The University of Southampton
Courses

PSYC8046 Consultation, Assessment and Intervention 3

Module Overview

This module aims to provide you with the opportunity to become fluent in increasingly independent consultative casework addressing a range of 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. Within their new context, you are again encouraged to make use of opportunities for joint working with other professional groups At the end of this module you should be able to demonstrate the skills of an applied psychologist working within a local authority. This module integrates the prior learning from PSYC 8041 and 8042, and aims to provide you with the opportunity to generalise and adapt your consultative casework skills to novel contexts and presenting issues. At the end of the year you should meet both the HCPC Standards of Proficiency and the BPS Core Competencies. You are assessed on these skills by means of a casework viva in which you discuss three self-selected pieces of casework and are expected to give consideration to the following factors: • The legal and ethical boundaries of educational psychology • Non-discriminatory practice • Confidentiality • Informed consent • Professional duty of care • Effective self-management and resources • Working in partnership with other professional support staff service users and their families • Effective communication

Aims and Objectives

Module Aims

By the end of the module, you will have developed skills in three related areas: consultation, assessment and intervention all with evidence of working within a clear ethical framework.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Should be able to take appropriate professional action to redress power imbalances and to embed principles of anti-discriminatory and anti-oppressive practice in all professional actions
  • Should be able to demonstrate an understanding of the impact of inequality, socioeconomic and cultural status and disadvantage and the implications for access to resources and services
  • Should be able to Identify and understand policies, structures and accountability systems in a range of educational settings (e.g. early years, school, and further education, youth justice) to ensure effective service delivery for all children.
  • Should be able to use evidence-informed person centred approaches to ensure that children, young people and other consultees are appropriately included within the process and are able to contribute to plans and decisions that are made for them
  • Should be able to demonstrate the ability to monitor and evaluate the effectiveness of your own consultations
  • Should be able to present the rationale for the assessment methods selected and be able to justify any decisions about how assessment outcomes are reported (both orally and in writing)
  • Should be able to integrate assessment information from a range of sources into a concise formulation that informs decision making and any subsequent action/interventions (5.6)
  • Should be able to draw on evidence-informed strategies to improve outcomes for children and young adults by promoting collaboration and partnership between parents, school and community agencies
  • Should be able to evidence with concern for ecological validity, feasibility, and acceptability to service users, with a focus on positive outcomes.

Syllabus

The main learning for this module comes from trainee experience on placement under the supervision of a placement supervisor (See Psychology in Professional Practice 3). In addition to learning within a service context, trainees have a number of University-based sessions in which they can discuss and reflect on their practice, professional skills, joint working with stakeholders and other professionals and consider the impact of differing contexts on practice.

Learning and Teaching

TypeHours
Independent Study30
Teaching120
Total study time150

Resources & Reading list

Frederickson, N., & Cline, T (2009). Special Educational Needs, Inclusion and Diversity.. 

Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners (2017). Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners. 

Health and Care Professions Council (2012). Standards of conduct, performance and ethics.. 

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

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

Assessment

Summative

MethodPercentage contribution
Casework Viva 100%

Referral

MethodPercentage contribution
Casework Viva 100%

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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