| CODE | PSY5649 | ||||||||||||||||
| TITLE | Core Placement 1: Neuropsychology - Children and Adolescents | ||||||||||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||||||||||
| MQF LEVEL | 7 | ||||||||||||||||
| ECTS CREDITS | 10 | ||||||||||||||||
| DEPARTMENT | Psychology | ||||||||||||||||
| DESCRIPTION | This is the first core placement for trainees that takes place in the first year, spread over 2 semesters. Trainees will have the opportunity to observe psychologists and other professionals working with children and adolescents with various types of neurodevelopmental disorders and/or disabilities, in the setting/s in which they are placed. They will also have the opportunity to work with these children and adolescents in these settings. The trainees will spend 9 hours a week, out of which 1 hour will be dedicated to individual supervision provided by the field supervisors. Study-Unit Aims: This study-unit aims at enabling participants to acquire the understanding and skills in the practice of neuropsychology as related to children and adolescents with various types of childhood neurodevelopmental and acquired disorders. Trainees will learn and practice various psychological skills pertaining to neuropsychologists' roles and functions, namely neuropsychological assessment and diagnosis with reference to the most commonly used diagnostic classification systems (DSM-V and ICD-10): Formulation - the trainees will learn the guiding principles of how to use clinical information to create an effective case formulation; Intervention - both through direct work with children and adolescents as well as consultation with their families and the relevant professionals involved. They will also learn how to benefit from individual and group supervision. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Describe and evaluate the different theoretical approaches to assessment, formulation, intervention and evaluation related to psychological work with children and adolescents with disabilities and neurodevelopmental disorders; - Describe and evaluate the major challenges facing children and adolescents and their families; - Critically evaluate the legislation, and social policies that guide the delivery of psychological services to children and adolescents with disabilities and childhood disorders; - Describe and critically evaluate the professional characteristics pertaining to the role of the clinical neuropsychologist when working with children and adolescents with disabilities and childhood disorders; - Evaluate the most appropriate evidence-based treatments for children and adolescents with particular forms of challenges. 2. Skills: By the end of the study-unit the student will be able to: - Conduct assessment whilst considering the major challenges facing children and adolescents with disabilities and neurodevelopmental disorders; - Formulate cases according to diagnostic and assessment information whilst considering developmental and neuropsychological aspects as well as contextual information; - Conduct interventions with children and adolescents according to the research pointing to the most relevant updated therapeutic interventions that are recommended by international bodies (such as the National Institute for Clinical Excellence guidelines from the UK); - Conduct clinical interviews with children, adolescents and their significant others, including their carers where relevant; - Evaluate critically the assessment and intervention process in working with particular children and adolescents; - Demonstrate adherence to ethical principles of conduct in working with children and adolescents and their carers; - Demonstrate a reflexive approach to working with children and adolescents and with other professionals in this particular context. Main Text/s and any supplementary readings: Main Texts: - Yeates, K. O., Douglas Ris, M., Gerry Taylor, H., Pennington, B.F (2010) Pediatric Neuropsychology. Research, Theory and Practice. New York Guilford Press. - Baron, I,S. (2004) Neuropsychological Evaluation of the Child. Oxford: Oxford University Press. Supplementary Readings: - Kelly, B., Woolfson, L., & Boyle, J. (2008). Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners. London: Jessica Kingsley. - Lezak, M. D., Howieson, D. B., & Loring, D. W. (2004). Neuropsychological Assessment, 4th Edition. Oxford: Oxford University Press. - Mash, E.J. & Terdal. L.J. (latest edition): Assessment of childhood disorders. New York: Guilford. - Reed, J., & Warner-Rogers. J. (2008) Child Neuropsychology. Concepts, Theory, and Practice. Oxford: John Wiley & Sons Ltd. - Sattler, J.M. (latest edition) Assessment of children. San Diego CA: Jerome M Sattler Publisher Inc. - Worden, M (latest edition) Adolescents and their families: an introduction to assessment and intervention. NY: Haworth Press. - Anderson, R. & Dartington, A. (1998). (Eds). Facing it out. Clinical perspectives on adolescent disturbance. London: Karnac. |
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| STUDY-UNIT TYPE | Seminar and Placement | ||||||||||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Roberta Attard Daniel Mercieca |
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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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