Supporting Behaviour II: Responding to complex & diverse SEMH needs in school & other settings.

Code

PSGY5008

School

Psychology

Level

5

Credits

20

Semesters

Full Year UK

Summary

This module considers the range of factors that Educational Psychologists (EPs) as applied psychologists need to be aware of in order to be able to work and intervene effectively in supporting  children and young people with SEMH Needs and associated vulnerabilities.  The 
major topics covered are:  
 

·       Concepts of vulnerability, mental health and psychological well-being  

·       The role of the EP when assessing and working with children and young people and groups with vulnerability and SEMH needs  

·       The theoretical rationale for interventions that support the social and emotional learning, mental health and wellbeing of young people, particularly in respect of their social and emotional development

·       The evidence base of  interventions and what supports or hinders implementation in educational and other settings    

·       Critical approaches for judging the efficacy of individual interventions, evaluating these interventions in practice  and considering the importance of evidence-based practice and practice-based evidence    

·       Working with diverse needs, including the needs of particularly vulnerable groups e.g. children in care, children within the criminal justice system;  

·       Practical issues of dealing with complexity around issues of vulnerability and SEMH needs within professional context  

·       The development of the practical skills associated with the implementation of interventions    

·       The work of EPs in multi-professional settings in support of children and young people with diverse and complex SEMH needs  

Specified placement tasks linked to this module are presented and assessed within the Year 1 Professional Practice Development (PPD) Module Placement Portfolio. There are assessed against the Programme Professional Practice Requirements Criteria and the standards of professional practice outlineSpecified placement tasks linked to this module are presented and assessed within the Year 1 Professional Practice Development (PPD) Module Placement Portfolio. There are assessed against the Programme Professional Practice Requirements Criteria and the standards of professional practice outlineSpecified placement tasks linked to this module are presented and assessed within the Year 1 Professional Practice Development (PPD) Module Placement Portfolio. There are assessed 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. 

Target Students

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

Classes

• One 3-hour seminar each week for 20 weeks

This module is taught through the following activities: • 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% Assignment: A written case study account (4000 words) linking a review the relevant literature to practical work undertaken on placement involving the assessment of, and/or intervention with vulnerable young people, and those responsible for their care and/or education.

Assessed by end of designated period

Educational Aims

Learning Outcomes

A Knowledge and Understanding  

1. The diverse needs of children and young people with vulnerabilities and the impact of significant developmental, and life, events on young people.  

2. Historical, societal and legislative context and policy developments in the care and education of children and young people with social, emotional and mental health needs and other vulnerabilities.

3. The impact of diverse settings on the development of young people. 

4. The impact of cultural and social diversity on the work of EPs and the moral basis for, and the impact of, anti-oppressive practice in educational psychology 

5. The EP role in working with children and young people with social, emotional, behavioural and mental health needs. 

6. The relevance and significance of evidence-based practice to the work of educational psychologists with children and young people with social, emotional and mental health needs and other vulnerabilities. 

7. The paradigms within which therapeutic and other interventions in support of SEMH and behavior exist. 

8. Interventions with, and for, individual pupils, particularly applications of behavioural, cognitive behavioural and positive psychology, within education settings. 

9. Approaches to the training and support of school staff on issues to do with social, emotional, behavioural and mental health needs. 

B Professional Practice Skills 

1. Maintain a personal and professional critical self-awareness in relation to placements within services for children and young people, comparing and contrasting professional practice across a range of settings. 

2. Maintain sensitivity to issues of bias and equality in relation to children and young people, parents and carers and staff working in schools, local authority settings and other agencies. 

3. Maintain a personal and professional critical self-awareness in relation to strategic work on issues of social, emotional, behavioural and mental health in local authorities and other settings. 

4. Maintain confidential and accurate records of relevant information collected through others or through direct work with children and young people. 

5. Engage in well-informed discussions, consultations, assessments and interventions with a range of other professionals. 

6. Formulating an appropriate EP course of action and evaluation strategy grounded in a sound theoretical and/or evidence base. 

7. Engage in assessment and intervention planning with teachers, pupils, parents and other professionals drawing on evidence-based practice. 

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

9. Ability to use information from HCPC and BPS Codes of Conduct to guide professional practice actions and decisions and actions. 

Conveners

• Maria Abijah-liburd
• Mrs Yvonne Francis