Staff member? Login here

Refugee Care

Course overview

(MA) Master of Arts
Refugee Care
Current
University of Essex
University of Essex
Psychosocial and Psychoanalytic Studies
Colchester Campus
Masters
By credit accumulation
None
None
MA C898MO
http://www.essex.ac.uk/students/exams-and-coursework/ppg/pgt/assess-rules.aspx
25/07/2017

A good 2:2 degree.

With your online application you must submit a personal statement; this should detail the reasons for wanting to study the course, including any relevant experience (work or voluntary) that may support your application.

IELTS 6.5 overall with a minimum component score of 5.5

If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.

Additional Notes

The University uses academic selection criteria to determine an applicant’s ability to successfully complete a course at the University of Essex. Where appropriate, we may ask for specific information relating to previous modules studied or work experience.

External Examiners

Dr Irene Bruna Seu
Reader in Psychosocial Studies

External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment. External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course. They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards. External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.

eNROL, the module enrolment system, is now open until Monday 21 October 2019 8:59AM, for students wishing to make changes to their module options.

Key

Core You must take this module You must pass this module. No failure can be permitted.
Core with Options You can choose which module to study
Compulsory You must take this module There may be limited opportunities to continue on the course/be eligible for the degree if you fail.
Compulsory with Options You can choose which module to study
Optional You can choose which module to study

Year 1 - 2019/20

Exit Award Status
Component Number Module Code Module Title Status Credits PG Diploma PG Certificate
01 PA982-7-FY Dissertation - Ma Refugee Care Core 60 Optional
02 TV900-7-FY Therapeutic Care for Refugees Compulsory 30 Compulsory Compulsory
03 TV901-7-FY Placement Compulsory 30 Compulsory Compulsory
04 PA931-7-FY Context of the Refugee Experience Core 30 Core Core
05 PA927-7-AU Psychoanalysis of Groups and Organisations Compulsory 15 Compulsory Compulsory
06 PA932-7-SP Psychosocial Perspectives on Human Rights Compulsory 15 Compulsory Compulsory

Exit awards

A module is given one of the following statuses: 'core' – meaning it must be taken and passed; 'compulsory' – meaning it must be taken; or 'optional' – meaning that students can choose the module from a designated list. The rules of assessment may allow for limited condonement of fails in 'compulsory' or 'optional' modules, but 'core' modules cannot be failed. The status of the module may be different in any exit awards which are available for the course. Exam Boards will consider students' eligibility for an exit award if they fail the main award or do not complete their studies.

Programme aims

The uniqueness of this course is on equipping students to introduce a therapeutic dimension and a psychosocial perspective to their work with refugees (this term is used here to include asylum seekers).

Learning outcomes and learning, teaching and assessment methods

On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:

A: Knowledge and understanding

A1 The psychological meanings of home and the implications of loss of home
A2 The systemic and dynamic complexities of the refugee condition, of the refugee needs and of the response to them.
A3 The therapeutic dimension of refugee care.
A4 The theory and scope of the psycho-social approach to refugee care.
A5 The psychodynaqmic and systemic approaches to refugee care.
A6 Theories of trauma, Post-Traumatic Stress Disorder, resilience and Post-traumatic Growth.
A7 The wider parameters within which the refugee condition is located and constructed.
A8 Conceptualising research in this field.
Learning Methods: Knowledge and understanding of these learning outcomes is acquired through the seminars, discussion in the two predominantly theoretical modules ('Therapeutic Care for Refugees' and 'Contexts of the Refugee Experience'), as well as the two predominantly practical and experiential modules ('Observation' and 'Placement').

In addition, through the supervision, assignments and dissertation.
Assessment Methods: 5 written assignments (i.e. 4 essays and one Placement Diary) Dissertation

B: Intellectual and cognitive skills

B1 An ability to critically appraise explicit and implicit conceptualisations of the refugee condition within the wider societal contexts.
B2 An ability to critically appraise explicit and implicit conceptualisations which inform the range of responses (i.e.) opinion, policies, and services) to the refugee condition.
B3 An ability to critically appraise explicit and implicit conceptualisations which inform the professional therapeutic response to the refugee condition.
B4 An ability to critically appraise the impact of race, culture and gender issues on formulations of the refugee condition and of service delivery to refugees.
B5 An ability to critically appraise the meanings and impact of trauma and resilience theories on formulations of the refugee condition and of service delivery to refugees.
B6 An ability to critically appraise the meanings and impact of trauma theories on formulations of the refugee condition and of service delivery to refugees.
B7 Ability to present coherent arguments.
B8 Ability to identify in material, either clinical or non-clinical, opportunities for further research, whether conceptual or empirical.
Learning Methods: Knowledge and understanding of these learning outcomes is acquired through the seminars, discussion in the two predominantly theoretical modules ('Therapeutic Care for Refugees' and 'Contexts of the Refugee Experience'), as well as the two predominantly practical and experiential modules ('Observation' and 'Placement').

In addition, through the supervision, assignments and dissertation.
Assessment Methods: 5 written assignments (i.e. 4 essays and one Placement Diary) Dissertation.

C: Practical skills

C1 Ability to apply analytical psychological theory to a chosen cultural or social issue, remaining aware of the methodological problems involved.
C2 Ability to document and provide evidence for arguments, both orally and in writing.
C3 Ability to write structured and focused essays, with proper citations and references.
Learning Methods: All teaching/learning is done in seminars focused on clearly specified topics, supported by texts.

Although participation is not formally assessed, it is actively sought, and our teaching style emphasizes drawing students out, inviting coherent argument.

Essay preparation is supported by individual tutorials.

Dissertation preparation is supported by individual supervision.
Assessment Methods: 5 written assignments (i.e. 4 essays and one Placement Diary) Dissertation.

D: Key skills

D1 Ability to write clearly, coherently, and concisely.
D2 NA
D3 NA
D4 Ability to formulate a research project and implement the research skills necessary to carry it out.
D5 NA
D6 Autonomously work to deadlines and make use of coursework feedback to refine their thinking on a topic.
Learning Methods: D1. Teaching/learning is by seminar, in which students are encouraged to express complex ideas clearly.

They must also prepare and verbally present their placement experiences in the Placement Group.

D2. Training sessions on IT resources in psychoanalysis are provided by the University Library.

Students learn to use IT search and cataloguing methods.

D3. Guidance by special arrangement.
If needed for a particular project (for example, statistics) supervision by appropriate staff in the University is available.

D4. Support by tutorials, supervision and research Forum.

D5. Students teach and learn from each other in the seminar setting.

D6. Teachers provide feedback on essays; supervisors support the refinement of research proposals and their implementation.
Assessment Methods: D1, D4: formal assessment is only by essay and dissertation.

D6 (deadlines) is in effect assessed by penalties applied to late submissions.


Note

The University makes every effort to ensure that this information on its programme specification is accurate and up-to-date. Exceptionally it can be necessary to make changes, for example to courses, facilities or fees. Examples of such reasons might include a change of law or regulatory requirements, industrial action, lack of demand, departure of key personnel, change in government policy, or withdrawal/reduction of funding. Changes to courses may for example consist of variations to the content and method of delivery of programmes, courses and other services, to discontinue programmes, courses and other services and to merge or combine programmes or courses. The University will endeavour to keep such changes to a minimum, and will also keep students informed appropriately by updating our programme specifications.

The full Procedures, Rules and Regulations of the University governing how it operates are set out in the Charter, Statutes and Ordinances and in the University Regulations, Policy and Procedures.

Should you have any questions about programme specifications, please contact Course Records, Quality and Academic Development; email: crt@essex.ac.uk.