Mental Health: Research and Practice MSc/PGDip/PGCert

This module familiarises you with the concept of mental health and the issues surrounding the classification, aetiology and treatment of mental illness.

How can we better understand mental illness and how can we treat it?

Thoughts, feelings and behaviours combine in patterns to formulate specific syndromes or sets of symptoms that can be looked at from different perspectives in mental health research and practice.

A range of pharmacological, psychological, behavioural and psychosocial models adopted in mental health and illness will be covered in this module with reference to common mental health problems or disorders, such as anxiety, depression and post-traumatic stress disorder.

By the end of this module, you should be able to understand key relevant concepts and critically appraise the evidence concerning models of research and therapeutic interventions; this knowledge and understanding will be gradually developed throughout the module and will be assessed at the end of the module in the form of an essay on one of the taught topics.

You will be introduced to a range of qualitative approaches and the theoretical and philosophical underpinnings and practical application of qualitative methods.

Teaching will combine lectures, workshops, and self-directed study. Sessions will include a focus on interviews and focus groups, Realist Evaluation, thematic analysis, Interpretative Phenomenological Analysis, narrative approaches and Grounded Theory.

Students will be guided to consider developing qualitative research questions, ethical issues in qualitative research and the critical appraisal of qualitative research evidence.

Through a series of lectures, practical workshops and assignments, this module will take you through the design, operationalization, data-collection, data analysis, and report-writing processes of a quantitative research study in mental health and applied psychology.

Advanced techniques and software including Multi-Level Modelling; Meta analysis; Factor Analysis; Path Analysis.

Masters students are required to undertake an independent research project under the supervision of an academic/clinical expert. The project provides an opportunity for students to apply the knowledge and skills they have learnt during the course to a specific research question.

The module will develop your ability to initiate, design, pursue and present high-quality, forward-looking research study. You will also gain experience of the ethical approval process.

Early in the course students will be asked to choose from a range of project proposals identified by staff and students will be matched to one of their top choices. The bulk of the project work will be carried out during the spring and summer semesters.

This module aims to provide students with knowledge and understanding of models and concepts in the discipline of clinical psychology.

On the course you’ll be introduced to cognitive behavioural, systemic, psychodynamic and behavioural approaches to psychological therapy.

Sessions will describe the development and application of theory within each approach. In addition, online units will deliver material on four core concepts within clinical psychology: formulation; critical thinking; reflective practice, and the scientist practitioner.

You will be assessed through a written report and presentation.

This course will provide you with multi-disciplinary perspectives on dementia – an increasingly common condition that may affect, directly or indirectly, many of our lives.

There are many areas of enquiry that improve our understanding and can improve the quality of life for people with dementia, their families and professionals who work with them.

We hear from leading researchers and experienced practitioners: psychiatrists, psychologists, nurses, music therapists, arts therapists and care providers. We discover from sociolinguistic experts how dementia is represented in the media and about the impact on public understanding. We find out that alcohol is a risk factor, and reflect on how public health messages about drinking can best be framed. We hear about the latest research in assistive and information communication technologies for people with dementia, about managing dementia whilst still in employment, and the challenges of providing healthcare in rural communities. We also learn about decision-making and ethical challenges.

Gain the knowledge and skills to effectively plan and design research as well as to critically appraise published research. You will be introduced to how to write a literature review in a systematic way, how to write a research proposal, study designs (including developing research questions), ethics and practical issues when planning and conducting research.

The module also covers designing questionnaires, psychometric issues such as reliability and validity, using interviews and focus groups, and use if the internet and an introduction to online research methods.

This lecture-based module will include the following topics: 

•  Introduction to Forensic Mental Health (FMH) services 
•  Treatment in secure hospitals, prisons, and the community
• Current research and practical issues in FMH settings

Public health is an evidence-based discipline. Systematic reviews are an important type of evidence that public health practitioners use as they are regarded as the gold standard for supporting decision making. Systematic reviews comprehensively identify, collate, and summarise the body of knowledge on a particular topic or question to provide a complete interpretation of the research. This means that public health decisions can be made based on the best available evidence. Systematic reviews are important for decision making because their rigorous and explicit methodology promotes findings that are free of bias.

The methodology of systematic reviews enables students to link across many core public health topics related to study design, critical appraisal, data management, analysis skills, and library skills.

The module will take you on an exciting journey through the steps involved in conducting a systematic review. We cover the methods that apply to a range of different types of public health interventions, including those focusing on feasibility, appropriateness, meaningfulness, and effectiveness. We look at how to frame the question for the systematic review, searching and screening the evidence, critical appraisal of the evidence, synthesis of the evidence, and assessing the confidence in the findings of the review. Students learn the theory of these steps and have practical sessions throughout the module to apply their learning.

Understanding the theory and practical application of systematic reviews is a key aspect of public health. All public health professionals will need to be able to read and understand the findings from systematic review articles and critique the quality of a review. Additionally, some public health graduates may need to conduct their own systematic review of the evidence for a specific topic or area. Gaining knowledge of the process and experience in conducting the steps of a systematic review will provide the foundations for conducting your own systematic review.

The module convenors are Directors of the Nottingham Centre for Evidence Based Healthcare, which is a JBI Centre of Excellence. The Centre is internationally recognised as a leader in evidence synthesis, comprising of world-leading experienced academic researchers, information scientists, and clinical practitioners, all specialising in evidence synthesis. We are highly experienced in delivering accredited short courses and bespoke workshops locally, nationally, and internationally on all aspects of evidence synthesis, including systematic reviews and scoping reviews.

As experts in evidence synthesis and systematic reviews, we enjoy teaching and sharing our knowledge, hints, and tips with our students. The content follows a linear format focusing on the steps of a systematic review and the delivery is split between the expertise of the two module leads, where we cover approaches to systematic reviews for quantitative and qualitative study designs. We particularly enjoy discussing the topic of the assignment with the students since choosing their own topic means that students apply the principles and practices of systematic reviews to a context which has meaning to them.

Your module leaders are:

Professor Jo Leonardi-Bee – Professor of Medical Statistics and Epidemiology

“I love teaching students how systematic reviews can be used to help make the most of existing research evidence to help healthcare professionals, patients, and the public to make informed decisions about health. I work closely with JBI, which is one of the main organisations at the forefront of evidence synthesis, to develop systematic review methods.”

Professor Catrin Evans – Professor of Evidence Based Healthcare

“I am an enthusiastic and award-winning educator who enjoys supporting students to achieve their potential. I am passionate about working with health professionals to understand how to use evidence to inform policy and practice.”

On this module you will gain insights into the difficulties of assessing, diagnosing and treating mental health and neurodevelopmental conditions in children and adolescents.

You’ll hear from experts in the field about what works, what doesn’t work and the factors that can influence outcomes in children and young people.

You will be encouraged to read widely to enhance your understanding of the effects of lifespan factors on conditions that emerge in childhood and will be exposed to the latest scientific developments in the field.

Your knowledge will be assessed by an oral presentation which you will put together and deliver to a small group of peers and staff and you will also design a research project that could advance the field.

This module is ideal for those of you considering pursuing a career focusing on child and adolescent mental health or for anyone with an interest in this area.

'The mind is what the brain does’ is a phrase that captures the idea that the mind and brain are not separate things. What we see, feel, and experience affects our brains, and how our brains respond affects what we see, feel and experience.

This module will introduce you to the neural processes that underlie mental health and illness, and the neuroinvestigative techniques used to research them.

You will hear from mental health clinicians about conditions such as mood disorder, psychosis, autism and ADHD, while through a complementary series of seminars and journal clubs, you will learn about the neural processes that may go wrong in these conditions.

Your understanding will be assessed by a written assignment in which you design a study to address a neuropsychiatric research question, and by an essay in which you explain a neuropsychiatric research topic to a lay readership.

This module familiarises you with the concept of mental health and the issues surrounding the classification, aetiology and treatment of mental illness.

How can we better understand mental illness and how can we treat it?

Thoughts, feelings and behaviours combine in patterns to formulate specific syndromes or sets of symptoms that can be looked at from different perspectives in mental health research and practice.

A range of pharmacological, psychological, behavioural and psychosocial models adopted in mental health and illness will be covered in this module with reference to common mental health problems or disorders, such as anxiety, depression and post-traumatic stress disorder.

By the end of this module, you should be able to understand key relevant concepts and critically appraise the evidence concerning models of research and therapeutic interventions; this knowledge and understanding will be gradually developed throughout the module and will be assessed at the end of the module in the form of an essay on one of the taught topics.

You will be introduced to a range of qualitative approaches and the theoretical and philosophical underpinnings and practical application of qualitative methods.

Teaching will combine lectures, workshops, and self-directed study. Sessions will include a focus on interviews and focus groups, Realist Evaluation, thematic analysis, Interpretative Phenomenological Analysis, narrative approaches and Grounded Theory.

Students will be guided to consider developing qualitative research questions, ethical issues in qualitative research and the critical appraisal of qualitative research evidence.

Through a series of lectures, practical workshops and assignments, this module will take you through the design, operationalization, data-collection, data analysis, and report-writing processes of a quantitative research study in mental health and applied psychology.

Advanced techniques and software including Multi-Level Modelling; Meta analysis; Factor Analysis; Path Analysis.

'The mind is what the brain does’ is a phrase that captures the idea that the mind and brain are not separate things. What we see, feel, and experience affects our brains, and how our brains respond affects what we see, feel and experience.

This module will introduce you to the neural processes that underlie mental health and illness, and the neuroinvestigative techniques used to research them.

You will hear from mental health clinicians about conditions such as mood disorder, psychosis, autism and ADHD, while through a complementary series of seminars and journal clubs, you will learn about the neural processes that may go wrong in these conditions.

Your understanding will be assessed by a written assignment in which you design a study to address a neuropsychiatric research question, and by an essay in which you explain a neuropsychiatric research topic to a lay readership.

This module aims to provide students with knowledge and understanding of models and concepts in the discipline of clinical psychology.

On the course you’ll be introduced to cognitive behavioural, systemic, psychodynamic and behavioural approaches to psychological therapy.

Sessions will describe the development and application of theory within each approach. In addition, online units will deliver material on four core concepts within clinical psychology: formulation; critical thinking; reflective practice, and the scientist practitioner.

You will be assessed through a written report and presentation.

On this module you will gain insights into the difficulties of assessing, diagnosing and treating mental health and neurodevelopmental conditions in children and adolescents.

You’ll hear from experts in the field about what works, what doesn’t work and the factors that can influence outcomes in children and young people.

You will be encouraged to read widely to enhance your understanding of the effects of lifespan factors on conditions that emerge in childhood and will be exposed to the latest scientific developments in the field.

Your knowledge will be assessed by an oral presentation which you will put together and deliver to a small group of peers and staff and you will also design a research project that could advance the field.

This module is ideal for those of you considering pursuing a career focusing on child and adolescent mental health or for anyone with an interest in this area.

This lecture-based module will include the following topics: 

•  Introduction to Forensic Mental Health (FMH) services 
•  Treatment in secure hospitals, prisons, and the community
• Current research and practical issues in FMH settings

This course will provide you with multi-disciplinary perspectives on dementia – an increasingly common condition that may affect, directly or indirectly, many of our lives.

There are many areas of enquiry that improve our understanding and can improve the quality of life for people with dementia, their families and professionals who work with them.

We hear from leading researchers and experienced practitioners: psychiatrists, psychologists, nurses, music therapists, arts therapists and care providers. We discover from sociolinguistic experts how dementia is represented in the media and about the impact on public understanding. We find out that alcohol is a risk factor, and reflect on how public health messages about drinking can best be framed. We hear about the latest research in assistive and information communication technologies for people with dementia, about managing dementia whilst still in employment, and the challenges of providing healthcare in rural communities. We also learn about decision-making and ethical challenges.

Gain the knowledge and skills to effectively plan and design research as well as to critically appraise published research. You will be introduced to how to write a literature review in a systematic way, how to write a research proposal, study designs (including developing research questions), ethics and practical issues when planning and conducting research.

The module also covers designing questionnaires, psychometric issues such as reliability and validity, using interviews and focus groups, and use if the internet and an introduction to online research methods.

Public health is an evidence-based discipline. Systematic reviews are an important type of evidence that public health practitioners use as they are regarded as the gold standard for supporting decision making. Systematic reviews comprehensively identify, collate, and summarise the body of knowledge on a particular topic or question to provide a complete interpretation of the research. This means that public health decisions can be made based on the best available evidence. Systematic reviews are important for decision making because their rigorous and explicit methodology promotes findings that are free of bias.

The methodology of systematic reviews enables students to link across many core public health topics related to study design, critical appraisal, data management, analysis skills, and library skills.

The module will take you on an exciting journey through the steps involved in conducting a systematic review. We cover the methods that apply to a range of different types of public health interventions, including those focusing on feasibility, appropriateness, meaningfulness, and effectiveness. We look at how to frame the question for the systematic review, searching and screening the evidence, critical appraisal of the evidence, synthesis of the evidence, and assessing the confidence in the findings of the review. Students learn the theory of these steps and have practical sessions throughout the module to apply their learning.

Understanding the theory and practical application of systematic reviews is a key aspect of public health. All public health professionals will need to be able to read and understand the findings from systematic review articles and critique the quality of a review. Additionally, some public health graduates may need to conduct their own systematic review of the evidence for a specific topic or area. Gaining knowledge of the process and experience in conducting the steps of a systematic review will provide the foundations for conducting your own systematic review.

The module convenors are Directors of the Nottingham Centre for Evidence Based Healthcare, which is a JBI Centre of Excellence. The Centre is internationally recognised as a leader in evidence synthesis, comprising of world-leading experienced academic researchers, information scientists, and clinical practitioners, all specialising in evidence synthesis. We are highly experienced in delivering accredited short courses and bespoke workshops locally, nationally, and internationally on all aspects of evidence synthesis, including systematic reviews and scoping reviews.

As experts in evidence synthesis and systematic reviews, we enjoy teaching and sharing our knowledge, hints, and tips with our students. The content follows a linear format focusing on the steps of a systematic review and the delivery is split between the expertise of the two module leads, where we cover approaches to systematic reviews for quantitative and qualitative study designs. We particularly enjoy discussing the topic of the assignment with the students since choosing their own topic means that students apply the principles and practices of systematic reviews to a context which has meaning to them.

Your module leaders are:

Professor Jo Leonardi-Bee – Professor of Medical Statistics and Epidemiology

“I love teaching students how systematic reviews can be used to help make the most of existing research evidence to help healthcare professionals, patients, and the public to make informed decisions about health. I work closely with JBI, which is one of the main organisations at the forefront of evidence synthesis, to develop systematic review methods.”

Professor Catrin Evans – Professor of Evidence Based Healthcare

“I am an enthusiastic and award-winning educator who enjoys supporting students to achieve their potential. I am passionate about working with health professionals to understand how to use evidence to inform policy and practice.”

This module aims to provide students with knowledge and understanding of models and concepts in the discipline of clinical psychology.

On the course you’ll be introduced to cognitive behavioural, systemic, psychodynamic and behavioural approaches to psychological therapy.

Sessions will describe the development and application of theory within each approach. In addition, online units will deliver material on four core concepts within clinical psychology: formulation; critical thinking; reflective practice, and the scientist practitioner.

You will be assessed through a written report and presentation.

This course will provide you with multi-disciplinary perspectives on dementia – an increasingly common condition that may affect, directly or indirectly, many of our lives.

There are many areas of enquiry that improve our understanding and can improve the quality of life for people with dementia, their families and professionals who work with them.

We hear from leading researchers and experienced practitioners: psychiatrists, psychologists, nurses, music therapists, arts therapists and care providers. We discover from sociolinguistic experts how dementia is represented in the media and about the impact on public understanding. We find out that alcohol is a risk factor, and reflect on how public health messages about drinking can best be framed. We hear about the latest research in assistive and information communication technologies for people with dementia, about managing dementia whilst still in employment, and the challenges of providing healthcare in rural communities. We also learn about decision-making and ethical challenges.

This lecture-based module will include the following topics: 

•  Introduction to Forensic Mental Health (FMH) services 
•  Treatment in secure hospitals, prisons, and the community
• Current research and practical issues in FMH settings

This module familiarises you with the concept of mental health and the issues surrounding the classification, aetiology and treatment of mental illness.

How can we better understand mental illness and how can we treat it?

Thoughts, feelings and behaviours combine in patterns to formulate specific syndromes or sets of symptoms that can be looked at from different perspectives in mental health research and practice.

A range of pharmacological, psychological, behavioural and psychosocial models adopted in mental health and illness will be covered in this module with reference to common mental health problems or disorders, such as anxiety, depression and post-traumatic stress disorder.

By the end of this module, you should be able to understand key relevant concepts and critically appraise the evidence concerning models of research and therapeutic interventions; this knowledge and understanding will be gradually developed throughout the module and will be assessed at the end of the module in the form of an essay on one of the taught topics.

On this module you will gain insights into the difficulties of assessing, diagnosing and treating mental health and neurodevelopmental conditions in children and adolescents.

You’ll hear from experts in the field about what works, what doesn’t work and the factors that can influence outcomes in children and young people.

You will be encouraged to read widely to enhance your understanding of the effects of lifespan factors on conditions that emerge in childhood and will be exposed to the latest scientific developments in the field.

Your knowledge will be assessed by an oral presentation which you will put together and deliver to a small group of peers and staff and you will also design a research project that could advance the field.

This module is ideal for those of you considering pursuing a career focusing on child and adolescent mental health or for anyone with an interest in this area.

'The mind is what the brain does’ is a phrase that captures the idea that the mind and brain are not separate things. What we see, feel, and experience affects our brains, and how our brains respond affects what we see, feel and experience.

This module will introduce you to the neural processes that underlie mental health and illness, and the neuroinvestigative techniques used to research them.

You will hear from mental health clinicians about conditions such as mood disorder, psychosis, autism and ADHD, while through a complementary series of seminars and journal clubs, you will learn about the neural processes that may go wrong in these conditions.

Your understanding will be assessed by a written assignment in which you design a study to address a neuropsychiatric research question, and by an essay in which you explain a neuropsychiatric research topic to a lay readership.

Gain the knowledge and skills to effectively plan and design research as well as to critically appraise published research. You will be introduced to how to write a literature review in a systematic way, how to write a research proposal, study designs (including developing research questions), ethics and practical issues when planning and conducting research.

The module also covers designing questionnaires, psychometric issues such as reliability and validity, using interviews and focus groups, and use if the internet and an introduction to online research methods.

You will be introduced to a range of qualitative approaches and the theoretical and philosophical underpinnings and practical application of qualitative methods.

Teaching will combine lectures, workshops, and self-directed study. Sessions will include a focus on interviews and focus groups, Realist Evaluation, thematic analysis, Interpretative Phenomenological Analysis, narrative approaches and Grounded Theory.

Students will be guided to consider developing qualitative research questions, ethical issues in qualitative research and the critical appraisal of qualitative research evidence.

Through a series of lectures, practical workshops and assignments, this module will take you through the design, operationalization, data-collection, data analysis, and report-writing processes of a quantitative research study in mental health and applied psychology.

Advanced techniques and software including Multi-Level Modelling; Meta analysis; Factor Analysis; Path Analysis.