All about the programme

Programme details

Posted by MAudvsa on May 9, 2016
Posted in: All about the programme. Leave a comment

MA Understanding domestic violence and sexual abuse 

This programme complements other programmes in the Department of Social, Therapeutic and Community Studies (STaCS) which qualify graduates as community and youth workers, social workers, art and dance psychotherapists and counsellors. It is intended for graduates (or those with equivalent experience) from health and social care, practitioners in the psychological therapies, and third sector workers from specialist abuse services.  It is particularly relevant for people wanting to increase their grasp of the interplay between mental distress, domestic violence and sexual abuse

Why is this MA unique?  It represents the first psychosocially informed programme of its kind in the UK.  The programme synthesises psychodynamic, systemic, cognitive behavioural and social theories to examine the impact of being abusive or of being abused. The programme focuses on practice and research from these theoretical perspectives and will consider abusiveness and its impact in different international, cultural and social contexts from childhood to older age.

The programme makes excellent use of online learning blended with a lively discussion based classroom experience. By the end of the programme you will understand the process of identifying, assessing and managing both perpetrators and victims. The modules will mostly be delivered over 3 consecutive days with some Saturday sessions. This makes the programme particularly accessible to working adults. Remote access to online content enables students to plan their own learning pattern. Students seeking Continuing Professional Development (CPD) are also able to attend most of the modules. The course can be taken full time to complete in 1 year or part time (up to 5 years to complete).

Programme ethos

We also support the development of non-abusive attitudes through a blending of theory and reflective practice. Domestic violence and sexual abuse cannot be studied in isolation from the impacts that they have on individuals. Abuses occur in the context of relationships where one person chooses to harm or violate another.  Perpetrators and victims are helped or hindered by the attitudes of the community around them.  Inequalities in society (gender, race, sexuality, age) and abuses of power ensure that some individuals become less visible and less vocal. Marginalised individuals are rendered more vulnerable to abuse through societal structures that isolate and disadvantage them. This interplay is well captured in the ecological model of violence prevention illustrated by the World Health Organisation (see below).

ecologicalWe all have a part to play in creating communities that strive to challenge marginalisation and abuses of power.  That process begins in the learning community created by the staff and students on the programme.  Throughout the learning and teaching an attitude of inclusivity and respect for different viewpoints is valued and nurtured. Students and staff will be exposed to the impact of violence and abuse as it resonates with their own lives and the lives of those around them.  The course material and seminar discussions are likely to stir up powerful emotional responses and viewpoints.  Promoting self-care and sensitivity to the vulnerabilities of others forms a central aspect of the programme.

Sensitivity to the impact of abuse

Experiencing or bearing witness to abuse takes its toll emotionally and psychologically so it is important to consider how you will take care of yourself whilst remaining engaged.  If you have had past experiences of abuse you may want to weigh up what is at stake for you in thinking, talking or writing about abuse.  Although the lecture room may provide some space to discuss aspects of abuse it is not a therapeutic setting and this can feel quite upsetting when you touch on raw feelings.  Students may want to theorise or critique information during discussions which may feel difficult. If you have not had direct experiences yourself you will need to consider the sensitivities of others on the programme.  If you are sharing your learning space, you will need to be aware that each of us has had some encounter with abuse in our lives or in the lives of those we care about.

The programme includes modules that encourage you to reflect on your attitudes and prejudices and give space to process the impact of your learning.  It is not uncommon for people to feel shocked or appalled by what they learn.  We all arrive in this field with healthy and unhealthy preconceptions about abuse.  It is important to clarify your thinking about who is responsible for what and to develop a capacity for managing ethical dilemmas.  This is a field in which perpetrators shift responsibility for their abusive actions onto those they victimise.  We will encourage students to take responsibility for their own behaviour and to contribute to maintaining a safe and non-threatening learning space.

How is the programme structured?

Students wanting to qualify with a Masters are required to take 180 credits.  It is also possible to exit the programme with a diploma (120 credits) or a certificate (60 credits).The modules are listed below, some are compulsory and some are optional parts of the programme.

These modules are compulsory:

Theories, Research and Policy – Domestic Violence and Sexual Abuse (30 credits)

Research Methods (practitioner research and literature review) (15 credits)

Group work: power, identity and conflict (30 credits)

Dissertation (60 credits)
These modules are options: (you will need to complete 3 options to obtain the masters):

Working with children in the context of domestic violence and sexual abuse (15 credits)

Working with adults in the context of domestic violence and sexual abuse (15 credits)

Adolescents as victims and perpetrators (15 credits)

Community and Participatory Arts and Arts Therapies Based Interventions (15 credits)

Making an application

If you are interested but need to know about financing your studies you could be eligible for a student loan or bursary.  See the fees and funding page:

http://www.gold.ac.uk/pg/fees-funding/

Students can apply online using the link below:

http://www.gold.ac.uk/pg/ma-understanding-domestic-violence-and-sexual-abuse/

Entrance requirements

  • You should have (or expect to be awarded) an undergraduate degree of at least second class standard in a relevant/related subject. You must also be able to demonstrate significant experience in either health and social care, psychological therapies, or experience from the third sector in a specialist abuse service.
  • You might also be considered for some programmes if you aren’t a graduate or your degree is in an unrelated field, but have relevant experience and can show that you have the ability to work at postgraduate level.
  • We also accept a wide range of international equivalent qualifications, which can be found on our country-specific pages. If you’d like more information, please contact the Admissions Office.

English language

  • If your first language is not English, you need to demonstrate the required level of English language competence to enroll and study on our programmes.

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Why we set up the MA UDVSA programme

Posted by MAudvsa on May 3, 2016
Posted in: All about the programme. Tagged: , , , , , , , , , , , , . Leave a comment

Suzanne Martin current programme coordinator writes about the programme now in its second year:

About 10 years back I had been experimenting with different ways of mainstreaming learning on violence and abuse whilst lecturing at the University of Kent. We ran a couple of modules as part of the MA in mental health studies and students gave some very positive feedback. These modules also attracted workers who were struggling to find ways of helping the abused people they encountered in mental health services. So it was clear that although some people wanted to gain a qualification we also had interest from practitioners in search of better interventions. I knew that the time had come for a whole programme of study focused on domestic violence and sexual abuse and I went in search of a university innovative enough to give it a go.
The Department of Social, Therapeutic and Community Studies (STaCS) at Goldsmiths College London welcomed the idea of developing a programme like this. Academics in STaCS had a real commitment to examining problems like domestic violence and sexual abuse in more depth. Most of their courses already included some teaching on these issues, from a range of different perspectives. And all the staff here are excellent on anti-discriminatory practice and explore ways to respond to the various inequalities we see around us in the health and social care field. It was clear that the staff team would be able to come together to help give the programme its strong multi-disciplinary character.
At around the time we started planning the content and getting academic approval the issue of coercive control got added to the UK domestic abuse legislation. We had already decided that it was possible to use the concept of coercive control to link domestic violence and sexual abuse. Coercive control is so characteristic of abusive relating patterns that it made sense to focus on it. Holding that focus demanded that we took a psychological perspective – coercion is after all a behaviour motivated by a powerful psychological need for control. We were also hearing more and more requests from services for ways of identifying and documenting coercive control. There may be legislation that tackles coercive control but proving its occurrence in ways that satisfy a court remains a challenge.
The bringing together of sexual abuse and domestic violence into one programme of study was also an important decision. We felt that the division of these two closely related forms of gendered abuse reflected the needs of services rather than the needs of service users. Given the cross over between types of abuse in intimate relationships many of us felt uneasy with the clear demarcation between sexual and domestic violence. But we think its important to create a space where we can continue to have debates about the pros and cons of dividing the abuse field into separate service areas.  This is not the only debate – we also argue about feminism; about gendered perspectives; about wat works and why.  We try and critique every viewpoint to see if it offers safety to victims; holds abusers accountable and responds to social inequalities effectively.
What has proved to be so good about the programme is this continued emphasis on having the debates that tend to be uncomfortable or contentious. We built in a strong reflective component to the course along the lines of clinical supervision or staff support. I do alot of team support work in the violence and abuse field so I know how difficult it can be to stay mentally healthy and switched on to peoples needs. Violence and abuse stirs up powerful reactions in all of us and that can create enormous tensions within and between services. We wanted our students to experience group work and learn to reflect on their feelings and behaviour in a safe pace. We also wanted to help grow a work force capable of respectful communication and of valuing differences. I think we have achieved that balance.