support; cultural pursuits; shops; bars; entertainment; political representation
and other student activities. At UCLU you can get involved in campaigning, or volunteering in
the local community; find part-time work; or develop your employability skills.
 Address: 25 Gordon Street, WC1H OAY
 UCLU Website
 Membership information
 Elections information
25.6 Student Societies
UCL students currently run over 250 different clubs and societies through UCLU, providing a
wide range of extra-curricular activities for students to get involved with during their time at
UCL.
 UCL Clubs and Societies
25.7 UCL ChangeMakers
UCL ChangeMakers encourages students and staff to work in partnership with each other on
educational enhancement projects to improve the experiences of students across UCL. UCL
ChangeMakers Projects supports students and staff in running projects to improve the
learning experience at UCL. Anyone with an idea, or who wants get involved, can submit a
proposal for funding and support. UCL ChangeMakers ASER facilitators are students who work
with Student Academic Representatives and staff in selected departments to formulate the
departmental educational enhancement action plan.
UCL ChangeMakers
25.8 Entrepreneurship at UCL
UCL has a long and successful track record of supporting spin-outs and start-ups developed
by its academic and student communities. Many of the student and staff entrepreneurs have
won external awards and achieved substantial investment allowing their enterprises to grow
and reach their full potential. UCL offers a wide range of support to students ranging from
training programmes, advice on whether an idea has commercial potential, one-to-one
sessions with business advisers, funding, competitions and incubator space to help them start
or grow their business.
 UCL Enterprise
25.9 UCL Global Citizenship Programme
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The UCL Global Citizenship Programme is a two-week programme for UCL undergraduates
and taught postgraduates offering the chance to put their studies in a global context, learn
new skills and see the world differently. The Programme runs for two weeks after summer
exams have finished, providing a range of opportunities to help students boost their studies,
enhance their future and make an impact on the world. Participation is free and open to all
UCL undergraduate and taught postgraduate students on a first come, first served basis.
UCL Global Citizenship Programme
25.10 Data Protection
UCL uses student information for a range of purposes connected with their studies, health
and safety. UCL takes the protection of student information very seriously and complies with
the Data Protection Act (DPA) 1988. Information about students will only be shared within
UCL when necessary. UCL may also be required by law to share information with some
external agencies for a variety of purposes, such as UCLU, the Higher Education Statistics
Agency and UK Visas and Immigration. After students leave UCL their data is retained in the
permanent archives.
UCL General Student Privacy Notice
UCL Confidential Information Statement
UCL Information Security Policies
data-protection@ucl.ac.uk
25.11 Health and Safety

Health, Safety and Security at UCL
UCL’s overall objective is to provide and maintain a safe and healthy environment for staff,
students, people who work with UCL and those who visit. Health and safety is an integral part
of the way in which UCL’s activities are managed and conducted. The UCL Safety Services
webpage includes further information about health and safety policies and useful guidance
and tools for risk assessment. The UCL Security Services webpage includes information
regarding security operations, emergency contacts and tips for staying safe at UCL.
UCL Health and Safety Policy
UCL A-Z Safety Guidance
General Fire Safety for UCL Students
UCL Security Services
Staying Safe at UCL
26 Anna Freud National Centre for Children and Families

Health and Safety Policy
141
The Anna Freud National Centre for Children and Families aims to provide, so far as is
reasonably practicable, a safe and healthy working environment for staff, volunteers, service
users, visitors and others who may be affected by its business activities. Please take the time
to read our Health and Safety document which is available in hard copy in the Library of
House 21, or alternatively ask the Course Administrator to send a copy to you.
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27 Appendices
Appendix 1: Essay Marking Criteria: Coursework and Exams
The final grade is classified in terms of Distinction, Merit, Pass or Fail. Students are also given
their individual agreed marks for each piece of work.
The below criteria refers to the following modules:
 PSYCGP33 An Introduction to Psychoanalytic Theory

 PSYCGP32 The Clinical Theory of Psychoanalysis
 PSYCGP24 Psychoanalytic Perspectives on Child Development 1
For essays (either coursework essays, or essays completed during an examination), scripts
are marked in relation to the following four criteria:
1. Knowledge and understanding: Grasp and understanding of theoretical concepts

relevant to the question; use of logical argument supported by evidence; drawing
appropriate conclusions
2. Scholarly Practice: Structure and presentation; academic writing; referencing and
citation
3. Relevance: Providing a complete answer to the question asked.
4. Critical ability and originality: Use and evaluation of appropriate evidence;
awareness of theoretical / methodological strengths and limitations;
Scripts at Level of High Distinction (Marks of 80% +)
These scripts consistently meet and often exceed the criteria for Distinction as described
below. Scripts answer the question fully, thoughtfully and with excellent grasp and
understanding of theoretical concepts as well as elegant critical evaluation of argument and
evidence. Structure and presentation, including academic writing style and referencing, is
excellent. Scripts include an original, creative, or individual element with convincing critical
evaluation, judgment and grasp of the material.
Scripts at Level of Distinction (Marks of 70%-79%)
These well-structured scripts display mastery of material relevant to the question, with
complex issues dealt with in a systematic way. Arguments are appropriately supported by
evidence, and there is a very good grasp and understanding of theoretical concepts. Structure
and presentation, including academic writing style and referencing, is excellent, even if there
are minor errors or omissions. Scripts answer the question directly with clear evidence of
critical evaluation and judgment, and where appropriate the inclusion of a creative element.
Scripts at Level of Merit (60% - 69%)
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These scripts have good structure and display a comprehensive understanding of material in
the relevant field comparable to the scripts at distinction level. There are may be one or two
gaps in the student's grasp and understanding of theoretical concepts, but these omissions do
not preclude a good answer to the question asked. Scripts demonstrate an argument and
sound judgment with a good understanding of strengths and limitations in relation to
evidence or theory presented. Structure and presentation, including academic writing style
and referencing, is of a high standard, although there may be some omissions or errors.
There is evidence of critical evaluation of the material but this may be partial or not fully
supported by evidence.
Scripts at Level of Pass (50% - 59%)
These scripts are coherent and provide an adequate response to the question, but in a limited
way. There may be several gaps in the student’s grasp and understanding of theoretical
concepts, with omissions of a relevant area; equally there may be weaknesses in the
structure. At times there may be a lack of coherence in the argument, or tendency to
present material in a more descriptive manner in the absence or argument. While the answer
may be a partial answer to a question with a number of theoretical errors and limited critical
analysis, the material presented by the candidate should be largely appropriate and contain
within it critical aspects of an adequate answer. Structure and presentation, including
academic writing style and referencing, may contain errors, but overall the level is adequate.
Scripts at Level Fail (40-49%)
These scripts may be poorly structured, with a lack of logical argument. There are several
important omissions in relation to the necessary material relevant to address the question, of
a failure to fully understand important theoretical concepts or other aspects of the material
presented. The candidate does not appear to understand the central issues and fails to
address the question adequately. There is little or no evidence of critical thinking in relation
to the topic. In some cases there may be indications of an adequate essay, but the script is
unfinished or incomplete. Structure and presentation, including academic writing style and
referencing,may be poor.
Scripts at Level of Uncondonable Fail (below 40%)
The structure is so poor that the script fails to offer any coherent argument in relation to the
question. There may be serious misunderstandings of the central theoretical concepts and no
indications of critical thinking. Structure and presentation, including academic writing style
and referencing, may be poor and the question asked is not adequately addressed.
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Appendix 2 Observation Paper Marking Criteria
Parent-Infant Observation Paper:
Due: 7th August 2017 (4,000 word paper)
Toddler/ Nursery Observation Paper
Due: 14th August 2017 (4,000 word paper)
Observation Paper Guidelines
Students write a 4000 word paper on each of their chosen observations, so one for their
parent-infant observation and one for either their toddler or nursery school observation.
experience throughout the year. While the paper is not meant to be an extensive literature
review, the paper should show some theoretical understanding of what was observed and
integrate this with the observations. Credit is given for citing one or more relevant theorists
whose work complements the observations reported, and for considering alternative
perspectives on what has been described. However the paper should be observation and not
theory led.
For their infant observations, they will have as their main focus the observed infant and its
relation to primary caregivers and family. Students will be expected to have a minimum of
15 observations in order to write their infant observation paper.
Notes:
Marks will reflect the student’s capacity to reflect on their experience and difficulties in the
paper and are NOT based on an assessment of the student’s behaviour during the
observations.
Papers will not be marked down when the marker disagrees with student’s conceptualisation
of the observation experience or choice of theoretical framework from which to make sense of
the experience. Markers should evaluate the student’s capacity to describe, reflect on their
observation experience and present a well-supported and argued point of view
Observation Paper Marking Criteria

Observation papers are marked from the following standpoints:
1. Capacity for close observation and description of observations

2. Curiosity about thoughts and feelings of self and others.
3. Capacity to reflect on the observational material in a coherent manner organizing
it around relevant themes.
4. The student’s understanding of relevant theoretical concepts and ability to make
appropriate links to observations.
5. Inclusion of reflection on own emotional responses and counter-transference
feelings.
6. Structure, clear focus, presentation and adequate referencing.
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Note: Whilst an individual piece of work may not fit every descriptor given, the following is a
guide to what would be looked for in work graded at different levels.
High Distinction Papers (Marks of 80 +)
Papers receiving this grade show exceptional evidence of having learned to take an
observational stance and the ability to integrate observations with theory to a very high level,
with originality and subtlety. The paper shows student’s ability to ‘stay with’ the material and
maintain a curious attitude without premature explanations and interpretations. The paper
provides an extremely coherent account of the student’s experience of observing, following a
clearly delineated theme or themes, punctuated by highly illustrative and appropriate
vignettes from the observations. References to the student’s own emotional reactions,
feelings of counter-transference, or insights, are made with notable sensitivity and reflexivity.
There is a clear and coherent structure with no errors in referencing or presentation.
Distinction Papers (Marks of 70% - 79%)
Papers receiving this grade show clear evidence of having learned to take an observational
stance. The paper provides a coherent account of the student’s experience of observing,
following a clearly delineated theme or themes. The observations should be well selected (not
too long, not too short) in order to illustrate the essence of what was observed and the
chosen theme. Well-chosen theoretical concepts or themes provide a clear organisational
element to the paper. The paper shows the ability to adopt a curious attitude towards the
observational material. Papers will be rewarded for showing some element of creativity or
making links in an original way. A thoughtful and balanced approach to consideration of the
student’s emotional responses, possible counter-transference or identification feelings are
expected at this level. Structure and presentation are excellent.
Merit Papers (60% - 69%)
These papers should show evidence of understanding the task of observing and provide
clearly elaborated observations. The paper should be coherent and easily understandable and
should include evidence of a theoretical construct/ theme which relates to the observations.
There will be some evidence of theoretical understanding and some attempt to integrate this
with the observations but this will not be sophisticated and in places the theory may need
more elaboration. The paper will show some attempts to remain curious about the
observational material. Observational excerpts should, for the most part be illustrative of the
themes chosen. The paper will be well organised, grounded in appropriate theory and
relevantly illustrated but these papers may fail to include any originality. Consideration of
personal responses may lack sophistication, but feel genuine and open. Some reflective
consideration of the student’s emotional responses, possible counter-transference or
identification feelings are included.
These papers show a strong, clear structure, and appropriate referencing.
Pass (50-59%)
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These papers present observations which suggest that the candidate has understood the
basic idea of establishing an observational stance but this is presented in a limited way. This
includes capacity to remain curious about the meaning of observational material, which also
shows limitations. There is, however, sufficient evidence in the paper to imply that the
candidate has understood the central issues but has been unable to integrate the
observations adequately with a theoretical base or provide a coherent account of their
experience of the observational situation. In order to ensure that the candidate passes there
has to be evidence that the student observed on enough occasions to suggest that they
witnessed a developmental progression and that they learned the rudiments of writing up
observations clearly enough that one could discern what they were observing. The structure
may not be very coherent or easy to follow and there may be some errors in referencing.
The observations may vary in quality with one or two eloquent examples contrasted with
others where it is difficult to discern why they were included. Other papers in this category
provide high quality observations but lack an organisational framework, or provide a
theoretical underpinning that is questionable given the observations provided. There may be
only limited reflection on the student’s own emotional responses, or these may feel superficial
Fail (40-49%)
The work shows a lack of integration of the fundamental tenets of observing. There is little
evidence of a systematic approach to organizing observational material according to any clear
theme or themes and a lack of theoretical underpinning. There may be attempts to make
links with theoretical concepts but the paper shows that theoretical concepts are either not
understood or that the links with the observational material are made in an arbitrary manner,
without any evidence. The paper is poorly structured, lacks focus and clarity. The
observations presented are vague, or alternatively, provide excessive, inappropriate detail.
The work suggests a lack of a reflective attitude towards the observed material and towards
the student’s own emotional responses and may have evidence of a judgemental attitude.
The work may suggest unethical or unprofessional methods of working.
Uncondonable fail (<40%)
The work shows a serious lack of integration of even basic tenets of observing, such as the
writing up of their experience. There is no evidence of a systematic approach in organizing
material according to theme or themes and there is an absence of theoretical underpinning.
Observations presented are vague, lacking in detail, or, alternatively, overly and
inappropriately detailed. There is no evidence of any reflective attitude towards observational
material or own emotional responses. The paper lacks organization and structure. The work
may have evidence of unethical or unprofessional methods of working.
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Appendix 3 Research Dissertation Guidance and Marking
Criteria
Overview
Throughout the duration of the course, you will be working on a research project. This is
assessed at the end of the year through a research dissertation, submitted Tuesday 25th
July 2017. The research dissertation will assess the research skills and competence that are
needed in the modern world of research. This includes your capacity to design and implement
a research study, to select and apply appropriate analytic methods, to integrate and
understand your research in the context of other research and theory, and to coherently write
this up in a manner which effectively communicates your findings as well as explores the
strengths and limitations of your project whilst demonstrating what you have learned by
conducting the project.
In order to pass the research dissertation, students are required to achieve an overall mark
of 50% or above. The student will have the opportunity to revise and resubmit the
dissertation if it receives a mark in the fail range (less than 49%).
RESEARCH DISSERTATION
The research dissertation reports on an original empirical research project in APA format. The
empirical study may be a stand-alone study or part of a larger research project, and can be
qualitative, or quantitative, or mixed-methods in design. Dissertations reporting original
systematic literature reviews/ meta-analyses would also be appropriate research studies.
Length
The research dissertation must be up to a maximum of 12,000 words in length. The 12,000
word limit includes the full content of the thesis (the abstract, main text, tables and figures,
and in-text references), but does not include the title page, any appendices or the reference
list. The dissertation should include all relevant information for readers to make sense of and
replicate the research.
Format
The dissertation should be written in APA style. This applies to all in-text references, the
reference list, and the reporting of results (statistics, tables and figures). Your dissertation
should include the following sections:
Title page: This should include your student number, the title of the dissertation,
acknowledgements, up to 5 keywords, the word count, and a description of your
contribution to the project.
Abstract: A brief summary of the research (between 150 and 250 words).
Statement of student involve: A brief summary of the student’s involvement in and

contribution to the project.
Introduction: The necessary background to the project and a justification of the relevance
of the study, including a focused review of the relevant literature.
Method: A thorough description of how the research was carried out and the materials
used. Subsections may include descriptions of the design, procedure, participants,
measures/materials, ethics, and analysis.
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Results: A clear presentation of the relevant findings.
Discussion: A summary and reflection about the key findings, their meaning and
implications, consideration of how they fit in with the wider literature, and a reflection of
the strengths and limitations of the study.
Conclusion: A brief summary of the main conclusion/s that can be drawn from the
research.
References: A full list of all references cited in the text. APA format should be used.
Research Dissertation Marking Criteria
The marking criteria are based on the following areas of knowledge/skill:
 Knowledge, understanding and synthesis of the relevant literature

 Capacity to develop and comprehensively describe the aims, questions and (where
relevant) hypotheses of the study
 Capacity to select and describe appropriate research methods
 Capacity to select and carry out appropriate methods of data analysis
 Capacity to report the findings of the study fully and clearly
 Capacity to review and reflect on the findings of the study in the light of current
knowledge and existing literature and to reflect on the study methodology and design,
including strengths and limitations
 Capacity to write and present research in an appropriate academic style and standard
(including referencing)
 Clarity, structure and coherence of writing
Indicative Guidance
Whilst an individual piece of work may not fit every descriptor given, the following is a guide
to what would be looked for in work at different levels.
High Distinction (marks of 80% +)
Generally this dissertation should be of high quality. The study itself may be small in scale,
but it has been written up to an exceptional standard throughout. The dissertation
consistently meets and in some areas exceeds the criteria for a distinction. Overall, the
student demonstrates a highly sophisticated knowledge and understanding of the topic,
critical awareness of all issues, exceptional methodological and technical research skills, and
capacity to generate new knowledge in the subject area.
Distinction (marks of 70-79%)
The dissertation is of excellent standard. There should be clear evidence of most or all of the
following:
 The dissertation is written in a very clear and succinct manner that follows a logical
structure and argument throughout. There is coherence between all sections of the
dissertation.
 The introduction shows an excellent grasp of the subject area, synthesises and critically
evaluates and cites the key literature and creates a logical rationale for the current
study.
 The research aims/questions/hypotheses are explicit and well justified.
 The empirical work has been carried out in a systematic, rigorous and appropriate way.
All relevant information that would enable the replication of the study is provided.
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 Data analyses are at a high level of sophistication appropriate to the structure of the
data and research problem at hand, are appropriate to the research aims/questions,
and there is evidence that the candidate has a thorough understanding of the relevant
techniques and how and why these are used.
 The results are presented extremely clearly and there is a good balance between
presenting the most important information and remaining succinct. The results map
clearly onto the research aims/questions. Where appropriate, tables and/or figures are
used appropriately to summarise findings.
 The discussion sets the key findings in context, demonstrates sophisticated thinking
about the implications for practice and further research, and provides a thorough and
detailed reflection on the strengths and limitations of the research.
 References are complete and presented in APA format.
Merit (marks of 60-69%)
The dissertation is of a very good standard. There should be clear evidence of most or all of
the following:
 The dissertation is generally written clearly and is easy to follow. It may lack absolute
coherence, but the sections mostly link together to form a logical argument
throughout.
 The introduction shows a good grasp of the subject area and capacity to synthesise the
key literature. There is a logical rationale for the current study, but there may not be a
full critical evaluation of the literature such as would be seen at distinction level, or key
aspects are not supported by reference to the relevant literature.
 The research aims, questions and/or hypotheses are made explicit.
 The empirical work has been carried out in a systematic, rigorous and appropriate way.
Relevant information that would enable the replication of the study is provided with
minimal omissions.
 Data analyses may lack a high level of technical skill or sophistication, but are mostly
appropriate to the research aims/questions. There is evidence that the student has a
good understanding of the relevant techniques and how and why these were used.
 The results are presented clearly and mostly map onto the research aims/questions.
Where appropriate, tables and/or figures are used appropriately to summarise findings.
There may be some minor errors or omissions but it should be possible to amend these
without substantial re-analysis of the data.
 The discussion summarises the key findings and makes some links with the literature.
Some implications for practice and further research are suggested. There is some
discussion about the strengths and limitations of the research, but there may be gaps.
 References are mostly complete and presented in APA format.
Pass (marks of 50-59%)
The dissertation demonstrates a basic knowledge of research methodology, analytic ability

and ability to present and interpret results. Although some sections of the dissertation might
be adequate or good, there are some gaps, flaws or limitations in other areas. There should
be more adequate sections than serious flaws so that overall it is clear that the student is
capable of carrying out and writing up a piece of research at a basic level.
 The dissertation is generally readable but there may be some parts that are difficult to
follow.
 The introduction shows adequate understanding of the subject area as a whole. It may
lack a full synthesis of multiple sources and be reliant on only a small number of
papers. There is some justification for the current study, but it might not be fully clear
how this emerges from the literature. There is a lack of critical evaluation.
150
 The research aims, questions and/or hypotheses are described, but these may not be
very clearly formulated or linked to prior research.
 The empirical work has been carried out appropriately. Most of the relevant information
that would enable the replication of the study is provided, although there may be some
gaps or confusing descriptions of methods.
 Data analyses are mostly appropriate to the research aims/questions but there may be
some small errors, omissions or misunderstandings. Qualitative analyses may be
rather superficial. There is evidence that the student has some understanding of the
relevant techniques and how and why these were used.
 The results are presented so that it is generally possible to make sense of the findings.
The link between the research aims/questions and the results presented may seem
somewhat confused or tenuous.
 The discussion summarises the key findings and makes some rudimentary links with
the literature. Some implications for practice and further research are suggested and
there is some discussion about the strengths and limitations of the research. However,
there may be a sense that the student has only a basic understanding of the meaning
and implications of the results and there may be some confusion around the
interpretation. There may be interpretations that go beyond the strength of the
findings.
 References are mostly complete and presented in APA format, although there may be
some minor errors.
Fail (marks of 40 – 49%)
The dissertation presents an attempt to carry out and report an original piece of research, but
it has significant areas of weaknesses. There may be very little original research and
insufficient understanding of how research can be used to create and interpret knowledge.
Although there may be some redeeming features, these are outweighed by
misunderstandings or omissions that demonstrate that the student did not fully understand
the research process overall.
The shortcomings include most of the following:
 The dissertation lacks a coherent structure and the sections do not tie together (for
example, the introduction does not relate to the current study, the method does not
relate to the aims, etc.).
 The introduction shows some gaps in knowledge and understanding of the subject
area. It is confusing and may include too much irrelevant information or is overly
reliant on only a small number of sources.
 The research aims, questions and/or hypotheses are not clear and / or are unsupported
by reference to extant literature.
 There are some omissions in the description of the method and/or the choice of
methods are not well justified.
 The analysis of the data is very superficial and/or has major flaws or omissions. It is
clear that the student did not fully understand how to carry out the method/s of
analysis correctly. For quantitative studies, incorrect statistical tests may have been
used; for qualitative studies, the data is described but not actually “analysed”.
 The results are not summarised clearly. There may be substantial omissions or flaws in
how these are presented or interpreted, or too much/irrelevant data is presented.
Some/all of the results presented may be simply incorrect.
 The discussion is superficial and the implications of the research are either not
discussed sufficiently well or are overstated. There is no evidence of critical thinking.
 References are incomplete or do not follow the appropriate format.
Low fail (marks below 40%)

151
The dissertation demonstrates a very poor level of academic writing skills and understanding.
There are many major flaws and omissions, making the purpose of the research difficult to
understand. The structure of the dissertation is extremely poor and there are very few links
between sections. Overall, there is no evidence that the student knows how to conduct or
record research.
All or most of the criteria for a condonable fail (described above) are met, and there are no
redeemable features that demonstrate that the student has some knowledge of the subject
area or even basic research skills. Marks in this range will also be given for dissertations that
are considered to be unethical or incomplete (e.g. extremely brief, entire sections missing, no
analysis of the data).
152
Appendix 4 Research Dissertation Mark Sheet
MSc Psychoanalytic Developmental Psychology
Research dissertation Mark Sheet
Student ID:
Marker ID:
Date:
Low fail Fail Pass Merit Distinction High

<40 41-49 50-59 60-69 70-79 Dist.
80+
1 2 3 4 5 6
1 2 3 4 5 6
<40 41-49 50-59 60-69 70-79 80+
Clarity, structure and coherence
Introduction and literature review
Aims, questions, hypotheses (if

relevant)
Methodology
Data analysis
Results
Discussion
Referencing
GENERAL COMMENTS:
Overall Mark:
153
Appendix 5: Coursework Submission Cover Sheet
MSc in Psychoanalytic Developmental Psychology
Cover Sheet for coursework submission
Student Name
Module
Title of Work
Date Submitted
Word Count
I confirm that this coursework is my own work and that all sources have been
appropriately acknowledged. I understand that this piece of work may be checked
for appropriate use of referencing.
Student Signature
154
Appendix 6: Dissertation Submission Cover Sheet
MSc in Psychoanalytic Developmental Psychology
Cover Sheet for Dissertation submission
Student Name
Module
Title of Work
Date Submitted
Word Count
I confirm that this coursework is my own work and that all sources have been appropriately
acknowledged. I understand that this piece of work may be checked for appropriate use of
referencing.
I give my permission for a PDF version of my dissertation to be made openly accessible in an

archive of MSc student work. Yes / No (please circle)
Student Signature
155
Appendix 7: Extenuating Circumstances Request Form
EXTENUATING CIRCUMSTANCES REQUEST FORM

Please read the Extenuating Circumstances regulations before completing this form.
You will need to complete Parts 1 & 2 and ask an appropriate authority to complete Part 3.
You should submit Parts 1, 2 & 3 and any separate documents as soon as possible and no later than one
week after the circumstance has taken place to your home Department/ Faculty Office – please
check your student handbook/ Moodle for details.
Please keep a copy for your own records.
PART 1: STUDENT DETAILS
For completion by the student

First Name: Surname:
UCL ID Number: Contact Email:
Programme: Year of study:
Home Department: Home Faculty:
What form of mitigation are you seeking?
Your request will determine how your claim is processed but in no way determines the outcome. Tick one
 Extension of up to one week

 Extension of more than one week
 Deferral of assessment to the next occasion
 Condoned late submission
 Alternative assessment method
 Exclusion from module/ progression/ classification requirements
Assessments affected by the EC:
Assessment 1:
Module name:
Module code:
Title of assessment:
Assessment type (e.g. essay, exam):
Assessment deadline/date:
156
Assessment weighting (e.g. 40%):
Lecturer/ module organiser:
Is this an interdepartmental module? Yes/ No Teaching department:
Is this an intercollegiate module? Yes/ No College name:
Assessment 2:
Module name:
Module code:
Assessment 3:
Module name:
Module code:
If more than 3 assessments are affected, please continue on a separate sheet and attach this to your form.
PART 2: DETAILS OF THE EC
For completion by the student

Dates affected by the EC: From: dd/mm/yyyy To: dd/mm/yyyy
Nature of the EC:
Please explain what has happened and how it has affected your assessment:
157
Signature of applicant:
Date:
An email from your registered UCL email address
can also be accepted as a form of signature.
158
PART 3: SUPPORTING EVIDENCE
For completion by a verifiable, independent authority

You will need to ask a verifiable, independent authority (such as a registered medical practitioner, solicitor,
undertaker, coroner, registrar of births, marriages and deaths, police officer, fire officer, court or tribunal
officer) to either:
 Complete, sign and stamp this section of the form, or
 Provide evidence on headed paper
Where no official stamp is available, evidence must be supplied on headed paper.
Full name:
Role:
Authority/ organisation:
Please describe the nature and severity of the student’s Extenuating Circumstances and describe any consequences
of the circumstance that may be relevant:
Please provide the dates when the circumstance started and when the student was/will be fit to return to study:
Signature of person providing evidence: Date:
Official Stamp:
Where no official stamp is available, evidence
must be supplied on headed paper.
159
PART 4: DECISION
For Office Use Only
ONE WEEK EXTENSION

Does the request meet the definition of an EC as
outlined in ‘Annex 1: Acceptable Grounds for
Extenuating Circumstances’?
Is the claim supported by appropriate evidence?
Extension approved?
New deadline:
Staff name:
Role:
Staff signature:
An email from your registered UCL email address can Date:
also be accepted as a form of signature.
DECISION OF THE FACULTY/ DEPARTMENTAL EC PANEL

Does the request meet the definition of an EC as
outlined in ‘Annex 1: Grounds for Extenuating
Circumstances’?
Is the claim supported by appropriate evidence?

Pending - further
EC approved? Accept Reject
evidence required
Approved mitigation:
If applicable, has the student’s teaching

Department/ College been consulted on the
mitigation?
FECP/ DECP Chair’s name:
FECP/ DECP Chair’s signature:

An email from your registered UCL email address Date:
can also be accepted as a form of signature.
Please ensure that Parts 1 and 4 only are communicated to the student, the teaching department/College and
Assessment & Student Records (where applicable) within one week of the decision.
Please send the full EC Form (Parts 1 to 4 inclusive) to the secretary of the home Faculty or Departmental
Extenuating Circumstances Panel for secure and confidential record-keeping.
160
Appendix 8: Recording Request Form
‘Recording Request and Declaration form’
Name (BLOCK CAPITALS)______________________________
I formally request permission to make an electronic (e.g. audio) recording of sessions and
lectures on the
____________________________(Complete the name of your programme
_____________________________(Academic Year)
I agree that any recordings made will only be used in connection with my personal studies as
a student at UCL. I will not make further copies or make this information available to any
other person, or disseminate or post the material.
Once my studies are completed, I will delete the recording.
I further understand that such abuse of this facility could constitute a breach of Copyright
Legislation and lead to withdrawal of permission to record, l as well as separate disciplinary
action.
Signed (student):
Date:
161
Appendix 9: Part Time/ Flexible Students
MSc Structure for Part Time/Flexible Students
The MSc in Psychoanalytic Developmental Psychology is a modular programme. This means

that each course component is a self-contained unit, and carries a credit value. Students
complete modules, take the relevant assessment associated with that module and, on
passing, are awarded the credits.
To pass the MSc students must have obtained 180 credits, and for the Post-Graduate Diploma
they must obtain 120 credits.
Because of the modular structure, students are registered with UCL as either full-time or
‘flexible study’ students. ‘Flexible study’ means students may work towards the MSc over 2,
3, 4 or 5 years.
Taking 5 years to complete the MSc would be the equivalent of only taking one module per
year, and this is possible, although a more common pattern is for students to take either 2 or
3 years to complete the programme.
We recommend that students allow 2 days per week for the MSc, as this will enable them to
attend classes on one day and use the second day for reading, to undertake their
observations and to work on their research project. It is possible to contain the MSc to only
one day (allowing students to continue in employment for 4 days per week) but this is
intense, required reading would need to be done in the evenings and weekends, and would
require careful time management, particularly around the times that assessed work is due for
submission.
Timetabling should be discussed with Kay Asquith at the beginning of each year.
DISCLAIMER
The Course Team reserve the right to amend this pattern of presentation from one year to
the next. Any alterations will be notified to students as early as possible
162
Appendix 10: Study Away from UCL Request Form
UCL STUDENT & REGISTRY SERVICES

UCL, Gower Street London WC1E 6BT
studentrecords@ucl.ac.uk
Study Away from UCL Request Form

This form is for UCL Taught students who wish to study away from UCL.
Before completing this form please read the related regulation in the UCL Academic Manual:
https://www.ucl.ac.uk/srs/academic-manual/c1/taught-registration/study-away
Students may be permitted to study away from UCL on academic grounds which are not part of the standard delivery
of a programme or module e.g. collecting data or conducting research. Such a period of study away from UCL must
not be taken until it is authorised by the Departmental Tutor/Programme Organiser. Students must inform their
Departmental Tutor/Programme Organiser before they intend to study away from UCL, and provide the location of
study and the reason for doing so. The period of this form of study away from UCL must not exceed three months.
Student Details
Surname: Student Number:
First Names: Tier 4 student? Y/N
Registration Details
Programme:
Research Dept of Clinical, Educational and Health
Department: Faculty: Brain Sciences
Psychology.
Study Away from UCL Details

Start Date of Absence: End Date of Absence:
Reason for Absence:
Destination:
If the student holds a Tier 4, do they wish to retain sponsorship throughout this period?
Please note if this student is Tier 4 visa holder, UCL will still be required to complete Engagement Monitoring duties
during the period the student is away from UCL. Under UK immigration requirements, UCL is required to record where
students are studying if not at UCL. Students with Tier 4 visas must, therefore, also inform UCL’s Immigration
Compliance Office of any period of study away from UCL.
Academic Approval
Departmental Tutor/Programme Organiser

I confirm that departmental support will be made available for the student, in particular for catching up on any work or
teaching missed.
163
Print Name: Email Address:
Signature: Date:
Visa Compliance Team Approval (if student holds a Tier 4 visa)

If student holds a Tier 4 visa please also send this form to visacompliance@ucl.ac.uk
Visa Compliance Manager

Print Name: Email Address:
Signature: Date:
164
Appendix 11: The Centre’s Green Guidelines
Lighting
Switch off lights when not in use
Switch off all lights when your room is not in use.
Make sure you always switch off lights before leaving at night. If you share an office, agree
with your colleagues that the last person to leave will switch out the lights. Switch lights off in
empty rooms and switch off your light if you are leaving your room.
Use blinds to maximise use of daylight

By re-directing daylight onto the ceiling or higher walls, horizontal blinds can eliminate glare
while brightening the workspace, so you can save on unnecessary lighting.
Electrical Equipment
Computers and monitors
Switch off computers and monitors when you leave the office. Teaching staff should ask
students to shut down computers after use.
Printers
Turn your printer off before you leave the office.
Other electrical equipment

Keep the use of electric fan heaters and fans to a minimum and always turn off when not in
use.
Heating
Let warm air circulate
Make sure that radiators are not obstructed by furniture.
Close office doors

For more effective heating, consider keeping doors closed and wearing extra layers rather
than increasing radiator temperature.
Keep windows closed to conserve heat

Avoid having open windows in combination with heating. Instead, adjust radiator settings to
decrease temperature.
Recycling
The designated recycling points are:
House 12 / 14 - tall green recycling bin outside the building

House 12 / 14 - recycling bags outside Reception
House 21 - tall green recycling bin outside the building
House 21 - Recycling bag can be found in the Garden room near the photocopier and next to
the kitchen.
The following materials can be recycled: paper, cardboard, glass, aluminium, steel, and
plastic
(including bags).
Recycle batteries
Dispose of batteries at the recycling points at Reception (House 12) and Garden Room (House
21).
165
Reducing waste
Kitchen waste
Please use mugs and glasses wherever possible to minimise the use of disposable cups.
Reduce printing
Only print if absolutely necessary and try to avoid printing out documents such as emails and
memos. When you do need to print, try to print in black and white, double-sided and avoid
duplication. When printing very large documents, multiple pages per sheet is also
recommended. Use scrap paper for drafts or writing paper if possible. Please see poster near
main printer photocopiers for advice about these printing formats. If it is possible, try to use
email over airmail.
Re-using
Where possible, try to re-use materials such as paper, envelopes, bubble wrap and boxes.
Travel
Cycle to the Centre
The Centre has bike racks and a shower to make cycling to here an easier option.
Use Public Transport

See Transport for London for the best routes.
Walk to the Centre

If you can, walk to work. Better for the environment, and better for you!
166
Appendix 12: UCL’s Statement of Confidentiality
How UCL manages confidential information
What is confidential information?
During your time at UCL there may occasionally be circumstances where you choose to share
confidential information about yourself with your personal tutor or other staff from across
UCL. It is important that you understand how we will deal with this information.
Confidential information is any information to which the common law ‘duty of confidence’
applies. Put simply, a duty of confidence is created when ‘private’ information has been
passed on in such a way that the person receiving the information was aware, or should have
been aware, that the information was being imparted on the basis of confidentiality.
If I share confidential information will it be shared with anyone else within UCL?
The answer to this question will always depend on the circumstances but we will usually
require your consent before confidential information can be shared, even within UCL. If you
share some confidential information with a member of staff and they know that in order to
help you or for UCL to provide you with support they will need to share the information, they
will discuss this with you and seek your agreement before sharing anything.
Sharing without your consent
There are specific circumstances where confidential information may be shared without your
agreement. A disclosure can be made without consent under the following circumstances:
 when the vital interests of any person are threatened and the disclosure is made to
a relevant, appropriate person;
 when it is in the public interest to do so and the disclosure is made to a relevant,
appropriate person.

Whenever an obligation of confidence is to be broken without consent, you should still be
informed, unless to do so would endanger your or another person’s vital interests. In this
context vital interests refers to a situation which would seriously affect your physical or
mental health or wellbeing.
Involving others
Sometimes when you share confidential information about a problem you are encountering
we may feel that involving someone else such as a parent or another person close to you
would help you. However, if the information was provided in confidence we will not share this
without your consent. Only where the circumstances are so severe that in order to protect
your or someone else’s vital interests or where there is a public interest to do so could the
information be disclosed to an appropriate person.
167
Duty of care?
UCL has a duty of care to protect its staff and students from harm, as far as practicable and
foreseeable. This duty of care extends to directing those in need to the appropriate support
services and to encouraging them to take up the support available.
With your agreement, we can refer you to Student Psychological Services or to other
appropriate services within Student Support and Wellbeing. However, you are under no
obligation to agree to such disclosures and where you object, we will respect your decision,
although this may limit our ability to offer you support.
Student of concern
There may be a time when someone is concerned about you and wishes to share their
concern with Student Support and Wellbeing so that they can offer you appropriate support.
In these circumstances information about you may be shared on a limited basis with
appropriate people within UCL. However where the concern relates to information you have
disclosed in confidence the this will only be shared with your consent unless it is in your vital
interests or there is a public interest to do so.
The Data Protection Act
Confidential information and personal data are not the same thing but they can interact, for
example financial information about a business may have been provided in confidence but it
is not personal data as it does identify an individual. Whilst information found within a
medical record will be both confidential, due to the circumstances in which it was provided,
and also sensitive personal data as defined by the Data Protection Act 1998.
For more information about how UCL uses your personal information please see the Student
data Protection Statement.
168
Appendix 13: Timetable
169
170
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Student Handbook

MSc in Psychoanalytic Developmental

1.1 Key Dates ............................................................................................................ 7

1.2 About the handbook ............................................................................................ 8

2.1 Induction .......................................................................................................... 9

2.2 University College London ................................................................................ 9

2.3 The Research Department of Clinical, Educational and Health Psychology...... 10

2.7 Course Academic and Administrative Staff ........................................................ 16

3. The MSc Programme .......................................................................................... 20

4. Course Requirements ........................................................................................ 25

4.1 Module Registration .......................................................................................... 25

4.2 Attendance ........................................................................................................ 26

4.4 Visas ................................................................................................................. 27

4.5 DBS / Police Checks .......................................................................................... 28

4.6 Procedures to follow in case of Illness .............................................................. 28

4.7 Extenuating Circumstances ............................................................................... 29

4.8 Flexible/ Modular Students ............................................................................... 31

5.1 Requirements for Assessed Coursework ......................................................... 31

5.2 Assessment & Marking.................................................................................... 31

5.3 Submitting coursework ................................................................................... 32

5.4 Assessment Penalties ..................................................................................... 33

5.5 Essay Writing .................................................................................................. 34

5.6 Confidentiality ................................................................................................ 35

5.7 Preparing bibliographies ................................................................................. 35

5.8 Examinations .................................................................................................. 42

5.9 Marking Criteria .............................................................................................. 43

5.10 Marking Procedures ........................................................................................ 43

5.11 Examination Irregularities and Plagiarism ...................................................... 44

6. Lecture Programme ........................................................................................... 46

6.1 Psychoanalytic Thought Lectures.................................................................... 46

6.2 An Introduction to Psychoanalytic Theory ...................................................... 47

6.3 The Clinical Theory of Psychoanalysis ............................................................. 53

6.4 Psychoanalytic Perspectives on Child Development .......................................... 59

6.5 Psychoanalytic Perspectives on Child Development 1: Infancy ........................ 62

6.6 Psychoanalytic Perspectives on Child Development 2: Toddlerhood and early

6.7 Psychoanalytic Perspectives on Child Development 3: Latency and adolescence

6.10 Multivariate Data Analysis for Research .......................................................... 84

6.11 Qualitative Research Teaching ........................................................................ 89

6.12 Research Workshops ....................................................................................... 93

7 Research Projects ................................................................................................ 94

7.1 Research Project outline timetable ................................................................... 97

7.2 Writing Up Research ......................................................................................... 98

7.3 Marking Criteria: Research Dissertation .......................................................... 101

7.4 Layout and Binding Instructions ..................................................................... 101

8 Academic Skills Workshops ................................................................................ 104

9 UCL Courses ....................................................................................................... 106

10 Observation Seminars ...................................................................................... 106

10.1 Parent-Infant Observation Seminars ............................................................. 106

10.2 Parent-Infant Observation Paper Guidelines ................................................. 109

10.3 Parent-Infant Observation Marking Criteria .................................................. 110

10.4 Toddler Observations .................................................................................... 110

10.5 Toddler Observation Paper Guidelines .......................................................... 111

10.6 Nursery Observation Seminars ...................................................................... 112

10.7 Nursery Observation Paper Guidelines .......................................................... 113

10.8 Nursery Observation Paper Marking Criteria ................................................. 114

11 Voluntary Placements ...................................................................................... 115

14 Library Facilities ............................................................................................... 117

15 Computer Facilities .......................................................................................... 119

16 UCL information systems ................................................................................. 121

18 UCL Centre for Languages & International Education (CLIE)............................ 123

19 Student Support and Wellbeing ........................................................................ 124

19.1 What to do if experiencing difficulties ........................................................... 124

19.2 Confidentiality ............................................................................................... 124