The Child in Context and Groups (Academic Strand)
| Module title | The Child in Context and Groups (Academic Strand) |
|---|---|
| Module code | EDPS002 |
| Academic year | 2024/5 |
| Credits | 60 |
| Module staff | Dr Lata Ramoutar (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 | 4 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
As undergraduates you studied child development, you will be familiar with Piaget certainly, Vygotsky certainly, Klein possibly, Erikson or Adler, possibly. In this module you will be looking critically at the work of these and other theoreticians and evaluating just what their influence has been when working with the complex and messy problems that educational psychologists are confronted with everyday. Alongside this particular focus on critical child development, you will be exploring groups and group processes. Group working is prized in educational psychology. Working with other agencies effectively is required in law in order to promote better positive outcomes for children and young people. In the second unit, you will be exploring in detail the theoretical underpinnings of effective group work and group processes, before considering organizational level working.
Module aims - intentions of the module
In this module you will take explore two areas which are fundamental to the practice of educational psychologists; child development and social interactions. Your approach will be a critical one, the focus will be on searching the literature for the most current research and debate, evaluating that research before assessing the usefulness of the research in explaining areas of interest to you. In the second unit you will be exploring human functioning in groups and in large organisations.
The child in context and groups module in common with the other two academic modules (EDPS 01 and 03) aims to
- Facilitate the your development of up-to-date knowledge and critical 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 their 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 their 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 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. understand individual differences in developmental progression by demonstrating knowledge of theories of psychology relevant to: cognitive development and learning; language and communication; social emotional development and behaviour; mental health; physical and sensory development; and literacy and numeracy learning.
- 2. demonstrate understanding of biological, cultural and social influences on development, and knowledge of evidence-informed strategies to promote social-emotional functioning and mental health.
- 3. 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.
- 4. demonstrate knowledge and application of pedagogic practices and their conceptual and evidential bases, taking account of normal progression and development, and the modifications necessary to support effective learning and development for children, young people and young adults with special educational needs and disabilities (send).
- 5. demonstrate knowledge of theoretical and research perspectives on organisations, systems and the process of organisational analysis and change, and work in collaboration with fellow professionals to bring about change, through policy and systems development.
- 6. develop knowledge and understanding of inter-service and inter-professional relationships and issues that are relevant to the practice of professional educational psychology.
- 7. recognize the social factors that have effects on learning and development with reference to gender, race, sex, disability and other relevant factors;
- 8. understand the complexities of working with organizations and have an understanding of why organizations behave in certain ways.
- 9. develop a critical understanding of traditional areas of focus from developmental and social psychology
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 10. contribute a distinct psychological perspective within multi-professional teams and organisations.
- 11. 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;
- 12. 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;
- 13. 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;
- 14. evaluate independently your own work and the work of others.
- 15. recognize the barriers to educational opportunity and be able to work towards removing those barriers
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 16. demonstrate an awareness of the functioning of individuals within groups and be able to work effectively in a range of different groups
- 17. recognize and address and manage professional and ethical dilemmas, taking account of HCPC and BPS professional codes, working with others to formulate solutions;
- 18. incorporate self awareness and self reflection in professional work;
- 19. critically evaluate the evidence base for any claims made either theoretically or practically
Syllabus plan
The two units comprising this module run concurrently, they will give you a better understanding of what you are observing in schools and other settings as part of EDPS004.
You will take a critical view of aspects of developmental psychology and then further explore this through choosing an areas of particular interest which you research, and finally present to the remainder of the group. This then may form the basis of your essay, the summative assignment for this work.
The complementary groups unit explores the psychology of groups and organisations through using simulations and role play. You will explore group roles, decision making, collaborations, and conflict before moving on to look at a framework for examining organisations and their functioning, Soft Systems Methodology.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 120 | 480 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching | 80 | Seminar |
| Scheduled Learning & Teaching | 20 | Simulations/Role play |
| Scheduled Learning & Teaching | 20 | PEBL (Problem and Enquiry Based Learning) |
| Independent Guided Study | 420 | Directed activities |
| Independent Guided Study | 60 | Coursework |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Presentations | 0.5 hours | 7, 8, 12, 15, 20 | Verbal |
| Simulations | 10 hours | 5, 6, 11, 16, 17, 19 | Verbal |
| PEBL | 20 hours | 9, 10, 14, 18 | Verbal |
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 | 60 | 5000 | 1, 2, 3, 4, 7, 13 | Notated scripts, summary and verbal |
| Reflective Conversation/Presentation | 40 | 30 minutes | 1, 2, 3, 4, 5, 7, 9, 10, 11, 13, 14, 15, 16, 17, 18, 19 | Written feedback |
| 0 | ||||
| 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, 4, 7, 13, 19 | Through mutual agreement |
| Reflective Conversation/Presentation | Reflective Conversation/Presentation | 1, 2, 3, 4, 5, 7, 9, 10, 11, 13, 14, 15, 16, 17, 18, 19 | Through mutual agreement |
Indicative learning resources - Basic reading
Akgu, A. E., & Lynn, G. S. (2002). Antecedents and consequences of team stability on new product development performance. Journal of Engineering and Technology Management, 19(3), 263-286.
Coronel, J., Carrasco, M., Fernandez, M., & Gonzalez, S. (2003). Qualities of Collaboration, Professional Development and Teaching Improvement: An experience in the university context. Journal of Education for Teaching: International Research and Pedagogy, 29(2), 125-147.
Flynn, M. A. T., McNeil, D. A., Maloff, B., Mutasingwa, D., Wu, M., Ford, C., & Tough, S. C. (2006). Reducing obesity and related chronic disease risk in children and youth: a synthesis of evidence with ‘best practice’ recommendations. Obesity Reviews, 7(0), 7-66
Johnson, C. E. (2005). Meeting the ethical challenges of leadership: casting light or shadow. Thousand Oaks: Sage Publications Inc.
Johnson, D. W., & Johnson, F. P. (2003). Joining Together - Group Theory and Group Skills (8th ed.). Boston: Allyn and Bacon.
Keller, J. (2008). On the development of regulatory focus: the role of parenting styles. European Journal of Social Psychology, 38(2), 354-364.
Taylor, C. (2004). Underpinning knowledge for child care practice: reconsidering child development theory. Child & Family Social Work, 9(3), 225-235.
Winter, K. (2006). Widening our knowledge concerning young looked after children: the case for research using sociological models of childhood. Child & Family Social Work, 11(1), 55-64.
| Credit value | 60 |
|---|---|
| Module ECTS | 30 |
| Module pre-requisites | None |
| Module co-requisites | EDSP01 and EDSP04 |
| NQF level (module) | 8 |
| Available as distance learning? | No |
| Last revision date | 16/06/2023 |
