PSYC6130 Psychology in Professional Practice 1
Practice learning is an essential aspect of training to allow you to experience the role of the EP across the three years of the doctorate. Placements are an arena for exploring theory and for gaining experience across the range of Children’s Services, including schools. At Southampton placement learning is designed to enable progression towards independent work across all three years and is able to offer you extended placements with three Services. This is the first module of 3 related ones (Psychology in Practice 1, 2 and 3) and runs alongside Consultation, Assessment and Intervention. It offers the opportunity to develop and apply the knowledge and skills taught on the programme to professional practice in a school context.
Aims and Objectives
Working alongside a Field tutor in a local school this module aims to give you an understanding of the systems (schools) in which educational psychology services are delivered as well as an introduction to educational psychology practice. The placement starts in September and continues for a day and a half a week throughout your first year. Your field tutors organise school and wider shadowing experiences to complement the academic teaching. The approach allows for a graduated progression to fluent and adaptive practice. You maintain a practical work file, completing the log of evidence for BPS competencies which documents your placement experience This placement also provides a grounding in the standards of conduct, performance and ethics required of all practitioner psychologists.
Having successfully completed this module you will be able to:
- Demonstrate a knowledge of school and systems structure, organisation and theory and evidence-informed educational practices that promote academic outcomes, learning, social development, and mental health.
- Demonstrate skills to work collaboratively with children, young people and the adults who care, work and plan for them to develop and implement practices and strategies to create and maintain effective and supportive learning environments.
- Demonstrate knowledge and understanding of safeguarding policy and procedures for children and young people.
- Demonstrate effective reporting and recording skills across a range of settings and activities.
- Demonstrate effective personal and professional management and organisational skills.
- Demonstrate effective use of supervision.
- Demonstrate professional and ethical practice which adheres to the British Psychological Society’s Code of Ethics and Conduct and the HCPC Standards of Conduct, Ethics and Performance.
In this module you will gain practical skills to help you work as an educational psychologist, as well as knowledge about how the education system is organised. They will begin to develop knowledge about the structures and deployment of Services for children and young people in the community, as well as other issues in schools that affect children’s educational experiences, at class and whole school level. You will be introduced to casework with individual pupils, with the aim of achieving initial casework competence in preparation for placements in Years 2 and 3. There is a close relationship with skills taught in PSYC xxx Consultation, Assessment and Intervention where these skills are taught. Summary of teaching and learning methods
Learning and Teaching
Teaching and learning methods
The core content of this module is delivered through taught sessions at the University complemented by practical activities on placement. There are close links between placement and the University with the field tutors attending regular meetings at the University as well as joint meetings with trainees and the academic tutors.
|Total study time||400|
Resources & Reading list
Beaver, R (2011). Educational Psychology Casework: A Practice Guide.
Kelly, B., Woolfson, L., & James Boyle, J (2017). Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners.
Health and Care Professions Council. Standards of conduct, performance and ethics.
Frederickson, N., & Cline, T. (2009). Special Educational Needs, Inclusion and Diversity.
British Psychological Society (2009). Code of ethics and conduct.
The practical work file is a product of your placement learning. It assesses the BPS Competencies and learning outcomes. The work files form a report of activity relevant to the acquisition of practitioner competencies. You use examples from your placement and academic work to provide evidence of competency attainment. You should identify and reference sources of evidence and provide a reflective comment for each competency.
Trainees are required to achieve a pass level on this assessment before formally progressing to Year 2 of the programme.