MA Refugee Care

Institution University of Essex, Colchester Campus
Method At the institution
Location Colchester
Type Masters
Course fee By request

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MA Refugee Care

Objectives 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. 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).
Entry requirements Entry Qualifications 1. At least an upper second class degree unless supported by relevant post-graduate experience (e.g. counselling or psychotherapy coursework or training). 2. In the absence of a degree, relevant professional qualification (e.g. nursing, social work, counselling, psychotherapy) will be considered.
Academic title MA Refugee Care
Course description
Course Description
The MA in Refugee Care is an innovative, full-time, one-year course that introduces a therapeutic dimension and a psychosocial perspective to work with asylum seekers/refugees. It equips workers to be more reflective and pro-active, who will then be more effective therapeutically in whatever role they have working in this field. This MA is taught partly at the University of Essex and partly at the Tavistock Clinic in London.

Modules and Options

The lists of modules below represent the range of options available for each year of study. This may not be a complete list of the options you will study, and may be subject to change, so please contact the department for further details.

Stage 1

    Compulsory: CONTEXT OF THE REFUGEE EXPERIENCE
    Compulsory: PLACEMENT
    Compulsory: PSYCHOANALYSIS OF GROUPS AND ORGANIZATIONS
    Core: DISSERTATION - MA REFUGEE CARE
    Core: THERAPEUTIC CARE FOR REFUGEES

Teaching and Assessment Methods

A: Knowledge and Understanding
    Learning Outcomes
    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.

    Teaching Methods
    Knowledge and understanding of these learning outcomes is acquired through the seminars, discussion in the two predominantly theoretical courses ('Therapeutic Care for Refugees' and 'Contexts of the Refugee Experience'), as well as the two predominantly practical and experiential courses ('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/Cognitive Skills
    Learning Outcomes
    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 : An ability to present coherent arguments.
    B8 : An ability to identify in material, either clinical or non-clinical, opportunities for further research, whether conceptual or empirical.

    Teaching Methods
    Knowledge and understanding of these learning outcomes is acquired through the seminars, discussion in the two predominantly theoretical courses ('Therapeutic Care for Refugees' and 'Contexts of the Refugee Experience'), as well as the two predominantly practical and experiential courses ('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
    Learning Outcomes
    C1 : Ability to design and carry out a research project.
    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.

    Teaching 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
    Learning Outcomes
    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.

    Teaching 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.