Master Award in
Psychoanalysis and Mental Health

Learn, Earn, Certify, and Transfer with Master Award Certified

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DISTINCTION
LEARN

Learn and quickly master the latest skills and knowledge

Earn

Can start working immediately or enhance career opportunities

CERTIFY

Obtain a Master's certified with credits in Psychology from SIMI Swiss

Transfer

Transfer credits and tuition fees to the full Master's program

Learning Outcome
Learning outcomes
  1. Understand the complex history of the development of psychodynamic approach as a theory and therapy.
  2. Understand counselling interventions based on psychoanalytic theory.
  3. Understand psychoanalysis with an emphasis on the psychoanalytic techniques used in therapy.
Introduction

The objective of this micro credential is to assist learners in comprehending psychoanalytic therapy and its processes, exploring counselling interventions, and gaining awareness of when to initiate and conclude a therapeutic procedure.

 

Topics
  1. Understand neuropsychology and the different brain regions responsible for psychological attributes.
  2. Understand of cognitive psychology, its approach and key issues.
  3. Understand theoretical approaches and improve sensation and attention.
  4. Understand the concept of memory from biological and cognitive perspective.
Indicative Reading
  • Phan, K. L., Wager, T., Taylor, S. F., & Liberson, I. (2002). Functional neuroanatomy of emotion: a meta-analysis of emotion activation studies in PET and fMRI NeuroImage, 16(2), 331-348.
  • Luck, S. J. (2014) An Introduction to the Event-Related Potential Technique MIT Press.
  • Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological Assessment. Oxford University Press.
  • Bear, M. F., Connors, B. W., & Paradiso, M. A. (2007). Neuroscience: Exploring the Brain Lippincott Williams & Wilkins
  • Purves, D., Augustine, G. J., Fitspatrick, D., Hall, W. C., LaMantia, A. S., McNamara, J. O., & White, L. E. (2008). Neuroscience (4th ed.). Sinauer Associates.
  • Kolb, B., & Whishaw, I. Q. (2009). Fundamentals of Human Neuropsychology (6th ed.). Worth Publishers.
  • Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. National Academy Press.
  • Cicerone, K. D., Langenbahn, D. M., Braden, C., Malec, J. F., Kalmar, K., Fraas, M., ... & Ashman, T. (2011). Evidence-based cognitive rehabilitation: Updated review of the literature from 2003 through 2008. Archives of Physical Medicine and Rehabilitation, 92(4), 519-530.
  • Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2018). Cognitive neuroscience: The biology of the mind. W. W. Norton & Company.
  • Kanwisher, N., McDermott, J., & Chun, M. M. (1997). The fusiform face area: a module in human extrastriate cortex specialised for face perception. Journal of Neuroscience, 17(11), 4302-4311.
  • Lezak, M. D., Howieson, D. B., Bigler, E. D., & Tranel, D. (2012). Neuropsychological assessment. Oxford University Press.
  • Norman, D. A. (2013). The design of everyday things: Revised and expanded edition. Basic Books.
  • Park, D. C., Lodi-Smith, J., Drew, L., Haber, S., Hebrank, A., Bischof, G. N., & Aamodt, W. (2014). The impact of sustained engagement on cognitive function in older adults: The Synapse Project. Psychological Science, 25(1), 103-112.
  • Powers, M. B., & Emmelkamp, P. M. (2008). Virtual reality exposure therapy for anxiety disorders: A meta-analysis. Journal of Anxiety Disorders, 22(3), 561-569.
  • Wickens, C. D., Hollands, J. G., Banbury, S., & Parasuraman, R. (2015). Engineering psychology and human performance. Psychology Press.
  • Ebbinghaus, H. (1885). Über das Gedächtnis. Leipzig: Duncker & Humblot.
  • Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89-195). Academic Press.
  • Husserl, E. (1913). Ideas: General introduction to pure phenomenology. Routledge.
  • Wertheimer, M. (1923). Untersuchungen sur Lehre von der Gestalt II. Psychologische Forschung, 4(1), 301-350.
  • Antonovsky, A. (1987). Unravelling the mystery of health: How people manage stress and stay well. Jossey-Bass.
  • Hubel, D. H., & Wiesel, T. N. (1962). Receptive fields, binocular interaction, and functional architecture in the cat's visual cortex The Journal of Physiology, 160(1), 106–154
  • Cherry, E. C. (1953). Some experiments on the recognition of speech with one and two ears The Journal of the Acoustical Society of America, 25(5), 975–979.
  • Barkley, R. A. (1997). Behavioural inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65–94.
  • Kanwisher, N., McDermott, J., & Chun, M. M. (1997). The fusiform face area: A module in the human extrastriate cortex specialised for face perception. The Journal of Neuroscience, 17(11), 4302-4311.
  • Wertheimer, M. (1923). Untersuchungen sur Lehre von der Gestalt II. Psychologische Forschung, 4, 301-350.
  • Tononi, G., & Koch, C. (2008). The neural correlates of consciousness: An update Annals of the New York Academy of Sciences, 1124(1), 239–261.
  • Laureys, S., Pellas, F., Van Eeckhout, P., Ghorbel, S., Schnakers, C., Perrin, F., & Faymonville, M. E. (2005). The locked-in syndrome: What is it like to be conscious but paralysed and voiceless? Progress in Brain Research, 150, 495–511.
  • Burgess, N., Maguire, E. A., & O'Keefe, J. (2002). The Human Hippocampus and Spatial and Episodic Memory. Neuron, 35(4), 625-641.
  • Green, C. S., & Bavelier, D. (2008). Exercising your brain: A review of human brain plasticity and training-induced learning. Psychology and Aging, 23(4), 692-701.
  • Hegarty, M., & Waller, D. (2004). A dissociation between mental rotation and perspective-taking spatial abilities. Intelligence, 32(2), 175-191.
  • Levinson, S. C. (2003). Space in language and cognition: Explorations in cognitive diversity. Cambridge University Press.
  • Lynch, K. (1960). The Image of the City. MIT Press.
  • Montello, D. R. (2005). Scale and multiple psychologies of space. In J. Shah & W. K. Esser (Eds.), The Blackwell Handbook of Research in Psychology (Vol. 1, pp. 242-265). Blackwell Publishing.
  • Newcombe, N. S., & Shipley, T. F. (2015). Thinking about spatial thinking: New typology, new assessments. In J. S. Gero (Ed.), Studying Visual and Spatial Reasoning for Design Creativity (pp. 179-193). Springer.
  • Taylor, H. A., & Tversky, B. (1992). Spatial mental models derived from survey and route descriptions. Journal of Memory and Language, 31(2), 261-292.
  • Tolman, E. C. (1948). Cognitive maps in rats and men. Psychological Review, 55(4), 189-208.
  • Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89-195). Academic Press.
  • Baddeley, A. D., & Hitch, G. (1974). Working memory. In G. A. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47-89). Academic Press.
  • Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81-97.
  • Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89-195). Academic Press.
  • Goldman-Rakic, P. S. (1996). The prefrontal landscape: implications of functional architecture for understanding human mentation and the central executive. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 351(1346), 1445-1453.
  • Jack Jr, C. R., Petersen, R. C., Xu, Y., O'Brien, P. C., Smith, G. E., Ivnik, R. J., ... & Kokmen, E. (1997). Prediction of AD with MRI-based hippocampal volume in mild cognitive impairment. Neurology, 52(7), 1397-1403.
  • Mayes, A. R., Meudell, P. R., & Mann, D. (1988). Neuropsychological impairment in amnesic and other alcoholics. In B. Kissin & H. Begleiter (Eds.), The pathogenesis of alcoholism: Biological factors (Vol. 7, pp. 267-305). Plenum Press.
  • Roediger, H. L., & McDermott, K. B. (1993). Implicit memory in normal human subjects. In F. Boller & J. Grafman (Eds.), Handbook of Neuropsychology (Vol. 8, pp. 63-131). Elsevier.
  • Scoville, W. B., & Milner, B. (1957). Loss of recent memory after bilateral hippocampal lesions. Journal of Neurology, Neurosurgery, and Psychiatry, 20(1), 11-21.
  • Goldman-Rakic, P. S. (1996). The prefrontal landscape: implications of functional architecture for understanding human mentation and the central executive. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 351(1346), 1445-1453.
  • Squire, L. R. (2004). Memory systems of the brain: a brief history and current perspective. Neurobiology of Learning and Memory, 82(3), 171-177.
  • Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1998). Brain changes in response to experience. Scientific American, 237(6), 73-81.
  • Squire, L. R., & Sola-Morgan, S. (1991). The medial temporal lobe memory system Science, 253(5026), 1380–1386.
  • Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185-205). MIT Press.
  • Bower, G. H., & Clark, M. C. (1969). Narrative stories as mediators for serial learning. Psychonomic Science, 14(4), 181-182.
  • Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82(6), 407-428.
  • Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behaviour, 11(6), 671-684.
  • Craik, F. I., & Tulving, E. (1975). Depth of processing and the retention of words in episodic memory. Journal of Experimental Psychology: General, 104(3), 268-294.
  • Craik, F. I., & Watkins, M. J. (1973). The role of rehearsal in short-term memory. Journal of Verbal Learning and Verbal Behaviour, 12(6), 599-607.
  • Eich, E. (1980). The cue-dependent nature of state-dependent retrieval. Memory & Cognition, 8(2), 157-173.
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911.
  • Godden, D. R., & Baddeley, A. D. (1975). Context-dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66(3), 325-331.
  • Pressley, M., & Levin, J. R. (1983). Mnemonic versus nonmnemonic vocabulary-learning strategies: Additional comparisons and cross-cultural data. Journal of Educational Psychology, 75(3), 437-448.
  • Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27.
  • Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255.
  • Underwood, B. J. (1957). Interference and forgetting. Psychological Review, 64(1), 49-60.
Entry requirements
ENTRY REQUIREMENTS:

To enroll this program, learners must possess one of the criteria below:

  • A Bachelor’s qualification in Majors from accredited universities;
  • Or a Level 6 EQF diploma or equivalent. Level 6 Diploma must be from organizations that are authorized to issue qualifications and have been accredited.
ENGLISH REQUIREMENTS:

If a learner is not from a predominantly English-speaking country, proof of English language proficiency must be provided.

  • Common European Framework of Reference (CEFR) level B2 or equivalent;
  • Or A minimum TOEFL score of 101 or IELTS 6.5; Reading and Writing must be at 6.5 or equivalent.

Please note: SIMI and MI Swiss reserve the right to make admissions decisions based on the requirements of recognized agencies and the global quotas of the program.

Master Award Certifed

Aligned with the program's professional competency framework, students not only follow the official curriculum but also gain access to applied lectures designed to enhance their skills. These lectures enable students to build expertise, leading to a specialist certification upon successfully completing a 30-minute assessment.

After completing the Psychoanalysis and Mental Health course, students can take a test on SIMI Swiss's exclusive platform to obtain the Level 7 Certified in Cognitive and biological psychology in digital format. An optional hard copy certificate is also available upon request.

LEVEL 7 CERTIFIED IN COGNITIVE AND BIOLOGICAL PSYCHOLOGY WILL HELP YOU DEMONSTRATE THE FOLLOWING COMPETENCIES:

Competency 1: Understanding Neuropsychology and Brain Regions Related to Psychological Attributes

  • Evaluate the methods used in neuropsychology.
  • Identify and describe the functions of the frontal, parietal, occipital, and temporal lobes.

Competency 2: Understanding Cognitive Psychology, Its Approaches, and Key Issues

  • Differentiate between traditional and emerging fields of applied cognitive psychology.
  • Analyze the philosophical foundations of cognitive psychology.

Competency 3: Applying Theoretical Approaches to Sensation and Attention

  • Examine the neuropsychological approach to sensation, attention, perception, and consciousness.
  • Analyze spatial cognition and the concept of cognitive mapping.

Competency 4: Understanding Memory from Biological and Cognitive Perspectives

  • Differentiate between various models of memory and the memory processes.
  • Analyze the neuropsychological perspective on memory.
  • Apply cognitive psychology concepts to enhance memory function.
Transfer Credits & Tuition fees

Students can transfer credits and tuition fees when enrolling in the Master of Psychology program at SIMI Swiss

Notice & Disclaimers

The Swiss Information and Management Institute (SIMI Swiss), Swiss PsySchool along with our Partner Universities, Academic Partners, Local Supporting Partners, and Qualification Awarding Bodies (collectively referred to as the 'Parties' or 'We'), hereby state and affirm that:

  • The Parties expressly disclaim any guarantee of acceptance of a degree by a third party. The acceptance or rejection of a degree is contingent upon the discretion of the receiving entity.
  • The Parties explicitly disavow any guarantee pertaining to salary increments, promotions, new employment opportunities, or employment acceptance subsequent to graduation.
  • Although there exist regulations concerning cross-recognition and equivalence of qualifications, it is important to note that each country, organization, and entity retains the right to acknowledge and recognize its own degrees. The Parties do not assure automatic recognition of degrees during the diploma and certificate usage process, including the issuing of transcripts, by any of our members. Furthermore, the Parties do not assure or endorse the process of recognizing equivalent qualifications (if applicable).
  • The Parties do not assure or commit to facilitating opportunities for immigration, employment abroad, acquisition of work permits, teaching permits, or professional licenses in the UK, Europe, or any other country.
  • While the Parties extend maximum support, they do not guarantee 100% approval of student visas (in the case of full-time study) or Schengen visas (for attendance at the graduation ceremony in Europe) if learners do not meet the requirements of the host country and the competent authority responsible for immigration, relocation, and settlement in other countries.
Academic Support from local Partners
ENGLISH, TUTORS

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1. Local tutors provide deeper understanding

Tutors bridge learning gaps by providing personalized support and clarifying difficult concepts. Tutors provided by local partners play a crucial role in supporting PsySchool students during their studies. Their primary functions include:

  1. Personalized Guidance: Local tutors offer tailored assistance based on the specific needs of students, helping them better understand complex concepts and apply them to their local context.
  2. Language Support: For students who are not native English speakers, local tutors can provide explanations and support in their native language, making the learning process more accessible.
  3. Cultural Context: Local tutors bring an understanding of regional practices and cultural nuances, helping students apply theoretical knowledge to real-world situations within their own environment.
  4. Additional Resources: They often provide supplementary materials and resources that are specific to the local market or industry, enhancing the relevance of the coursework.
  5. Flexible Scheduling: Local tutors can offer more flexible tutoring sessions, accommodating the time zones and schedules of students in different regions.
  6. Exam Preparation: Tutors help students prepare for exams and assessments by reviewing material, offering practice tests, and providing feedback on assignments.
  7. Ongoing Support: They provide continuous academic support throughout the program, ensuring that students remain on track and address any challenges they face promptly.

Learn more about support from local tutors [HERE].

2. Guidance on Applied Assignments

The Psychology program of PsySchool from SIMI is an accredited program with exceptionally stringent standards. To help students understand these standards and develop their approach to assignments, local tutors will provide support in this process.

Please note that tutors are there to assist, but students are responsible for completing their own work and are accountable for their results.

3. English support for non-native speakers

All PsySchool programs of SIMI are delivered in English, and SIMI recognizes that language is not the key determinant of success in an educational program—it’s simply a medium for instructors to share knowledge.

To help students confidently navigate any challenges with English, particularly the specialized language of Psychology courses, the local academic support team provides assistance through various activities.

Key lectures from SIMI instructors are translated into the local language with the help of local partners. Additionally, each course features a learning assistant who supports students throughout the program, serving as a bridge between students and instructors to ensure seamless communication and to break down language barriers.

4. Support for APA/Harvard formatting and writing style

At PsySchool and in all SIMI programs, students are required to write their assignments following international standards such as APA or Harvard. For some students, this can be a significant initial challenge.

Understanding this, SIMI Swiss has developed detailed guidelines, and with the support of local partners, students receive in-depth guidance and formatting assistance before submitting their assignments to SIMI Swiss.

Check it out [HERE].

Distinction

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  • Trasnfer Credits & Tuition fee for full programs

  • Stay updated with the latest trends

  • Learn in a flexible way

  • Expand your network

  • Academic Support during Study

  • Tuition fee support provided by Swiss EduFund