Supporting Behaviour 1: Assessment and Support for SEMH Needs in School and other Settings.
| Code | School | Level | Credits | Semesters |
| PSGY5002 | Psychology | 5 | 20 | Full Year UK |
- Code
- PSGY5002
- School
- Psychology
- Level
- 5
- Credits
- 20
- Semesters
- Full Year UK
Summary
The module considers the different conceptualisations of Social, Emotional and Mental Health (SEMH). Trainee educational psychologists (TEP’s) will have opportunity to develop knowledge and skills in problem solving techniques and other models of psychological assessment and intervention that aim to understand and address SEMH. This module aims to equip trainee educational psychologists with sufficient knowledge and skills in intervention to be able to fulfil the requirements placed upon professional educational psychologists.
This module considers:
• Theoretical paradigms and psychological underpinnings in relation to SEMH.
• TEPs understanding of SEMH needs and ethical considerations in relation to applied EP practice.
• The theoretical rationale and evidence base for interventions that have effectively helped increase the academic and social learning of children and young people, particularly in respect of their social emotional and mental health.
• Paradigms and methods in key school-based interventions.
• Critical approaches for judging the efficacy of individual interventions, their relative efficacy and the efficiency of such approaches.
• The development of the practical skills associated with effective delivery of interventions.
Target Students
Postgraduate research students enrolled on the Doctorate in Applied Educational Psychology (Professional Training) Programme.
Classes
The teaching and learning arrangements draw upon the following methods within the weekly, three hours teaching/seminar, sessions over a twenty-week period. · Small group university-based seminars will include the following: · TEP’s presentation of own findings, from placement activities · TEP’s group reflections · Guest speakers giving their perspective on working with children and young people. · Workshop presentations · Tutor taught input. · Practical group exercises to explore learning within this area such as case scenarios, using a personal problem-solving model to explore potential professional practice and stimulus. Additional teaching and learning arrangements will occur In Educational Psychology Service (EPS) they are hosted within: ·Opportunities for TEP’s to be involved in casework and use some of the skills and techniques as they are taught. ·Opportunities during EPS supervision and university tutorials for TEP’s to reflect on case work regarding pupils with SEMH and continue to develop professional objectivity. ·Opportunities for TEP’s to receive peer supervision as determined by the EPS they are employed within.
Assessment
- 100% Assignment 1: 100% Written assignment of 4000 words linking professional practice in this area with an appropriate body of literature and research.Specified placement tasks linked to this module are also presented and assessed within the Year 1 Professional Practice Development (PPD) Module Placement Portfolio against the Programme Professional Practice Requirements Criteria and the standards of professional practice outlined within HCPC Standards of Conduct Performance and Ethics, HCPC Standards of Proficiency (SOPs) for Practitioner Educational Psychologists and BPS Professional Practice Competencies.
Assessed by end of summer vacation
Educational Aims
To develop effective and reflective professional problem-solving skills for working with a range of stakeholders including a variety of school staff, parents/carers, and children and young people in respect of SEMH needs. In addition, for TEPs to support stakeholder reflections and strategies in relation to the school environment where a child’s/young person’s behaviour is perceived to be troubled and/or challenging.To enable trainees to make links between psychological theory, research, and professional practice in respect of SEMH factors at various levels, such as the level of the individual and systemic ecological factors.To acquaint TEP’s with the equity, inclusion and diversity issues that surround the topic of SEMH in schools.To develop TEP’s confidence to plan high level professional duties in the area of SEMH in schools.To develop TEP’s understanding of the contextual factors which promote positive SEMH and mitigate against the development of SEMH.To acquaint TEP’ with the role of the educational psychologist within multi-disciplinary teams i.e. CAMHS working with children and young people with SEMH needs.Learning Outcomes
A. Knowledge and Understanding:
1. Historical, societal, and legislative context of working with behaviour described as ‘troubled’ and ‘challenging’ and SEMH.
2. The paradigms within which behaviour and SEMH are conceptualised, with particular emphasis upon an interactionist perspective.
3. The needs of diverse groups of vulnerable young people with behavioural and SEMH issues.
4. The potential breadth of the EP role in working with vulnerable young people with behavioural and SEMH needs.
5. A personal 'problem-solving' model which assists with formulations within consultation and casework.
6. Observational methods and considerations relating to data collection and interpretation when observing behaviour.
7. Attributions for student behaviour made by teachers, parents/carers and children and young adults.
8. School and community influences on behaviour and the reciprocal effect of staff and pupil culture within schools upon each other.
9. Interventions with, and for, young people, including applications of applied behavioural analysis and cognitive behavioural approaches in educational settings.
10. Approaches to the training and staff support aimed at promoting social and emotional well-being and associated presentation in education and other settings.
B. Professional/Practice Skills
1. Maintaining a personal and professional critical self-awareness in relation to SEMH and related behaviour in educational and community settings.
2. Maintaining sensitivity to issues of bias, equity and diversity in relation to SEMH and related behaviour in educational and community settings.
3. Selecting appropriate forms of assessment and intervention that are evidence-based and feasible in the varying contexts of the problem presentation.
4. Implementing directly, and through others, assessment and interventions appropriate to a range of formulations.
5. Engage in assessment and intervention planning with teachers, pupils, parents and other professionals.
6. Provide written accounts of professional consultations, assessments and intervention planning for a range of recipients.
7. Engage in skilled behaviour as a consultant in a range of inter-personal contexts and in developing effective interventions for behaviour and SEMH.
8. Formulating an appropriate EP course of action and evaluation strategy grounded in a sound theoretical and evidence base.
Conveners
- Sofia Hussain
- Dr Nick Durbin
- Mrs Yvonne Francis