(Professional Doctorate) Professional Doctorate
Analytical Psychology
Current
University of Essex
University of Essex
Psychosocial and Psychoanalytic Studies
Colchester Campus
Doctorate
Part-time
DOCTC8AP36
10/05/2023
Details
Professional accreditation
None
Admission criteria
IELTS (International English Language Testing System) code
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
External Examiners for research degrees are appointed student by student due to the highly specialised nature of the awards. The names and institutions of External Examiners for research degrees are therefore not published on the programme specification. Supervisors discuss with students appropriate External Examiners and nominees are appointed in accordance with the University’s Ordinances. More information can be found in the Principal Regulations for Research Degrees and the accompanying Code of Practice.
External examiners
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.
Programme aims
The department has a long and rich history of bringing clinicians and researchers from a wide range of orientations into fruitful collaboration and has a thriving research community. Students on this programme will have access, alongside the specific course content, to all elements of the department’s provision, bringing them into contact with leading practitioners and researchers in their field as well as an exciting group of both staff and student researchers in related areas.
This degree constitutes the academic and research top-up for graduates with a full training in Psychoanalytic Psychotherapy, Psychodynamic Psychotherapy or Analytical Psychology of at least 4 years’ duration.
There are few comparable doctorates available. Some trainings are now doctoral programmes, or have doctorates available to trainees, but there are few routes available for those who trained in the past, and in some current trainings the doctoral top-up does not exist. This course enables those who have already completed a full relevant training to add the academic and research component to progress and to contribute to the field.
The course aims to provide students with relevant knowledge and skills so that they can conduct a rigorous piece of original research in their field. This could be theoretical/literature-based or empirical, employing qualitative or quantitative methodologies.
The aim of the taught first year is to enable qualified psychotherapists to make the transition from practitioner to researcher, to decide on their research question, design and methodology and to prepare for their empirical projects. Assignments in the first year are all directly connected to and will provide elements of the final thesis.
In years 2 and 3 they will be supported in supervision and workshops in conducting their individual doctoral research projects.
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: Knowledge of research literature in their field and an understanding of how this knowledge relates to their research question
A2: Knowledge of the range of available research approaches and an understanding of how this knowledge relates to their chosen area of research
A3: Knowledge of different research methodologies and an understanding of how this knowledge relates to their chosen area of research
A4: In-depth knowledge of chosen topic.
Learning methods
Lectures, seminars, workshops.
Assessment methods
Essays in the first year, thesis at the end of the programme.
B: Intellectual and cognitive skills
B1: Ability to choose relevant methodology
B2: Understanding of ethical issues involved in research
B3: Ability to understand applications of research to depth psychotherapy
Learning methods
Lectures, seminars, workshops, individual supervision – should be accessible for all
Assessment methods
Essays in the first year, thesis at the end of the programme – should be accessible for all
C: Practical skills
C1: Ability to conduct rigorous literature review
C2: Ability to adopt and apply research methodology
C3: Ability to write an effective research proposal
C4: Ability to write effective application for ethical approval for project
C5: Ability to write an extended thesis on topic of research
Learning methods
Clinical seminars, lectures, seminars, workshops, reflective groups, individual supervision
Assessment methods
Essays, thesis, successful ethical approval application where relevant
D: Key skills
Learning methods
Clinical seminars, lectures, seminars, workshops and reflective groups and individual supervision – should be accessible to all. Recordings will be available where appropriate
Assessment methods
Essays, Thesis