Bookmarks

Modules

 
Attention deficit hyperactivity disorder
Credit points:  15
  • Diagnostic criteria and assessment.  ICD-10/11, DSM-5. NICE guidelines and quality statement.  American Pediatric Association guidelines.  Condition versus disorder. Epidemiology
  • Developmental assessment.  Gauging intellectual development and its impact. Assessing functional impact
  • Assessing familial, social, emotional, and personal factors
  • Conducting an assessment, and taking a family history.  Structured instruments: validaty, reliability, applications
  • Tests of physical, psychological, or brain function
  • Assessing school, employment, and relationship functioning and applying that knowledge to make a personal formulation of impact
  •  Challenging or antisocial behaviour
  • Emotional or psychiatric disorder
  • Working with third parties: schools, sibs, parents, partners, childen, employers, authorities e.g. prisons, courts, police, health staff
  • Making a personalized plan to respond to the diagnosis. Advice, treatment, and other intervention
Neuropsychological and neurobiological approaches to atypical development
Credit points:  15
  • DNA and RNA and their role in replication, in self-control, and in protein synthesis
  • The genome and the transcriptome. Epigenesis. Can genes be changed? Would it be a good idea?
  • The main areas of the brain; frontal and prefrontal areas;
  • The amygdala; the insula; the fusiform gyrus; the superior temporal lobe; the temporoparietal junction; the anterior cingulate; reward centres
  • Networks, connection studies; the role of neuroglia; the interbrain hypothesis
  • In vivo methods for studying the brain; new data from this source
  • Tests of frontal lobe function; dysexecutive syndrome and working memory
  • Recognizable genetic syndromes
  • The influence of the environment on genes, brain, and psychology.  Case study exercise
  • The effects of aging
Development through the life span
Credit points:  15
  • Patterns of development: linear, cyclical, other
  • Distress and disability: links with development
  • Physical development and links with psychosocial development
  • Stage theories and their impact on child-rearing customs and educational practice
  • Social development
  • Emotional development
  • Aging, changing social expectations, and developmental challenges
  • Developmental theory in psychology and psychotherapy practice
  • Transcending development: crisis, trauma, and recovery
  • Tackling some questions about development: what is its aim? What are we developing into?
Qualitative Research Methods (optional)
Credit points:  15
  • Human and social science methods vs. natural science methods
  • Induction and theory building.  Hermeneutics, interpretation, personal meaning and subjectivity, narrative versus objective truth.  Experience vs. reality
  • Grounded theory and thematic methods, discourse analysis, participant-observation, template analysis. Phenomenological approaches 
  • Formulating a research question
  • Locating and selecting research participants
  • Methods of data collection and validation.  Semi-structured and unstructured interviews 
  • Illustrations, anecdotes, case studies.  The role of rhetoric in science and practice 
  • Self-reflection.  Reflexivity.  Ethical considerations
  • Designing and conducting qualitative research
  • Mixing methods: the relative strengths and limitations of qualitative and quantitative research. Mixed qualitative methods
Quantitative research methods (optional)
Credit points:  15
  • The Research Question, Concepts and Indicators
  • Research Design
  • Validity and Reliability
  • Sampling Techniques
  • Quantitative Data Collection and Data Analysis
  • Qualitative Data Collection and Data Analysis
  • Critical Appraisal: the Quality of Research
  • Research Ethics and Research Governance
  • Getting Published
  • The Philosophy of Science
Overview of research methods (optional)
Credit points:  15
  • Grouping, counting, and hypothesizing.  Individual versus group data.  Sources of error.
  • Statistics, distributions, the normal distribution, means and variance.
  • General principles of research design
  • Collecting and displaying data. Types of data e.g. continuous, dichotomous.  Parametric and non-parametric statistics.
  • Types of research: on populations.  Sampling and surveys. Confounding and selection bias.
  • Types of research: on individuals.  Selection, tests, interviews, questionnaires, self-ratings, observer ratings.
  • Questionnaire design.  Psychometric properties.  Consistency. Reliability.  Validity.
  • Planning and designing a study.  Power calculations.  Ethics. Randomizing, control, wait list designs.
  • Statistical significance.  Practical significance.  Replication and meta-analysis.  Specificity and sensitivity: receiver operating characteristics.