The University of Southampton
Courses

PSYC8045 Consultation, Assessment and Intervention 2

Module Overview

This module aims to provide you with the opportunity to become fluent in consultative casework addressing high incidence needs and with a range of problem owners relating to the perceived needs of children and young people (0-25) through the processes of consultation, assessment, intervention and review. This module also enables you to develop greater independence in casework and to address a broader range of problem areas. Casework should demonstrate consideration of non-discriminatory and non-oppressive issues.

Aims and Objectives

Module Aims

By the end of the module you will have developed skills in three related areas: consultation, assessment and intervention.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Demonstrate an increasing knowledge and understanding of models of psychological consultation that are evidence-informed (Monsen & COMOIRA).
  • Demonstrate the ability to monitor and evaluate the effectiveness of their own interventions
  • Demonstrate competence in using consultation to respond to needs and concerns at individual, group, class and whole organisation levels
  • Demonstrate use of a transparent, systematic problem-solving approach within the consultation process (4.5)
  • Demonstrate skill in empowering consultees and in working collaboratively, identifying the strengths and skills of others that can be utilised.
  • Evidence an understanding of issues relating to mental capacity and consent in relation to work with 16–25 year olds.
  • Have a thorough knowledge of psychometric theory which has relevance to psychological assessment (e.g. classical test theory, item response theory, sources of error and bias, reliability, validity and effect sizes).
  • Use and interpret psychological and educational assessments cautiously and ethically, in light of additional information and within a systematic, ecological problem solving framework
  • Draw on assessment information to develop an integrated formulation which draws on psychological theory and research (5.4)
  • Develop increasing proficiency in integrating assessment information from a range of sources into a concise psychological formulation that informs decision making and any subsequent action/interventions.

Syllabus

The main learning for this module comes from your experience on placement under the supervision of a placement supervisor (See Psychology in Professional Practice 2). This is complemented with Monday taught sessions across the year where specific skills are taught and extended.

Learning and Teaching

TypeHours
Teaching180
Independent Study70
Total study time250

Resources & Reading list

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

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. 

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

Assessment

Assessment Strategy

You submit two casework reports written as part of your placement practice and structured according to the model used in your local authority. For each report, you will also submit a reflective commentary identifying key learning points arising from your involvement in the case. These submissions combined will demonstrate trainees' understanding of the module aims across the three related strands of consultation, assessment and intervention. . Objective Structured Professional Assessments (OSPAs). At the end of the second year you undertake four role-played professional scenarios at the university, each relating to an aspect of working within the post-16 age range. Performance on each of these is assessed by two observers, usually comprised of a member of the programme team and a practising educational psychologist. This assessment forms part of assessment for this module but is not graded pass/fail rather the focus is on identifying areas of strength at this point in training and areas for further development for you to take forward into Year 3. Psychometric assessment. Open book multiple choice questions will assess your knowledge of: • Normal and non-normal score distributions and how measures of central tendency and spread relate to different score distributions. • Differences between raw and standardised scores and the implications of different scoring systems when comparing candidates. • Reliability & validity • Classical test theory and the assumptions it is based on, and the main sources of error in testing

Summative

MethodPercentage contribution
CBT Course 5%
OSPAS 20%
Psychometric Assessment MCQ 10%
Reports of Casework 65%

Referral

MethodPercentage contribution
CBT Course 5%
OSPAS 20%
Psychometric Assessment MCQ 10%
Reports of Casework 65%

Linked modules

Trainees are required to achieve a pass level on this assessment before formally progressing to Year 2 of the programme.

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