Basic Practical Skills (Practical Strand)

Module title	Basic Practical Skills (Practical Strand)
Module code	EDPS004
Academic year	2024/5
Credits	60
Module staff	Dr Lata Ramoutar (Lecturer)

Duration: Term	1	2	3
Duration: Weeks	12	12	12

Number students taking module (anticipated)	10

Module description

In this module you will start to assemble a “tool box” for practice with which you feel comfortable. However we will also be spreading some seeds of doubt as there will often be occasions in which there is no tool that fits in your box. In fact if you only ever worked in contexts where there was a tool to hand, you would be functioning as a technician educational psychologist, NOT as a professional educational psychologist.

In the first unit you will be exposed to a wide range of commonly used tools and approaches.

In the second unit you will experience what it is like to be a learner in settings across the school age in the foundation and school practicum. Then you will be introduced to the work of educational psychologists through an educational psychology service practicum. You will consider and evaluate any casework you complete and the casework of your supervisor in terms of: has this work promoted equality for this child and family?

In the third unit you will start to use and then practice the skills of reflection and using supervision effectively.

You will have regular supervision both at the University and in Services throughout all units. You will be observed by field work tutors and by university staff during the practicum.

Module aims - intentions of the module

In this module we will provide you with experience of and the opportunities to practice some of the basic skills that educational psychologists can use when testing your formulations that take place during and following information gathering about a situation. Additionally you will be exposed to a range of different educational settings, all of which will be unfamiliar in your new role as a trainee educational psychologist (TEP). In particular, this module aims to

Familiarise you with current issues relating to the practice of Educational Psychology;
Develop your awareness and critical appraisal of the Educational Psychologist within a range of broader systems;
Provide you with insight into the various perspectives of other professional groups;
Enable you to work synergistically with parents, children, and other professional groups;
Develop your understanding of the educational psychologist as an agent of change and develop a complex of skills as part of a model of professional practice;
Enable you to develop a practice that works within ethical guidelines and promotes equality of opportunity;
Enable you to understand and demonstrate how psychological theories can be applied in educational, family and community contexts.
Provide you with the opportunity to demonstrate reflexivity of practice;
Enable you to demonstrate an understanding of the generation of educational and psychological theory through practice across a range of contexts;
Provide you with the opportunity to use and apply a range of models of problem solving.

The Intended Learning Outcomes (ILOs) for this module are based upon the competency statements that form part of the BPS programme standards. There are more ILOs listed compared to some of the other units, this is a reflection of the fact that the three modules (EDPS 04, 05, 06) concerned with practical work are in effect a helical curriculum. In year 1 (EDPS004) students are introduced to the skills. In year 2 (EDPS005) students revisit the skills learned during year 1 in order to become more proficient in their use as well as learning new skills. In year 3 (EDPS006) Again there is some element of rehearsal and refining of skills in order to become autonomous in the use of the skills as well as learning some new skills.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. demonstrate professional and ethical practice which adheres to the British Psychological Societys code of ethics and conduct and the hcpc standards of conduct, ethics and performance. (2.1)
2. apply knowledge of, and demonstrate the ability to operate effectively within, the legal, national and local frameworks for educational psychology practice. (2.2)
3. demonstrate awareness of the role of boundaries and limits to legitimate professional expertise. (2.4)
4. demonstrate competence in using consultation to respond to needs and concerns at individual, group, class and whole organisation levels. (4.3)
5. select a method from a range of methods of assessment and data collection (e.g. norm-referenced, curriculum based, ecological, interview, observational data), relevant to presenting concerns and other information about the child / young person / group. (5.1)
6. use and interpret psychological and educational assessments cautiously and ethically, in light of additional information and within a systematic problem solving framework. (5.3)
7. integrate assessment information from a range of sources into a concise formulation that informs decision making and any subsequent action/interventions. (5.6)
8. 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).(5.8)
9. demonstrate the ability to identify and plan suitable evidence-based interventions, drawing on relevant assessment information and formulation. (6.3)
10. 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. (7.5)
11. take appropriate action to address and resolve tensions where there is a conflict between personal and professional values and policy/cultural expectations for professional practice. (2.7)
12. generalise and synthesise knowledge and experience to enable application and adaptation in different settings and novel situations. (10.1)
13. demonstrate self-awareness and work as a reflective practitioner. (10.2)
14. apply knowledge from educational and psychological theory to practice issues;
15. use knowledge about a wide range of professional activities to promote psychological well being;
16. develop formulations deriving from information gained in discussion of complex problems, and then evaluate these formulations and link them to appropriate interventions that lead to successful outcomes;
17. reframe, formulate and analyze problems through the application and critique of problem solving models.
18. access the relevant evidence base to evaluate the potential effectiveness of the assessments and interventions that are proposed

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

19. Access and critically evaluate the application of complex research relevant to their professional work
20. Apply relevant educational and psychological theory that may underpin the complex problems encountered across a range of contexts;
21. Make sense of practical problems in terms of the generation of appropriate research questions.
22. Ensure that your actions are ones which promote opportunity for the persons with whom you work.
23. draw on assessment information to develop an integrated formulation which draws on psychological theory and research. (5.4)
24. work to develop psychological formulations in collaboration with children and young people, parents, school staff and other service users. (5.5)
25. synthesise, use and share assessment information to negotiate and develop action plans to address learning, social, physical and mental health outcomes for children and young adults with diverse abilities and needs. (6.2)
26. contribute to the analysis, development and maintenance of effective and supportive learning environments for all children and young people in a diverse range of settings. (7.4)
27. demonstrate the ability to identify and plan suitable evidence-based interventions, drawing on relevant assessment information and formulation. (6.4)
28. demonstrate strategies to deal with the emotional and physical impact of practice and seek appropriate support where necessary (10.4)
29. engage in and learn from interactive supervision processes. (10.5)
30. ensure that your actions are ones which promote opportunity for the persons with whom you work.

ILO: Personal and key skills

On successfully completing the module you will be able to...

31. 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. (1.7)
32. demonstrate knowledge and understanding of safeguarding policy and procedures for children, young people and vulnerable adults in order to intervene and support appropriate others. (2.6)
33. demonstrate effective interpersonal and communication skills that enable them to consult with children, families and other professionals (e.g. effective listening, a non-judgemental stance, empathy, acting as advocate). (4.2)
34. demonstrate the ability to communicate assessment results and their interpretation to diverse audiences, clearly, concisely and effectively avoiding jargon wherever possible, both orally and in writing. (5.7)
35. ensure that they seek, secure and make effective use of supervision, consultation and other resources to improve and extend knowledge, understanding and skills. (2.9)
36. demonstrate awareness of personal health and well-being and seek support as appropriate, sharing relevant information regarding health status or personal circumstances which may hinder effectiveness with the appropriate person (e.g. service manager and/or supervisor), with due consideration for personal-professional boundaries. (2.10)
37. demonstrate appreciation of diversity in society and the experiences and contributions of different ethnic, socio-cultural and faith groups. (3.1)
38. innovate, gain independence and confidence and to exercise personal responsibility and autonomous initiative in complex professional situations;
39. take a critical and reflective stance that seeks to overcome obstacles and barriers;
40. work respectfully and with empathy;
41. negotiate learning opportunities and tasks that have personal and professional relevance;
42. work and communicate effectively with a wide range of relevant people and agencies;
43. be aware of the power differential inherent in the relationship that exists between the professional and the client, and take steps to ensure that the client is empowered as a result of the relationship.
44. demonstrate the ability to identify and communicate personal values and reflect honestly on the implications for their professional practice

Syllabus plan

The three units comprising the module mean that you will learn skills and experience educational contexts and educational psychology practicum around the same time. This allows for you to integrate and synthesise the practical skills with practical contexts.

Additionally your work in the modules EDPS001 and EPS002 will support your learning in this module as you will have the opportunity to move from the theoretical to the practical at the same time. Throughout you first year you will be observing the development of an infant to support your understanding of the rapidity and complexity of child development.

Your learning and development is supported by regular supervision from staff at the university alongside regular debriefing sessions again in the university setting and augmented further by field work supervision from your field work supervisor.

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
500	100

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled Learning and Teaching Activity	250	Skills Training
Scheduled Learning and Teaching Activity	100	School Practicum
Scheduled Learning and Teaching Activity	20	Tutorial
Scheduled Learning and Teaching Activity	100	EPS Practicum
Scheduled Learning and Teaching Activity	20	Supervision
Scheduled Learning and Teaching Activity	10	EPS Supervision
Guided Independent Study	100	Directed Activities

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Role Play and Video analysis	10 hours	4, 20, 21, 22, 23, 24, 33	Verbal
Observation Field Work Supervisor in person and through Video Enhanced Reflective Practice	Monthly while on placement	all	Verbal
Observation Visiting Tutor	1 occasion	all	Verbal and written
Supervision Field Work Supervisor	30 minutes for every day practicum	all	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
Portfolio	25	8500 words	all	Verbal and written
Critical Reflection on Portfolio	25	2000 words	all	Annotations and written
End of Year Practicum Report	50	N/A	all	Report form
	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
Portfolio	resubmission	all	3-6 weeks
Critical Reflection on Portfolio	resubmission	all	3-6 weeks
End of Year Practicum Report	Resubmission following an extensive additional practicum of at least 6 - 12 months	all	n/a

Indicative learning resources - Basic reading

Beaver, R. (2011). Educational Psychology Casework: A Practice Guide (2nd ed.). London: Jessica Kingsley Publishers.

Butler, R., & Green, D. (2007). The Child Within (2nd ed.). London: Butterworth Heinemann.

Frederickson, N., & Cline, T. (2002). Special Educational Needs: inclusion and diversity. Milton Keynes: Open University Press.

Gillham, B. (Ed.). (1978). Reconstructing Educational Psychology. London: Croom Helm.

Haywood, H. C., & LIdz, C. S. (2007). Dynamic Assessment in Practice: Clinical and Educational Applications. Cambridge: Cambridge University Press.

Kelly, B., Woolfson, L., & Boyle, J. (Eds.). (2008). Frameworks for Practice in Educational Psychology. London: Jessica Kingsley.

Naglieri, J. A., & Pickering, E. B. (2003). Helping Children Learn. Baltimore: Paul H Brookes Publishing.

Villarruel, F. A., Perkins, D. F., Borden, L. M., & Keith, J. G. (Eds.). (2003). Community Youth Development: Programs, Policies, and Practices. Thousand Oaks: Sage Publications Inc.

Credit value	60
Module ECTS	30
Module pre-requisites	None
Module co-requisites	EDPS001 and EDPS002
NQF level (module)	8
Available as distance learning?	No
Last revision date	16/06/2023