Strategic and Organisational Applied Psychology (SOAP)
| Code | School | Level | Credits | Semesters |
| PSGY5011 | Psychology | 5 | 20 | Full Year UK |
- Code
- PSGY5011
- School
- Psychology
- Level
- 5
- Credits
- 20
- Semesters
- Full Year UK
Summary
This module critically considers:
• Organisational psychology and theory relevant to working at a systems level in educational and other settings including: organisational development and change, systems theories, psycho-social environments, culture, and leadership.
• The nature of working as an external consultant and facilitator within organisations
• Knowledge and skills for group facilitation and methods e.g. Soft Systems Methodology, inclusive tools, peer support groups etc.
• School effectiveness and improvement processes and the contribution of educational psychology within these
• The relationship between meeting the needs of vulnerable learners and development of the wider educational ecology.
• The strategic contribution of educational psychology within Children and Young People’s Services: using practical and contemporary examples
• Educational Psychology service delivery models, within public and other sectors.
• Contemporary challenges in resource allocation systems for supporting Special Educational Needs and Disability (SEND) and additional needs.
• Equality, diversity and inclusion in organisations and the role of applied psychology in their promotion.
• The role and nature of evaluation in organisational development
• Transformative and action research paradigms.
Target Students
Postgraduate research students enrolled on Doctorate of Applied Educational Psychology (Professional Training).Students enrolled on Doctorate of Applied Educational Psychology (Professional Training) Programme who have successfully completed Year 1 and 2 of training. A degree in Psychology that confers eligibility for Graduate Basis for Chartered Membership (GBCM)with the British Psychological Society.
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 through coaching, observation 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% Presentation 1: An individual assessed presentation of 15 minutes maximum, reporting upon work illustrating learning outcomes, through an account of small-scale organisational development or systems work.The presentation will illustrate selected theory and methods; demonstrate critical reflection upon the TEPs contribution to organisational development processes; and illustrate professional skills in stakeholder engagement and development of organisational and group dynamics and processes.
Assessed by end of designated period
Educational Aims
The aims of this module are to:• ensure students develop knowledge and understanding of organisational development theories and processes, such that they are equipped to engage in a broad range of theoretically grounded organisational development work, functioning as organisational consultants and facilitators.• Develop and extend student skills acquired during Year 1 and 2 of the programme, in interpersonal and group dynamics and interaction• Develop student skills in the planning and execution of strategic work• Develop and extend student skills acquired during Year 1 and 2 of the Programme, in relevant paradigms from applied research methods including soft evaluation methods, and socio-cultural and transformative approaches• Develop student critical awareness of the translation of theory and values into social policy and organisational practices: with an understanding of how an organisations operational developments relate to underpinning theory and/or values. • Understand the crucial challenges for organisations involved in delivering SEND systems to support vulnerable learners.Learning Outcomes
Knowledge and Understanding
Students will acquire and/or extend knowledge and understanding in:
1. Organisational psychology and theory relevant to working at a systems level in educational and other settings including: organisational development and change, systems theories, psycho-social environments, culture, and leadership.
2. School improvement processes and the relationship between meeting the needs of vulnerable learners and their wider educational ecology.
3. The strategic contribution of educational psychology within Children’s Services and beyond, including through service delivery: and to resource allocation systems for supporting SEND and additional needs.
4. Equality, diversity and inclusion in organisations and the role of applied psychology in their promotion.
Professional Practice Skills
1. Consultation, facilitation and coaching, in working as an external consultant and facilitator within organisations.
2. Skills in the application of applied research methods relevant to organizational development.
Conveners
- Mrs Victoria Lewis