Family and Child Psychology MSc

This module introduces students to the essentials of psychological research, and includes an introduction to qualitative methods and quantitative methods, including questionnaire / survey and experimental research methods.

Overviews of qualitative methodologies are given covering both data acquisition (e.g interview, focus group, photo elicitation) and major analysis techniques (e.g. discourse analysis, interpretative phenomenological analysis,
etc.). Thematic or content analysis is covered in more detail.

The module also introduces quantitative designs (e.g. surveys and experimental studies) and key analytical techniques. Laboratory exercises provide students with hands-on activities and include training in the use of statistical software packages (e.g. SPSS).  The module introduces students to the nature and philosophy of the experimental method, the design and execution of psychological experiments, descriptive statistics, frequentist and Bayesian inferential parametric and non-parametric statistical procedures (e.g. chi-square, t-tests, (factorial) ANOVA, correlation, regression, and allied analyses). The module covers the replication crisis and potential remedies.

Students receive guidance on the production of qualitative and quantitative research reports.

To provide MSc level students, who may not have studied psychological methods and statistics in depth before, with advanced training in the methods of psychological research, including: 

• An understanding of the principal concepts of psychological methods and statistics
• A thorough grounding in the selection and use of appropriate methodologies
• Knowledge of the major quantitative and qualitative methods used in psychological enquiry
• Clear understanding of the use of computer packages for statistics

This module will introduce students to the issues that surround the successful management and completion of research projects in professional and applied settings. The course will focus on two core strands. Firstly ethical and professional standards will be examined in detail. The course will then focus on the practical issues and skills surrounding research projects, their development and their management. An emphasis on applied research, and on research with different populations, will be made during the course.

Content:

Professional standards, procedures and ethics in research

Research proposals: selling the idea

Writing research proposals

Grant applications

The design of research projects

Costing research projects

Developing research timelines

Project and team management.

Disseminating research

Time management

Effective listening and communication

Influencing strategies

Presentation skills

Research and the development of policy and practice

• To develop a strong set of transferable skills in students;
• To enable students to gain an appreciation of the professional and ethical issues relating to research and practice in applied psychology;
• To enable students to gain an understanding of the processes involved in developing, writing and presenting research proposals;
• To provide students with practical experience in the costing and time-scaling of research projects;
• To provide students with an understanding of the issues involved in the management of applied research;
• To provide students with training in skills relevant to the successful management of research projects e.g., effective communication;
• To provide students with an appreciation of the ways in which research influences and develops policy and practice.

This module is designed to equip students with key knowledge that is at the forefront of the developmental discipline. In light of this the module will cover both classic and contemporary theories in a range of diverse areas which may include:

• Early development
• The social self and the family
• Symbolic development and communication
• Parenting
• Relationships within and beyond the family (e.g., education, peers)
• Adolescent development and identity

As such, individual sessions will be responsive to changes in research and current staff expertise

The aims of this module are as follows:

• To consider core theory and research in the field of child development.
• To consider child and adolescent development in terms of the impacts that it may have on family structure and functioning, and vice-versa.
• To engender critical understanding of the classic and contemporary theories and approaches in child development studies.
• To develop critical understanding of key methodological approaches to the study of child development.
• To develop advanced knowledge of specialist areas within the field, as specified in the learning outcomes.

This module focuses on family psychology in society, examining social and cultural influences on family functioning.The module also emphasises the practical applications of family psychology, including the interplay between psychology and social policy, and interventions for helping families in crisis. Consequently, some sessions my be delivered by outside speakers, who are practitioners in the field, depending on availability.

The following topics are indicative of the content of the module:

• Deprivation and disadvantage
• Children and domestic abuse
• Attachment
• Family breakdown
• Family well-being
• Cultural issues in families
• Policy and legislation

The aims of this module are as follows:

1. To enable the student to critically discuss and analyse the practical implications of recent research
2. To formulate arguments and communicate them in writing for a specific audience
3. To give the student the opportunity to work in a group on a collaborative task
4. To present the findings of their groupwork through an oral presentation in a specified format

This module focuses on the changing family, with change conceptualised as both diversity in the family unit, and the adjustment of family members to transitions within the life cycle, such as the transition to parenthood. This will include the consideration of classic and contemporary theories and research in the area of family lifestyle and transition, including:

• Different theoretical approaches to family lifestyle and transition (e.g., family systems theory, interpersonal acceptance-rejection theory, attachment theory, life span transitions theory, developmental approaches)
• Typical life cycle transitions (e.g., leaving home, intimate relationships, marriage/living together, parenthood, retirement, death)
• Unexpected life cycle transitions (parental separation and divorce, new parental relationships, illness, unemployment, mental illness, unexpected death)
• Approaches to child rearing (e.g., cross-cultural differences)
• Different types of family unit (e.g., single and absent parents, lesbian and gay parents)
• Agents of socialisation within families (e.g., the role of parents, siblings, grandparents)

A further, practical aim of the module is to prepare students for their research dissertation by providing the opportunity to carry out a more substantial literature review.

Note: the topics shown in brackets are indicative, and may change due to staff availability and expertise.

The aims of this module are as follows:

• To develop a critical understanding of classic and contemporary theories and research in family lifestyle and transition
• To critically evaluate different methodological approaches to the study of family lifestyle and transition
• To carry out an independent literature review related to family lifestyle and transition

The focus of this module is to enable students to further strengthen their knowledge of a specific research area in family and child psychology and further develop their research methodology skills.  

Individual student learning needs are addressed through supervision and there are Faculty support workshops available to all students to enhance research and study skills.

• To provide the student with an opportunity to investigate systematically and in depth a topic of direct relevance to his or her career aspirations. 
• To further enhance and consolidate the student's skill and rigour in research, research methodology and evaluation in an applied environment. 
• To enable the student to draw on and contribute to the development of the growing body of knowledge in family and child psychology.
• To enable the student to develop skills in modern resource technologies to support his/her research project.

1. A range of neuro-developmental and psychological disorders affecting children and adolescents (e.g., autism, ADHD, eating disorders, self-harm)

2. Theoretical models and approaches which explain disorders in childhood and adolescence

3. Classification, diagnosis and assessment of disorders in childhood and adolescence

4. Prevention, intervention and treatment of disorders in childhood and adolescence with particular focus upon the role of parents, family, peers and educators (e.g., parent-child interaction therapy, family therapy, parenting programmes, educational programmes)

5. Research methods and ethics when working with children, adolescents and their families

To provide an overview of classic and current theories and research in the area of child and adolescent mental health and neuro-developmental disorders

To develop an awareness of the major disorders which affect children and adolescents, their aetiology, and issues of early detection, intervention and prevention 

To consider the role of the family (e.g., parents, and siblings) and significant others (peers, educational practitioners) in the treatment of child and adolescent disorders 

To promote awareness of the ethical and professional issues involved in working with children, adolescents and their families

To consider the contribution of psychological research to informing clinical and related practices (e.g., in education, social work, family services
etc) when working with children, adolescents and their families