Understanding More About the Brain: A Student's Ambition to Forge Stronger Mental Health Outcomes for Children and Their Families

With a background in Healthcare and Fine Art, Kate decided to return to education after ten years to pursue her interest in psychology and passion for improving mental health across childhood and adolescence.  

‘We’d been very cloistered as a family for about ten years after my son suffered a severe traumatic brain injury, meaning we prioritised rehabilitation and the recovery of our children, and chose to put all else on hold.'

'I’d originally planned to become an art therapist, but following the injury, and then discovering during that period that two of our children have autism as well, I developed a dogged determination to understand more about the brain,’ says Kate.  

Based in Cambridge, as a disabled parent and carer, Kate needed to find a programme which offered flexibility and didn’t require in-person attendance. The online master’s with the Institute of Psychiatry, Psychology & Neuroscience (IoPPN) at King’s College London, was also the first she found that combined the study of psychology and neuroscience with mental health, supporting her goals to become a researcher in this field.

‘The IoPPN and King’s have an extraordinary reputation for academic excellence. This left me feeling somewhat torn, as I had doubts about my ability to return to education after so long. Equally, I knew this was one of the best places to learn what I needed to understand my children's situation, and I was increasingly driven to make a difference for other families and children like mine.'

'During the application process, I had to put aside terms like "Russell Group" and "global reputation" and instead focus on my end-goal of learning from experts.'

'With a background in Humanities, and lived-experience of neurorehabilitation and neurodevelopmental differences, I’ll admit that I did struggle with impostor syndrome. However, I have since realised that, like myself, many lecturers and students recognise and appreciate the convergence of science and art in many ways.'

'I’d advise anyone considering a programme that feels out of their comfort zone, to remember your academic background doesn’t need to be a limitation if you’re determined- and I certainly was determined.’

When asked about her study experience, Kate shared that, ‘The programme met and exceeded my expectations- and then some! I wanted an academic challenge, but I needed to study at my own pace. The carousel approach (meaning you can take modules on a rotation) meant I could take a break if ever other responsibilities came up in my personal life and return to the same point.'

'It was also useful being able to watch and re-watch lectures and always having access to teaching materials. I could do this between appointments for my children, and between modules during inevitable pinch-points for my family.

Kate attended her graduation ceremony this summer and has continued working as a researcher with the IoPPN.

‘Many students complete their degrees and then move on to the next chapter of their careers. As a disabled parent-carer, however, this qualification will hopefully enable me to continue forging my own path around our circumstances to launch my career as a researcher in child and adolescent mental health. This programme has taught me that this is possible.'

'When studying neurodevelopmental conditions during the Child and Adolescent Mental Health module, I worked closely with Dr Mark Kennedy. He’d set a task to watch a Panorama documentary on ADHD and reflect on it in the student discussion board, which is where online students can talk about course content.'

'The documentary infuriated me! I drafted, and re-drafted it, tearing it to pieces: the dramatic music, the inflammatory language, the overlooked evidence, and the misinformation.'

'I reached out to Mark, my Module Lead at the time, and shared my strong reaction to the topic and my reluctance to contribute as a result. I was uncertain that I could be objective. However, he encouraged me to leave a response on the discussion board.'

'He heard and understood my frustrations and told me to use my energy to find the evidence, back up my points and be sure to consider all sides of the argument. “One statement, three stats”. I value and follow this as a mantra for critical thinking, which helps me slow down and consider multiple perspectives, using my subjectivity as a resource. I learned how these were skills I could cultivate, and not obstacles I had to overcome.'

Kate’s purpose is to make a meaningful contribution to research to forge stronger outcomes for children and their families, and advance societal understanding of neurodiversity. She began through her Synoptic Project (essentially thesis) on child and adolescent mental health and has since continued through a broader research project supported by King’s and the IoPPN.

‘My goal now is to head into a research position or studentship to complete a PhD and ultimately lead research in child and adolescent mental health.'

'I’ve received so much support from King’s, from calm and patient academic supervisors, to having an amazing ADHD coach who has helped me get the best out of my brain. Every brain, every person, is uniquely wired.'

'I learned this through lived experience as a parent of neurodiverse children, yet I overlooked this in myself until now. I returned to education determined to understand and help my children, then others, and was surprised to discover a potential King's College London recognised in me that I had entirely missed.'

'To anyone considering an online master’s, even under difficult circumstances, my advice would be to go for it! I’ve learnt so much along the way — especially from my mistakes — and have always found the support there to continue.’