(BA) Bachelor of Arts
Psychosocial and Psychoanalytic Studies
University of Essex
University of Essex
Psychosocial and Psychoanalytic Studies
IB: 30 points. We are also happy to consider a combination of separate IB Diploma Programmes at both Higher and Standard Level. Exact offer levels will vary depending on the range of subjects being taken at higher and standard level, and the course applied for. Please contact the Undergraduate Admissions Office for more information.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. Different requirements apply for second year entry, and specified component grades are also required for applicants who require a Tier 4 visa to study in the UK.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels listed above. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a Tier 4 visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
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.
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College here.
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Prof Barry Richards
Professor of Political Psychology Bournemouth University
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.
This course aims to provide students with solid understanding of a range of schools within psychoanalysis and psychodynamic thinking, the problems they address, as well as their applications to a number of fields. It provides a theoretical foundation for further training in a career in psychotherapy or counselling, as well as in the humanities or social sciences. It also provides a solid basis in psychodynamic thinking, child, adolescent and adult development, and the dynamics of therapeutic interventions in organisations.
Beginning with an introduction to psychodynamic concepts as applied to individuals, relationships and organisations, the course goes on to provide a comprehensive account of child and adult development and critical overviews of both Freudian and Jungian psychology. From this foundation, psychodynamic approaches are then applied thematically to diverse areas of personal and cultural life such as literature, film, sexuality, war, and trauma, with substantial attention placed upon findings and approaches from clinical work and therapeutic practice.
More particularly, this programme aims:
1. To provide a solid psychoanalytic vocabulary and understanding of unconscious dimensions of human experience, relationships, communication and culture
2. To provide students with a good understanding of the history of the discipline, and the different schools of psychoanalysis and psychodynamic thinking
3. To provide a psychodynamic perspective on child, adolescent and adult development and difficulties
4. To understand the role of emotions in learning, behaviour, and social development
5. To understand the concept and significance of trauma and its effects
6. To understand the psychodynamics of groups and institutions
7. To provide a space and process by which students can explore and reflect upon the intersection between their academic, personal and professional selves
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: Solid knowledge of the basic psychoanalytic concepts and of its different applications in fields from psychotherapy to the humanities
A2: Knowledge and understanding of the history of psychoanalysis and of its different schools
A3: Psychodynamic understanding of the emotional factors that affect learning, relationships and behaviour.
A4: Understanding of the psychodynamic frame of therapeutic relationships
A5: Knowledge of the psychodynamics of human development and disturbance
A6: Knowledge of the psychodynamic understanding of trauma and its influence on individuals and organisations
The programme makes use of theoretical seminars (A1, A2, A3, A4, A5), lectures, the experience of reflective groups (A2, A3, A6) and field trips.
Essays, exams, presentation, reflective report, observation summary.
B: Intellectual and cognitive skills
B1: To define and use specific psychoanalytic concepts describing relationships and communication, including transference, counter-transference, projection, introjection, etc
B2: To describe and differentiate the different psychoanalytic authors, schools and their ideas.
B3: To describe the emotional factors that affect psychological development, relationships and behaviour
B4: To describe psychoanalytically therapeutic processes and practice
B5: To discern unconscious dynamics in wider society, politics and culture (e.g. in relation to gender, race, disability, etc.).
The programme makes use of theoretical seminars (B1, B4), lectures, (B2, B5, B6) and the experience of reflective groups.
Formal assessment is by exams, essay, presentation, reflective commentary and observation commentary.
C: Practical skills
C1: Capacity for applying psychodynamic understanding to a range of experiences
C2: Capacity for academic writing in the humanities
C3: Capacity for developing a research project/research skills
C4: Capacity to recognize and describe situations and interactions in institutions in psychodynamic terms.
C5: Capacity to recognize and describe human interactions in relation to unconscious dynamics
C6: Capacity to reflect on one's own experience and take ownership of one's own learning
C7: Capacity for Public presentation
The programme makes use of theoretical seminars (C1, C2, C3), clinically orientated seminars (C4, C5, C6), and reflective practice (C4, C5, C6, C7).
Formal assessment is by exams, essay, presentation, reflective commentary and observation comentary
D: Key skills
D1: To communicate effectively with colleagues and begin to practice communication skills that could be applied clinically
D2: To use e-mail, Moodle and electronic submission of assessed work.
D3: To develop a capacity to make a formulation based on psychodynamic understanding and to take a view on appropriate therapeutic interventions; to decide on specific topics for essays.
D4: To work in collaborative groups including reflective experiential groups with an emphasis on learning about one's own contribution to a good working group
D5: To work independently, including through e-based learning and to learn through practice and self-reflection, to engage in independent research towards a dissertation.
The programme makes use of theoretical seminars (D1, D3), lectures, the experience of reflective groups (D1. D4).
Students also make presentations linked to an individual research project (D1, D5).
Finally, students utitise information technology by using email, electronic submission of assessed work, and use of moodle as a learning repository (D2).
Formal assessment is by essay, exams, reflective observations and presentations.