Infant Observation & Child Development Theory and Research
| Module title | Infant Observation & Child Development Theory and Research |
|---|---|
| Module code | PYCD008 |
| Academic year | 2024/5 |
| Credits | 60 |
| Module staff | Ms Marie Derome (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | All | All | All |
| Number students taking module (anticipated) | 12 |
|---|
Module description
In this module you will focus on the early part of human life and continue to develop your understanding of psychological development and your capacity to use psychoanalytic approaches to observational study.
You will undertake a weekly observation for a year normally of a new-born baby and its mother/main carer. You will write up detailed accounts of your observations, to present in turn and discuss in a weekly small group Infant Observation seminar. At the end of the first year of the baby’s life you will submit a portfolio of some of your observations notes and a reflective piece of writing on the baby’s emotional and social development based on your observation material as well as on your experience of being an observer.
You will carry out observations in a way that is ethical and meets safeguarding requirements.
You will need to agree on an Enhanced DBS check with a successful report before you can progress to this module.
You will also participate in Child Development Theory and Research seminars during Block Weeks and Learning Sets. During these seminars you will explore and develop an understanding of recent and original research in early childhood development across the fields of attachment theory, theory of intersubjectivity, developmental neuroscience and developmental psychology. Links between these approaches and psychoanalytic theories will be made. Although the focus is on the infant and young child’s emotional and social development there will also be scope to study development through latency and adolescence.
You will write an essay on an aspect of child development that draws on the child development theory and research studied in this module and psychoanalytic theories.
Module aims - intentions of the module
The main aim of the Infant Observation is to enable you :
- to continue to develop your observational skills in a psychoanalytically informed framework including an understanding of unconscious processes and the use of countertransference.
- to learn about the scope and limitations of the observer’s role.
- to develop a clearer understanding of the processes of normal healthy infant development and of some of the factors which interfere with them
- to develop an understanding of how relationships develop and of communication patterns
The aims of the seminars are:
- to introduce students to key contemporary child development research and concepts about early human development
- to demonstrate their relevance to (a) how society regards and behaves towards young children (and young people), and (b) your own work with adult patients.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Design and implement ethically and psychoanalytically informed approaches to conducting observational studies of child parent interactions.
- 2. Describe and compare and critique psychoanalytic models of human psychological development.
- 3. Demonstrate a detailed understanding of the findings of Developmental Science to advance your academic study.
- 4. Demonstrate the capacity to critically examine ideas about human growth and development derived from psychoanalysis and developmental science, and to draw upon these to critically examine each other and show an awareness of the ways in which they confirm or refute conclusions and may be complimentary or in conflict.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Demonstrate a detailed understanding of a number of contemporary models of human development derived from psychoanalysis and developmental sciences.
- 6. Demonstrate the capacity to differentiate between models of human development and make comparisons between them.
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 7. Select and organise observational material and theory to produce a coherent written argument that includes comparisons of competing ideas and demonstrating a capacity for the critical evaluation of these for the generation of new knowledge.
- 8. Demonstrate the ability to conceptualise, design, and implement an observational study that includes the use of observers countertransference/research reflexivity to generate new understanding at the forefront of the discipline.
- 9. Trace the theoretical origins of your own, and contemporary clinical practice in a self-reflective manner.
Syllabus plan
Syllabus:
1. Infant Observation: Introduction to infant observation, setting up of an observation, weekly small group seminars to discuss and reflect upon observations
2. Child Development Research will include:
a. prenatal development
b. early parent/carer-infant relationships
c. development in infancy (including contending with adverse circumstances, early defences)
d. trauma, neglect, resilience & attachment theory
e. neurobiology and development from infancy to adolescence
f. other relationships: siblings, peers and wider society
g. the importance of play
3. development in latency and adolescence
Contact time:
- Weekly small group Infant Observation seminars (presentation and discussion of observational material)
- Preliminary meetings to set up the observation
- Seminars on psychoanalytic and developmental science approaches to human/infant/child growth and development during Block Weeks and Learning Sets.
- One to one tutorials, minimum 2.
Self-directed learning time:
Weekly observation of an infant and its mother/main carer – duration: a one to two-year observation.
- Weekly write up of the observations
- Writing a reflective journal about the observation process including reflections on the search for an observation family, the role of the observer and on presenting during the Infant Observation seminars
- Guided and self-directed reading on Infant Observations
Guided and self-directed reading on Child Development
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 59.5 | 505.5 | 35 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching activities | 37.5 | Infant Observation Seminars within the whole group (37.5 hours = 30 x 1h15) |
| Scheduled Learning and Teaching activities | 2 | One to one tutorials (2x 1 hour) |
| Scheduled Learning and Teaching activities | 20 | Lectures/reading seminars in Block Weeks & Learning Sets |
| Guided independent study | 505.5 | Writing up notes & observations, reading, preparation for and completion of assignments |
| Placement | 35 | Observations 35 minimum (35 x 1 hour) |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Seminar participation | Ongoing throughout module | 1-9 | Oral feedback |
| Summary and presentation of observations | Ongoing throughout module | 1-9 | Oral feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Observation portfolio | 40 | 4,500 words max | 1-9 | Written |
| Observation Report | 30 | 3,000 words max | 1-9 | Written |
| Essay | 30 | 3,000 words max | 1-9 | Written |
| 0 | ||||
| *Summative assessments must be passed individually to pass the module; failure in this assessment will lead to failure in the module and the programme. | 0 | |||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Observation portfolio | 4,500 words max | 1-9 | Minor amendments 4 weeks Major amendments 8 weeks |
| Observation Report | 3,000 words max | 1-9 | Minor amendments 4 weeks Major amendments 8 weeks |
| Essay | 3,000 words max | 1-9 | Minor amendments 4 weeks Major amendments 8 weeks |
Re-assessment notes
In relation to your Observation Portfolio, Observation Report and Essay assignment submissions, where you have been given amendments, major or minor, you will have the opportunity to submit an amended version of your submissions, which addresses the points made in the feedback you are given, by the marker(s) and moderator. You must also write a letter to the marker, accompanying your resubmission, which describes how you have addressed the points made in the feedback. You will have 4 weeks to complete minor amendments and 8 weeks to complete major amendments.
If you have major amendments and your resubmission is marked as needing minor amendments, you will then have 4 weeks to resubmit a second time. If you have minor amendments and if on re-marking your resubmission still requires minor amendments, you will gain a ‘fail’ mark. If you fail an assignment you will be given the opportunity to submit a completely new submission and will have 8 weeks to do this in.
If you again fail, you will then have failed in the module and consequently you will have failed the programme also and your registration as a student of the University will be terminated.
More information regarding assessment of pre-dissertation modules can be found here: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/pgr/professionaldoctoratepgr/#assess including the Flowchart of professional doctorate assessment process.
Indicative learning resources - Basic reading
|
Core reading lists:
Infant Observation Core Reading List Bick, E. (1964) Notes on Infant Observation in Psychoanalytic Training. Bick, E. (1968). The Experience of the Skin in Early Object Relations. International Journal of Psycho-Analysis, 49, 484-486. Briggs, A. (ed) Surviving Space: Papers on infant observation, London, Karnac/Tavistock Clinic Series Briggs, S. (1997) Growth and Risk in Infancy, London: Jessica Kingsley Miller, L., Rustin, M.E., Rustin, M. J. & Shuttleworth, J. (eds.) (1989) Closely Observed Infants, London: Duckworth. Reid, S. (ed.). (1997). Developments in Infant Observation: The Tavistock Model. London: Routledge. Urwin, C. Sternberg, J. (ed). (2012). Infant Observation and Research Emotional processes in everyday lives. London: Routledge Waddell, M. (2006). Infant Observation in Britain: The Tavistock Approach. Int. J. Psycho-Anal., 87(4):1103-1120. Waddell, M. (2002) Inside lives: Psychoanalysis and the development of the personality. London: Karnac Books (Tavistock Clinic Series).
Child Development Core Reading List Bick, E. (1968). The Experience of the Skin in Early Object Relations. International Journal of Psycho-Analysis, 49, 484-486. Bowlby, J. (1973). Attachment and Loss: Volume II: Separation, Anxiety and Anger. The International Psycho-Analytical Library, 95:1-429. London: The Hogarth Press Brandt, K. Perry, B. Seligman, S. Tronick, E. & and Brazelton, T. (2013) Infant and Early Childhood Mental Health : Core Concepts and Clinical Practice, American Psychiatric Publishing Briggs, S. (1997) Growth and Risk in Infancy, London: Jessica Kingsley Duschinsky, R. (2020) Cornerstones of attachment theory. Oxford:OUP Fonagy, P., Steele, M., Steele, H., Moran, G., & Higgins, A. (1991) ‘The capacity for understanding mental states: the reflective self in parent and child and its significance for security of attachment’. Infant Mental health Journal, Vol 12 201-18 Klein, M. (1959) Our adult world and its roots in infancy In: Klein, M. Envy and Gratitude and other Works, 1946-1963. London: Hogarth, 1975. Music, G. (2011). Nurturing Natures. Attachment and Children’s Emotional, Sociocultural and Brain Development. London: Psychology Press. Nadel, J., Muir, D., (2005) Emotional Development. Oxford, Oxford University Press Stern, D.N. (1985). The Interpersonal World of the Infant: A View from Psychoanalysis and Developmental Psychology. New York: Basic Books. Sutton, S.(2020). Psychoanalysis, Neuroscience and the Story of our Lives - The relational Roots of Mental Health. Oxon: Routledge. Waddell, M. (1998). Inside Lives. Psychoanalysis and the growth of the personality. London: Tavistock Clinic Series. Winnicott, D.W. (1971). Playing and Reality. London: Tavistock Publications.
|
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | All other stage one modules are a pre-requisite to this module. |
| Module co-requisites | All other stage one modules are a pre-requisite to this module. |
| NQF level (module) | 8 |
| Available as distance learning? | No |
| Origin date | 26/03/2023 |
| Last revision date | 26/03/2023 |
