Consultation, Assessment and Intervention 1

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• Demonstrate the ability to communicate assessment results and their interpretation to diverse audiences, clearly, concisely and effectively both orally and in writing.
• Demonstrate the ability to identify and plan suitable evidence-informed interventions, drawing on relevant assessment information and formulation.
• Draw on assessment information to develop an integrated formulation which draws on psychological theory and research.
• Demonstrate effective interpersonal and communication skills that facilitates consultation with children, families and other professionals (e.g. effective listening, a non-judgemental stance, empathy, acting as advocate).
• Support and monitor a targeted teaching intervention
• Present the rationale for the assessment methods you have selected and be able to justify any decisions about how assessment outcomes are reported (both orally and in writing).
• Reflect on and revise interventions in response to monitoring data and service user feedback.
• Demonstrate knowledge and understanding of the Monsen et al Problem Solving Framework
• Where appropriate, demonstrate an awareness of how race, ethnicity, culture, gender, age and disability may interact with measures of ability and attainment
• Integrate assessment information from a range of sources into a concise formulation that informs decision making and any subsequent action/interventions.
• Evaluate outcomes of intervention and offer formative and summative feedback to key stakeholders (including the child/young person) (6.7)
• Through assessment, intervention and consultation work demonstrate an appreciation and self-awareness of diversity in society and the experiences and contributions of all.

The core content of this module is delivered through taught sessions complemented by activities on placement. There are close links between placement and the University with the field tutors attending regular meetings as well as joint meetings with trainees and the academic tutors.

Teaching and learning methods

Placement will form the context for taught university sessions to develop your understanding of the theoretical basis, application of, and the variety of approaches to, consultation, assessment and intervention

Resources & Reading list

Internet Resources

Standards of conduct, performance and ethics.

Code of ethics and conduct..

Textbooks

Frederickson, N., & Cline, T (2009). Special Educational Needs, Inclusion and Diversity. Maidenhead, UK: Open University Press.

Beaver, R. (2011). Educational Psychology Casework: A Practice Guide.. London: Jessica Kingsley.

Kelly, B., Woolfson, L., & James Boyle, J. (2017). Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners. Jessica Kingsley Publishers..

Assessment strategy

Reports of Casework (ROCs) provide you with the opportunity to demonstrate your understanding of the module aims across the three related strands of consultation, assessment and intervention. ROCs are made up of two 5,500 word reports linked to casework - one based on a primary school case, the other on a secondary school case. You are required to embed your ROCs in psychological literature to support any recommendations related to an individual, and all casework should reflect that ethical, non-discriminatory and non-oppressive considerations have been addressed in decisions around assessment and communication with key stake holders.

In the event of a trainee failing the assessment, the trainee is required to liaise with the first marker and submit amendments. Resubmission is within an agreed timescale, usually with a six week limit. Trainees can only re-submit a piece of work once.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.