The University of Southampton
Courses

PSYC6127 Evidence Based Practice

Module Overview

As Educational psychologists we have a key role in ensuring that the interventions we recommend have a strong evidence base. This module will focus on developing your understanding of what ‘evidence based practice’ (EBP) is and is not; and your ability to evaluate evidence to inform your practice. It will also highlight some of the difficulties of integrating evidence based interventions into practice and the role of the scientist practitioner

Aims and Objectives

Module Aims

This module is designed to examine and explore the concept of EBP to inform trainees' practice. You will learn what EBP is and is not; the importance of EBP to educational psychology, to evaluate evidence relevant to your practice, and understand the role of educational psychologists within the arena of EBP.

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • Explain what is meant by ‘evidence’, and differentiate and categorize the quality of different types of ‘evidence’.
  • Articulate the role(s) of EBP in educational psychology and the role(s) of educational psychology in EBP; the pathways via which evidence is built, amassed and progressed.
  • Analyse the strengths and limitations of different types of ‘evidence'
  • Respond critically to arguments against the principles of EBP
  • Critically evaluate examples of ‘evidence’ from literature and practice

Syllabus

Curriculum will comprise the following components: • Conceptual specification of evidence based practice. • Different types of evidence, how they are obtained and their value. • What facilitates EBP, what hinders EBP, feasibility of EBP. • Considerations for developing as an evidence based practitioner.

Special Features

Throughout the module, you will meet as a cohort, with a member of staff, to critically discuss literature relevant to EBP. Further, you will give an assessed presentation to peers and staff on EBP

Learning and Teaching

Teaching and learning methods

Teaching will comprise different methods, including lectures, seminars, directed reading, discussion in journal club and independent study.

TypeHours
Independent Study150
Total study time150

Resources & Reading list

APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology.. The American Psychologist. ,61 , pp. 271.

Frederickson, N. (2002). Evidence-based practice and educational psychology Educational and Child Psychology. Vol 19(3), 2002, 96-111. 

Burnham, S. (2013). Realists or pragmatists? “Reliable evidence” and the role of the educational psychologist.. Educational Psychology in Practice. ,29 , pp. 19–35.

Kratochwill, T. & Shernoff, E. (2003). Evidence-Based Practice: Promoting Evidence-Based Interventions in School Psychology. 

Kelly, B. & Perkins, D. (2004). Handbook of Implementation Science for Psychology in Education. 

Fox, M. (2011). Practice-based evidence – overcoming insecure attachments. Educational Psychology in Practice. ,27 , pp. 325–335.

Assessment

Formative

Presentation

Summative

MethodPercentage contribution
Peer review 100%

Referral

MethodPercentage contribution
Peer review 100%

Repeat Information

Repeat type: Internal

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