Introduction, Delivery and Diversity in Applied Educational Psychology (Academic Strand)
| Module title | Introduction, Delivery and Diversity in Applied Educational Psychology (Academic Strand) |
|---|---|
| Module code | EDPS001 |
| Academic year | 2024/5 |
| Credits | 60 |
| Module staff | Dr Lata Ramoutar (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
What is educational psychology? A pot pourri of hot topics from education and psychology that are thrown together? Or is educational psychology a fusion of key themes from two separate disciplines? In this module you will explore the border region between two established disciplines each with their own history and philosophy. Further you will discuss how the two disciplines may be blended together to allow professional educational psychologists to work in contexts where learning takes place. You will also explore the relevance of theoretical studies applied to cultures different from the cultures in which they were derived. Lastly the module looks at inclusion, its theoretical underpinnings and history before experiencing how educational psychology may promote equity, inclusion, and equality. The co-requisite modules are EDPS002 and EDPS004
Module aims - intentions of the module
The module provides you with the academic foundations for the whole course and starts what will be a source of life-long reflection on issues which are at the heart of the practice of educational psychology. We believe this to be the promotion of equity and equality using psychology in settings where education is taking place. The Introduction, delivery and diversity in applied educational psychology module in common with the other two academic modules (EDPS002 and EDPS003) aims to:
-
Facilitate your development of up-to-date knowledge and understanding about psychological and social and biological factors associated with the learning and development of children and young people across various contexts;
-
Introduce you to theory, evidence and practices that are relevant to the core skills of professional educational psychologists through working with adults and children across a number of different contexts;
-
Enhance your abilities to become independent professional learners with relevance to future professional demands; and build upon your own academic strengths and interests;
-
Enable you to learn to work collaboratively and respectfully with colleagues, clients and other professionals;
-
To further develop your knowledge and understanding of professional and legal requirements, national policy and practice developments that have an effect upon the practice of professional educational psychology;
-
Encourage you to take a critical and reflective approach to your own work and that of others;
-
Further develop your ability to communicate in a variety of modes to lay, professional and academic audiences
This module provides part the necessary theoretical and critical experiences to give you the knowledge to work as an effective professional educational psychologist. On successful completion of all nine modules students be eligible to register with the Health and Care Professions Council as a practitioner psychologist/educational psychologist and apply for chartered membership of the British Psychological Society. The Intended Learning Outcomes (ILOs) for this module are based upon the competency statements that form part of the BPS programme standards.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate knowledge of biological, cultural, and social influences on learning, cognitive, and developmental processes, and application of evidence-informed curriculum and instructional strategies.
- 2. demonstrate critical knowledge of theory and research on effectiveness of psychological and educational interventions at the individual, family, group and systems levels.
- 3. demonstrate knowledge and understanding of the history of educational psychology and how political, social and economic factors and influences have shaped the development of the profession of educational psychologist.
- 4. demonstrate knowledge of the legislative context for service delivery.
- 5. 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.
- 6. demonstrate understanding of the impact of inequality, socioeconomic and cultural status and disadvantage and the implications for access to resources and services.
- 7. understand and work with a range of conceptual frameworks for understanding learning and development;
- 8. understand policy, practice and service delivery issues within educational and other systems in which educational psychologists work;
- 9. develop knowledge and understanding of inter-service and inter-professional relationships and issues that are relevant to the practice of professional educational psychology.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 10. evidence an understanding of issues relating to mental capacity and consent in relation to work with 16-25 year olds.
- 11. demonstrate knowledge and understanding of gender and sexuality and the impact of stigmatising beliefs.
- 12. understanding the theoretical, empirical and practical basis for the core skills of a professional educational psychologist; establishing working relationships, assessment, formulation, intervention at individual, group and organizational levels;
- 13. access, review, critically evaluate, synthesize and communicate empirical and theoretical knowledge in professional educational psychology and other relevant fields of education, medicine, social science and allied professional fields;
- 14. integrate psychological and other relevant evidence and theory in real world settings taking account of the complexity, unpredictability and contradictions in both theory and practical settings;
- 15. evaluate independently your own work and the work of others
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 16. demonstrate knowledge of school and systems structure, organisation and theory; general and special education; technology resources; and evidence-informed educational practices that promote academic outcomes, learning, social development, and mental health.
- 17. identify and understand policies, structures and accountability systems in a range of educational settings (e.g. early years, school, further education, youth justice) to ensure effective service delivery for all children.
- 18. act as a consultant or trainer on psychological or learning issues to other professional groups;
- 19. work collaboratively and flexibly with members of other professional and disciplinary groups;
- 20. recognize and address and manage professional and ethical dilemmas, taking account of HCPC and BPS professional codes, working with others to formulate solutions;
- 21. understand and work within, and consider how to influence the wider professional, political and legal policies and practice within which professional educational psychologists work;
- 22. critically evaluate the evidence base for any claims made either theoretically or practically;
Syllabus plan
Sessions at the beginning of the programme provide an overview of the course and the reasons for its structure in line with the need to provide the highest quality professional training. You will explore critically the history of the disciplines of education and psychology, each with their own philosophy and culture. You will survey the overlaps between the disciplines with particular reference to key areas such as intelligence, attachment, and resilience.
Taught sessions will then provide a chance to explore how educational psychology may be delivered theoretically looking at individual delivery to community level delivery. The module has a clear focus on delivery of psychology that is respectful of the people with which it works and seeks to avoid as imposition of values which may be alien to the cultures which professional educational psychology serves.
Taught sessions will also provide the opportunity to look at the history of difference and how society has responded to difference leading up to inclusion. Additionally, you will discuss the debates that have centred on this issue and continue to centre on the issue. You will review relevant legislation in so much as it reflects societal attitude and economic policy. Your focus through this module is to discuss the role of educational psychology in supporting inclusion.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 240 | 360 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Seminar | 60 | Scheduled |
| Debate | 10 | Scheduled |
| Group/Individual Presentations | 10 | Scheduled |
| Lecture | 20 | Scheduled |
| Problem Based Learning | 100 | Scheduled |
| Tutorials | 10 | Scheduled |
| Directed Reading | 200 | Independent |
| Anonymous Self Directed Activities | 100 | Independent |
| Coursework | 60 | Independent |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Debate | 2 hours plus preparation as part of a group | 1, 7, 8, 21, 22 | Verbal |
| PEBL (problem and enquiry based learning) | 15 hours | 4, 9, 10,12,15,20 | Verbal and written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay | 70 | 5500 words comprising two parts a) 2500 words and b) 3000 words | 1, 2, 3, 5, 6, 13, 14, 17 | Written |
| Presentation | 20 | 15 minute individual presentation | 2, 3, 4, 5, 7, 8, 9, 10, 12, 15, 16, 17, 18, 19 | Written |
| Reflective Account | 10 | 1000 word reflective account diversity in educational psychology | 3, 4, 5, 6, 8, 9, 10, 11, 12, 14, 15, 16, 17, 20, 21 | Written |
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Essay | Essay | 1, 2, 3, 5, 6, 13, 14, 17 | Through mutual agreement |
| Presentation | Presentation | 2, 3, 4, 5, 7, 8, 9, 10, 12, 15, 16, 17, 18, 19 | Through mutual agreement |
| Reflective Account | Reflective Account | 3, 4, 5, 6, 8, 9, 10, 11, 12, 14, 15, 16, 17, 20, 21 | Through mutual agreement |
Indicative learning resources - Basic reading
Albee, G. W., & Fryer, D. M. (2003). Towards a public health psychology
Journal of Community and Applied Social Psychology, 13(1), 71-75.
Beaver, R. (1996). Educational Psychology Casework. London: Jessica Kingsley Publishers.
Becker-Weidman, A., & Hughes, D. (2008). Dyadic Developmental Psychotherapy: an evidence-based treatment for children with complex trauma and disorders of attachment. Child & Family Social Work, 13(3), 329-337. doi: 10.1111/j.1365-2206.2008.00557.x
Burden, R. (1996). Meaningful Questions or Meaningless Answers: Worthwhile Assessment in a Changing World. In S. Kriegler & P. Englebrecht (Eds.), Perspectives on Learning Difficulties. Hatfield, South Africa: Van Schalk.
Ceci, S. J. (1996). On Intelligence: a bioecological treatise on intellectual development. Cambridge MA: Harvard University Press.
Cianciolo, A. T., Grigorenko, E. L., Jarvin, L., Gil, G., Drebot, M. E., & Sternberg, R. J. (2006). Practical intelligence and tacit knowledge: Advancements in the measurement of developing expertise. Learning and Individual Differences, 16(3), 235-253.
Ciarrochi, J., Forgas, J. P., & Mayer, J. D. (Eds.). (2001). Emotional Intelligence in Everyday Life. New York: Psychology Press.
Cowell, E., Feeney, K., Feldman, E., Glover, T., Herrara, G., Kohler, K., . . . White, J. (2005). Theories of change and adoption of innovations: The evolving evidence-based intervention and practice movement in school psychology. Psychology in the Schools, 42(5), 475-494.
Cummins, J. (1984). Bilingualism and Special Education: Issues in assessment and pedagogy. Clevedon England: Multilingual Matters.
Eraut, M. (1994). Developing Professional Knowledge and Competence. London: Falmer.
Frederickson, N., & Cline, T. (2002). Special Educational Needs: inclusion and diversity. Milton Keynes: Open University Press.
Freidson, E. (1994). Professionalism Reborn: theory, prophecy and policy. Cambridge: Polity Press.
Gardner, H. (1993). Frames of Mind: the theory of multiple intelligences (2nd ed.). London: Fontana.
Gillham, B. (Ed.). (1978). Reconstructing Educational Psychology. London: Croom Helm.
Gould, S. J. (1984). The Mismeasure of Man. London: Pelican Books.
Haywood, H. C., & LIdz, C. S. (2007). Dynamic Assessment in Practice: Clinical and Educational Applications. Cambridge: Cambridge University Press.
Hepburn, A. (2003). An introduction to critical social psychology. Thousand Oaks: Sage Publications Inc.
James, S., & Prilleltensky, I. (2002). Cultural diversity and mental health Towards integrative practice. Clinical Psychology Review, 22(8), 1133-1154.
Kagitcibasi, C. (1996). Family and Human Development Across Cultures: A View from the Other Side. Manwah NJ: Lawrence Erlbaum and Associates.
Kao, G., & Tienda, M. (2006). Optimism and Achievement: The Educatonal Performance of Immigrant Youth. In M. M. Suárez-Orozoco, C. Suárez-Orozoco & D. B. Qin-Hilliard (Eds.), The New Immigration: An interdisciplinary Reader. London: Routledge.
Mio, J. S., Barker-Hackett, L., & Tumambing, J. (2006). Multicultural Psychology: understanding our diverse communities. Boston: McGraw Hill.
Nelson, G., & Prilleltensky, I. (Eds.). (2005). Community Psychology: In pursuit of liberation and well being. Basingstoke: Palgrave Macmillan.
Norwich, B., & Lewis, A. (2001). Mapping a pedagogy for special educational needs. British Educational Research Journal, 27(3), 313-334.
Norwich, B., & Lewis, A. (2005). How specialised is teaching pupils with disabilities and difficulties. In A. Lewis & B. Norwich (Eds.), Special Teaching for Special Children. Maidenhead: Open University Press.
O’Donnell, C. R. (2006). Beyond Diversity: Toward a Cultural Community Psychology. American Journal of Community Psychology, 37(1), 1-7.
Owusu-Bempah, K., & Howitt, D. (2000). Psychology beyond Western Perspectives. Leicester: British Psychological Society.
Prilleltensky, I., & Nelson, G. (2002). Doing Psychology Critically: Making a Difference in Diverse Settings. Basingstoke, Hampshire: Palgrave Macmillan.
Quicke, J. (1982). The Cautious Expert. Milton Keynes: Open University Press.
Richards, A., Nelms, S., Parkes, J., & Shah, T. A. (1997). W(h)ither Professionalism in Educational Psychology. Newsletter of the Division of Educational and Child Psychology - British Psychological Society, 79.
Roshni, D. (2000). Buddhist psychology, a theory of change processes: Implications for counsellors. International Journal for the Advancement of Counselling, 22(4), 257-271.
Slater, A., & Bremner, G. (Eds.). (2003). Introduction to Developmental Psychology. Oxford: Blackwell.
Sternberg, R. J. (2003). Teaching for successful intelligence: Principles, practices, and outcomes. Educational and Child Psychology, 20(2), 6 - 18.
Stringer, P., & Bracher, D. (2004). Editorial - special issue on loss, separation and bereavement. Educational and Child Psychology, 21(3), 4-5.
Todd, P. M., & Gigerenzer, G. (2000). Précis of Simple heuristics that make us smart. Behavioural and Brain Sciences, 23(727-780).
Villaruel, F. A., Perkins, D. F., Borden, L. M., & Keith, J. G. (Eds.). (2003). Community Youth Development: programmes, policies and practices. Thousand Oaks: Sage Publishing Inc.
White, J. L., & Kratochwill, T. R. (2005). Practice Guidelines in school psychology: Issues and directions for evidence-based interventions in practice and training. Journal of School Psychology, 43(2), 99-115. doi: 10.1016/j.jsp.2005.01.001
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | None |
| Module co-requisites | EDPS002 and EDPS004 |
| NQF level (module) | 8 |
| Available as distance learning? | No |
| Last revision date | 31/05/2023 |
