| CODE | PSY5630 | ||||||||||||||||||||
| TITLE | Core Placement 2 Educational Psychology - Adults | ||||||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||||||
| ECTS CREDITS | 10 | ||||||||||||||||||||
| DEPARTMENT | Psychology | ||||||||||||||||||||
| DESCRIPTION | This is the second core placement for trainees to develop their practical psychological skills. It consists of a placement equivalent to one and a half days per week throughout the second year. Trainees will develop their competence to undertake supervised practice in the diverse relevant psychological work in the area of specialisation. Trainees will be placed at a service or services providing assessment and intervention support to children and adolescents, or consultancy and training services to families, teachers, schools and other support staff under the supervision of a psychologist. They will spend a minimum of 8 hours per week on site engaged in supervised practice, including one hour per week of direct supervision. In addition, they will participate actively in group supervision sessions. Trainees are expected to collaborate with their supervisor and other psychologists in diverse roles. At the same time, trainees will take responsibility for independent casework with individuals or groups. More details on the tasks involved in this placement are found in the Mpsy practicum guidelines which are to be found on the website. Study-unit Aims: This practicum is aimed at enabling participants to develop competence in assessment and intervention with the diversity of clients relevant to their area of specialisation. During this placement the trainees will be gradually nudged to take on more initiative and independent work in an increasingly wide variety of roles of psychologists in the education system, while still benefiting from regular supervision. More emphasis will be given to intervention as well as assessment. There will also be more emphasis on working indirectly for children, that is through consultation with teachers and other educators and parents to bring about change in classroom structures and processes and enhance adults' understanding and skills in facilitating and supporting the development and learning of all children, including those with disabilities and learning difficulties. Finally, participants will be expected to frame all the above activities within current research on theory and practice of educational psychology, and to apply and evidence-based and reflective approach to their practice. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe the various types of clients and their challenges in seeking psychological support from psychologists in education; - Describe the potential risk for discrimination against clients from minority or disadvantaged groups; - Evaluate evidence of a commitment and strategies for the development of a more socially just society that promotes human well being; - Describe and evaluate the appropriateness of ethical standards; - Describe and evaluate the width of psychological theory and research and and their application in psychological practice, including both direct work with children and adolescents as well as consultation work with families and schools; - Display a healthy integrative approach in their description of human development and the role of psychologists in supporting people and communities to flourish together and describe the grounding of their own preferred approaches; - Analyze the important elements in decision making processes in all areas of psychological work relevant to their specialisation; - Evaluate the role of the psychologist in the service where they are placed; - Demonstrate knowledge of the major challenges psychologists face in supporting different types of clients particularly in working in consultation with adults; - Display knowledge of theory and research on the practice of psychology in education; - Describe the strategies for making best use of individual and group supervision. 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate a professional approach to service delivery; - Demonstrate critical reflection and reflexivity in and on their practice; - Demonstrate the application of ethical standards in their practice; - Demonstrate competence in building rapport and therapeutic relationships with clients; - Demonstrate competence in conducting assessment and intervention sessions appropriately and independently with a diversity of clients; - Demonstrate competence in consultancy work with families, teachers and other educators and support professionals; - Demonstrate evidence-based practice; - Integrate relevant psychological theory and research with their professional work with clients; - Integrate a variety of psychological approaches that may be relevant to their problem solving with clients; - Demonstrate skills in effective report writing according to goals including court witness; - Demonstrate skills in the positive use of supervision; - Demonstrate the ability to present casework in group supervision and to discuss the work presented by others. Main Text/s and any supplementary readings: Main text Sattler, J. (2014). Foundations of Behavioral, Social, and Clinical Assessment of Children (6th ed.). San Diego CA: Jerome M. Sattler Publisher Inc. Dougherty, A.M. (2013). Psychological consultation and collaboration in school and community settings (6th ed.). Stamford, USA: Brooks/Cole. Supplementary texts Brown, N.W. (2011). Psychoeducational Groups: Process and Practice. East Sussex: Routledge. Chandler, L.K., & Dahlquist, C.M. (2014). Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings, Pearson eText with Loose-Leaf Version -- Access Card Package (4th ed.). New Jersey: Pearson. Maltby, J., Day, L., & Macaskill, A. (2013). Personality, Individual Differences and Intelligence (3rd ed.). New Jersey: Pearson. Oyebode, R. (2008). Sims’ symptoms in the mind: An introduction to descriptive psychopathology. Saunders Elsevier. WHO (1992) The ICD 10 Classification of Mental and Behavioural Disorders-Clinical Descriptions and Diagnostic Guidelines. Geneva. |
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| ADDITIONAL NOTES | Pre-Requisite Study-units: Core Placement 1 | ||||||||||||||||||||
| STUDY-UNIT TYPE | Lecture and Placement | ||||||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Paul A. Bartolo (Co-ord.) |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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