Psychology in Professional Practice 2

Module overview

This module relates specifically to HCPC Standard of Proficiency set 12 as it provides the context to develop understanding the key concepts of the knowledge base relevant to the profession. Practice learning is an essential aspect of training; it provides the context to develop understanding the key concepts of the knowledge base relevant to the profession across a range of settings and services. Placements are an arena for exploring theory and for gaining experience across the range of Children’s Services, including schools. At Southampton placement learning is designed to enable progression towards independent work across all three years and is able to offer you extended placements with three Services. This is the 2nd module of 3 related ones (Psychology in Practice 1, 2 and 3) and runs alongside Consultation, Assessment and Intervention. It offers the opportunity to develop and apply the knowledge and skills taught on the programme, and in Year 1 within schools to professional practice in a wider Local Authority context. Year 2 progresses to you spending 130 days in term time in a host local authority, supported by a supervision co-ordinator who is in touch with the University’s requirements and has the experience and authority to oversee a varied and graduated programme; a programme driven by the competencies you have acquired in year one. Casework and project work opportunities may be offered by other educational psychologists in the Service, but formal supervision is provided by the supervision co-ordinator. During the placement, time is also given to the exploration of a specialist area to provide some diversity of experience. One of the pre-requisites for PSYC8044 and PSYC8046

Linked modules

Pre-requisites: PSYC6130 AND PSYC6131

Aims and Objectives

Learning Outcomes

Having successfully completed this module you will be able to:

Demonstrate skills to work collaboratively with children, young people and the adults who care, work and plan for them to develop and implement practices and strategies to create and maintain effective and supportive learning environments.
Demonstrate the capacity to adapt practice to different settings e.g. early years, primary and secondary schools, colleges of further education, youth justice and other public service and third sector settings.
Demonstrate knowledge and understanding of the structures and systems to support learning and development, for children, young people and young adults aged from 0–25 years.
Demonstrate an understanding and application of equality and diversity principles and actively promote inclusion and equity in their professional practice.
Demonstrate effective interpersonal communication skills across a range of settings and activities.
Demonstrate self-awareness and work as a reflective practitioner.
Demonstrate an appreciation of diversity in society and the experiences and contributions of different ethnic, socio-cultural and faith groups.

Learning and Teaching

Teaching and learning methods

The core content of this module is delivered on placement where you apply the knowledge and understanding acquired in year 1 in a wider Local Authority Context. In some cases, this may be virtual. Practice is supervised regularly by a Local Authority Supervisor whose role it is to ensure that you undertake activities which match and extend your developing casework skills. There are close links between placement and the University through regular placement meetings.

Study time
Type	Hours
Placement	750
Total study time	750

Resources & Reading list

Textbooks

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.. Jessica Kingsley Publishers.

British Psychological Society (2009). Code of ethics and conduct..

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.

Assessment

Assessment strategy

The practical work file is a product of your placement learning. It assesses the BPS Competencies and learning outcomes. The work files form a report of activity relevant to the acquisition of practitioner competencies. You use examples from your placement and academic work to provide evidence of competency attainment. You should identify and reference sources of evidence and provide a reflective comment. This assessment is formatively marked and forms part of the 3 work files which are examined in Year 3. In the event of a trainee not reaching the required standard for their Year 2 workfile at the end of year 2 the trainee is required to liaise with the first marker and submit additional information as requested. Supervisors complete an end of year summativereeport based on the BPS competencies. Trainees are required to achieve a pass level before formally progressing to Year 3 of the programme.

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Practical workfile

Assessment Type: Formative
Feedback: Portfolios are marked by the Year tutor and feedback given using a standard proforma.
Final Assessment: No
Group Work: No

Summative

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

Breakdown
Method	Percentage contribution
Supervisor Summative Report	100%

Referral

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

Breakdown
Method	Percentage contribution
Supervisor Summative Report	100%

Module overview

Linked modules

Aims and Objectives

Learning Outcomes

Learning Outcomes

Syllabus

Learning and Teaching

Teaching and learning methods

Resources & Reading list

Textbooks

Assessment

Assessment strategy

Formative

Practical workfile

Summative

Referral