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Dr Vanessa Puetz and Dr Jodie Rawlings are co-leads for the Psychology and Trauma (Child and Adolescent) postgraduate course.
The UCL Faculty of Brain Sciences has introduced a new postgraduate course ‘Psychology and Trauma’. This online programme, taught by leading academics from Anna Freud and the UCL Division of Psychology and Languages Sciences, explores the psychological impact of trauma through the latest research and applied practice. Students can study full or part-time, at PG Certificate, PG Diploma or Master's level and specialise in either Adult or Child and Adolescent routes.
For Child and Adolescent Mental Health Week, we spoke to the course directors for the Child and Adolescent route, Dr Vanessa Puetz and Dr Jodie Rawlings, to discover more about what the course has to offer and the importance of trauma-informed practices for improving mental health outcomes in young people.
What inspired you to go into clinical psychology, specialising in children and adolescent mental health?
Jodie: I always knew that I wanted a career where I could feel like I was doing something helpful for other people, and where my working life would be varied and interesting. Clinical Psychology, particularly with young people, has offered me that in spades! Each day is different and enjoyable, whether that is working directly with young people, providing support to the adults around them, or in sharing information and practice as I do in my role at Anna Freud.
My work focuses on young people who have experienced early adversities and multiple disadvantages in their lives. There is both pain and privilege involved in witnessing the ways in which this adversity can impact on children, and the incredible strength, resilience and creativity they all show in finding ways to move through their experiences. These young people, and the network of often incredible adults around them, continue to inspire me within this work.
What inspired you to go into developmental neuroscience research?
Vanessa: I was drawn to developmental neuroscience because it offers a unique opportunity to study how individuals come to think, feel, and develop their sense of self. Understanding brain development provides insights into the intricate processes that shape mental health, helping us move beyond subjective narratives to a systematic and mechanistic understanding of psychological phenomena including psychological distress.
For me, neuroscience holds the power not just to advance knowledge but also to challenge stigma. Too often, mental health difficulties are misunderstood and there are so many misconceptions about the impact of trauma which are not based on evidence. By uncovering the biological and developmental underpinnings of these experiences, we can shift the conversation towards support—ensuring that young people receive the help they need with scientific grounding. Through research and education, we can apply this knowledge to create more inclusive, and trauma-informed environments in schools, healthcare, and beyond.
How does trauma impact the psychological development of children and adolescents?
Jodie: As we develop as children, we are learning and making sense of the world around us, including our role and the role other people play. The eminent Psychiatrist and Psychoanalyst John Bowlby talks about this as an ‘internal working model’, a framework for how we, other people and the world connect. Experience of trauma or traumas within a child’s development can impact how this framework builds, as well as how the brain itself develops.
We might learn, for example, that the world is a frightening and unpredictable place, or that adults cannot be trusted to keep us safe, or that we are not worthy of good care. This kind of model is likely to be important in the short term—if we expect, for example, the world to be frightening we might be better prepared for danger —but in the longer term these kinds of changes to development can leave us vulnerable to further adversity and distress. Professor Eamon McCrory, CEO of Anna Freud, talks about a latent vulnerability model, in which the psychological and neurological impacts of early adversity reduce the chances of positive interactions, leading to increased risk of poor mental and physical health outcomes in later life. This also means that there is real opportunity to have a positive impact for young people who have been exposed to trauma.
How does understanding trauma contribute to better mental health outcomes in young people?
Vanessa: Understanding trauma is crucial for improving mental health outcomes in young people, both in terms of tailored interventions as well as creating safe and supportive structures around the child. Trauma can affect brain development, emotional regulation, and social relationships, all domains which are key to healthy development. When professionals in schools, early years settings, and healthcare adopt trauma-informed practice, they create environments that foster safety, trust, and emotional support.
In schools, for example, trauma-informed approaches—such as predictable routines, emotional literacy support, and restorative practices—help young people feel secure and understood, reducing anxiety and behavioural challenges. Early identification of traumatic experiences and intervention can break cycles of distress and improve resilient functioning across the lifespan. The MSc in Psychology and Trauma at UCL equips students with the expertise to apply these principles across sectors, ensuring that young people receive the right support at the right time
What inspired the creation of this MSc Psychology and Trauma (Child and Adolescent) programme?
Jodie: Vanessa and I both feel passionately about the importance of good quality research and clinical practice in this area being shared directly with people who can use it to make a difference for young people. Nationally and internationally, our understanding of trauma and the impact it can have for children and young people has grown, and continues to grow, rapidly. It is really important to us to help connect together the voices of people with lived experience of trauma, academics in the field, and those working directly with young people and families, to ensure that we can all have a positive impact for children who have been exposed to trauma. Supporting students to access the information and skills they need to contribute in this field is a real privilege for both of us, and we are excited for the ways in which the Psychology and Trauma (Child and Adolescent) programme can help to disseminate and develop knowledge in the area.
Can you describe the modules that students will cover on this course and how the course integrates current research and developments in the field of trauma psychology?
Vanessa: The MSc in Psychology and Trauma (Child and Adolescent) at UCL equips students with an evidence-based understanding of trauma’s impact across childhood and adolescence, integrating cutting-edge research with practice-focused learning. Students benefit from being taught by world-leading experts in trauma, across academia, lived experience and clinical practice.
The course begins with an exploration of psychological and emotional development, considering cognitive, systemic, psychoanalytic, and neuroscience perspectives. Students examine how trauma and adversity influence mental health across infancy, childhood, and adolescence, with an emphasis on risk, resilient functioning, and cultural contexts.
Building on this, students explore common mental health difficulties first emerging in childhood, including internalising and externalising disorders, trauma-related conditions, and neurodevelopmental disorders. This module critically examines diagnostic frameworks, developmental presentations, and evidence-based interventions for prevention and support.
Another dedicated module focuses on the widespread prevalence of trauma and adverse childhood experiences, highlighting their long-term effects and the challenges in clinical intervention. Students gain insights into trauma-informed practices across individual, systemic, and policy levels, ensuring a holistic approach to support.
Finally, students learn about the role of wider systems, particularly educational settings and social care, in promoting mental health. They learn about trauma-informed approaches in education, from whole-school strategies to targeted interventions, ensuring children and adolescents receive support in the environments where they spend so much of their lives.
What career opportunities are there for graduates of the Psychology and Trauma postgraduate programme?
Jodie: The skills and expertise acquired on the Psychology and Trauma programme are designed to support a wide range of career pathways. Students can study to PG Cert, PG Dip or MSc level, ensuring that they are able to develop skills to match their career plans. We anticipate that many of our graduates will be looking to pursue or continue developing roles in caring professions such mental health services, education, social care, and public health, where trauma-informed practice is an essential skill area. Skills in understanding the impact of trauma will also be relevant to those who are looking for careers in non-governmental and humanitarian organisations, as well as corporate environments, where trauma-informed approaches are becoming integral. The Psychology and Trauma programme is not a clinical training programme, but is naturally interested in how intervention for trauma is developed and applied, and as such it will provide a solid foundation for further applied training in psychotherapy, psychology, or counselling.
For those interested in academic or research careers, the MSc programme in particular provides an excellent platform for further study, through a PhD in psychology, mental health and/or trauma studies.