Professional Practice in Educational Psychology (PPEP)

Code

PSGY5005

School

Psychology

Level

5

Credits

20

Semesters

Full Year UK

Summary

The module considers: 

• the history and philosophy of developments in educational psychology.  
• the core themes and frameworks that underpin the work of applied educational psychologists practising in the public sector and other settings. 
• the statutory and ethical frameworks that guide educational psychology practice – including relevant HCPC standards and professional codes of conduct and practice. 
• the theory and practice within key professional areas of applied educational psychology service delivery.  
• the interdisciplinary context of educational psychology practice. 
• the development of interpersonal, group and professional practice skills relevant to applied educational psychology.  
• the theories and practice related to intrapersonal development, interpersonal relating, group and family dynamics and support. 
• the core models of consultation and counselling. 
• the core models of assessment including use of problem-solving frameworks. 
• the theories of family dynamics and support. 
• the theories and models of professional supervision including group supervision.

Target Students

Postgraduate research students enrolled on the Doctorate in Applied Educational Psychology (Professional Training) Programme.

Classes

• Two 3-hour seminars each week for 10 weeks

Module activity included within a series of university-based small group seminar sessions and include: • Elicitation of trainee educational psychologists (TEPs) previous learning and experiences in this area • Tutor-led seminars on research and practice in topic areas sometimes supplemented by presentation by external professionals with specific areas of expertise. • Fieldwork visits and activities to locate and experience relevant examples of the professional practices outlined in taught sessions. • Simulation and role play exercises, led by tutors, which give trainees experiences from which to begin to develop core professional skills with coaching and pro-forma-guided observational analysis and feedback. • Analysis of video examples from professional practice. • Small group documentary analysis. • Group activities and presentations drawing on observational and documentary analysis tasks • Tutor-led reflection and group learning arising from experiences gained on practical placements. • Follow-up and exploration of trainee learning during university-based tutorials • Set reading

Assessment

• 100% Written assignment of 4000 words: 100% Written assignment of 4000 words linking professional practice with an appropriate body of literature and research within educational psychology. Specified placement tasks linked to this module are 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

Learning Outcomes

A) Knowledge and understanding

• The role and function of educational psychology within local authority and other settings.

• The required standards of professional practice outlined in relevant HCPC standards and BPS professional codes of conduct.

• Psychological and educational paradigms within which the role of the educational psychologist exists and is conceptualized.

• Legislative requirements and policy developments in the identification of, and provision for, children with special educational needs, and a focus on promoting educational inclusion and effective learning for all children.

• Statutory safeguarding and child protection responsibilities, policies and procedures.

• The consultation approach within educational psychology, including its theoretical underpinnings and associated psychological models.

• Assessment and problem-solving approaches employed in the application of professional educational psychology practice. 

• Theories of the self and interpersonal relating, and group dynamics, roles, and facilitation.

• Theories and models of counselling and systems theories and interventions.

• Models of supervision and collaborative group problem-solving.

B) Professional Practice skills

• Maintain a personal and professional critical self-awareness in relation to professional practice issues as a trainee educational psychologist.

• Maintain sensitivity to issues of bias and equity in relation to children and young people, parents and carers and adults working in schools, local authority settings and other agencies.

• Select appropriate levels of assessment and intervention that are effective and feasible in the varying contexts of the problem presentation.

• Engage in assessment and intervention planning with teachers, pupils, parents and other professionals.

• Provide written accounts of professional consultations, assessments and intervention planning for a range of recipients.

• Undertake a balanced and objective evaluation of educational and/or social policy initiatives. 

• Formulate an appropriate EP course of action and evaluation strategy grounded in a sound theoretical and evidence base.

• Deploy sensitive and reflective communication skills to support consultative approaches and in the facilitation of group and organisational development.

Conveners

• Russell Hounslow