Dissertation requires you to carry out a supervised piece of extended social research in a relevant area of your choice. You will be responsible for designing and executing a piece of substantive, original research. A clear and identifiable research question must be identified. You will engage in critical reflection of the primary and/or secondary research methods used and you must carry out substantive analysis of data. You will develop transferable skills in collecting and critically analysing information, written and oral communication, problem-solving and time management. You will also need to consider the ethical and moral dilemmas associated with the design and undertaking of social research.

Introduction to Critical Autism Studies adopts a critical approach to understanding autism. Although autistic spectrum conditions are estimated to affect approximately one in 100 people in the UK, autism continues to be understood largely within a medical framework, underpinned by a deficit model which assumes that all autistic people are impaired in relation to social and emotional interaction, social communication and language, as well as flexibility of thought and imagination. The module challenges the dominant medical model of neurological deficit. Rather than viewing autism as a cognitive development disability, this module will encourage you to consider it as a naturally occurring form of cognitive diversity. You will examine the argument that autism has been constructed as a neurobiological deficit in a context of neurotypicality and cognitive normality. You will also investigate whether understanding autism as neurodiversity allows for more positive interpretations of autistic people’s experiences, skills and identities.

Approaches, Interventions and Supporting Autistic People traces the development of autism interventions, from early treatments to contemporary models of best practice. Despite the growing significance of neuroscience in the area of autism, there is still no agreement about its causes and no single medical test to diagnose it. While it is widely acknowledged that there is no ‘cure’ for autism, there have been a range of attempted remedies put forward. This module will provide an overview of early treatments and interventions, including electroconvulsive therapy, and extreme diet restrictions. Consideration will also be given to the significance of the emergence of psychopharmatherapies for autism. You will critically examine contemporary mainstream treatment strategies in addition to some of the more controversial treatments such as applied behaviour analysis, where positive and negative reinforcement techniques attempt to bring about a change in behaviour. The use of biomedical interventions, including restricted diets and hormone therapy, will also be assessed.

Contemporary Issues in Autism recognises that, since its first formal identification in 1943, interest in autism has grown significantly. From claims of an autism ‘epidemic’ to attempts to ‘cure’ autism, discourses of autism are frequently contested and subject to considerable debate. This module will identify and engage with contemporary discussions and controversies in the field of autism and consider the consequences in terms of policy and practice. It will also consider the skills and values required from the autism workforce in order to meet the needs of the autistic community in the 21st century. An ecological model will be utilised to critically consider the interrelationship between macro and micro spheres, where constructions of, and responses to, autism at the macro level of law, policy and medical research shape the experiences of autistic people and those who support them in the micro sphere. The importance of acknowledging expertise by experience will be considered, as will what should shape the priorities of autism research and what research methods might be most appropriate to use.

Social Science Methodologies provides advanced and critical engagement with social research methods and methodology. You will gain a detailed understanding of the foundations of social research and the range of different approaches to undertaking research. You will gain the skills and knowledge required to become a social scientist, capable of designing and developing robust critical research projects, in preparation for producing your dissertation. The module introduces you to the philosophical, methodological, ethical and procedural/design issues that are central to qualitative and quantitative social research.

Psychiatrised Childhoods describes the process by which an ever-expanding array of human life experiences have come to be observed, understood, enacted and acted upon through the language, theories, technologies and institutional practices of western biomedical psychiatry. Academic and professional interest in child mental health has been dominated by psychomedical research and literature pointing to a global ‘crisis’ in child mental health, with psychiatric disorders among children rising exponentially. The ‘crisis’ is framed as a public health issue and the solution is formulated in calls for scaling up services with more systematic governmental, professional and pharmaceutical intervention. However, there is scant debate about whether such intervention is justified or legitimate. This module draws on interdisciplinary perspectives and takes the multidimensional nature of children and young people’s lives as its focus. It examines how researchers, policymakers and practitioners make sense of, categorise, and respond to children’s emotional distress. Diagnosis and treatment of mental health and distress will be re-framed to promote a more nuanced and comprehensive understanding of children’s social relations, culture and meaning. The aim is to promote policy and practice, on a local and global scale, that recognises children as creative human beings, capable of imagining and executing strategies for managing their emotional lives, despite structural and discursive constraints arising from their generational position in society.

International Field Trip provides you with the opportunity to intensively study a particular society and culture through some of its contemporary approaches to contemporary childhood or critical autism studies. The module enables the comparative cultural analysis of a different society to the one you live in. There will be some preparatory lectures and reflective sessions alongside an intensive field trip. Virtual sessions and online materials will be available should a trip not be possible. You will explore comparisons and contrasts and use the experience of difference to investigate social and cultural issues and problems.

Self-Directed Learning enables you to focus on a particular agreed topic and explore it. With tutorial support, you will produce a particular project-based piece of work and an accompanying learning diary that demonstrates a reflective approach to its execution. You will lead on the learning that takes place and reflect on its progress, problems and problem-solving. The subject matter must involve addressing a social issue or problem and/or investigating the response of a non-governmental organisation, voluntary or community organisation, private agency or public authority, to a social issue or problem. The module will involve desk research, such as library searches, as well as information retrieval from a range of primary sources. The reflective diary will enable you to assess how the project was conceived, managed and executed.

Work Based Learning and Employability bridges higher education with the world of work. The module integrates professional practice, employability and personal development to provide you with the opportunity to enhance your practical experience through a work placement and to apply academic theory and knowledge in a work-based setting. Developing skills as a reflective practitioner, you will examine key employability issues such as organisational structure, leadership and conflict management. You will also focus on job applications and hone your presentation and interview skills.

Deconstructing Challenging Behaviour critically analyses dominant definitions of ‘challenging behaviours’. The National Institute for Health and Care Excellence defines ‘challenging behaviours’ as those that include “aggression, self-injury, stereotypic behaviour, withdrawal, and disruptive or destructive behaviour.” This module will argue that, not only are challenging behaviours socially constructed, the way they are frequently understood locates the behaviour that challenges within the individual. As a result, it is the person, rather than their behaviour, that is often seen as a challenge with some groups of people, such as those with autism, learning disabilities and conditions that impact communication and the brain, including dementia. An ecological model will be used to critically consider the interrelationship between the macro and the micro spheres and assess the role of environmental and/or interpersonal factors. The aim of the module is to equip you with important critical thinking skills which can be applied to service provision in order to best meet the needs of those with complex support needs and increase their quality of life.

SPY4019 Deconstructing Challenging Behaviour (20 credits) added as an optional module.