Autism Spectrum Condition MA

1. Examining the history and clinical epistemology of Autism Spectrum Condition
2. Critically engaging with the current and psychological, sociological, neurological and clinical theories including recent changes in diagnostic criteria and their relationship to education
3. Considering the implications of the research
4. Making informed assessment of the implications of research on professional practice

1. Deepen knowledge and understanding of Autistic Spectrum Condition.
2. Investigate research which explores the most current neurological, psychological, and clinical research.

1. Exploring the impact child-centred approaches have had upon the teaching and learning of autistic individuals
2. Evaluating  the usefulness of alternative approaches
3. Considering issues for socio–cognition communication and language
4. Evaluating a range of strategies including the use of social stories in supporting classroom routine and change
5. Evaluate your own practice

1. Develop specialist skills in working with and teaching autistic children and young people.
2. Evaluate strategies for improving opportunities for social engagement and learning for autistic children and young people.

1. Examining the wider issues of Autism in educational and social settings
2. Considering the sensory differences of those with Autism
3. Considering the effects of emotion, stress and anxiety and their response.

1. To analyse research relevant to facilitating a wider understanding of Autism, the world as they see it and their response to it.
2. To explore, understand and critically evaluate the range of issues which need to be considered when supporting autistic pupils in schools and the wider society.
3. To investigate the scientific evidence surrounding the sensory differences of those with Autism and explore the link between behaviour and anxiety.

1. An exploration of the theories of emotional development.

2. A consideration of how early attachment and separation impact on personality development.

3. Understanding how attachment theory informs professionals understanding of the behaviour of children, young people and adults.

4. A critique of new research about how a brain develops through relational experience. 

5. A re-conceptualisation of the received understanding of challenging behaviour

1. To critically explore how early parenting experiences and familial relationships impact on personality development.

2. To understand and reflect on how attachment relationships impact on learning and behaviour in children, young people and adults.

3. To examine how early life experiences influence brain development and consider how this may impact on thinking, learning and behaviour.

1. Exploiting previous knowledge of research methods and enquiry.

2. Creating a research plan and timeline.

3. Locating and contextualising the research within the literature.

4. Undertaking research in accordance with ethical guidelines including the submission of the Research Ethics Application Form.

5. Using an appropriate methodology.

6. Collecting evaluating and interpreting data.

7. Responding to changes in research intentions and outcomes.

8. Writing up the research.

1. To undertake a substantial empirical enquiry in a professional setting.

2. To critically reflect on the individual experience of carrying out research.

3. To link research to the possibilities for change in a professional context.

1. A deconstruction of pervasive trauma viewed from a range of professional perspectives

2 An examination of how pervasive trauma impacts the brain and how this manifests in perception and behaviour

3. A conceptualisation of Trauma Informed Practice taking into account current educational systems and practices

4. An exploration of participants case study evidence in their professional practice

1. To conceptualise pervasive trauma in childhood using medical and social model perspectives. 

2.  To understand and critically reflect on how childhood trauma has a lifelong impact on the brain in terms of how atypical perception develops and how this manifests in behaviour

3. To explore and critique Trauma Informed Practice from objective and subjective perspectives

4. To develop an in-depth understanding of how Trauma Informed Practice can contribute to improved life outcomes for children, young people and adults

1. An exploration of the theories of resilience.

2. A consideration of the relationship between resilience and mental health.

3. A critique of new research about models of resilience.

4. Understanding how an improved knowledge of mental health informs professionals’ understanding of the behaviour of children, young people and adults.

5. An evaluation of the research about the impact of adverse childhood experiences and how such early experiences impact on resilience, mental health, behaviour and life outcomes for children, young people and adults.

6. A re-conceptualisation of the received understanding of challenging behaviour resulting from poor mental health. 

1. To explore and critically reflect on how life experiences and relationships impact on mental health and resilience.

2. To understand and reflect on how mental health impacts on learning and behaviour.

3. To critically examine how childhood mental health impacts on brain development and consider how this may impact on thinking, learning and behaviour.