Practice learning is an essential aspect of training to allow you to experience the role of the EP across the three years of the doctorate. 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 3rd module of 3 related ones (Psychology in Practice 1, 2 and 3) and runs alongside Consultation, Assessment and Intervention. It offers the opportunity to extend the knowledge and skills taught on the programme, and on placement in Year 2.
This module provides further support, in a different placement, for you to develop your knowledge and understanding of the varied environments within which educational psychology services are delivered. You are expected to take increasing responsibility for your own practice, negotiating with service users appropriate activities for an applied psychologist. While Supervisors remain in close touch with you, the level of supervision is reduced and more independent practice is encouraged.
Pre-requisites: PSYC6130 AND PSYC6131 AND PSYC8043 AND PSYC8045
Aims and Objectives
Having successfully completed this module you will be able to:
- Evidence the ability to work ethically and to demonstrate awareness of role boundaries and limits to legitimate professional expertise.
- Negotiate, design and implement evaluation of training
- Apply knowledge of, and demonstrate the ability to operate effectively within, the legal, national and local frameworks for educational psychology practice.
- Demonstrate self-awareness and the ability to work as a reflective practitioner
- Demonstrate strategies to deal with the emotional and physical impact of practice and seek appropriate support where necessary.
- Demonstrate knowledge and understanding of key legislation, central to supporting commissioning authorities and services used by children and young people to meet their statutory responsibilities and to fulfil the educational psychologists' statutory role including the production of high quality psychological advice.
- 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.
- Evidence work with a range of professionals from health and social care backgrounds and evidence contribution of a distinct psychological perspective.
- 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
In this module, you will gain practical skills to help you work as an educational psychologist, as well as knowledge about how the Local Authority organised. You will further develop knowledge about the structures and deployment of Services for children and young people in the community, as well as other issues in schools that affect children’s educational experiences, at class and whole school level. You will be expected to take on a caseload under supervision. There is a close relationship with skills taught in Consultation, Assessment and Intervention 3 where these skills are taught.
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 and 2 in a different Local Authority Context. 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.
|Total study time||750|
Resources & Reading list
Frederickson, N., & Cline, T. (2009). Special Educational Needs, Inclusion and Diversity. Maidenhead, UK: Open University Press.
British Psychological Society (2009). Code of ethics and conduct.
Kelly, B., Woolfson, L., & James Boyle, J. (2017). Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners. Jessica Kingsley Publishers.
Beaver, R (2011). Educational Psychology Casework: A Practice Guide. London: Jessica Kingsley.
Health and Care Professions Council (2012). Standards of conduct, performance and ethics.
The practical work file is a product of the trainees’ 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. Trainees use examples from their placement and their academic work to provide evidence of competency attainment. Trainees should identify and reference sources of evidence and provide a reflective comment.
The supervisor completes a summative report based on the BPS competencies at the end of the placement year (July 2018)
Trainees are required to achieve a pass level in all modules.
This is how we’ll formally assess what you have learned in this module.
|Supervisor Summative Report||50%|
This is how we’ll assess you if you don’t meet the criteria to pass this module.
|Supervisor Summative Report||50%|