This module aims to provide a descriptive and critical overview of the practice of educational psychology in the UK and to highlight some of the key debates.
Aims and Objectives
Having successfully completed this module you will be able to:
- Understand current theories and models of working memory and intelligence, and their value in predicting achievement and outcomes
- Identify the implications of cognitive theory in creating optimal conditions for learning
- Identify current debates in the profession and wider society with regard to key concepts and be able to comment on these in a way that is helpful for practitioners, parents and the young people with whom we work
- Give examples of the application of behaviourism & the social cognitive view of learning on educational practices
- Evidence an understanding of the of the role of an educational psychologist and the levels at which we work: individual, group, school and organisational levels
- Recognise the difficulties and benefits that can arise from the application of diagnostic labels
- Understand how attachment theory and the belongingness hypothesis can explain the challenging behaviours of many children and young people in school, and how secure, positive, relationships can help even the most vulnerable to thrive
- Have an understanding, through case studies, of the role that consultation, assessment, interactionist frameworks and problem-solving play in EP practice
We'll start with an introduction to the school system as a context for Educational Psychology practice and what a day in the life of an EP actually looks like.
We'll also consider the application of key theories, models, and ideas in psychology to real-world problems in schools, these include attachment and the internal working model, the belongingness hypothesis, bullying, emotional self-regulation, motivation, anxiety, working memory, minority stress theory, the intuition of social norms, learning English as an additional language, and positive psychology.
Learning and Teaching
Teaching and learning methods
Recorded content and live application of that content to problem solving
|Preparation for scheduled sessions||24|
|Wider reading or practice||25|
|Total study time||150|
Resources & Reading list
Woolfolk, Anita (2014). Educational Psychology (core textbook). Essex: Pearson.
Assessment consists of two pieces of coursework, the first an evidence-based written response to a letter from a Head-teacher based on the first half of the course, and the second an information sheet for school staff based on the second half of the course.
This is how we’ll formally assess what you have learned in this module.
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External