PSYC6131 Consultation, Assessment and Intervention 1
This module runs alongside Psychology in Professional Practice 1. During the first year of training you are placed in a primary and secondary school with a field tutor. The field tutor demonstrates casework skills, undertakes casework collaboratively with you, and facilitates you taking on casework independently. You may also undertake some school based project work, working at an organisational level. Over the course of the year you will undertake casework with increasing independence following a model of systematic psychological problem solving. By the end of the module you can expect to complete an independent piece of casework in a primary school, and one in a secondary school. These are submitted as Reports of Casework and form 80% of the module assessment.
Aims and Objectives
By the end of the module you will have developed skills in three related areas: consultation, assessment and intervention.
Having successfully completed this module you will be able to:
- 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).
- Evaluate outcomes of intervention and offer formative and summative feedback to key stakeholders (including the child/young person) (6.7)
- Demonstrate knowledge and understanding of the Monsen et al Problem Solving Framework
- 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).
- Where appropriate demonstrate an awareness of how race, ethnicity, culture, gender, age and disability may interact with measures of ability and attainment
- Draw on assessment information to develop an integrated formulation which draws on psychological theory and research.
- Integrate assessment information from a range of sources into a concise formulation that informs decision making and any subsequent action/interventions.
- 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.
- Reflect on and revise interventions in response to monitoring data and service user feedback.
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.
Learning and Teaching
|Total study time||200|
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.
British Psychological Society (2009). Code of ethics and conduct..
Frederickson, N., & Cline, T (2009). Special Educational Needs, Inclusion and Diversity.
Health and Care Professions Council (2012). Standards of conduct, performance and ethics.
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.
|Reports of Casework||80%|
|Reports of Casework||80%|
Trainees are required to achieve a pass level on this assessment before formally progressing to Year 2 of the programme