Doctorate in Professional Educational, Child and Adolescent Psychology (DEdPsy)

Transcription

1 Programme Specification Doctorate in Professional Educational, Child and Adolescent Psychology (DEdPsy) Awarding Institution: Institute of Education, University of London Teaching Institutions: Institute of Education, University of London Accreditation: The Programme is accredited by the British Psychological Society (BPS) and approved by the Health and Care Professions Council (HCPC). Name of Final Award: Doctorate of Professional Educational, Child and Adolescent Psychology (DEdPsy) Programme Title: Doctorate in Professional Educational, Child and Adolescent Psychology (DEdPsy) UCAS code: N/A QAA subject benchmark or other external and internal reference points: All teaching and assessment is at level 8, D Level. Trainee Educational Psychologists The degree is designed to provide initial professional training in applied educational psychology and is aimed at psychology graduates with prior experience of working with the 0-25 age range. Therefore, the programme aims to develop the theoretical and practical knowledge, skills and expertise necessary to fulfil the full range of professional activities described below. The programme involves both formal university based academic learning and placement activity. The programme is accredited by the BPS as an approved training route into the profession of Educational Psychology. In July 2009 the Health Professions Council, (now the Health and Care Professions Council ), became the official statutory regulator of practitioner psychologists and have approved the programme as a training route for entry into the profession of Educational Psychology. Trainees who have successfully completed this programme are eligible to apply for registration with the HCPC for the title Practitioner Psychologist and may apply for chartered status with the BPS. Criteria for Admission The specific requirements for admission to the programme include following, all of which should be covered in a personal supporting statement: Essential:

2 Degree in Psychology or an equivalent conferring Graduate Basis for Chartered Membership (GBC) with The British Psychological Society (First degree Class I or ll) Graduate Basis for Chartered Membership (GBC) granted by the British Psychological Society. Applicants must also be able to demonstrate that they have gained relevant experience of working with children within educational, childcare or community settings. Disclosure at enhanced level of a criminal record satisfactory for direct work with children from the Disclosure and Barring Service (DBS). Excellent work record including interpersonal skills evidenced through employment / academic reference. High standards of both written and spoken English, which must reflect scores of at least 7 in the International English Language Testing System. In line with the University s Fitness to Practice Policy, successful applicants will be required to sign the Fitness to Practice Declaration and disclose any significant issues pertaining to their health and subsequent ability to complete the programme. Desirable Evidence of keeping up-to-date with and using psychology in context. Knowledge and understanding of the role of the Educational Psychologist and their work and, where possible, experience of work shadowing an EP. Understanding of current issues within educational psychology, inclusion and special educational needs. Ability to reflect on own practice and experience. Evidence of reading and thinking about applying psychology in education. Knowledge and awareness of equal opportunities issues in education. Applicants whose first language is a language other than English will be required to provide evidence of their English language proficiency. The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them. Disability and Wellbeing Support Support is provided for students with a range of conditions which have a longterm and adverse effect on studying such as: sensory (visual / hearing / speech) impairments mental health issues mobility or dexterity impairments Asperger's Syndrome or other autistic spectrum disorders chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.) specific learning difficulties (e.g. dyslexia, dyspraxia)

3 Disability and Wellbeing Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery. Every person is treated as an individual, and students are invited to contact the service as early as possible in order that support can be tailored to meet individual needs. This applies to all students home, EU and international. Educational Aims of the Programme: The programme aims to: 1. Provide a coherent and integrated initial professional training in educational psychology. The programme will provide graduates with the skills to apply educational psychology within socially and culturally diverse communities and in partnership with key role partners including children and young people, their parents and carers and education, health and social services professionals. 2. Enable trainees to develop the professional knowledge, understandings, skills and awareness to systematically review information and evidence to formulate effective psychological assessments and interventions in response to client needs at the levels of: individuals and their families, groups, classrooms, schools, communities and local authorities. 3. Develop the knowledge, skills, ethical awareness and practical expertise to conduct research that contributes to and extends the professional knowledge base; using research to contribute to the evidence base of effective applied educational psychology; contributing to high quality research activity within local authority contexts. Learning Outcomes: 1. Analysis and synthesis: 1.1 To conduct a literature review, synthesising and critically evaluating a body of psychological knowledge and debate; 1.2 To apply knowledge and skills in the research process to develop and plan research activities, incorporating effective analysis of data, evaluation of outcome implications and dissemination of information; 1.3 To understand the process and value the contribution of collaborative research in educational psychology; 1.4 To engage in collaborative discussion and negotiation to identify issues of concern, or requiring exploration and illumination, and when appropriate, develop a research project that evaluates the data, summarises and critically evaluates an area relevant to applied educational psychology; (project activity);

4 1.5 To make explicit the rational for research activity; having undertaken such research to make explicit the value and substantial contribution it makes to the professional knowledge base; 1.6 To synthesize an interactionist psychological perspective that incorporates the use of diverse strands of psychology within a systemic framework. This will include: organisational psychology, psychodynamic models, behaviourist perspectives, humanistic perspectives, family systemic models and ecological understandings used within the scientist practitioner approach, when developing professional hypotheses and formulations which aim to support the process of change; 1.7 To recognise and consider the relative influences of a complex range of factors and processes: internal, external organisational and systemic that affect the functioning of individuals, their families, groups and organisations and consider these when formulating hypotheses; 1.8 To understand the role of the EP in multi disciplinary work contexts through an appreciation of how different professional and theoretical perspectives, including social, political influences, contribute to different positions and perceptions; 1.9 To reflect on ones own practice and to recognise personal, internal and external factors influencing judgements, behaviour and decision-making. 2. Knowledge and Understanding 2.1 To understand the role of research in the dynamic process of evolving professional practice and to develop the knowledge base of applied educational psychology 2.2 To demonstrate a critical understanding of a range of psychological research, theories, models and paradigms and their relevance to applied educational psychology at the level of individuals, families, groups and organisations. 2.3 To understand and work effectively in the social, political and legal contexts in which educational psychology is applied with particular reference to the influences of legislative frameworks on practice and service delivery. 2.4 To develop a critical understanding of the range of different paradigms and approaches to assessment and intervention in applied educational psychology, and the relevance and appropriateness of their use with different client groups, with due consideration of cultural, linguistic and experiential factors. 2.5 To have a critical and reflexive understanding of the practical implications of applying ethical principles and the guidance of professional regulatory bodies in practice (HCPC and BPS).

5 2.6 To utilize specialist knowledge of child, adolescent, adult and family systemic psychology to understand and make sense of children s thinking, learning and behaviour, family dynamics, school / family dynamics and school dynamics. 3. Practical skills 3.1 To critically evaluate models and approaches to psychological assessment and intervention, in order to be informed when selecting techniques, and able to ensure that the approach adopted is ethical, appropriate and relevant to the client and the situation. 3.2 To employ and combine a range of qualitative and quantitative research methodologies in order to complete an investigation relevant and applicable to applied educational psychology. 3.3 To gather relevant observational, assessment and interview data on individuals and groups of children to support an understanding of their social, emotional and learning needs. 3.4 To employ core professional skills in the plan-do-review cycle including the process of adapting and adjusting interventions, evaluating work and reviewing psychological interventions on the basis of the learners needs and response. 3.5 To employ the scientist practitioner hypothesis testing approach to problem solving. 3.6 To develop and apply systemic approaches to applied educational psychology for example narrative, solution focused and appreciative enquiry approaches. 3.7 To work effectively with a range of other role partners, respecting and valuing difference, and being able to support a professional view where different perspectives exist. 3.8 To utilize skills in using a variety of different psychological assessment tools and approaches across different age ranges (0-25) and defend and rationalize the choice made. 3.9 To operate the skills to generate and critique evidence based judgements to inform decisions and planning To apply a range of professional and interpersonal skills to promote effective communication with a range of clients and role partners To apply equal opportunities awareness recognising the potential for stereotyping and prejudice in applied educational psychology with a range

6 of children and families from diverse social, ethnic, racial and linguistic backgrounds To work autonomously and as part of a team To effectively utilize appropriate interpersonal and communication skills to deliver effective applied educational psychology; including counselling and therapeutic skills. Applying effective communication and interpersonal skills to support children in contributing their views to their assessment and supporting adults in participating in their child s assessment through a partnership approach To demonstrate effective written and oral communication skills appropriate to the audience To demonstrate the professional skills to interpret, report and communicate findings of psychological assessments sensitively and appropriately to role partners To apply the skills of psychological consultation, using frameworks based upon solution focused ideas and problem solving approaches with: organisations, schools, families, groups and individuals To identify training needs at the level of individuals and organisations through negotiation and, then to develop and deliver materials appropriate to the audience through a teaching style that meets the needs of the learners To develop the skills to identify key features of the challenging work contexts in which EPs work and the symbiotic relationship that exists between organisational culture, context and ethos To develop and apply knowledge of the processes of thinking and learning to explore the strategies developed by learners across different learning contexts; 3.20 To develop awareness of the implications of strategic policy and its impact on: planning, curriculum, teaching, learning and progress, e.g. class size, streaming, setting and inclusion To understand how psychology can be applied to support the processes of effective and enabling teaching in order to raise standards and support the access and inclusion of those with leaning needs and those vulnerable to social exclusion. 4. Transferable skills and personal qualities 4.1 To negotiate with a commissioner of research their needs and key issues to be explored, then to negotiate and agree the research process, and carry out a substantial research activity in partnership with role partners.

7 4.2 To use professional presentation skills to provide in-service training, conference presentations, and to give evidence in formal settings. 4.3 To use effective, accessible and coherent writing skills in academic and professional writing activity. 4.4 To manage time and tasks effectively. 4.5 To engage in critical self-awareness, self-care, personal and professional reflection and be able to engage in professional supervision. 4.6 To employ advanced skills in ICT including qualitative and quantitative data management systems. 4.7 To make a commitment to personal and professional growth through continuing professional development planning; 4.8 To use consultation approaches with: organisations, other professionals, schools, families, groups and individuals. 4.9 To apply the skills of active listening, negotiation and conflict management Programme structures and Requirements The programme is delivered through three years of full time study. The first year contains a higher level of university based teaching to enable trainees to reach the level of professional competence necessary for them to undertake supervised professional activity on placement in a Local Authority / Children s Service in years 2 and 3. The programme aims to support the synthesis of psychological theory into applied educational psychology practice; this learning process is facilitated by a range of educational and placement opportunities that are supported by academic teaching at the University, and by local placements supervised by university funded professional educational psychologist tutors in Year 1 and Local Authority educational psychologists based in the placement context in Years 2 and 3. Trainees must complete a minimum of 300 days on placement over the three years of study. In Years 2 and 3 trainees complete 130 days on placement each year, typically this will reflect three days a week in term time. University attendance in year 2 and 3 is in blocks of time. There are three blocks of four days each term in Year 2 and three blocks of three days each term in Year 3. A nationally agreed partnership framework defines the range of work required and experiences that are required for a trainee on placement. It is essential to pass all components of the programme in order to qualify as an Educational Psychologist. There are alternative qualifications for trainees who for personal or academic reasons exit the programme at the end of the first or second year; these are described in the programme regulations.

8 The curriculum is delivered through six modules that are described below. All modules are taught and assessed at level 8. DEdPsy Course Structure DEdPsy Year 1 Year 2 Year 3 Modules / Programme Components and mode of assessment 1. The Profession of Ed. Psych. in Context. Assessed by 5,000 word assignment 2. The Effective Practitioner Assessed by 5,000 word assignment and viva 3. Research Methods 1 Assessed by 10,000 Research Report 4. Research Methods 2 Assessed by 10,000 upgrade report and viva 5. Applying Psychology: Creative Assessment, Interventions and Solutions in Practice. Assessed by 25,000 Word Professional Portfolio, Tutor Observations 6. Thesis Assessed by viva 35,000 word thesis T1 T2 T3 T1 Y2 T3 T1 T2 T3 Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated The programme draws upon a wide range of teaching and learning methods including: problem based learning activities, lectures, seminars, role-play, group work, workshops, tutor observations and video interactive guidance used for professional work activity, and supervision. Trainees have weekly individual and group tutorials/ professional supervision with a professional EP tutor throughout their studies. The use of the adult learning model respects and values the wealth and diversity of experiences that learners bring to the programme; the pedagogical approach adopted supports the development and progression of key professional skills throughout the training process. The use of problem based learning approaches encourages both independent autonomous learning, and group collaboration skills. The structure of the programme promotes coherence by carefully coordinating formal academic learning and relevant placement activities thus facilitating the direct application of theory and practice. Professional placement learning is organised and reviewed by three

9 way meetings with the trainee, their university tutor and placement supervisor. Professional learning is examined through tutor observations of trainees on placement and written process analyses of complex casework that is submitted in the professional portfolio. Academic learning is assessed through essays, viva examinations, participation in problem based learning scenarios, skills labs, and engagement in lectures and seminars. All trainees receive support from their professional tutor in preparing assignments and in developing their casework. At the end of each year there is a formal process to review trainee progress, identify any needs and plan for them, and to consider the trainee s ability to progress to the next year of training. When undertaking research a professional EP and an Academic Research supervisor support each trainee. Research skills are assessed each year, in Year 1 through a report, in Year 2 through the thesis upgrade and finally in Year 3 by the viva examination of the thesis. There are weekly meetings with all trainees and University tutors in Year 1 and termly meetings with trainees and tutors in Years 2 and 3. These meetings are to problem solve and help in the process of giving and receiving guidance and feedback. Each cohort also has two group representatives who regularly meet with the tutor team. In year 2 and 3 we also organise peer support groups for professional discussion and peer consultation groups to discuss the process of the thesis. Information about assessment regulations Participants must successfully complete all elements of the programme to qualify as an educational psychologist. There are alternative qualifications for trainees whom for personal or academic reasons exit the programme at the end of the first or second year; these are described in the programme regulations. All coursework is assessed according to the grade-related criteria for the programme level, available in the programme handbook. All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants who fail an assignment may be re-assessed in that element of their programme of study on one further occasion only, within the deadline specified by the Programme Director. An external examiner, who is a qualified educational psychologist, is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the trainee educational psychologists and the reliability of the judgements made in assessing them.

10 Further details about assessment regulations can be found on the Student Life web pages Support for learning The programme provides the following range of support for learning: In the term prior to the start of studies we hold a pre-programme meeting to allow our new cohort to meet and for tutors to provide a preprogramme reading lists and to help the new cohort prepare for the first placement tasks. An induction day at the commencement of the programme informs participants of the programme content, methods and expectations, and introduces them to Student Support Services and the Academic Writing Centre. Programme and handbooks offer full guidance and advice on studying, writing and submitting both assignments and dissertations or reports. The programme director is available to advise all participants on academic matters, and to refer them to the range of support services available at IOE. Formative feedback is provided on draft assignments to take forward to the final submission. Peer support and networking is facilitated in the group by the use of virtual learning environment (VLE) and collaborative projects, including regular cohort / tutor meetings, problem based learning activities and group activities. Access to the full range of welfare and union facilities is afforded to all Institute students. Participants are all inducted on the use of the library and information services, and of the VLE operating system. Methods for evaluating and improving the programme Mechanisms for review and evaluation of teaching, learning, and assessment include: Theme, Module, Term Content and Placement evaluation by trainees; Regular meetings between trainees and tutors (Weekly in Year 1 termly in Years 2 and 3); Termly meetings of the Programme Committee including student representation; Annual programme review prepared by programme team and considered by Faculty learning and teaching committee; Periodic programme review and revalidation involving external panel member; Annual monitoring by HCPC; Staff review and development; External Examiner Reports;

11 Review of the programme from the SEEL consortium Executive Committee and NCTL; Structured Professional Development for the tutor team; National trainee surveys. Committees with responsibility for monitoring and evaluating quality and standards: Programme Committee; Programme Advisory Committee, including professional stakeholders; Board of Examiners Faculty Learning and Teaching Committee; Doctoral School Committee; Teaching Committee Validation Sub Committee Equality and Diversity Committee; Academic Board; Senate. Mechanisms for gaining participant feedback on the quality of teaching and their learning experience Trainee s termly evaluations; Trainee s end of year programme evaluation; Trainee Representatives on programme committee. Mode of Study The DEdPsy is a three-year full time programme. It runs from September to August. It is run in partnership with the five Universities that form the SEEL Consortium (UCL, UEL, Tavistock Clinic (Essex University), Southampton) and Principal Educational Psychologists from three government regions: South East, East and London. The consortium is responsible for work force planning and negotiating bursaries for trainees on placement within these regions. The first year contains a higher level of university based teaching to enable trainees to reach the level of professional competence necessary for them to undertake supervised professional activity on placement in a Local Authority / Children s Service in years 2 and 3, Trainees must complete a minimum of 300 days on placement over the three years of study. In Years 2 and 3 trainees complete 130 days on placement each year, typically this will reflect three days a week in term time. University attendance in year 2 and 3 is in blocks of time. There are three blocks of four days each term in Year 2 and three blocks of three days each term in Year 3. A nationally agreed partnership framework defines the range of work required and experiences that are required for a trainee on placement. The remaining time is allocated to independent study and work preparing for the thesis and other assessed elements of the programme.

12 Language of Study The Institute of Education teaches and assesses trainee educational psychologists through the medium of English language. High levels of competence in English language are a requirement of all applicants and the programme regulations specify the minimum standards for applicants. International and EU students are required to achieve scores of at least 7 in reading, written and spoken English in the International English Language Testing System. The scores required in the Test of English as a Foreign Language (TOEFL) are: 650 in the paper-based test, or 280 in the computerised test, or in the internet-based test. Indicators of quality and standards The programme is approved by the HCPC and Accredited by the BPS and leads to a professional qualification as an Educational Psychologist. All work is examined at Level 8. Relevant benchmark statements and other external and internal reference points used to inform programme outcomes The programme is approved by the HCPC and Accredited by the BPS. On successful completion of the programme trainees will meet the HCPC Standards of Proficiency and Standards of Education and Training required to qualify as a practitioner Psychologist with the protected title Educational Psychologist. Successful trainees will also be eligible to apply for Chartered status with the BPS. Successful applicants secure employment as Educational Psychologists. Trainee EPs regularly present at the DECP BPS conference and have published in peer reviewed journals. The programme s external examiners have consistently highlighted the high standards of the trainees on the programme and compared the programme favourably with EP training at other universities. Date of completion/amendment of specification October 2013 Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information can be found in the programme handbook.