MSC Psychiatric Research Handbook

Department of Psychological Medicine &
Psychiatry
Psychiatric Research
Student Handbook
2009/10
To be used in conjunction with myCampus Denmark Hill
Contents
WELCOME TO THE PROGRAMME ............................................................................................................ 5
ABOUT KING'S COLLEGE LONDON ......................................................................................................... 6
GRADUATE SCHOOL............................................................................................................................................ 6
ABOUT THE INSTITUTE OF PSYCHIATRY................................................................................................. 6

TAUGHT PROGRAMMES ....................................................................................................................................... 6
RESEARCH........................................................................................................................................................... 6
OUR GRADUATE ENVIRONMENT .......................................................................................................................... 7
LIBRARIES ........................................................................................................................................................... 7
DEPARTMENT OF BIOSTATISTICS ........................................................................................................................ 7
DEPARTMENT OF COMPUTING AND KNOWLEDGE MANAGEMENT ....................................................................... 7
ABOUT THE PSYCHIATRIC RESEARCH PROGRAMME............................................................................. 7

KEY CONTACTS .................................................................................................................................................. 8
MODE OF ATTENDANCE....................................................................................................................................... 8
PROGRAMME OVERVIEW .................................................................................................................................... 8
Elective modules: ............................................................................................................................................. 8
PROGRAMME AIMS & OBJECTIVES ..................................................................................................................... 8
PROGRAMME STRUCTURE ................................................................................................................................... 9
PROGRAMME COMMITTEE ......................................................................................................................................... 9
CALENDAR 2009/2010 ...................................................................................................................................... 10
TIMETABLE (CORE PROGRAMME) 2009/2010 ................................................................................................... 10
TIMETABLE (SPECIALIST STUDY UNITS) 2009/10......................................................................................................... 13
MODULES DESCRIPTIONS ..................................................................................................................... 14

CORE MODULE: RESEARCH METHODS, ETHICS AND STATISTICS IN MENTAL HEALTH .......................................................... 14
BLOCK A: MEASUREMENT IN MENTAL HEALTH SERVICES .............................................................................................. 15
BLOCK A: SOCIAL PSYCHIATRY ................................................................................................................................ 16
BLOCK A: SYSTEMATIC REVIEW IN MENTAL HEALTH..................................................................................................... 17
BLOCK B: QUALITATIVE RESEARCH METHODS ............................................................................................................ 18
BLOCK B: STATISTICAL METHODS IN PSYCHIATRIC EPIDEMIOLOGY.................................................................................. 19
BLOCK B: PSYCHIATRIC GENETICS ........................................................................................................................... 20
BLOCK C: BRAIN-BEHAVIOUR INTERFACE ................................................................................................................... 21
BLOCK C: MENTAL HEALTH SERVICES RESEARCH: THEORY TO PRACTICE........................................................................ 22
BLOCK D: MENTAL HEALTH ECONOMIC EVALUATION .................................................................................................... 23
BLOCK D: INTERNATIONAL MENTAL HEALTH ............................................................................................................... 24
BLOCK D: NEUROIMAGING....................................................................................................................................... 25
DISSERTATION IN PSYCHIATRIC RESEARCH ................................................................................................................ 26
LEARNING AND SUPPORT FOR LEARNING ........................................................................................... 27

ATTENDANCE........................................................................................................................................................ 27
ACADEMIC AND PERSONAL TUTORIAL SUPPORT ................................................................................................ 27
ESSAY WRITING AND EXAMINATIONS ................................................................................................................ 27
DISSERTATION SUPERVISION ................................................................................................................................... 28
REFERENCING ...................................................................................................................................................... 28
ENGLISH LANGUAGE SUPPORT ......................................................................................................................... 28
COURSEWORK & DISSERTATION .......................................................................................................... 29

COURSEWORK ...................................................................................................................................................... 29
DISSERTATION .................................................................................................................................................. 29
SUBMISSION DEADLINES FOR COURSEWORK AND DISSERTATION.................................................................................... 30
ASSESSMENT ..................................................................................................................................................... 30
Assessment Methods .................................................................................................................................... 30
Assessment Weighting ................................................................................................................................. 31
Assessment Criteria ..................................................................................................................................... 31
CRITERIA FOR MARKING RESEARCH DISSERTATION: ........................................................................................ 31
EXAMINATIONS...................................................................................................................................... 32
MARKING STRUCTURE ............................................................................................................................................ 32

EXAMINATION BOARD ...................................................................................................................................... 32
STUDENT FEEDBACK & REPRESENTATION .......................................................................................... 34

QUESTIONNAIRES .............................................................................................................................................. 34
PROGRAMME COMMITTEE................................................................................................................................. 34
STUDENTS FORUM ........................................................................................................................................... 34
KINGS COLLEGE LONDON STUDENTS UNION ................................................................................................. 34
EDUCATION SUPPORT TEAM (SCHOOL OFFICE) ................................................................................................ 34
PERSONAL TUTORS ........................................................................................................................................... 34
ADVICE .................................................................................................................................................. 35
STUDENT ADVICE AND INTERNATIONAL STUDENT SUPPORT ............................................................................ 35
COUNSELLING ................................................................................................................................................... 35
KINGS COLLEGE LONDON STUDENTS UNION ................................................................................................. 35
CAREERS ADVICE ............................................................................................................................................. 36
CODE OF CONDUCT ........................................................................................................................................... 37
EQUALITY & DIVERSITY ................................................................................................................................... 37
EQUAL OPPORTUNITIES .......................................................................................................................................... 37
STUDENTS WITH DISABILITIES .......................................................................................................................... 38
GRIEVANCE PROCEDURE................................................................................................................................... 38
HEALTH AND SAFETY ....................................................................................................................................... 38
COLLEGE REGULATIONS ...................................................................................................................... 39

APPENDIX 1 MITIGATING CIRCUMSTANCES & REQUESTS FOR A BOARD OF EXAMINERS TO REVIEW
ITS DECISION ......................................................................................................................................... 40
APPENDIX 2 COLLEGE STATEMENT ON PLAGIARISM AND RELATED FORMS OF CHEATING ........... 44
APPENDIX 3 AWARD SCHEME & CREDIT FRAMEWORK ..................................................................... 45
APPENDIX 4 AWARD GRANTING POWERS ......................................................................................... 46
APPENDIX 5 THE HARVARD REFERENCING SYSTEM ......................................................................... 47
APPENDIX 6 NOTABLE DATES AND RELIGIOUS FESTIVALS .............................................................. 49
APPENDIX 7 BIBLIOGRAPHY / RECOMMENDED TEXTS AND JOURNALS ........................................... 50
This booklet can also be provided in alternative

formats such as large print, tape and on disk
upon request to the Education Support Team.
Welcome to the Programme

Welcome to the Psychiatric Research Programme. This handbook is designed with you in mind and
you should find here most of the information you will need for the coming academic year. The
handbook includes details of the programme and modules you will be following as well as information
about student welfare and other services offered by King College London. At Postgraduate level we
expect students to take responsibility for their studies, so please make sure you familiarise yourselves
with the programme details and assessment regulations.
We also suggest you consult the main Kings College London website http://www.kcl.ac.uk where you
will find a section for current postgraduate students. Similarly, the Institute of Psychiatry (IoP) website
is a useful resource (http://www.iop.kcl.ac.uk) offering information and advice in pages aimed at
current taught students. The Whats On link is also worth checking regularly, as it lists forthcoming
events such as seminars, lectures and conferences, most of which are open to students.
You will spend most of your time at the Denmark Hill Campus, which has excellent learning and
teaching facilities. For more information on the facilities available at Denmark Hill please refer to
myCampus, which you will find in your enrolment pack; additional copies can be requested from the
Education Support Team. All students are automatically entitled to use facilities at the other campuses
including all libraries throughout King's College London.
Studying at Postgraduate level is stimulating and rewarding but it can also be challenging and
demanding. Our aim is to support you in your studies and you will be assigned a personal tutor who
you should meet at least once a term. Dont forget that other students can also be a valuable source of
mutual intellectual and social support; study groups and reading groups, for example, are good ways to
share ideas and experiences and get to know fellow students.
Whilst we expect you to take your studies seriously, we also hope that you will take full advantage of
the galleries, museums and cultural life that London has to offer. We are fortunate to have good
transport links to many places of interest, including the Tate Modern, South Bank, National Theatre,
Royal Festival Hall, the Millennium Bridge and Shakespeares Globe Theatre, all of which can be
reached by train or bus. At Denmark Hill you are a short train journey away from Southwark
Cathedral and on Fridays and Saturdays Borough High Street plays host to one of the biggest and best
food markets in the UK. The interesting shops, cafes and theatres of Covent Garden and the West End
are only a bus ride away and there are lots of good cafs, pubs and places to eat near the campus.
Finally, we hope that you enjoy your time on the Psychiatric Research Programme. Studying can and
should be a pleasurable, interesting experience and we wish you every success on your chosen
programme.
Jane Boydell
Programme Leader
About King's College London

www.kcl.ac.uk
Kings College London is one of Europes foremost research universities, with an outstanding reputation for
teaching and research.
One of the two founding colleges of the University of London, Kings has four campuses within a square mile on
the banks of the Thames in central London and one at Denmark Hill, south London. Based in London Europes
knowledge capital Kings students have access to an unrivalled concentration of libraries, museums and
research institutes.
With 19,700 students and 5,000 staff, the College offers undergraduate and postgraduate courses in nine schools:
Institute of Psychiatry, Biomedical and Health Sciences; the Dental Institute; Humanities; Law; Medicine;
Nursing & Midwifery; Physical Sciences and Engineering; Social Science and Public Policy.
Graduate School
www.kcl.ac.uk/graduate/school
The College has a central Graduate School, based at Waterloo Campus, whose remit is to support current
students through network events, a graduate skills development programme, information sharing, funding
opportunities and career progression. The Graduate School website is an invaluable resource for current events
and details of how to access the skills development programme; please contact graduateschool@kcl.ac.uk for
more information.
About the Institute of Psychiatry

www.iop.kcl.ac.uk
The Institute of Psychiatry (IoP) is a global leader in teaching and research in the sciences relevant to mental
health. Our work encompasses almost the entire range of disciplines required to understand the causes of mental
disorders, to develop new treatments, and to evaluate their implementation at patient level, as well as at the level
of services and national health and social care policies.
As a student at the Institute of Psychiatry you will be immersed in a vibrant, interdisciplinary research culture.
You will mix with senior staff and fellow students working in complementary fields on a day-to-day basis, in
seminars, lectures and, informally, in places like the caf diner. We have strong connections to the South London
and Maudsley Foundation NHS Trust; many of our academics are involved daily in the care of patients and we
consult patient representatives about planning and design of research.
Taught programmes
Graduate programmes are taught in relatively small student groups, encouraging specialist knowledge in topics
related to psychiatry, psychology, and neuroscience, developing students for careers as clinicians, therapists,
researchers and educators. We offer an exceptionally wide range of programmes covering subjects such as
clinical psychology, neuroscience, cognitive behavioural therapies, addiction and forensic mental health. Close
contact occurs between staff and students throughout the programmes, which enables students to become part of
the dialogue of their chosen discipline.
Research
The quality of our research has been recognised by our achievement of the highest 5* rating at the last two
Research Assessment Exercises and our academics rank among the most influential researchers, nationally and
internationally. Research is divided into the following departments:
Biostatistics & Computing
Child & Adolescent Psychiatry
Forensic Mental Health Science
Health Service & Population Research
Clinical Neuroscience
Neuroscience
Psychological Medicine & Psychiatry
Psychology
Social, Genetic & Developmental Psychiatry
Our graduate environment

The Institute of Psychiatry has recently undergone major refurbishment work, extending the purpose-designed,
specialist research facilities with state-of-the-art equipment and laboratories.
Four exciting new centres have opened recently, the CCBB (Centre for Cellular Basis of Behaviour), the MRC
Neurodegeneration & Clinical Neuroscience Centre, the Psychosis Centre and a Centre for Forensic Mental
Health, along with newly refurbished facilities for Biostatistics and Epidemiology.
Libraries
http://www.kcl.ac.uk/iss/library
As students of the Institute of Psychiatry, students on the Psychiatric Research Programme have access to the
Institutes library and Weston Education Centre, at the Denmark Hill Campus, and to libraries at other Kings
College London campuses. In addition, Information Services and Systems (ISS) offers a range of services to
students including those delivered through Public Access Workstations Service (PAWS). You will be offered
information retrieval training sessions during the first term to help you improve your searching skills.
The library is the largest psychiatric library in Western Europe, holding 3000 print journal titles, 550 of which
are current subscriptions. We have access to over 13,000 electronic journals, 38,000 books, and CD-ROM/video
training materials. Any items not held can usually be requested via a rapid inter-library lending service. Ample seating for
readers is available on three floors of the library and facilities for online computer-based literature searches are provided, as
are microform readers and photocopiers. Training is offered free to library members on the use of data-bases and electronic
information sources. You are advised to make use of this vast resource whenever possible.
A number of special collections are housed in the library, including items formerly belonging to key figures in
the historical development of British Psychiatry. The manuscript collections and the Guttman-Maclay collection
of psychopathological art are housed in the archives building of the Bethlem Royal Hospital.
All students are automatically entitled to membership of all the libraries of King's College London, including the
nearby King's College Hospital library, which holds general medical literature. Students are also able to join the
University of London Library. This membership provides further access to a number of special collections,
including the British Psychological Society Library and the library of the Royal Statistical Society. Access may
be arranged, if required, to as many as sixty-two other specialised libraries within the University of London.
Department of Biostatistics
http://biostatistics.iop.kcl.ac.uk
The Institute of Psychiatry has a Department of Biostatistics which runs a statistical consultancy service, offering
courses in statistical techniques and software applications. Use the link above to find out more about statistical
courses 2009/10.
The statisticians in the Department of Biostatistics provide statistical advice to staff and students from all other
Institute of Psychiatry departments free of charge. The service is intended to provide initial project advice and
technical support with carrying out the statistical aspects of a research project. Use the link above to find out
more about the statistical services offered to students at the Institute of Psychiatry.
Department of Computing and Knowledge Management

http://www.iop.kcl.ac.uk/departments/?locator=992
The computing side the Department is responsible for network, file servicing and image processing services. See
the link above for information about the computer rooms available for student use.
About the Psychiatric Research Programme

http://www.mscpsychiatricresearch.iop.kcl.ac.uk
Linda Daley, the Programme Administrator is based within the Education Support Team, M2.21 of the Main IoP
Building and can be contacted on 020 7848 0497.
Professor Robin Murray, Programme Director, Dr. Jane Boydell, Programme Leader and Muriel Walshe,
Programme Co-ordinator are all based in the main IoP Building. Contact details are given below.
Key Contacts
Name
Job Title
Contact Details
Professor Robin Murray

Dr Jane Boydell
Dr Muriel Walshe
Linda Daley
Programme Director
Programme Leader
Programme Co-ordinator
Programme Administrator
020 7848 0100 robin.murray@kcl.ac.uk

020 7848 0497 jane.boydell@.kcl.ac.uk
020 7848 0057 muriel.m.walshe@kcl.ac.uk
020 7848 0497 linda.daley@iop.kcl.ac.uk
Mode of attendance
Full time
Part time
2 days per week, 1 year

1 day per week, 2 years
Programme Overview
The Psychiatric Research Programme, which is run by the Division of Psychological Medicine & Psychiatry, is
based at the Denmark Hill Campus of Kings College London.
Psychiatric Research consists of six modules: two compulsory modules (Research Methods, Ethics and
Statistics and Dissertation in Psychiatric Research), and four elective modules. The elective modules offered for
2009/10 are listed below and are described in more detail later in this handbook. We make every effort to run all
of these but final decisions are made according to viability and levels of interest.
Elective modules:
Neuroimaging
Qualitative Research Methods
Social Psychiatry
Statistical Methods in Psychiatric Epidemiology
Mental Health Economic Evaluation*
Measurement in Mental Health Services Research
Brain-Behaviour Interface
Mental Health Service Research: Theory to Practice*
Systematic Review in Mental Health
Psychiatric Genetics
International Mental Health
* Only by prior agreement with Programme Leader
Programme Aims & Objectives

To provide advanced training in the ethical and scientific principles common to all mental health research
disciplines, together with skills in statistics and epidemiological and both biological and social research
methodology. To provide an in-depth practical and theoretical knowledge base to guide the practice and
interpretation of research in the field of mental health, policy and an understanding of the context in which it
takes place.
The programme provides opportunities for students to develop and demonstrate knowledge and understanding
and skills in the following areas:
Knowledge and understanding: A grounding in the ethical and scientific principles common to all mental
health research disciplines.
Intellectual Skills: Skills in univariate statistics and epidemiological and social research methodology as
applied in psychiatric research; the ability to appraise and critique research
Practical Skills: An ability to formulate research questions, design studies and conduct psychiatric research
in health and social care settings; ethical committee applications and consent from construction; critical
appraisal, evaluation and problem solving; statistical package use up to regression methods; understanding
of Social Psychiatry methods, Systematic review methodology, neuroimaging, biological and psychiatric
genetic research techniques; assimilation, comprehension and dissemination of research findings; awareness
of practical, logistic and ethical issues
Generic / Transferable Skills: The ability to conduct a supervised research project and to present the
findings in the form of a dissertation; skills in database handling and evaluation, several statistical and
presentation packages, web database exploration, group working; presentation, appraisal and report writing
skills; individual time management; an ability to work in a multidisciplinary environment
Programme Structure
Compulsory units to be
taken in each year
1x60 credit core module

1x60 credit core dissertation
Optional units to be taken

in each year
4x15 credit optional modules
Semester 1
Research Methods, Ethics and Statistics in Mental Health (Core module: 60 credits).
Semester 2
4 Block Study Modules (15 credits each). Students should choose one module from each of
blocks A, B, C and D:
Block A
Social Psychiatry
Systematic Review in Mental Health
Block B
Block C
Mental Health Services Research: Theory to Practice*
Block D
Mental Health Services Economic Evaluation*
Neuroimaging
*Students may only take these modules by prior permission of the Programme
Leader if they can demonstrate prior competence in the learning outcomes of the
other module(s) within this block.
Dissertation in Psychiatric Research (Core module: 60 credits)
Semester 3
Programme Committee
The programme committee has overall responsibility for overseeing the programme, including syllabus and
assessment criteria. The membership of the Programme Committee is:
Programme Chair
Programme Leader
Programme Team
Student Representatives
Head, Education Support Team
Head of Department
Dean
Institute Secretary
Professor Martin Prince

Dr Jane Boydell
Module Leaders
Students are nominated once the course has started
Karen Langridge
Professor Robin Murray
Professor Shitij Kapoor
Richard Barnard
The responsibilities of the Programme Committee are:

To consider feedback from students on the programme.
To ensure that the programme is academically sound and compares favourably with other similar
programmes.
To enhance and develop the curriculum in line with current trends in the subject.
To ensure the programme falls within the remit of the Institute's academic profile.
To guarantee that entry requirements, teaching methods, assessment procedures and provision of
support are suitable for both the programme and students.
To ensure that assessment procedures are fair and consistent and that the award conferred is
appropriate to both programme and student performance.
To make sure adequate resources are made available to the programme.
To liaise with the Institutes Teaching Committee and consider any business required by that
committee.
In practice, responsibility for day-to-day shaping of the programme is devolved to the Programme Learning and
Teaching Group, which comprises of the Programme Chair, Programme Leaders and members of the teaching
staff.
Calendar 2009/2010
Term Dates
Week commencing to week ending
Autumn Term
Monday, 27th September 2010 Friday, 17th December 2010
Spring Term
Monday, 10th January 2011 Friday, 22nd April 2011
Summer Term
Monday, 25th April 2011 Friday, 26th August 2011
Examinations
Date
Summer Examinations
Thursday, 19th May 2011
Submission deadline for assessed course work
Date
Block A
Thursday, 24th February 2011
Block B
Block C
Thursday, 28th April 2011
Block D
Dissertation
Friday, 26th August 2011
Timetable (Core Programme) 2010/2011

Week 1
Monday
27/10/2010
Week 2
Monday
04/10/2010
14.00-17.00
IoP Induction
Induction
Wolfson Lecture Theatre
9.3010.45
Introduction to Psychiatric
Research Jane Boydell
Introduction to MHSR
Graham Thornicroft
Introduction to Study Design
Rob Stewart
Statistics 1: descriptive stats
practical Rina Dutta
Statistics 2: Data Processing
Rina Dutta
Lecture
Seminar Room 1
Lecture
Seminar Room 1
Lecture
Seminar Room 1
Lecture/Computer
Practical
Lecture/Computer
Practical
Computer Room A
11:15 -12:30
14.00 - 17.00
Thursday
07/10/2010
9.3012.30
14.00 - 17.00
Week 3
Monday
11/10/2010
9.3011.00
Lecture
Seminar Room 1
Lecture
Seminar Room 1
Lecture
Seminar Room 1
9.3012.30
Ethics 1: Intro to ethical principles

in biomedical research. Jane
Boydell
Ethics 2: Applying to an ethics
committee Ethics Office
Ethics 3: Identifying ethical
issues/informed consent. Jane
Boydell
Systematic Review
Lecture/Practical
Computer Room A
14:00 17:00
Systematic Review
Lecture/Practical
Computer Room A
9.3012.30
Basic Research Concepts 1:

chance & bias
and study design practical
Rob Stewart
Lecture/Practical
Seminar Room 1
11:0012:30
14.00 - 17.00
Thursday
14/10/2010
Week 4
Monday
18/10/2010
Computer Room A
10
14.00 - 17.00
Thursday
22/10/2010
9.3012:30
14.00 - 17.00
Week 5
Monday
25/10/2010
9.3012:20
14.00 - 17.00
Thursday
28/10/2010
9.3012:30
14.0017:00
Week 6
Monday
1/11/2010
9.3012:30
14.00 - 17.00
Thursday
4/11/2010
9.3012:30
14:00 17:00
Week 7
Monday
08/11/2010
9.3012:30
14.00 - 17.00
Thursday
11/11/2010
9:30 12:30
14:00 17:00
Week 8
Monday
15/11/2010
9.3012:30
14.00-17.00
Basic Research Concepts 2:

confounding and study design
practical
James McCabe
Statistics 3: Inference Proportions
Confidence Intervals
Paul Walters
Statistics 4: Inference
Means
Means Practical
Paul Walters
Lecture/Practical
Seminar Room 1
Lecture/Practical
Computer Room A
Lecture Practical
Computer Room A
Study Design 1:
Cross-Sectional surveys
Theory/Practical: Paper review
Study Design 1:
Cross sectional surveys
application/ Survey Design
Statistics 5: stratified analysis
Stratified analysis practical
Avi Reichenberg
Statistics 6: Data analysis
Strategies/Strategies Practical
Chin-Kuo Chan
Lecture/Classroom
Practical
Seminar Room 1
Lecture/Classroom
practical
Seminar Room 1
Lecture/Classroom
practical
Computer Room A
Lecture/Classroom
practical
Computer Room A
Lecture/Practical
Seminar Room 1
Lecture/Practical
Seminar Room 1
Lecture/Computer
Practical
Computer Room A
Lecture/Computer
Practical
Computer Room A
Study Design 3: case-control

studies. Theory/Practical: paper
review. Jane Boydell
Study Design 3: case-control
studies.
Application in Mental Health
case control study design
practical.
Jane Boydell
Statistics 9: What test where?
Theory
Practical applications
Avi Reichenberg
Power Calculations
Rob Stewart
Lecture/Practical
Seminar Room 1
Lecture/Practical
Seminar Room 1
Lecture/Practical
Computer Room A
Lecture/Practical
Computer Room A
Study design 4: ecological

studies.Theory
Practical: paper review
Jane Boydell
Sampling and generalisability
Sampling Weights
Michael Dewey
Lecture/Practical
Seminar Room 1
Lecture/Practical
Seminar Room 1
Study Design 2: Cohort studies

Theory
James McCabe
Study Design 2: Cohort studies
Application in mental health
Cohort study design practical
James McCabe
Statistics 7: Correlation and
regression 1
Assessing relationships between
continuous variables
Sabine Landau
Statistics 8: Correlation and
regression 2.
Assessing Relationships between
continuous variable for
confounding variables.
Sabine Landau
11
Thursday
18/11/2010
9.3012:30
14.0017:00
Week 9
Monday
22/11/2010
9:30 12:30
14:00 17:00
Thursday
25/11/2010
9.3012.30
14.00 - 17.00
Week 10
Monday
29/11/2010
9.30 12:30
14:00 17:00
Thursday
2/12/2010
9:30 12:30
14.00 17:00
Week 11
Monday
06/12/2010
Introduction to Psychopathology 1
Robin Murray/Paul Allen
Introduction to
Psychopathology 2
Affective disorders Jane
Boydell/Carmine Pariente
Anxiety Disorders
Paul Walters
Critical Appraisal
Craig Morgan
Analysis for Critical Appraisal
Craig Morgan
Seminar Room 1
Lecture/Practical
Seminar Room 1
Lecture/Practical
Seminar Room 1
Lecture/Practical
Seminar Room 1
Lecture/Practical
Seminar Room 1
Lecture/Practical
Seminar Room 1
Lecture
Seminar Room 1
Lecture
Seminar Room 1
Lecture/Practical
Computer Room A
Lecture/Practical
Computer Room A
Introduction to Psychopathology 3
Child Psychiatry Jenny Parker
Lecture
Seminar Room 1
11:30 12:15
Concept of diagnosis in psychiatry

Jane Boydell & Muriel Walshe
Challenges and opportunities in
providing health care
Graham Thornicroft
Service User Research
Felicity Callard
Revision study design
Paul Walters
Revision statistics
Paul Walters
Lecture
Seminar Room 1
Lecture
Seminar Room 1
Lecture/Practical
Seminar Room 1
Revision Day
Seminar Room 1
Revision Day
Computer Room B
End of Term Assessment

Jane Boydell
Mock Exam
Seminar Room 1
15:00 17.00
9.3012:30
14:00 17:00
Week 12
Monday
13/12/2010
Study design 5: Randomized

controlled trials
Theory
Stuart Lancashire
Study Design 6: other designs
Other trial designs
Interpreting trials practical
Jane Boydell
Study design 7: qualitative studies
Theory
Practical
Craig Morgan
Interpreting logistic regression
Chin-kuo Chan
Lecture/Practical
9.30 11.00
13:0014:00
Thursday
09/12/2010
Measurement
Validity coefficients
Martin Prince
Research logistics
Planning and implementing a
study practical
Avi Reichenberg
9.30 - 13:00
12
Timetable (Specialist Study Units) 2009/10

Block A
Teaching
Monday
04/01/10
11/01/10
18/01/10
25/01/10
01/02/10
08/02/10
Home study
Tuesday
05/01/10
12/01/10
19/01/10
26/01/10
02/02/10
09/10/10
Coursework submission
18th February 2010
Block B
Teaching
Thursday
07/01/10
14/01/10
21/01/10
28/01/10
04/02/10
11/02/10
Home study
Friday
08/01/10
15/01/10
22/01/10
29/01/10
05/02/10
12/02/10
18th February 2009
Block C
Teaching
Monday
22/02/10
01/03/10
08/03/10
15/03/10
22/03/10
29/03/10
Home study
Tuesdays
23/02/10
02/03/10
09/03/10
16/03/10
23/03/10
30/03/10
th
8 April 2009
Block D
Teaching
Thursday
25/02/10
04/03/10
11/03/10
18/03/10
25/03/10
01/04/10
Home study
Friday
26/02/10
05/03/10
12/03/10
19/03/10
26/03/10
02/04/10
th
8 April 2009
13
Modules Descriptions
Module title
Core Module: Research Methods, Ethics and Statistics in Mental Health

Module code
Subject area
Credit value (tick one box only)
Teaching institution (if not Kings College)
Programme organiser and contact details
PHSR100
Mental Health Services Research
15
30
45
60
Institute of Psychiatry, Kings College London
Paul Walters & Jane Boydell
paul.walters@iop.kcl.ac.uk
jane.boydell@.kcl.ac.uk
020 7848 5070
020 7848 0415
Educational aims of the module

The aims of the first semester teaching are to provide an advanced understanding of methods and ethics in
mental health research, an in depth practical knowledge of their application and of univariate statistical
procedures. In addition the student will be able to critically appraise, disseminate and apply research findings.
Learning outcomes of the module
By the end of this module students will:
1. Understand concepts underlying research and its application in mental health
2. Understand ethical principles to be considered in designing and conducting research
3. Understand the theory and application in Psychiatry of the following research methods
4. Cross-sectional surveys, Case control studies, Cohort studies, Ecological and time-series studies, Clinical
trials
5. Appreciate issues concerning sampling and measurement in mental health research and the logistics of
carrying out a research study
6. Understand the theoretical basis for statistical analysis and its application in research
7. Be proficient in univariate statistical analyses, and be able to interpret stratified analysis and linear
regression
8. Be proficient in the critical appraisal of research reports
Programme details (please list all the programmes to which the module contributes and state whether it is
introductory (I), compulsory (C) or optional (O) for each programme)
Programme title
Programme code
MSc in Mental Health Services Research
PTMS1FMHPGT (Full-time)
PTMS2FMHPGT (Part-time)
MSc in Psychiatric Research
PTMS1RMPPGT (Full-time)
PTMS2RMPPGT (Part-time)
Contact time/directed study

Lectures
Seminar/
tutorials
Field/lab/studio/superv
ised learning
Project work
Other / Private Study
72 hours
60 hours
48 hours
90 hours
330 hours
Assessment pattern
Number/
amount
Duration/
length
Pass Mark (40 for

level 4, 5 and 6; 50 for
level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Unseen written
examinations
3 hours each
50%
At least one
50%
each
Other (please specify)
Written assessment and critical appraisal at end of first term: NOT contributing to
final marks
Method
14
Module title
Block A: Measurement in Mental Health Services

Module code
Subject area
-7PAGRMMH
15
30
45
60
Cleusa Ferri,
c.ferri@kcl.ac.uk
020 7848 0340

1. To provide students with advanced understanding and knowledge of the research measures used in psychiatric
research.
2. To equip students with the skills needed to design, conduct and analyse measures used mental health services
research.
By the end of the module the student will have a critical understanding of:
1. Understand the historical development and current status of the concept of a case in mental health research,
particularly as it is operationalised through internationally standardised diagnostic criteria and structured clinical
assessments
2. Understand what is meant by validity and reliability, and be able to a) assess the psychometric credentials of
a measure for use in a particular context and b) devise suitable methods for establishing validity and reliability of
a measure
3. Be able to devise and structure a simple questionnaire
4. Understand classical and IRT scaling theory, and be familiar with the essentials of developing and validating
a new scale
5. Be introduced to some emerging themes in measurement, including incorporation of biological assessments
into epidemiological research, new technologies, and densely repeated measures.
6. Receive a basic training in the administration of two contrasting fully structured lay clinical assessments, the
CIS-R and CIDI.
Programme title
Programme code

Lectures
Seminar/
tutorials
ised learning
Project work
Other/private study
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework
2,500 words
50%
Mandatory
100%
15
Module title
Block A: Social Psychiatry

Module code
Subject area
15
30
45
60
Craig Morgan
craig.morgan@kcl.ac.uk
020 7848 0351

Social Psychiatry is concerned with the relationship between the social environment and the onset, course and
treatment of mental illness. This module has two primary aims:
1. To provide a detailed introduction to the theoretical, conceptual and methodological foundations of social
psychiatry.
2. To provide an in-depth understanding of the key issues in conducting social research in relation to mental
illness, focusing on study design, measurement and analysis.
By the end of the module the student will have a critical understanding of:
1. The distinctive contribution, and limitations, of social psychiatry
2. How social psychiatry relates to biological and psychological research
3. How the social, biological and psychological have been integrated in theoretical models and research.
4. Core concepts in social research: inc. social class, social capital, culture, ethnicity, and gender.
5. The strengths and weaknesses of a range of study designs and methods in researching the relationship
between the social environment and the onset and course of mental illness, in particular epidemiological
designs such as cohort, case-control and ecological studies.
6. The need to distinguish different levels of analysis, including the individual, family and societal levels, and
the inferences that can be drawn from them.
7. How aspects of the social environment, including social class, culture and stress, have been operationalised
in research
8. The particular challenges of measuring aspects of the social environment reliably and validly
Programme title
Programme code

Lectures
Seminar/
tutorials
ised learning
Project work
Other/private study
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework
2,500 words
50%
Mandatory
100%
16
Module title
Block A: Systematic Review in Mental Health

Module code
Subject area
PHSR103
15
30
45
60
Paul Walters
paul.walters@kcl.ac.uk
020 7848 5075

To provide students with an advanced understanding and practical knowledge of systematic reviews, and the
problems and limitations associated with this type of research method. The course will focus on systematic
review procedures for intervention studies, particularly RCTs, although reviews of other types of study design
will be discussed.
By the end of the module the student will be able to:
1. Understand the reasons for doing a systematic review
2. Formulate questions appropriate for systematic reviews
3. Develop a protocol for a systematic review
4. Design and undertake comprehensive searches for relevant studies
5. Critically appraise studies for inclusion in a systematic review
6. Understand the potential impact of strengths and weaknesses of studies in a
7. systematic review
8. Understand how data can be used in meta-analyses
9. Understand the role and work of the Cochrane Collaboration
10. Produce a publication standard protocol for a systematic review
11. Be able to prepare a full systematic review
Programme title
Programme code

PTMS1MHRPGT
PTMS1RMPPGT

Lectures
Seminar/
tutorials
ised learning
Project work
Other/private study
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework
2.500 words
50%
Mandatory
100%
17
Module title
Block B: Qualitative Research Methods

Module code
Subject area
PHSR102
15
30
45
60
Joanna Murray
joanna.murray@kcl.ac.uk
020 7848 5056

To provide students with an in depth understanding of qualitative research and skills needed to design, conduct
and analyse qualitative research in the mental health field. The approach will be pragmatic, drawing on research
studies conducted by the course tutors.
By the end of the module the student will be able to understand and apply:
1. The complementary roles of qualitative and quantitative methods of enquiry
2. The strengths of the qualitative approach to understanding beliefs and behaviours from the subjects
perspective
3. The main qualitative methods of data collection applicable to mental health services research
4. How to apply these methods to developing and evaluating mental health services
5. Methods of qualitative data analysis, including practical use of computer software
6. Dissemination of findings
7. Critical appraisal of qualitative research
Programme title
Programme code

PTMS1MHRPGT
PTMS1RMPPGT
Prerequisites (please list all the modules for which the proposed module is a pre-requisite)
Module code
Module
PHPR109
Research Dissertation Psychiatric Research

Lectures
Seminar/
tutorials
ised learning
Project work
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework
2,500 words
50%
Mandatory
100%
18
Module title
Block B: Statistical Methods in Psychiatric Epidemiology

Module code
Subject area
PHSR105
15
30
45
60
Michael Dewey
michael.dewey@kcl.ac.uk

To equip the student with an in depth understanding of, and ability to perform, complex statistical techniques
(such as multivariate analyses, linear and logistic regression, Cox regression) and to develop an appreciation of
the appropriate circumstances under which to apply these techniques.
1. Understand the conceptual basis for multivariate analysis in epidemiological research, in particular concepts
relating to causal pathways, confounding, mediation and effect modification.
2. Understand and be able to apply the following procedures in the analysis of epidemiological date: linear
regression, ANOVA and generalised linear modelling; logistic regression; Cox proportional hazards
modelling.
3. Understand the uses and conceptual basis for multi-level modelling and the techniques and packages
available.
Programme title
Programme code
PTMS1MHRPGT
PTMS1RMPPGT

Lectures
Seminar/
tutorials
ised learning
Project work
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework
2,500 words
50%
Mandatory
100%
19
Module title
Block B: Psychiatric Genetics

Module code
Subject area
PHPR102
15
30
45
60
David Collier
david.collier@kcl.ac.uk
020 7848 0631

To equip the student with an advanced understanding of the principles, types and application of genetic
research methods in psychiatry.
To gain a detailed understanding of the interaction between genetic and environmental factors and their
application in research.
By the end of the module the student will understand the principles and limitations of the major study designs in
Behavioural Genetics:
1. Family studies
2. Twin studies
3. Adoption studies
Students will understand the application of these research designs in investigating
1. The relative contributions of genetic and environmental factors
2. The interplay between genetic and environmental factors
3. The changing role of genetic factors in different stages of development from infancy to old age.
Students will understand the different outcome measures in behavioural genetics (diagnostic measures and
personality dimensions).
During practical sessions, students will have performed genetic model fitting analyses of both continuous
and categorical traits (liability to threshold models)
Students will understand the theory and application of molecular genetics in mental health research and its
contribution to the field.
Programme title
Programme code
MSc in Forensic Mental Health Science
PTMS1MHRPGT (Full-time)
PTMS2MHSPGT (Part-time)

Lectures
Seminar/
tutorials
ised learning
Project work
Other/private study
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework)
2.500 words
50%
Mandatory
100%
20
Module title
Block C: Brain-Behaviour Interface

Module code
Subject area
7PAGRBBI
15
30
45
60
Carmine M Pariante
carmine.pariante@kcl.ac.uk
020 7848 0807

To provide students with an in depth understanding of the preferred research methods as well as the approaches
and designs used to understand the biological basis of behaviour.
By the end of the module, students should be able to:
1. Read, understand and interpret the scientific literature on the biological basis of behaviour and of psychiatric
disorders.
2. To approach a scientific question in the field with both the theoretic and technical knowledge required to
design an experimental study.
Programme title
Programme code

Lectures
Seminar/
tutorials
ised learning
Project work
Other/private study
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework
2.500 words
50%
Mandatory
100%
21
Module title
Block C: Mental Health Services Research: Theory to Practice

Module code
Subject area
PHSR101
15
30
45
60
Mark Haddad
mark.2.haddad@.kcl.ac.uk
020 7848 0056

To provide students with an in depth knowledge and extended skills in mental health services research
interventions, using the Medical Research Council Framework for Complex Health Interventions.
1. Understand the theoretical framework for undertaking mental health services research
2. Formulate a research question
3. Use electronic databases to identify relevant evidence
4. Define a model
5. Develop testable models of complex interventions
6. Identify methods of investigating health service interventions
7. Develop a protocol for an exploratory trial
8. Differentiate between an exploratory trial and a definitive randomised controlled trial RCT)
9. Develop a protocol for a definitive RCT
10. Describe the key components of an evidence-based approach to dissemination
11. Develop an evidence-based strategy for dissemination
introductory (I), compulsory (C) or optional (O) for each programme
Programme title
Programme code

Lectures
Seminar/
tutorials
ised learning
Project work
Other/private study
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework
2,500 words
50%
Mandatory
100%
22
Module title
Block D: Mental Health Economic Evaluation

Module code
Subject area
PHSR104
15
30
45
60
Sarah Byford
sarah.byford@kcl.ac.uk
020 7848 0043

To provide students with an introduction to health economics and in depth knowledge and the skills needed to
critically appraise and design economic evaluations in the mental health field.
1. Understand the theoretical underpinnings of economic evaluation
2. Assess the relative strengths and limitations of the methods of economic evaluation
3. Assess the appropriateness of alternative study designs and perspectives
4. Understand the methods of identifying, measuring and valuing costs
5. Understand the economic requirements for the measurement of outcomes
6. Combine costs and outcomes so as to inform resource allocation decisions
7. Understand the complexities of applying economic techniques to mental health care
8. Critically appraise the strengths and weaknesses of published economic evaluations
9. Design of economic evaluation for application in the mental health field
Programme title
Programme code
PTMS1MHRPGT
PTMS1RMPPGT
X
X

Lectures
Seminar/
tutorials
ised learning
Project work
Other/private study
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework)
2.500 words
50%
Mandatory
100%
23
Module title
Block D: International Mental Health

Module code
Subject area
PHSR105
15
30
45
60
Vikram Patel/Martin Prince
martin.prince@kcl.ac.uk
020 7848 0136

To provide students with an in depth understanding of the clinical and public health significance of mental health
in the international context.
To equip students with advanced skills in epidemiological, trial and policy research in cross cultural mental
health
By the end of the module, students should be able to:
1. Describe what is meant by mental illness, and understand the broad classification of major mental disorders.
Be aware of the limits to the existing evidence base on aetiology and treatment of mental disorder
2. Explain the public health significance of mental illness from an international perspective, drawing on the
Global Burden of Disease and World Health Reports
3. Understand the application of epidemiological research methods to the study of international mental health
4. Critically evaluate the influence of cultural, socio-economic, gender and health system factors on mental
illness and mental health service delivery
5. Describe how mental health issues are related to and can be integrated with established public health
priorities, such as reproductive health, domestic violence and poverty alleviation.
To understand at an advanced level
1. The historical evolution of psychiatry
2. Ethnography of mental illness
3. The influence of culture on mental illness
4. The influence of social sciences for International Mental Health
5. The interactions of social capital, population transition, conflict, public health and mental ill health.
6. The contribution of epidemiology and clinical trials for International Mental Health
7. The advantages and flaws of international diagnostic systems
8. Cross-cultural measurement
Programme title
Programme code

Lectures
Seminar/
tutorials
ised learning
Project work
Other/private study
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework
2.500 words
50%
Mandatory
100%
24
Module title
Block D: Neuroimaging
Module code
Subject area
PHPR101
15
30
Dr Paul Allen
p.allen@.kcl.ac.uk
0207 848 0514
45
60

To provide students with a detailed understanding of the principles, practice and application of Neuroimaging
techniques.
1. Understand the principles of physics and physiology underlying magnetic resonance imaging (MRI),
functional MRI (fMRI), position emission tomography (PET), single phototon emission tomography
(SPET), and magnetic resonance spectroscopy (MRS).
2. Understand the components in the analysis of neuroimaging data.
3. Have learned how to design a neuroimaging study.
4. Have been introduced to the application of neuroimaging techniques to studying human behaviour,
cognition and emotion in healthy and illness states.
5. Understand some of the ethical implications of neuroimaging research
6. Have learned how to prepare a neuroimaging research proposal
Programme title
Programme code
MSc in Forensic Mental Health Science
PTMS1MHRPGT (Full-time)
PTMS2MHSPGT (Part-time)

Lectures
Seminar/
tutorials
ised learning
Project work
18 hours
8 hours
16 hours
60 hours
48 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Assessed coursework
2,500 words
50%
Mandatory
100%
25
Module title
Dissertation in Psychiatric Research

Module code
Subject area
15
30
45
60
Dr Jane Boydell
jane.boydell@kcl.ac.uk
020 7848 0415
-
Additional Tutors
To provide students with the opportunity to demonstrate their acquired knowledge and skills in Psychiatric
Research.

The student will have acquired an in depth understanding of a particular field within Psychiatric Research and
demonstrate an advanced knowledge of:
1.
2.
3.
4.
Hypothesis generation and testing via one of : Research protocol preparation, ethical issues, logistics, planned analysis and dissemination.
Literature review, secondary data analysis, discussion and dissemination
A formal systematic review
Critical awareness and appraisal of own work
Lucid discussion of bias, confounding and causality.
Full appreciation of ethical issues raised
Programme title
Programme code
PTMS1MHRPGT
Prohibited combinations (please list all the modules which cannot be taken in combination with the proposed
module and to which programme this relates)
Module title
Module code
Programme
e.g. Professional Development
e.g. PDFTG02
e.g. MSc Family Therapy

Lectures
Seminar/
tutorials
ised learning
20 hours
Project work
Other/private study
580 hours
Assessment pattern
Method
Number/
amount
Duration/
length
Pass Mark (40 for

level 7)
Mandatory to pass /
qualifying mark
% of final
grade
Dissertation
10,000 words
50%
Mandatory
100%
26
Learning and support for learning

At postgraduate level, independent learning is encouraged and the Psychiatric Research Programme is designed
to enable you to extend your knowledge and understanding of mental health services and to develop transferable
skills, including literature searching, critical appraisal and research. The Programme is delivered through a range
of teaching and learning methods, aiming to provide up-to-date coverage of mental health services issues and to
offer you opportunities to pursue your own interests through extended essays and the research-based dissertation.
Lectures and discussions form the core teaching for each module. They cover the main topics and key themes in
the curriculum of each module, and ideas are developed further in small group work, case analyses and student
presentations. You are expected to supplement class work and lecture notes with further reading. Students find it
helpful to do some preparatory reading each week. As well as recommended references, which are linked to each
weeks sessions, independent literature searches will extend your knowledge and understanding and increase
your chances of success. Tours of the IoP library are regularly arranged by staff from Knowledge Management
staff, email library.enqurieis@iop.kcl.ac.uk for further details.
Much of the learning and teaching for this Programme takes place in groups of no more than twenty students,
sessions are typically interactive and student contributions are encouraged. Studying for a postgraduate diploma
or masters degree is a stimulating and enjoyable experience but it can also place challenging demands upon
students, particularly those who have full-time jobs and families. In addition to taught sessions, postgraduate
courses require independent study and personal commitment and you are expected to dedicate time and energy to
your studies. In order to get the most out of the course you should arrange to devote at least a day a week to
your studies (part-time students) or 2-3 days per week (full-time students), in addition to class contact time.
Attendance
Students are expected to attend all regular teaching events and to notify the programme leader in the event of any
unavoidable absences. Attendance will be monitored at regular intervals throughout the taught programme and
tutorials.
Academic and personal tutorial support

All students will be allocated to a tutorial group. Each group will be allocated to a tutor for the core teaching in
semester one of the course. The degree of supervision will depend upon commitments of both student and tutor.
Full-time student groups might arrange to meet with their tutor weekly from week 3 to week 10 of the first
semester. Part-time student groups might meet fortnightly over the same period.
The main purpose of the tutorial groups will be to review with your tutor the flexible learning exercises that you
are working on each week. Also you may wish to discuss any aspects of the curriculum that you have found
interesting or perhaps, problematic.
By the end of this semester the student is expected to have identified a research area for their dissertation and a
suitable supervisor is identified from within the IOP (usually but not only the Division of Psychological
Medicine). In the second semester the student works with their supervisor to hone their dissertation plans and
surmount any logistical issues e.g. ethics / R&D approval.
The student then works independently under supervision to produce the final dissertation which may be primary
research, secondary data analysis from the many IOP available datasets, a systematic (not literature) review or a
study proposal.
Essay writing and examinations

As part of the programme assessment process, students will be required to submit coursework (e.g. essays)
and/or sit examinations in each module. In these, success depends not just on how much, or what you know but,
on how you convey your knowledge and understanding, orally or in writing. For those who have been away from
studying for some time, this can be a daunting task. There are useful study guides available on essay writing and
preparing for exams, and many local authorities run short study skills courses. In addition, the Kings English
Language Centre is a very useful resource for international students (see English Language Support below for
more information).
27
Dissertation supervision
A key component of the programme assessment is the dissertation which is submitted by the end of the first year
(f/t) or second year (p/t).
It will be helpful to agree a timetable of supervision with your supervisor as early as possible. The exact amount
of supervision time will vary between students but we would recommend a total contact time of between 6 and
10 hours. As a general guideline, your supervisor should read and criticise one written draft of your project,
however you need to give them a minimum of two weeks to do this. They are not expected to correct your
English. You should note that although your tutor may provide you with advice and guidance, the dissertation is
ultimately your responsibility.
Referencing
http://www.kcl.ac.uk/teares/nmvc/studyskills/referencing/page_01.htm
The accuracy and thoroughness of referencing are taken into account in assessing written work, so as well as
being part of academic discipline, acquiring the habit of good referencing is in your best interests. The system of
referencing, which must be used in written work, is a standardised one, closely based on the now widely adopted
Harvard System (see Appendix 6). Simplicity and comprehensiveness are the advantages of this system. Like all
systems, this does not provide a single, perfect answer to every unusual case. However, if you adopt the
principles described, you should not go wrong.
English Language Support

https://www.kcl.ac.uk/schools/humanities/depts/elc/
All teaching at the Institute is conducted in English and it is therefore essential that students have a sufficient
command of the language to follow their course.
The Kings College London English Language Centre is to there to help international students with any
problems they might have concerning their written and spoken English. It offers tuition in General English
(EFL/ESL) and English for Academic Purposes (EAP) courses throughout the year.
Subject to availability, part-time courses are available free of charge to students who require English language
support. The Centre also offers an Advanced English Language course for students wishing to sit the Cambridge
Proficiency Examination. In addition, the Centre offers workshops in communication and study skills for
students whose first language is English and who have problems with essay writing, spelling etc.
For more details about English language tuition and courses contact the Centre on 020 7848 1600 or email
elc@kcl.ac.uk
28
Coursework & Dissertation

Please ensure you familiarise yourself with the following requirements.
Coursework
Format and word length
Course work should be presented in the following way
Student number on each page - NO NAME
Typed on A4 white paper with at least 1.5 line spacing
Font size 12
Pages numbered
References in the body of the text must be included in a reference list at the end of the written work
Coursework should be approximately 2,500 words. There is a maximum of 3500 words - assignments
exceeding this total will be penalised.
All course work should include one (1) front sheet with the following information
Study Unit Name
Name of candidate
Student number
Year of study
Word Count
Full or Part-time course
Date of submission
Submission
Three (3) copies of all course work should be handed to the programme administrator by 12 noon of the
Thursday following the end of each study unit (e.g. if the last teaching day of the unit is Thurs 12th Feb then the
submission date is Thursday 19th February). Kings regulations state that failure to do so will result in an
automatic failing of that study unit.
Remember to keep a copy for yourself!
Dissertation
Dissertations longer than 11,000 words (excluding references) will be penalised
Three (3) copies of the dissertation should be handed to the programme administrator by 12noon on Friday 28th
August 2009. The dissertation should be presented in the following way:
Student number as a header on each page NO NAME

Typed on A4 white paper with at least one & half spacing
Font size 12
Reasonable font type
Typing on one side of the paper only
Start main sections on a new page,
Journal-standard tables.
Pages numbered
References in the body of the text must be included in a reference list at the end of the written work.
Reference formatting is up to you. The (Author, year) system (rather than numbering) is generally
easiest both for you and markers (see for example the British Journal of Psychiatry).
Bound in a clear plastic folder
All course work should include a removable front sheet with the following information
Study Unit Name
Student name
Student number
Year of study
Word Count
Full or Part-time course
29
Submission Deadlines for Coursework and Dissertation

Submission deadline for assessed course work
Date
Block A
Block B
Block C
Block D
Dissertation
Friday, 27th August 2010
Late Submission
Material for assessment, including essays, case studies and dissertations, must be submitted by the dates
specified in this handbook. Material submitted late will normally be failed with a mark of zero unless the
candidate has suffered illness or other cause found acceptable to the Board of Examiners (refer to the
Mitigating circumstances & requests for a Board of Examiners to review its decision for more details).
Assessment
Assessment Methods
Semester 1
At the end of the first semester there will be an informal progress assessment taking place on
Monday 14th December 2009 (seminar room 1), which does not count towards the final MSc
marks. It will consist of a one and a half hour paper assessing knowledge gained in the first
semester.
In addition a critical appraisal will be set for students to work on over the Christmas break to be
handed in by 11th January 2010. This will enable teaching staff to appraise the students
progress, and application of the first semester teaching.
Semester 2
Each study unit will set an assignment of approximately 2500 words. The study unit course
work will contribute one half of a module toward the total of six modules required for the MSc
(i.e. 1/12 of total marks). Students must submit a completed feedback form with the assignment,
for each study they have taken, if they wish to receive comments with their grades
Semester 3:
Dissertation
A dissertation of 10,000 words or equivalent will be submitted for the Masters degree. The
dissertation may be a research report, secondary data analysis, a systematic review or a detailed
protocol for a proposed study. Supervision will be provided by an appropriate research
supervisor. The dissertation contributes one third of the final MSc marks.
Final Examination: For 2009/10 full-time students and 2008/2010 part-time students, the final
examination will be Thursday 20th May. This will consist of two three-hour papers which will
examine material from Semester 1 only:
Statistics and Research Logistics and Ethics
Study Design and Critical Appraisal
30
Assessment Weighting
Each element of assessment carries a particular weighting, that is, it constitutes a proportion of the overall mark.
The weighting for assessments on the Psychiatric Research and associated courses are given below. In order to
pass the Programme, candidates are required to pass each module with a weighted average mark of at least 50
(the weighted average for the module is the weighted average of all the assessed elements for that module).
Refer to the Appendix for the Scheme for the award of the Masters degree.
Description
Neuroimaging
Social Psychiatry
Mental Health Services Economic Evaluation*
Mental Health Services Research: Theory to Practice
Systematic Review
Research Methods, Ethics and Statistics in Mental Health:
Statistics and Research Logistics and Ethics
Research Methods, Ethics and Statistics in Mental Health:
Study Design and Critical Appraisal
Dissertation in Psychiatric Research
% of final mark
per unit:
8.33%
8.33%
8.33%
8.33%
8.33%
8.33%
8.33%
8.33%
8.33%
8.33%
8.33%
16.66%
Overall % of final mark

33.33% (= 4 modules)
33.33% (= 2 examinations)
16.66%
33.33%
33.33% (= 1 dissertation)
Assessment Criteria
The tables below show the generic assessment criteria against which all assessed work will be marked.
Examinations and other forms of assessment are marked numerically out of 100. The following scheme shows
the general criteria used to assess the quality of the work.
Overall
Equivalent (%)
Distinction
70+%
Merit
60-69%
Pass
50-59%
Fail
<50%
Description
Advanced and comprehensive essay. Logical, organised and systematic
answer, covering all the major aspects of the topic. Evidence of
independent study, originality and critical evaluation demonstrated by
selection and presentation of relevant material. Excellent standard of
presentation and analysis.
Good knowledgeable, logical, organised and accurate answer covering
most of the major aspects of the topic. Some evidence of independent
study. Demonstrates a clear and accurate understanding. High standard
of presentation and analysis.
Accurate answer covering most of the major aspects of the topic, and
some evidence of independent study or critical evaluation.
A weak, superficial essay. Incomplete coverage of the subject or with
important omissions and mistakes. Poor standard of presentation and
analysis.
Criteria for marking Research Dissertation:

Overall
Equivalent (%)
Description
Distinction
70+%
Advanced and comprehensive dissertation. Design shows individuality.

Robust methodology and systematic approach to the project.
Comprehensive understanding of research tools employed. Evidence of
31
Merit
60-69%
Pass
50-59%
Fail
<50%
independent study and critical evaluation demonstrated by placing

research in context of existing literature. Excellent standard of
presentation and analysis.
Well written, logical, organised and accurate answer covering the design
and methodology. Demonstration of a systematic approach to the
project. Good understanding of research tools employed. Some
evidence of independent study. Has developed a clear and accurate
project. High standard of presentation and analysis.
Accurate answer outlining a coherent research project covering the main
aspects of design and methodology. Good understanding of research
tools employed. Clearly presented project.
A weak, superficial protocol. Incomplete coverage of the subject or with
important omissions and mistakes. Poor standard of presentation and
analysis.
Examinations
Examinations for all modules take place in date see the Calendar in this handbook.
A candidate who does not attend an examination will normally fail that examination with a mark of zero, unless
the candidate is affected by serious mitigating circumstances. Refer to the Appendix in this Handbook for
details about the procedure for claiming mitigating circumstances.
Marking Structure
All examined work for all programmes is marked by at least two internal examiners. Before any marks are
provisionally awarded, the essay or report (or other assessed item) is judged against a set of criteria to decide the
appropriate grade. The final mark for each assessed item is scrutinised by the External Examiners and approved
by the Programme Board (see below).
Results
Results of examinations and coursework undertaken during the 2009/10 academic year will be sent by post to
students after the programme exam board meets. The marks indicated will be provisional and subject to
ratification by the School Board of Examiners, which meets in November.
Reassessment
A candidate who fails an examination at the first attempt may, at the discretion of the Board of Examiners, be
reassessed on the failed element on one further occasion. However, results for retakes are capped at 50%.
Examination Board
Structure and Functions
There are three levels of examination boards:
The College Board of Examiners is responsible for both undergraduate and postgraduate programmes
throughout the College. Its role is to co-ordinate, regulate, advise and to maintain consistent standards
throughout the College, ensuring that procedures and regulations in relation to examinations are properly
carried out.
At Institute level, there is an Institute Board of Examiners, which is responsible for all postgraduate
programmes within the IoP. The Institute Board reports to the College Board of Examiners, and
membership includes the Chairs of each individual Programme Board of Examiners (see below). It is
responsible for the approval and co-ordination of marking schemes. The Institute Board meets a number of
times a year to discuss and decide on matters relating to examinations. It approves the recommendations of
the Programme Boards of Examiners with regard to all results including the classification of degree awarded
to each student. In this way, the Institute Board ensures that comparable standards are applied across the
various fields of study within the Institute.
Individual Programme Boards of Examiners are responsible for one or several related programmes. The
Programme Boards consider and agree upon the content of examination papers, makes recommendations on
the appointment of Visiting Examiners and on the examination marks for individual students on their degree
32
programmes. The Programme Boards make recommendations to the Institute Board of Examiners on awards
to individual students. Programme Boards may also recommend that individual students be permitted to resit failed examinations.
Membership of Programme Board of Examiners

Chair
Vice-Chair
Internal Examiners
External (Visiting) Examiners
Intercollegiate Examiner
Head, Education Support Team
Professor Martin Prince

Dr Jane Boydell
Dr Paul Walters
Prof Scott Weich
Prof. Gill Livingston
Karen Langridge
Terms of reference
1.
To ensure that assessment procedures are fair and consistent and that the award conferred is both
appropriate to both programme and student performance
2.
To ensure that marked components are clear and unambiguous and comprise a fair and appropriate
reflection of the programme itself
3.
To ensure comparability of standards with similar postgraduate programmes
4.
To recommend final degree classification to the Institute Board of Examiners
5.
To report recommendations of the External Examiners to the Programme Committee
External (Visiting) Examiners

The main functions of External (Visiting) Examiners are to ensure that the programmes offered at the College
and the Institute, and the grades of degrees awarded, are of a standard comparable with those at other universities
in the UK, and that the examination system is fair and equitably run. They also act as adjudicators in individual
cases. External Examiners are therefore experts (often Professors) in particular fields of study and are drawn
from other higher education institutions in the UK. Essentially, their duties are to:
comment on and approve draft examination papers and advise upon other modes of assessment
appropriate to the subject;
sample examination answer scripts and other assessed material including coursework to ensure an
appropriate standard of marking, and to act as adjudicators on borderline pass/fail cases;
interview students as permitted by College and programme regulations;
approve pass lists;
report formally on the degree programme and its method of assessment so that the Programme Boards
and the Institute Board of Examiners can modify their procedures if necessary.
33
Student Feedback & Representation

Students have the opportunity to provide their views on their programme, facilities, the Institute and Kings
through student representatives on the Programme Committee and in person at Student Forum meetings. We are
keen to receive students comments and ideas for improving the programme, and incorporate these into
programme delivery where feasible. There are three main ways you can make your views known:
Through student representatives (see above).

Termly questionnaires
Yearly questionnaires
Questionnaires
Student feedback on the teaching and content of courses is obtained through termly questionnaires which you
will be asked to complete anonymously. The form covers teaching and learning quality, information resources,
administrative support and the Kings environment, and has space for any other comments. Analysis of the
questionnaires by the Programme Leader will allow your views to be integrated into the future development of
the programme.
Student feedback also forms a large part of the annual monitoring process. All programmes are required to
produce a report on the operation of the programme each year. Included as part of this report is a summary of the
feedback received from students, mechanisms used for assimilating and processing students comments and
examples of how previous feedback from students has resulted in changes being made to the programme.
Programme Committee
The Programme Committee meets at least twice a year. It offers students the opportunity, through their student
representatives, to discuss the programme and raise any issues with members of the programme team.
Students Forum
www.iop.kcl.ac.uk/studentforum
The Students Forum of the Institute of Psychiatry meets on a termly basis and provides students with the
opportunity to voice concerns and discuss educational and other matters of mutual interest with key
administrative staff.
Kings College London Students Union

http://www.kclsu.org/
All students are automatically members of Kings College London Students Union (KCLSU). KCLSU exists to
represent the interests of all students at Kings and provide a wide range of high quality recreational, social and
welfare services at all campuses. In addition to this, it can provide confidential advice and support on a range of
issues see the Advice section below for more information about this service.
Education Support Team (School Office)

www.iop.kcl.ac.uk/est
You can go the Institutes Education Support Team for advice and information. It is situated in the main Institute
building, at the Denmark Hill Campus and is open from 9am to 5pm Monday to Friday. Staff are on hand to help
you with any problems and can usually point you in the right direction for obtaining advice and assistance if they
cannot help directly.
Personal Tutors
All students are appointed a Personal Tutor. The Personal Tutor will meet students individually at the beginning
of the programme and regularly thereafter. Students are required to take the initiative in approaching their
Personal Tutor if an issue arises outside of these times.
The role of the Personal Tutor is to provide independent advice on a range of issues and act as a point of contact
for students experiencing problems not dealt with through the normal process of academic supervision. The
Personal Tutor should ensure that students are aware of the facilities, resources and service offered by the
Institute and the College in relation to health care, counselling and financial assistance. It is not the role of the
Personal Tutor to provide academic support.
34
Advice
Student Advice and International Student Support
http://www.kcl.ac.uk/welfare
Personal Tutors are available to discuss a range of problems that students may encounter, but students may also
wish to talk to someone from outside their programme.
Institute of Psychiatry and Kings College London Welfare Advisers offer free, confidential advice and guidance
on a range of practical issues for current students, including finance and money management, social security and
disability benefits, housing rights, consumer law and immigration issues. The Student Advice Line (Tel: 020
7848 6858) operate between 10am and 4pm Monday to Friday (between 1pm and 4pm on Thursday) and also
in the summer term.
The Student Support Officer on the Denmark Hill Campus is based in the Education Support Team, on the
second floor of the main IoP building. Drop-in sessions, lasting about 10 minutes, take place regularly in the
Student Welfare and Support Office, situated by the Caf Lounge, and appointments can be made for more
detailed queries. For more information please contact Becky Cooper (Student Support Officer) on 020 7848
0237, or email: rebecca.cooper@.kcl.ac.uk or welfare@kcl.ac.uk.
Emails can be sent to welfare@kcl.ac.uk for initial inquiries or to request information. However, it must be
noted that e-mails are not strictly confidential as other authorised members of the College can obtain access. For
confidential or more complex matters it is therefore advisable to book an appointment to see an adviser.
Counselling
http://www.kcl.ac.uk/about/structure/admin/acareg/studentservices/counselling
The College operates a counselling service which aims to enable students to make the most of their opportunities
by helping them cope with any problems or difficulties that may arise of a personal or emotional nature. The
team includes professionally trained counsellors, group analysts and a psychiatrist. All of the help offered is
strictly confidential. The counselling service at the Denmark Hill Campus is based in the Western Education
Centre, by appointment only, every Monday. For appointments telephone 020 7848 1731, or email
counselling@kcl.ac.uk.
Kings College London Students Union

http://www.kclsu.org/
Kings College London Students Union (KCLSU) offers advice services to Kings students primarily through the
Advice Centre and the VP Education and Representation.
The Advice Centre is an independent organisation run through the Students Union, which offers free,
confidential and impartial advice and information on a range of subjects, including:
Academic Queries (e.g. Academic Hearings, Disciplinary Hearings, How to Change Programme/College,
Problems with Programme/Lecturers, etc);
Problems with Halls (e.g. tenancy agreements, rights to repair, deposits;
Employment Issues (e.g. seeking work, employee's contracts, etc);
Legal Advice (e.g. basic help and referrals, etc);
Personal Queries (e.g. harassment, attack, children/childcare, marriage, divorce, etc).
The Advice Unit is staffed by the Academic Caseworker and is based in the KCLSU Resource Centre on the first
floor of the Strand Site. In addition, the Academic Advisor offers appointments at all other College campuses;
appointments can be made using the online form on the KCLSU website www.kclsu.org or by emailing
advice@kclsu.org.
35
Careers Advice
www.kcl.ac.uk/careers
The College has a Careers Service which provides careers counselling and information on a wide range of
careers and postgraduate programmes. Dr Terry Jones terry.jones@kcl.ac.uk) from KCL Careers Office is
available to students on Thursdays at the Denmark Hill Campus.
A vast range of information about careers, postgraduate programmes, employers, and job vacancies is available
in the information library (Waterloo campus), where Information officers can help you find the information you
need. Copies of the weekly Job Opportunities Bulletin are available from the Information Services Centre in the
Franklin Wilkins Building, keeping you up-to-date with latest news and event from the University of London
Careers Service
For further information please contact:
Kings College London Careers Service
Room G43, Ground Floor
James Clerk Maxwell Building
57 Waterloo Road
London SE1 8WA
Tel: +44 (0)20 7848 4053
Email: careers@kcl.ac.uk
36
College Policies
www.kcl.ac.uk/college/policyzone
Code of Conduct
Lectures are for the benefit of students. It is essential to have a quiet atmosphere to allow the lecturer to make an
effective presentation and the students to concentrate on the lecture. Lecturers who are disturbed by disruptive or
interfering behaviour have a right to ask offending students to leave.
You can contribute to the success of lectures by adhering to the following guidelines:
1.
Arrive punctually so that the lecture can start on time. Late arrivals distract the lecturer and other students,
and are discourteous and inconsiderate.
2.
If the lecture is delayed because students are late, valuable time is lost and this may result in the lecture
running over time into the break. If you are more than five minutes late you should not enter the lecture
unless you can do so without causing any disturbance.
3.
Maintain a quiet atmosphere during the lecture by ensuring that your mobile phone, bleep or pager is
switched off.
4.
Do not talk while the lecturer is talking.
5.
Concentrate on the material that is being presented.
6.
If you have a question, you should attract the lecturers attention by raising your hand.
7.
You should not leave a lecture before it ends unless asked to or given the option by the lecturer.
8.
You should complete evaluation forms or offer feedback as requested by the lecturer. Feedback should be
constructive to help the lecturer improve the quality of teaching.
Equality & Diversity

www.kcl.ac.uk/equal_opps
The Equality & Diversity Department provides information and advice for staff and students on equality issues.
The Department has a number of useful web pages providing up to date information such as the College's Race
Equality Policy and disability-related information sheets.
The Department includes the Director of Equality and Diversity, the Disability Co-ordinator and the Disability
Support Officer. To make an appointment for advice, information and/or specialist support or student assessment
services call 020 7848 3398 (tel/text) or 020 7848 3490 (fax) or email the Department at equality@kcl.ac.uk.
Equal Opportunities
Kings College London is committed to promoting and developing equality of opportunity in all areas of its
work. In order to achieve this aim, the College seeks to:
ensure that prospective and current students, job applicants and members of staff are treated solely on the
basis of their merits, abilities and potential without any unjustified discrimination on grounds of age, sex,
disability, family circumstances, race, colour, nationality, citizenship, ethnic origin, social and economic
status, religious belief, sexual orientation, marital status or other irrelevant distinction;
promote good relations between individuals from different groups; recognise and develop the diversity of
skills and talent within both its current and potential staff and student body;
foster a culture based on trust and mutual respect;
undertake a programme of action to make equality policies effective;
monitor progress towards achieving equality of opportunity on a regular basis;
communicate to staff, students, associates and others the promotion of equal opportunities and College
procedures to sustain it.
37
Students with Disabilities

If you are a disabled student, or you are experiencing temporary or sudden onset of a disability, the Disability
Support Team at Kings and an IoP based Disability Advisor can assist you in a number of ways. In addition,
your Department may be able to provide the following: special seating, handouts or booklists in advance,
rearranged time-tables, long book loans, extra time for examinations and extra support from staff.
If you are a home-domiciled postgraduate student, you may be eligible for the Disabled Students Allowance.
This is a financial package which helps to cover the extra costs of studying with a disability such as notetakers,
assistive technology and extra photocopying costs. Contact the Disability Support Team for more information
regarding eligibility and details on how to apply.
If you suspect that you may have dyslexia or learning difficulties, the Disability Support Team can provide
advice and guidance. In the past, Kings has funded Dyslexia Assessments for students through the Hardship
fund.
More detailed information for students with disabilities can be found in the College's Disability Handbook: An
individual's guide. This is available online at www.kcl.ac.uk/equal_opps/ or from the Education Support Team
and Equality & Diversity Department.
To make an appointment to see the Disability Support Officer or the Disability Co-ordinator contact 020 7848
3398 (tel/text) or email equality@kcl.ac.uk. To Make and appointment to see the IoP Disability Advisor please
contact Juliana Onwumere: juliana.onwumere@iop.kcl.ac.uk.
Grievance Procedure
In the event of an academic grievance, students should first speak to their Programme Leader or Personal Tutor.
It may be appropriate for a students complaint, particularly if it is of a general rather than a personal nature, to
be referred to one of the following:
Programme Committee
Students Forum
Teaching Committee
In the event of the student being unable to resolve the grievance to their satisfaction, the student should approach
the Chair of the Teaching Committee.
If the grievance still remains unresolved to the satisfaction of the student then the student may submit a request
for redress in writing to the Dean, who will make an initial response within fourteen working days. The
correspondence between the Dean and the student will form part of the evidence that the student has exhausted
all local mechanisms in respect of Section 5:5.2.1 of the College's Grievance procedure for students.
Students whose grievances arise from allegations of sexual or racial harassment from members of staff or other
students should seek redress using the procedures set out in the Colleges Code of Practice on Sexual and Racial
Harassment.
Health and Safety

www.iop.kcl.ac.uk/departments/?locator=409
The Institute has a Health and Safety policy which aims to ensure safe working conditions and practices and to
assign managerial and functional responsibilities in order that accidents and other losses are prevented or
reduced. The policy applies to all staff, students and visitors working at the Institute. Where the Institute shares
the occupation or control of premises with another employer then the safety policy and detailed arrangement will
be jointly co-ordinated to ensure the health and safety of all occupants. Where Institute staff or students
undertake any work on premises under the control of another employer then the policy and arrangements of that
employer will apply.
Students must register with a doctor and dentist in the area where they live. Overseas students and their
dependants are entitled to free health care under the National Health Service providing that their programme of
study is full time and lasts for more than six months.
38
Overseas students who are on programmes of study of less than six months are not entitled to free health care
under the National Health Service. Students from European Economic Area countries should complete Form
E111. Students from countries outside of the EEA which have no reciprocal arrangements with the United
Kingdom should ensure that they take out medical insurance prior to leaving their home country.
College regulations
http://www.kcl.ac.uk/about/governance/regulations/students.html
Please refer to the College Regulations booklet, which was included in your enrolment pack. For additional
copies, please contact the Education Support Team (educationsupport@iop.kcl.ac.uk) or visit the College
Regulations pages on the Kings College website.
39
Appendix 1 Mitigating circumstances & requests for a Board of Examiners to

review its decision
What do I do if my examinations or assessment are affected by circumstances outside my control?
From time to time circumstances arise which are outside your control and which may prevent you from
performing to your potential. Such circumstances might include illness, the death of a close relative, or an
accident. When such things occur close to your examinations or an assessment deadline, you may feel that your
performance will suffer as a result. However, the College has mechanisms in place to ensure that you will not be
disadvantaged in any way provided that your need is genuine and that you follow the procedures approved by the
College.
An overarching principle of the Colleges assessment policy is that if you present yourself for an examination
or submit an assessment, then by doing so you are declaring yourself fit to take that examination or to
undertake that assessment, and therefore whatever mark you are awarded will stand. Only in very
exceptional circumstances will a mark awarded be annulled if you have sat the examination or submitted the
assessment.
Request for Withdrawal / Extension
It is therefore essential, if you feel that due to circumstances beyond your control you are not properly fit to enter
an examination or to submit an assessment by the deadline, that you seek to be withdrawn from that examination
or request an extension to the deadline for the submission of an assessment. The procedure for doing this is as
follows:
You must submit a Mitigating Circumstances Form (MCF) or an Extension Request Form (EFR). These are
standard forms, available from your School Office (or equivalent) or downloadable from the College
website: http://www.kcl.ac.uk/college/policyzone/attachments/ERF%2007-08%20Final%20version.pdf
You must complete the form in full, and submit it to your School Office (or equivalent) together with all
supporting documentary evidence (e.g. doctors certificate).
You must submit the form at least 7 days before the start of the first examination from which you wish to be
withdrawn, or 7 days before the assessment submission deadline. This 7 day rule is to allow sufficient time
for a decision to be made, and for that decision to be communicated to you.
Once received by your School Office (or equivalent), your MCF and/or ERF will be logged and forwarded
to the Chairman of your Board of Examiners.
The Chairman is required to satisfy him/herself of the following before s/he is able to accept your mitigating
circumstances and grant your request:
i)
That your mitigating circumstances are true it is therefore necessary that you submit as much
supporting documentary evidence as possible.
ii)
That your mitigating circumstances constitute good cause this means that s/he will need to be sure
that the circumstances were outside your control and constitute a good reason for not taking the
examination or submitting the assessment. It is therefore not sufficient if, for example, you were ill
several months before the examination or assessment deadline, are going to a wedding in Australia the
week before the assessment deadline, or are playing in a sporting fixture on the day of the exam!
iii) That your mitigating circumstances would render you unfit to enter the examination or to complete the
assessment by the deadline, or that they would otherwise prevent you from entering the examination or
undertaking the assessment by the deadline.
iv) That your mitigating circumstances would have a significant and adverse impact on your performance
in the examination or assessment.
Provided that the Chairman is satisfied that all of these criteria have been met, s/he will accept your
mitigating circumstances and agree to your request. The Chairmans decision will be notified to you as soon
as possible.
Where the Chairman accepts your mitigating circumstances and agrees to withdraw you from an
examination, you will be deferred in that examination and will be offered a replacement examination. You
would normally be expected to enter this replacement examination at the next available opportunity.
40
Where the Chairman accepts your mitigating circumstances and agrees to an extension to a deadline for the
submission of an assessment, the Chairman may determine the new deadline or may allow you to negotiate a
new deadline with the assessment organiser.
The Chairman will also report his/her decision to the next meeting of the Board of Examiners.
Where your mitigating circumstances do not meet the above criteria and your request is consequently
rejected, you will be required to enter the examination or submit the assessment by the deadline. If you do
not, you will receive a mark of zero for that examination or assessment, the same as any other student who
fails to enter an exam or submit an assessment.
Request for Retrospective Withdrawal/Extension1

If your circumstances arise within 7 days of the examination or the submission deadline, or you are otherwise
unable to submit your request at least 7 days before these dates, it will not usually be possible to consider your
request in advance. In this case, you will have to consider how serious and genuine your circumstances are and,
referring to the criteria above, make a judgement as to how likely it will be that your mitigating circumstances
will be accepted. You should also bear in mind that if you choose to enter the exam or submit the assessment you
will be deemed to have considered yourself fit to do so, and any mark awarded to you will stand regardless of the
strength of your mitigating circumstances. If you choose not to enter the examination or not to submit the
assessment, you will still have an opportunity to submit your mitigating circumstances and to request to be
retrospectively withdrawn from the examination or granted an extension or alternative assessment. However, in
this case your mitigating circumstances will not be considered until the next meeting of the Board of Examiners,
and will be considered by the full Board and not just the Chairman. The procedure is as follows:
You must submit a MCF, again to your School Office (or equivalent) together with all supporting
documentary evidence (e.g. doctors certificate).
You must submit the form in advance of the meeting of the Board of Examiners at which the result of your
examination or assessment will be considered.
Once received by your School Office (or equivalent), your MCF will again be logged and will be presented
to the meeting of the Board of Examiners.
Your mitigating circumstances must meet exactly the same criteria as if you had submitted them in advance,
as listed above, i.e. the Board of Examiners must satisfy itself of the following before it is able to accept
your mitigating circumstances and grant your request:
i)
ii)
iii)
iv)
That your mitigating circumstances are true

That your mitigating circumstances constitute good cause
That your mitigating circumstances rendered you unfit to enter the examination or to complete the
assessment by the deadline, or that they otherwise prevented you from entering the examination or
undertaking the assessment by the deadline.
That your mitigating circumstances would have had a significant and adverse impact on your
performance in the examination or assessment.
Additionally, and very importantly, the Board of Examiners must satisfy itself:
v)
That you were unable, or for good reasons unwilling, to request to be withdrawn before the
exam or to request an extension before the deadline.
Therefore if you cannot demonstrate that you had a good reason for not having submitted your mitigation in
advance, your mitigating circumstances will be rejected and you will be awarded a mark of zero for that
exam or assessment. Good reasons would include the circumstances arising less than 7 days before the
exam or assessment deadline, or if you were ill and in hospital up until 7 days before the exam or deadline
and therefore not able to submit the MCF or ERF.
Provided that the Board is satisfied that all of these criteria have been met, it will accept your mitigating
circumstances and agree to your request.
Where the Board accepts your mitigating circumstances and agrees to retrospectively withdraw you from
the examination, you will be deferred in that examination and will be offered a replacement examination.
The mark of zero will be annulled, and the replacement will be considered to be your first attempt (provided
that the exam was itself your first attempt). You would normally be expected to enter this replacement
examination at the next available opportunity.
Where the Board accepts your mitigating circumstances and agrees to an extension to a deadline for the
submission of an assessment, the Board may determine the new deadline or may allow you to negotiate a
Retrospective extension requests must be submitted on a MCF not an ERF
41
new deadline with the assessment organiser. The mark of zero will be annulled, and the new submission
will be considered to be your first attempt (provided that the original submission was itself your first
attempt). The Board may also require you to undertake an alternative assessment in place of the original
assessment.
Where your mitigating circumstances do not meet the above criteria and your request is consequently
rejected, you will receive a mark of zero for that examination or assessment, the same as any other student
who fails to enter an exam or submit an assessment.
The same procedure and criteria apply if you enter and examination but are unable to complete it due to
falling ill.
What If I Have Entered the Exam or Submitted the Assessment?

If you have not been withdrawn from an examination or granted an extension to the deadline for the submission
of an assessment, and enter that exam or submit the assessment, you will be deemed to have considered yourself
fit to do so, and so any mark you achieve will stand.
However, in very exceptional circumstances you may request to be retrospectively withdrawn from that exam
or assessment, as follows:
You must submit a MCF, again to your School Office (or equivalent) together with all supporting
documentary evidence (e.g. doctors certificate).
You must again submit the form in advance of the meeting of the Board of Examiners at which the result of
your examination or assessment will be considered.
Once received by your School Office (or equivalent), your MCF will again be logged and presented to the
meeting of the Board of Examiners.
Your mitigating circumstances must meet exactly the same criteria as if you had submitted them in advance,
as listed above, i.e. the Board of Examiners must satisfy itself of the following before it is able to accept
your mitigating circumstances and grant your request:
i)
That your mitigating circumstances are true
ii) That your mitigating circumstances constitute good cause

iii) That your mitigating circumstances rendered you unfit to enter the examination or to complete the
assessment by the deadline
iv) That your mitigating circumstances had a significant and adverse impact on your performance in the
examination or assessment.
Additionally, and very importantly, the Board of Examiners must satisfy itself:
v) That you were, for good reason, unable at the time of entry or submission to recognise that you
were unfit to enter the examination or undertake the assessment by the deadline (e.g. due to the
nature of an illness).
Therefore if you cannot demonstrate that, due to your state of mind, you genuinely did not appreciate
that you were not properly fit to enter the exam or to undertake the assessment, your mitigating
circumstances will be rejected and the mark you achieved in that exam or assessment will stand.
However where the Board is satisfied that all of these criteria have been met, it will accept your
mitigating circumstances and agree to one of the following:
Where the Board accepts your mitigating circumstances and agrees to retrospectively withdraw you from
the examination, you will be deferred in that examination and will be offered a replacement examination.
The mark achieved will be annulled, and the replacement will be considered to be your first attempt
(provided that the exam was itself your first attempt). You would normally be expected to enter this
replacement examination at the next available opportunity;
Where the Board accepts your mitigating circumstances and agrees to an extension to a deadline for the
submission of an assessment, the Board may determine the new deadline or may allow you to negotiate a
new deadline with the assessment organiser. The mark achieved will be annulled, and the new submission
will be considered to be your first attempt (provided that the original submission was itself your first
attempt). The Board may also require you to undertake an alternative assessment in place of the original
assessment;
42
For final year students where the Board accepts your mitigating circumstances and the offer of a
replacement examination/assessment is deemed inappropriate it may decide to consider your circumstances
at the final award stage when classifying your degree.
Where your mitigating circumstances do not meet the above criteria and your request is consequently rejected,
the mark achieved will stand.
What If I Dont Agree With My Results?
All students at Kings have the right to request a review of a decision of a Board of Examiners.
However a decision of a Board of Examiners cannot be challenged on academic grounds, that is to say because
your view of your performance in any examination or assessment differs from that of the Board.
The criteria which must be satisfied before a Board of Examiners will agree to reconsider or review a decision
which it has made are very precise. If your representations do not meet the criteria equally precisely, a Board can
not reconsider or review the decision in question. Even where the criteria for a review are met, a review by a
Board of Examiners does not necessarily mean that the Board will change its original decision.
In relation to mitigating circumstances, the most important criterion that your representation will need to meet is
that you will need to demonstrate that there is new information which you were not able to bring to the attention
of the Board before it made its original decision.
Therefore, if you have entered an examination or submitted an assessment, but wish to challenge your mark or
result on the basis of mitigating circumstances that you did not previously submit to the Board, you will not only
have to satisfy the Board that all the criteria listed above are met (see What if I have entered the exam?), but also
demonstrate that you had a good reason for not having submitted your mitigating circumstances to the Board
before it reached its original decision.
If you believe that you have a sufficiently strong case, and wish to request a review of a decision of a Board of
Examiners, a form is provided for this purpose (EDR2). EDR2 forms are available from School Offices (or
equivalent) or can be downloaded from the College website at
www.kcl.ac.uk/college/policyzone/attachments/EDR2%20FormSept06.doc
The EDR2 form also gives details of other grounds on which you are entitled to request a review of a decision of
a Board. You are also advised to consult Regulation A2 14.2 of the General regulations for examinations.
Completed EDR2 forms must be submitted to the Deputy Registrars office, together with all relevant mitigation
and supporting documentation, within 14 days of the publication of the results of the Board, where it is logged
and forwarded to the Chairman of the appropriate Board. The Board will then meet to consider your request,
typically with 28 days of the publication of the results, and you should hear the Boards decision, communicated
to you by the Deputy Registrars office, within a further two to three weeks.
43
Appendix 2 College Statement on Plagiarism and related forms of cheating

Plagiarism is the taking of another persons thoughts, words, results, judgements, ideas, etc, and
presenting them as your own. Plagiarism is a form of cheating and a serious academic offence. All
allegations of plagiarism will be investigated and may result in action being taken under the Colleges
Misconduct Regulations. A substantiated charge of plagiarism will result in a penalty being ordered
ranging from a mark of zero for the assessed work to expulsion from the College.
Collusion is another form of cheating and is the unacknowledged use of material prepared by
several persons working together. Students are reminded that all work that they submit as part of the
requirements for any examination or assessment of the College or of the University of London must be
expressed in their own words and incorporate their own ideas and judgements. Direct quotations from
the published or unpublished work of others, including that of other students, must always be
identified as such by being placed inside quotation marks with a full reference to the source provided
in the proper form. Paraphrasing - using other words to express another persons ideas or judgements must also be acknowledged (in a footnote or bracket following the paraphrasing) and referenced. In
the same way, the author of images and audiovisual presentations must be acknowledged.
Students should take particular care to avoid plagiarism and collusion in coursework, essays and
reports, especially when using electronic sources or when working in a group. Students should also
take care in the use of their own work. Credit can only be given once for a particular piece of assessed
work. Submitting the same piece of work (or a significant part thereof) twice for assessment will be
regarded as cheating. Unacknowledged collaboration may result in a charge of plagiarism or in a
charge of collusion. Students are advised to consult School and departmental guidance on the proper
presentation of work and the most appropriate way to reference sources; they are required to sign and
attach a statement to each piece of work submitted for assessment indicating that they have read and
understood the College regulations on plagiarism. Students should be aware that academic staff have
considerable expertise in identifying plagiarism and have access to electronic detection services to
assist them.
Examination Offences
The following shall be regarded as examination offences, although other types of offence or
irregularity which are not prescribed here may also constitute an offence. The guidance given does not
purport to be exhaustive, but is provided for the information of staff and students:
prior disclosure of questions for an unseen examination;

failure to observe the regulations or instructions for the examination;
the introduction, handling or consulting of unauthorised material or aids during an examination;
plagiarism;
collusion or conferring with others during an examination;
leaving an examination without permission or supervision and returning to the examination;
impersonation of another candidate.
44
Appendix 3 Award Scheme & Credit Framework

In order to be eligible for the award of a Masters degree, candidates must satisfy the following requirements:
Award
MSc requirements for the award
Distinction
In addition to the requirements for a pass, a candidate must achieve, at the first attempt:
i) a weighted average mark of 70 or better across all modules; and
ii) a mark of 70 per cent or better in any dissertation module
Merit
In addition to the requirements for a pass, a candidate must achieve, at the first attempt:
i) a weighted average mark across all modules between 60 and 69; and
ii) a mark of 60 or better in any dissertation module.
Pass
An overall weighted average mark of at least 50 for each module, with no mark for any piece of
assessment falling below 40.
Fail
An overall weighted average mark of less than 50 for each module, with marks for any piece of
assessment falling below 40
In order to be eligible for the award of a Postgraduate Diploma degree or Postgraduate Certificate degree
candidates must satisfy the following requirements:
Award
Distinction
Merit
Pass
Fail
PgDip / PgCert requirements for the award

In order to be eligible for the award of a postgraduate diploma or postgraduate certificate with
Distinction, a candidate should achieve at the first attempt a weighted average mark of 70 or better
across all modules.
In order to be eligible for the award of a postgraduate diploma or postgraduate certificate with Merit, a
candidate should achieve at the first attempt a weighted average mark across all modules between 60
and 69.
In order to be eligible for the award of a postgraduate diploma or postgraduate certificate, a candidate
should achieve:
i) an overall weighted average mark of 50, with no mark for any module falling below 40;
ii) a mark of at least 50 in 90 credits (postgraduate diploma) or 30 credits (postgraduate certificate) and
a mark of at least 40 in the remainder
An overall weighted average mark of less than 50 for each module, with marks for any piece of
assessment falling below 40
Confirmed marks of 69, 59, 49, and 39 will be taken to indicate the agreement of the Examiners that a script or
other form of assessment is not deserving of the class above. In cases of disagreement, Examiners should refer to
the External Examiner(s).
Under exceptional circumstances, a Programme Board of Examiners, with the agreement of its appointed
External/Intercollegiate Examiners, may propose a change to the class of a candidate who has not met the
requirements for the award of merit or distinction (as set out above) within a 2 per cent margin of either the
overall weighted average mark across all elements or the dissertation mark but not both. Any proposal must be
made in writing to the Chair of the relevant School Board of Examiners which will reach a final decision in the
matter.
Credit framework regulations

From September 2007 all new students joining one of the Colleges taught programmes, apart from some very
limited exceptions, will be governed by the credit framework (students transferring to a programme that has
already commenced, e.g. transferring into the second or third year of study will be subject to the same
regulations as the other students in their cohort).
The credit framework requires programmes and their component modules to be described in terms of their level
(i.e. difficulty) of study, and their credit volume (i.e. the notional time/learning hours needed for the associated
45
teaching, private study, reflection and assessment). As a general guide one credit equates to 10 hours of notional
learning. Undergraduate honours degrees are usually composed of modules at levels 4, 5, and 6, integrated
masters programmes e.g. MSci, MEng will additionally include level 7 modules and taught postgraduate
programmes are composed of modules at level 7 and sometimes level 6. For example (choose example as
appropriate for the particular handbook)
Four year integrated masters degree
Level = M
Credit volume of programme overall = 480
Credit level of modules = levels 4, 5, 6 and 7
Credit volume of modules = usually 15 or 30 credits and maybe 60 credits at level 7
Postgraduate diploma
Level = M
Credit level of modules = level 7, and possibly some at level 6
Credit volume of modules = combination of 15, 20, 30, 40, 45 or 60 credits
Masters degree
Level = M
Credit level of modules = level 7, and possibly some at level 6
Credit volume of modules = combination of 15, 20, 30, 40, 45 or 60 credits
In addition to the credit volume of the programme overall, each programme specifies the minimum amount of
credit that has to be achieved at a particular level in order for a student to be eligible for the particular award.
The credit framework regulations (available from the Policy Zone http://www.kcl.ac.uk/college/policyzone/ )
provide more detailed information, for example Table 1 shows the levels of all the Colleges awards and Table 2
provides the minimum credit requirements (both level and volume) for each type of award. Regulation 6.5
details the College pass marks for the level of study of a module (although there may be additional qualifying
marks required by specific programmes), section 8 details the amount of credit required for progression for
undergraduate programmes, and sections 9, 10 and 11 cover the award requirements (Regulation 10 for
undergraduate programmes and Regulation 11 for taught postgraduate programmes). Specific programme details
relating to core, compulsory, requisite and optional modules or credit requirements over and above the College
minimum can be found in the relevant programme specification.
Appendix 4 Award Granting Powers

http://www.kcl.ac.uk/about/structure/admin/acareg/stureg/docs/degreawardingpowers.html
In July 2006 the Privy Council granted the College degree awarding powers in its own right. Subsequently, the
College successfully applied to the University of the London to award its own degrees, while remaining as a
constituent college of the University. From September 2007 new students will be registered for awards made by
the College. There are two exceptions: one is the small number of degree programmes (in the School of
Humanities), which are currently organised and examined under the federal system of the University of London
and will remain University of London awards for the time being; the other concerns Medical and Dental
undergraduate degrees.
In this latter case, there is a need over and above the Privy Council decision to make amendments to the Medical
and Dental Acts. It is expected that these changes will be enacted early in the session, at which time these
students will be registered for College awards. The enactment of this change in awarding authority will not affect
College awards. The enactment of this change in awarding authority will not affect the degree programme
curricula, the teachers of the methods of teaching, the modes of assessment, or the high quality of the academic
and associated support provision.
46
Appendix 5 The Harvard Referencing System

References
References should be indicated in the text, not in a footnote. They should be indicated by giving the author's
name, followed by the date of publication in brackets.
Example: This is, as Davies & Craig (1998) and Murray (1995) have shown, often the case with
Where you want to insert a reference without it interrupting the flow of text, then the whole reference should be
in brackets. Two or more references should be separated by a semi-colon.
Example: Reports of an excess of unipolar depression in first degree relatives of patients with schizophrenia has
not reliably been confirmed (Kendler et al 1993; Parnas et al 1993).
If you want to refer specifically to page numbers or sections, then do so like this, Author (date: page number).
Example: Warner (1994:3) argues that schizophrenia is an illness which is shaped by political economy.
When there are joint authors, name them but if there are more than three authors write 'et al':
Example: Silverman and Treffers (2001) and Bowden et al (1994)
Where you use a reference that is cited by an author whose book/article you are using, you must make this clear:
Examples:
1. Hawton (2000) cited by Gelder (2001), reports that suicidal intent
2. Studies of communication in families of schizophrenic patients have given rather conflicting results (Hirsch
and Leff 1975, cited in Gelder 2001:360).
In the example above, Gelder (2001) is the source of your references. The text that is your source is listed in your
bibliography, not the article/text that you have referred to (see section on bibliography).
Quotations
If you want to quote directly from a text, as distinct from referring to it, then you need to indicate this by using
quotation marks followed by (author date: page no.) Quotes of more than about 25-30 words (or three lines)
should be indented as a separate paragraph.
Example:
Compared with the risk associated with alcoholism and other drug abuse, the risk associated with major mental
disorders such as schizophrenia and affective disorder is modest indeed. Clearly, mental health status makes at
best a trivial contribution to the overall level of violence in society. (Monahan 1992:510).
Bibliography
All the texts (books, articles, reports etc) which you have used directly in researching and writing your piece of
work must be listed under one heading Bibliography - at the end of your essay, project etc. The bibliography is
a list of your sources. Do not list in the bibliography:
works which you have not read or
references that you have obtained through your source texts and which have been mentioned in the body of your
essay. The sources of these should have been cited in the essay (see previous section).
The bibliography should list texts in alphabetical order by author.
For books, the name of the author comes first, followed by the author's initial and then the date of publication in
brackets, followed by the title, place of publication and publishers.
Articles follow the same format, except that instead of place of publication and publisher, the title of the Journal
and the page number are listed.
Chapters used in books are listed in the bibliography as follows: author(s) of chapter, year, title of chapter (not
underlined), 'in', name of editor '(ed)', title of book (underlined), page numbers of chapter, place of publication,
publisher.
In the bibliography
book titles should be italicised
titles of articles should be in 'single inverted commas'
titles of journals should be italicised
Example:
Andreason, N.C and Hoenck, P.R. (1980). Adjustment disorder in adolescents and adults. Archives of General
Psychiatry 37, 1166-70.
47
Benjamin, H. (1966). The transsexual phenomenon. New York: Julian Press.

Brockington, I. (2000). Obstetric and gynaecological conditions associated with psychiatric disorder. In The
New Oxford Textbook of Psychiatry (eds. Gelder, M.G., Lopez-Ibor J.J. and Andreason A.A), Chapter
5.Oxford:.Oxford University Press.
Foa, E.B., Davidson, J.R.T. and Frances, A.J. (1999b). Treatment of post-traumatic stress disorder. Journal of
Clinical Psychiatry 60, suppl 10.
48
Appendix 6 Notable Dates and Religious Festivals
Buddhist
Wesek (Buddha Day)
Dharma Day
Jewish
27 May 2010
26 July 2010
New Year (Rosh Hashanah)

Day of Atonement (Yom
Kippur)
First Day of Tabernacles
(Sukkot)
Festival of Lights
(Hanukkah)
Purim
First Day of Passover
(Pesach)
Feast of Weeks (Shavuot)
Chinese
Lunar New Year (3 days)
Lantern Festival
Dragon Boat Festival
Mid-Autumn Festival
14 Feb 2010
28 Feb 2010
16 June 2010
3 Oct 2009
Christian - Western
Advent Sunday
Christmas Day
Ash Wednesday
Palm Sunday
Good Friday
Easter Sunday
Ascension Day
Whit Sunday
Trinity Sunday
29 Nov 2009
25 Dec 2009
17 Feb 2010
28 Mar 2010
2 Apr 2010
4 Apr 2010
13 May 2010
23 May 2010
30 May 2010
All Saints Day

Immaculate Conception
(Scotland & Ireland)
Christmas
Solemnity of Our Lady
Epiphany (not Ireland)
St Patrick (Ireland)
St Joseph (Scotland)
Ascension
Corpus Christi
Assumption
15 Feb 2010
4 Apr 2010
23 May 2010
Christmas Day Bank

Holiday
Boxing Day Bank Holiday
New Years Day
Good Friday Bank Holiday
Easter Monday Bank
Holiday
Early May Bank Holiday
Spring Bank Holiday
Summer Bank Holiday
2 Sep 2010
17 Oct 2009
12 Feb 2010
Islamic
Ramadan (1st Day)
Eid-ul-Fitr (end of
Ramadan)
Eid-ul-Adha
Al Hijra (Islamic New
Year)
Ashura
Milad al-Nabi (Prophets
Birthday)
Lailat al-Isra wal Miraj
11-18 Dec 2009

28 Feb 2010
29 Mar 2010
18 May 2010
1 Nov 2009
8 Dec 2009
25 Dec 2009
1 Jan 2010
6 Jan 2010
17 Mar 2010
19 Mar 2010
13 May 2010
3 June 2010
15 Aug 2010
Secular
Hindu
Janmashtami
Diwali
Mahashivratri
2 Oct 2009
Roman Catholic Holy Days of Obligation
Christian Eastern Orthodox

Lent Monday
Easter Day
Pentecost
18 Sept 2009
27 Sep 2009
11 Aug 2010
20 Sep 2009
27 Nov 2009
18 Dec 2009
25 Dec 2009
29 Dec 2009
1 Jan 2010
2 Apr 2010
5 Apr 2010
3 May 2010
31 May 2010
30 Aug 2010
Sikh
Diwali
Martyrdom of Guru Tegh
Bahadur
Birthday of Guru Gobind
Singh Ji
Vaisakhi
Birthday of Guru Nanak
Dev Sahib
Martyrdom of Guru Arjan
Dev Sahib
27 Dec 2009
26 Feb 2010
8 July 2010
49
17 Oct 2009
24 Nov 2009
5 Jan 2010
14 Apr 2010
14 Nov 2009
16 June 2010
Appendix 7 Bibliography / Recommended texts and Journals

Semester 1
The reading list below has been produced following interest expressed by previous students on this course. Its
objective is not to be comprehensive (and certainly not to be compulsory) but to provide a starting point for
students who wish to read up topics in advance or explore areas of interest in more detail.
All students are provided with a free copy of the following book at the beginning of the course:
Prince M, Stewart R, Ford T, Hotopf M. Practical Psychiatric Epidemiology. Oxford University Press, 2002.
One of the problems with research in mental health has been the lack of a teaching programme specific to mental
disorders (hence this MSc) and the lack of source material addressing these issues (hence this book). The book
particularly covers first terms core teaching material but also contains chapters relevant to some of the specialist
units (e.g. Measurement in mental health, Genetic research, Qualitative research, Systematic reviews, Economic
evaluation).
Introductions to mental disorders
Some students will not have previous experience in mental health. While we try not to assume any prior
knowledge of specific disorders, students may find a basic textbook helpful and informative. The following
books are pitched at a medical student level and are good summaries of key disorders:
Introductory texts
Davies T & Craig TKJ. ABC of Mental Health. BMJ Books 1998
Katona C. Psychiatry at a Glance. Blackwell Scientific 1997
Basic, but slightly more in-depth

Gelder M, Mayou R, Geddes J. Psychiatry an Oxford Core Text. Oxford University Press 1998
Goldberg D, Benjamin S, Creed F. Psychiatry in Medical Practice, 2nd edition. Routledge 1997
Rees L, Lipsedge M, Ball C. Textbook of Psychiatry. Arnold 1997
Large texts for reference

Gelder M, Lopez-Ibor J, Andreasen N. New Oxford Textbook of Psychiatry. Oxford Universtity Press
2000
Murray RM, Hill P, McGuffin P. Essentials of Postgraduate Psychiatry, 3rd edition. Cambridge University
Press 1997.
Murray RM, Jones PB, Susser E, van Os J and Cannon (Eds). The Epidemiology of Schizophrenia. CUP,
Cambridge 2003.
Introduction to mental health services

Because of the background of teachers at the IoP and the settings in which most research has been carried out,
teaching on mental health services research tends to use European and North American examples. An
introductory session is planned to discuss the structure of mental health services in the UK for the benefit of
those students with no previous mental health experience and for those students coming from settings with very
different approaches.
A very useful guide to UK mental health services is at the MIND website www.mind.org.uk
However the following is also a helpful reference for information in this area:
Thornicroft G. & Szmukler G. Textbook of Community Psychiatry. Oxford University Press 2001.
Introductions to general research methods
As far as we are aware, the course handbook (Prince et al, referenced above) is the only text which focuses
specifically on research methods in mental health. However there are excellent textbooks on general health
research which are well worth using as additional references:
Shorter texts
Hennekens CH, Buring JE. Epidemiology in Medicine. Little, Brown 1987
50
Bowling A. Research Methods in Health: Investigating Health and Health Services. Oxford University
Press 2002. (See also her books on Measuring Health and Measuring Disease).
Reference
Rothman KJ, Greenland S. Modern Epidemiology, 2nd edition. Lippincott Williams & Wilkins 1998.
Critical appraisal
Crombie I. The Pocket guide to Critical Appraisal. BMJ books 1996
Greenhalgh T. How to read a paper: The basics of evidence based medicine. BMJ books 2000
Statistics
For students starting without previous experience in statistics, it is probably best to use the following books as
references during the course rather than for reading in advance. The course focus is more on the application of
statistics (through computer practicals) rather than the theoretical basis and there is no need to purchase any
textbooks. However the following are all excellent and probably as readable as is possible in this area:
Kirkwood BR. Essentials of Medical Statistics. Blackwell Science 1988
Altman D et al Statistics with Confidence. BMJ Books 2000
Brace et al. SPSS for Psychologists. Palgrave MacMillan. 2000
Specialist topics
During the second semester, students will be attending specialist study units. Background reading may well be
issued by unit leaders prior to the unit start dates. However the following reading matter may be of interest to
students:
Social Concepts, Interventions and Outcomes in Mental Health Research

David Pilgrim and Anne Rogers. A Sociology of Mental Health and Illness, 2nd Edition Buckingham:
Open University Press 1999.
Alan Bryman. Social Research Methods. Oxford University Press 2001
Pawson & Tilley. Realistic evaluation. London: Sage 1997 (esp. Chapter 4)
Systematic Reviews
Egger M, Davey Smith G, Altman D. Systematic reviews in health care. London: BMJ Books 2001
Neuroimaging Research
Fu C, Senior C, Russell TA, Weinberger D, Murray R. Neuroimaging in Psychiatry. Martin Dunitz 2003
Genetic Research
Plomin R, DeFries JC, McClearn GE, McGuffin P. Behavioral Genetics, 4th edition. Worth Publishers,
New York 2001.
Measurement in Mental Health

Farmer A, McGuffin P, Williams J. Measuring Psychopathology. Oxford University Press 2002.

Knudsen H. & Thornicroft G. Mental Health Service Evaluation. Cambridge University Press 1996
Thornicroft G and Tansella M. Measuring Mental Health Outcomes Gaskell, Royal College of
Psychiatrists, London 2001.
Thornicroft G (2001) Measuring Mental Health Needs (2nd edition). Gaskell, Royal College of
Psychiatrists, London 2001.
MRC (2000). A Framework for Development and Evaluation of RCTs for Complex Interventions to
Improve Health. April 2000. Download from:
http://www.mrc.ac.uk/Utilities/Documentrecord/index.htm?d=MRC003372
Jenkins, McCullough, Friedli, and Parker Developing a national mental health policy (2002). Maudsley
Monograph Series. Brunner-Routledge, London.
51
Economic Evaluation
Drummond MF (1987). Health economics: an introduction for clinicians. Annals of Internal Medicine, 107, 8892
Knapp M, Chisholm M (1998). Economic analysis of psychiatric services. In Gelder M, Lopez-Ibor J, Andreasen
(eds), The New Oxford Textbook of Psychiatry. Oxford: Oxford University Press.

Pope C & Mays N (1995) Reaching the parts other methods cannot reach: an introduction to qualitative research.
British Medical Journal. 311 42-5
Bryman, A. (2001) Social Research Methods. Oxford University Press, Ox
52

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ABOUT THE INSTITUTE OF PSYCHIATRY................................................................................................. 6

ABOUT THE PSYCHIATRIC RESEARCH PROGRAMME............................................................................. 7

MODULES DESCRIPTIONS ..................................................................................................................... 14

LEARNING AND SUPPORT FOR LEARNING ........................................................................................... 27

COURSEWORK & DISSERTATION .......................................................................................................... 29

MARKING STRUCTURE ............................................................................................................................................ 32

STUDENT FEEDBACK & REPRESENTATION .......................................................................................... 34

COLLEGE REGULATIONS ...................................................................................................................... 39

This booklet can also be provided in alternative

Welcome to the Programme

About King's College London

About the Institute of Psychiatry

Biostatistics & Computing

Child & Adolescent Psychiatry

Forensic Mental Health Science

Health Service & Population Research

Psychological Medicine & Psychiatry

Social, Genetic & Developmental Psychiatry

Our graduate environment

Department of Computing and Knowledge Management

About the Psychiatric Research Programme

Professor Robin Murray

020 7848 0100 robin.murray@kcl.ac.uk

2 days per week, 1 year

Programme Aims & Objectives

1x60 credit core module

Optional units to be taken

4x15 credit optional modules

Professor Martin Prince

The responsibilities of the Programme Committee are:

Week commencing to week ending

Monday, 27th September 2010 Friday, 17th December 2010

Monday, 10th January 2011 Friday, 22nd April 2011

Monday, 25th April 2011 Friday, 26th August 2011

Thursday, 19th May 2011

Submission deadline for assessed course work

Thursday, 24th February 2011

Thursday, 24th February 2011

Thursday, 28th April 2011

Thursday, 28th April 2011

Friday, 26th August 2011

Timetable (Core Programme) 2010/2011

Wolfson Lecture Theatre

Ethics 1: Intro to ethical principles

Basic Research Concepts 1:

Basic Research Concepts 2:

Study Design 3: case-control

Study design 4: ecological

Study Design 2: Cohort studies

Concept of diagnosis in psychiatry

End of Term Assessment

Study design 5: Randomized

Timetable (Specialist Study Units) 2009/10

18th February 2010

18th February 2009

Core Module: Research Methods, Ethics and Statistics in Mental Health

Educational aims of the module

MSc in Mental Health Services Research

MSc in Psychiatric Research

Contact time/directed study

Other / Private Study

Pass Mark (40 for