C College of Social Sciences

Transcription

1 C Cllege f Scial Sciences S Schl f Educatin Pstgraduate Prfessinal Training in Educatinal Psychlgy Prgramme Guide

2 This bklet prvides infrmatin abut the pstgraduate prfessinal training prgramme in educatinal psychlgy at this University. The prgramme may be subject t mdificatin in respnse t a range f influences, including develpments within the University, develpments t the prfessin and the cntext in which educatinal psychlgists practice, changes in natinal plicy and their effects upn prfessinal training, and / r the desirability f respnding flexibly t the needs f the student chrts t whm the prgramme is ffered. The specificatin f the prgramme within this prspectus des nt therefre frm part f a cntract. Fr further infrmatin, please cntact: Beverley Burke Prgramme Secretary Educatinal Psychlgy Prgrammes Schl f Educatin The University f Birmingham Edgbastn Birmingham B15 2TT Tel: b.a.burke@bham.ac.uk 2

3 Intrductin 4 The Rle f Educatinal Psychlgy Services 4 Pstgraduate prfessinal Training at Birmingham 6 The Prfessinal Training Prgramme 7 Cre Values f the Prfessinal Training Prgramme 7 Aims f Prgramme 8 Prgramme Delivery: The Inter-Relatinship between University-Based Learning and Supervised Practice 10 Staffing 11 Prgramme Structure 12 Year 1 13 Mdules 14 Supervised Prfessinal Practice Placements in Year 1 15 Tutrial Supprt in Year 1 16 Year 2 16 Placement Learning in Year 2 17 University-Based Teaching and Learning in Year 2 18 Year 3 18 University-Based Teaching and Learning in Year 3 19 Assessment 19 Overall Frmative Assessment 19 The Assessment f Academic and Research Cmpetence 19 Assessment f Prfessinal Cmpetence 21 Overview f the Assessment 21 Entry Requirements and Selectin Arrangements 22 Assciatin fr Educatinal Psychlgists 25 The Selectin Prcess at the University f Birmingham 26 Internatinal Students 26 Students with Disabilities 27 Students frm Minrity Grups 28 Additinal Infrmatin 28 Appendix 1: University f Birmingham English Language Requirements 30 Appendix 2: Summary f Prgramme Structure, Cntent and Assessed Requirements 32 Appendix 3: Accreditatin f Prir Learning at the University f Birmingham 34 Appendix 4: Applicants with Additinal Health Needs 36 Appendix 5: Disclsure and Barring Service 38 3

4 Intrductin Qualificatin as an educatinal psychlgist is achieved thrugh cmpletin f a three-year, full time prgramme f pstgraduate training leading t the academic award and prfessinal qualificatin f Dctrate in Applied Educatinal and Child Psychlgy fr suitably qualified applicants*. The App. Ed. and Child Psy. D. is recgnised by the Department fr Educatin, apprved by the Health Prfessins Cuncil, and accredited by the British Psychlgical Sciety, as the prfessinal qualificatin necessary fr practice as a registered educatinal psychlgist in England, Wales and Nrthern Ireland. Successful cmpletin f the prgramme allws graduates t apply fr registratin with the Health Prfessins Cuncil and t apply t the British Psychlgical Sciety fr chartered membership f the Sciety. *Applicants must: have a gd hnurs degree in psychlgy (nrmally 2.1 r abve), r an equivalent academic qualificatin in Psychlgy, rendering them eligible fr the Graduated Basis f Registratin (G.B.R.) with the British Psychlgical Sciety; have undertaken wrk experience in schl, health, scial care and/r ther cmmunity settings with children and yung peple (0-19 years); and have excellent mastery f written and spken English. (See page 23 and Appendix 1 fr further infrmatin abut the English language requirement). The rle f educatinal psychlgy services In its 2000 review f Educatinal Psychlgy Service (EPS) delivery, the Department fr Educatin and Emplyment defined the cntributin f educatinal psychlgists (EPs) within the cntext f the Gvernment s educatin and scial inclusin agendas as t prmte child develpment and learning thrugh the applicatin f psychlgy by wrking with individual and grups f children, teachers and ther adults in schls, families, ther Lcal Authrity fficers, health and scial services and ther agencies : (DfEE, 2000:5) They went n t define three cre areas f prfessinal practice by EPs: early years wrk; wrk with schls; and multi-agency wrk, and t stipulate that cre wrk shuld fcus arund assessment and interventin at a number f levels (DfEE, 2000:7). Within the rapidly changing landscape f public services fr children, this brad view f the rle f EP Services (EPSs) has been retained. Fr example, in relatin t the agenda fr change arising frm the publicatin f the white paper, Every Child Matters: Change fr Children (DfES, 2004), 4

5 EPSs are psitined as prviding assessment, cnsultatin, advice and training t early years settings, schls, families and the lcal educatin authrity,.. The Service assesses the educatinal needs f children and advises n hw the needs f children shuld be met; this can mean advising teachers and ther schl staff n hw t supprt the educatinal needs f an individual child r yung persn, r advising a schl r the lcal authrity n hw best t address the needs f particular grups f children. In ther wrks, interventin ranges frm wrking with the individual child t wrk at the level f the rganisatin r whle schl system. It is nted that, in additin t direct wrk with children and yung peple, in practice, a gd deal f the wrk f the EPS is abut helping thers t understand children s difficulties mre thrughly s that they can prvide mre effective teaching, supprt and care. The duties f the service, then, are varied, but will generally include: fcusing n early prblem identificatin and early interventin; cntributing t the assessment f the develpment and educatinal needs f children and yung peple; undertaking therapeutic wrk with children and yung peple and their parents r carers; assisting schls with the develpment f SEN plicies s that the perfrmance f the whle schl is enhanced; assisting lcal authrities with their wn educatin develpment planning s that perfrmance is enhanced acrss each area; engaging in actin research t prmte increased teacher knwledge f gd practice in areas such as inclusin and raised achievement; engaging in prjects t raise achievement and imprve prvisin fr pupils with emtinal and behaviral difficulties; helping t develp knwledge and skills fr teachers, learning supprt assistants and gvernrs; wrking in multi-agency cntexts with health, scial care, vluntary services and ther agencies; and supprting parents as 'key partners'. In mst lcal authrities, the educatinal psychlgy service is likely t be invlved in a range f ther areas, such as: interventin wrk in areas f literacy develpment, thinking skills and self-esteem as a learner; 5

6 management training fr schls and lcal authrity staff; respnding t critical incidents in the cmmunity where sudden death ccurs; management f trauma fllwing child abuse; and/r supprt fr carers f lked after children. Pstgraduate prfessinal training at the University f Birmingham The prfessinal training prgramme in educatinal psychlgy at the University f Birmingham fully endrses this brad visin f the rle f EPs. The curse aims t equip trainee EPs t cntribute fully, as applied psychlgists, t the Gvernment agenda f raising standards, prmting the mental health and psychlgical well-being f children and yung peple, and wrking twards maximising the inclusin and participatin f vulnerable children and yung peple. Prfessinal respnsibilities are nt, hwever, circumscribed by the Gvernment agenda r DCSF plicy. EPs wrk in a rapidly changing landscape, within which their rle and accuntabilities, and the methds they use evlve cntinuusly. Prfessinal training is therefre a dynamic and recursive prcess, in which changing needs and demands in the wrkplace, and develpments in the knwledge-base ffered by the parent discipline f psychlgy infrm develpment and innvatin in bth educatinal psychlgy practice, and the cntent and pedaggic practices f the prfessinal training prcess. The University f Birmingham has prvided pstgraduate prfessinal training in educatinal psychlgy fr ver sixty years. When last re-accredited by the British Psychlgical Sciety in Octber 2004, amngst the majr strengths f the training prgramme highlighted were: the prgramme s unique research-based apprach t practice, underpinned by clear interlcking framewrks, key elements f which have been develped ver time by the curse team; namely Cllabrative Actin Research (CAR) and Research and Develpment in Organisatins (RADiO) appraches and research methdlgies ; the prgramme s tutrial system, which was highly praised by trainee educatinal psychlgists (TEPs) and demnstrated the tutrs cmmitment t TEPs cntinuing develpment. This is f value in terms f bth the academic and prfessinal supprt prvided. In additin, the sensitive and skilful way in which TEPs are helped t manage difficult persnal issues was 6

7 particularly highlighted by them ; the prcess and structure f frmative feedback used n the curse, which was cnsidered t prvide a high quality, supprtive yet apprpriately challenging framewrk which prmtes cntinuus learning and develpment, and supprts TEPs in planning and identifying pririties ; and the clse and supprtive wrking relatinships between the curse and lcal Educatinal Psychlgy Services which were described as a real strength, which extends t a cngruence abut understanding the rle f the educatinal psychlgist and prfessinal practice, which is valuable in prmting the integratin f wrk n the curse and placement practice. The mst recent subject review carried ut by the Quality Assurance Agency fr Higher Educatin similarly endrsed the high quality f prvisin made fr prfessinal training in educatinal psychlgy at the University f Birmingham. In additin t the App. Ed. and Child Psy. D. prgramme, a pst-qualificatin dctral research prgramme and ther cntinuing prfessinal develpment pprtunities fr practising educatinal psychlgists are ffered within The Cllege f Scial Sciences at the University f Birmingham. The Cllege f Scial Sciences The Cllege has a wide diversity f students: the student bdy cmprises full-time students drawn frm the UK and verseas; part-time students, many f whm are in full-time emplyment in the Midlands area and Wales; and distance educatin students. In registering fr the prgramme f study yu will be jining a University and a Cllege with a high natinal and internatinal reputatin fr bth research and teaching. Yu will als be jining a Cllege which is cncerned t make yu feel welcme and is fully cmmitted t supprting yu thrugh yur studies. Cre Values f the Prfessinal Training Prgramme. The University f Birmingham s pstgraduate prfessinal training prgramme places emphasis n theretical mdels which underpin the curriculum which reflect a set f cre values which prmte: an infrmed apprach t the applicatin f psychlgical thery and research t slving real life prblems, incrprating scial cnstructinist, scial interactinist and psitivist perspectives; the creative practitiner-scientist apprach t slving prblems, and a cmmitment twards evidence-based practice; wrking cllabratively with thers with sensitivity and respect fr their beliefs, values and 7

8 experiences; anti-ppressive practice, equality f pprtunity, and the empwerment f thers; an adult learning mdel within which trainees take respnsibility fr managing their wn develpment and learning, and using their knwledge, skills and expertise t supprt the learning f peers and clleagues; reflective, self-rganised, self-evaluative practice; adherence t the highest prfessinal and ethical standards f practice; and the applicatin f psychlgical appraches, including adult and active learning mdels, t the management f trainees wn learning. A key aim f the prgramme is t supprt trainee EPs in wrking cllabratively with peers, the tutr team, placement supervisrs, and a diverse range f educatinal psychlgy service users, taking increasing respnsibility fr the develpment f knwledge, skills and prfessinal values cmpatible with the principles summarised abve. Aims f Prgramme The primary respnsibility f the prgramme is t prvide prfessinal training which qualifies its graduates t wrk as registered educatinal psychlgists within the UK. The prgramme is therefre cnfigured in rder t cnfrm fully t the standards f educatin and training laid dwn by the Health Prfessins Cuncil (the regulatry bdy fr all branches f practitiner psychlgy, including educatinal psychlgy). The prgramme sets ut t ensure that, by the end f their three years in full-time training, graduates are able t demnstrate the standards f the prficiency required by the HPC, t enable graduates t apply t jin the register maintained by the HPC. Registratin is a necessary cnditin fr practice as an educatinal psychlgist within the UK. In parallel, the prgramme cnfrms fully t the British Psychlgical Sciety s prgramme accreditatin criteria, and addresses the learning utcmes specified fr educatinal psychlgists by the Sciety. Graduatin frm the prgramme therefre enables past trainees t apply t the Sciety fr chartered membership as educatinal psychlgists. In addressing these superrdinate purpses f pstgraduate prfessinal training in educatinal psychlgy, the prgramme f study aims t supprt the develpment f the knwledge, understanding, skills and prfessinal judgement which educatinal psychlgists will require in their first years in pst, wrking within a range f public sectr and vluntary agency settings, in cllabratin with a range f clleagues, service users and cmmissiners, t enhance the 8

9 develpment and learning f children and yung peple. The prgramme sets ut t psitin educatinal psychlgists as practitiner scientists whse wrk is fully infrmed by critical review f published literature, is clearly cnceptualised in terms f its epistemlgical and theretical frmulatin, and the methdlgical paradigms applied, and demnstrates evidence f balanced independent critical appraisal and evaluatin f data cllected and / r the utcmes f interventin. Specifically, the prfessinal training prgramme aims t ensure that: the psychlgy graduate entrants maintain, develp and apply their knwledge and understanding f psychlgical thery and research t the primary task f prmting children s develpment and learning, bth thrugh direct wrk with individual children and grups f children, and thrugh advisry, cnsultative and research-based wrk with teachers and thers respnsible fr children s welfare and learning; students are supprted in develping and applying their knwledge and understanding f the legislative and plicy infra-structure affecting children s rights, and the prvisin f services t ensure children s safety, mental health and psychlgical well-being, develpment and learning, within a cntext f equality f pprtunity and anti-ppressive practice; students develp their understanding f the schls and ther systems and settings in which children are educated and cared fr, and their cmpetence t wrk effectively in the rles f bth internal and external cnsultant and researcher, in cllabratin with thers, t prmte children s learning and psych-scial wellbeing; students develp their skills as users and prducers f knwledge, and, within their psitin as applied psychlgists in educatin, apply these skills t supprt the develpment and learning f children and yung peple; students are cmpetent t wrk as applied psychlgists with individual children, yung peple and adults, with grups, and at an rganisatinal level; students make a significant and riginal cntributin t specialised fields f inquiry bth in their designated research prjects, and in their cnceptualisatin and management f prfessinal practice thrughut Years 2 and 3 f the prgramme, demnstrating assured methdlgical cmpetence, engaging in critical dialgue with peers, and cntributing t thery develpment; and students display mastery f a number f cmplex and specialised areas f knwledge and skill, 9

10 emplying advanced skills t cnduct research and advance theretical, technical r prfessin knwledge and activity in their rle as applied psychlgists. Prgramme Delivery: The inter-relatinship between University-based teaching and learning and supervised prfessinal practice The University f Birmingham is ne f furteen Universities in England, Wales and Nrthern Ireland, accredited by the British Psychlgical Sciety n behalf f the Department f Children, Schls and Families, t train educatinal psychlgists, wh, upn cmpletin f their training, will be eligible fr chartered status. Fr its effective delivery, the prgramme requires secure partnership between the University and the Lcal Authrity Psychlgical Services which cntribute t curriculum planning and delivery, and t the staffing f the prgramme by the academic and prfessinal tutrs. Lcal Services als cntribute t the first year f the prgramme thrugh the supervisin f placement activity (which accunts fr apprximately 70 days, spread acrss tw placements, each undertaken in a different lcal authrity) in a range f public sectr and vluntary agency settings. In Years 2 and 3 f the prgramme, students have a different rle within educatinal psychlgy services, since they need t secure appintments t salaried r bursary funded psts as trainee educatinal psychlgists. Students n the Birmingham prgramme have, in the past, been free t secure a training pst anywhere in England r Wales, prviding that they and their emplying Service were able t: safeguard the requisite study time as an integral cmpnent f the rle; ensure that the jb descriptin and persn specificatin are cmpatible with the supervised prfessinal practice and assessed research requirements f each year f the prgramme, (which, in turn, link directly t the learning bjectives and utcmes required by the British Psychlgical Sciety); and ensure the student s availability t attend the University-based cmpnents f the prgramme during Years 2 and 3. T date, the majrity f trainees n the Birmingham prgramme secured psts within the West Midlands regin, althugh a minrity f trainees pted t seek training psts in ther parts f the cuntry. The c-rdinatin f prgramme design, delivery and management is the majr respnsibility f the 10

11 prgramme directr (a practising senir chartered educatinal psychlgist, wh has a full-time pst within the University). The prgramme draws upn the expertise and cmmitment t educatinal psychlgy training f leading practitiners within the regin, and academics and researchers within the University wh are recgnised experts in their field. Such cntributins ensure that the curriculum is infrmed and enriched by the research excellence and schlarship f natinal and internatinal renwn, which clleagues within the University can cntribute, and by leading edge develpments within the practitiner cmmunity t which visiting external speakers cntribute. The research training cmpnent f the prgramme takes places predminantly during the first year f training. The research training cnstitutes ne significant frum within which trainee EPs wrk alngside clleagues frm ther prfessins and disciplines, s ensuring pprtunities fr training and cllabratin acrss traditinal prfessinal and disciplinary bundaries at a frmative stage in the prfessinal develpment prcess. Additinally, thrugh the excellent wrking relatinships with West Midland Educatinal Psychlgy Services, the prgramme is able t ffer a wide range f cmplementary supervised prfessinal practice placements during the first year f the prgramme, in city, metrplitan and shire cunty settings, all f which are within easy travelling distance f the University. A high quality f prfessinal supervisin can be assured as a result f the large numbers f practising psychlgists in Services within the West Midlands regin wh have participated in University-led training in supervisin, and in pst-qualificatin study at dctral level ver the last decade. Services ffer pprtunities fr students t bserve and participate in a very wide range f academically-grunded prfessinal practice, and fr engagement with children, yung peple and families frm widely diverse ethnic, cultural, religius and linguistic traditins. Staffing As indicated abve, the prgramme is staffed by the Prgramme Directr and the Academic and Prfessinal Tutrs. The Academic and Prfessinal Tutrs are University-based fr part f the wrking week, and fr the remainder, wrk either as Educatinal Psychlgists, fr Birmingham, Sandwell, Wlverhamptn and Wrcestershire Lcal Authrity Psychlgical Services r independently. All members f the tutr team are experienced chartered psychlgists wh have wrked in a number f different lcal authrities and are actively invlved in develpments within their emplying LAs. The tutr team is able t prvide trainees with a brad range f learning pprtunities in terms f academic teaching, research activity, prfessinal guidance and tutrial supprt. 11

12 All tutrs are actively invlved in research and develpment in schls and ther rganisatins. Prgramme Directr Sue Mrris Academic and Prfessinal Tutrs Nick Bzic Julia Hwe Jane Leadbetter Huw Williams Clette San Birmingham Sandwell Birmingham Wlverhamptn Sandwell Anita Sni Prgramme Structure A brad verview f the structure and cntent f the prgramme is presented in Appendix 2. Frm the University perspective, all prgrammes are cnceptualised as credit-bearing: in the case f research prgrammes, a minimum f 51% f credits must relate t research activity. The dctral prgramme in Applied Educatinal and Child Psychlgy is psitined as bth a pstgraduate prfessinal training prgramme and a higher research degree. 180 f the 540 credits required fr the dctral award are built up each year, f which, in the first year, 60 are cnfigured as research credits (relating t the assessed requirement f the three Research mdules), while in each f Years 2 and 3, the 180 credits awarded fr successful cmpletin f Vlumes 1 and 2 f the thesis are als psitined as research credits. Accreditatin f Prir Learning (APL) While the University f Birmingham des have regulatins in place which allw fr accreditatin f certificated prir learning (See Appendix 3), these regulatins apply t the App. Ed. and Child Psy. D. prgramme slely in the case f the three Year 1 research mdules. Each mdule accunts fr 20 credits (a ttal f 60 credits fr the three mdules). Fr these mdules, subject t trainees prducing evidence f an apprpriate match in bth level and cntent between their previus studies and the Birmingham research mdule(s) fr which they are seeking exemptin, APL and credit transfer may be apprved. 12

13 APL is nt ffered fr ther mdules r cmpnents f the prgramme, since the inter-relatinship between the University-based learning and teaching and supervised practice requirements f the prgramme wuld render an adequate match with prir certificated learning imprbable and t cmplex t assess with the requisite rigur. Year 1 The first year f the prgramme cmprises seven linked mdules alngside tw supervised placements in Lcal Authrity Psychlgical Services. The mdules are briefly utlined belw. Assessment and Interventin This mdule fcuses upn psychlgical thery and research relating t the prcess f cgnitive develpment and learning thrughut the develpmental lifespan, with particular emphasis upn childhd and adlescence. The implicatins fr instructinal design and assessment derived frm these theretical underpinnings are explred within a hypthesis-testing apprach t psycheducatinal assessment, within which a range f appraches t assessment and interventin are intrduced. The mdule adpts a brad remit, including nrmative, curriculum referenced, criterin referenced and dynamic appraches t assessment f cgnitive develpment, attainment, language, learning style and thinking skills, mtivatinal and affective factrs, and f learning envirnments. This mdule als fcuses n the prcesses f scial and emtinal develpment within the lifespan develpment prcess. Again, a wide range f psychlgical paradigms and research evidence, and their applicability are explred, as they relate t the mental health and psychlgical well-being f children and yung peple. Mnitring, assessment and interventin methds relevant t wrk at individual, grup and institutinal levels are presented and applied in the cntext f primary, secndary and tertiary preventin f cmmn develpmental and intra- and inter-persnal difficulties. 13

14 Cmplex Individual Needs The mdule presents an pprtunity fr trainee educatinal psychlgist t update, extend and apply the knwledge f the develpmental psychlgy f childhd and adlescence which they bring t the prgramme frm their prir studies f psychlgy. Against this backgrund, the nature and impact n develpment f disabilities and special educatin needs are examined. Here the emphasis rests heavily upn analysis f theretical paradigms and research evidence relating t the aetilgy and impact f disabling cnditins, and t the quality f evidence available t infrm the selectin f interventin methds f chice, if disadvantage and disability are t be minimised. Particular attentin is paid t balancing scial and medical mdels f disability, and their implicatins fr practice, and t wrking with children and yung peple and their carers in ways that maximise their engagement in a cllabrative prblem-slving prcess. Psychlgy in Prfessinal Practice This mdule is planned t supprt the develpment f students knwledge and understanding f the cmplex envirnment within which educatinal psychlgy services are delivered. Relevant legislatin and plicy are reviewed, as are the rles, accuntabilities and wrking practices f the agencies and prfessinal disciplines wh share respnsibility fr supprting the care and develpment, health and learning f children and yung peple. The mdule gives extensive cnsideratin t the public educatin system and t schls, their structure, staffing, culture, curricula, pedaggic practices and assessment arrangements, preparing trainees fr their rle as applied psychlgists wrking frm the Fundatin Stage t pst-16 educatin. Within this cntext, the mdule explres the rle and functin f cntemprary psychlgical services and the applicability f psychlgical thery and research t the primary task f prmting children s develpment and learning, bth thrugh direct wrk with individual children and grups f children, and thrugh advisry, cnsultative and research-based wrk with teachers and thers respnsible fr children s welfare and learning. Key dimensins f the rle such as cnsultatin and supervisin, self-presentatin, and prfessinal discurses are addressed, drawing upn a number f key theretical paradigms such as Persnal Cnstruct Psychlgy, the thery and practice f Self- Organised Learning, principles f Demcratic Cmmunicatin, and Sci-Cultural Activity Thery. Imprtantly, the mdule prvides a key grunding in the standards f cnduct, perfrmance and ethics required f practitiner psychlgists, and educatinal psychlgists in particular, by the Heath Prfessins Cuncil and British Psychlgical Sciety. 14

15 Research Training. There are three mdules in which trainees participate alngside ther full-time and part-time research students in the Schl, including the qualified EPs participating in the pst-qualificatin Ed. Psych. D. prgramme. The first mdule, entitled Identity and Epistemlgy, addresses the philsphical and methdlgical bases fr research. A secnd mdule, Designing Research is cncerned with practical aspects f research design and the develpment f research instruments such as questinnaires and interviews. The third mdule, Using Surces: Prducing Analysis aims t supprt the develpment f skills f data cllectin and qualitative and quantitative analysis, and the reprting f research findings. Wrking with Organisatinal and Cmmunities This mdule cnsiders the EP s rle in applying psychlgy at an rganisatin level. It is cncerned t ensure an eclgical rientatin t practice at all levels, and t explring cmmunity influences upn children s develpmental needs and the develpment f culturally and cntextually relevant interventins attuned t the needs and resurces f the cmmunities which schls serve. The mdule prepares trainee EPs t cntribute t rganisatinal develpment, with particular reference t their invlvement in schl imprvement. Supervised Prfessinal Practice Placements in Year 1. Fieldwrk A is undertaken within ne f the West Midlands Educatinal Psychlgy Services, under the supervisin f designated practising educatinal psychlgists within the hst Lcal Authrity. All f the EPs invlved in placement supervisin will nrmally have undertaken specific training t prepare fr this rle. The placement includes time in schls and nurseries, visits t special prvisin, practice f skills, and experience f casewrk and cnsultatin within the Psychlgical Service setting, alng with a small scale cllabrative prject in a schl r early years setting, undertaken by a pair r small grup f trainees. The placement starts early in the Autumn Term and cncludes in the fllwing Spring. Tw days in each week are devted t Fieldwrk A : this includes time fr supervisin. Fieldwrk B is a blck placement f apprximately ten weeks duratin. The placement starts after Easter, having been preceded by a tw-day intrductry visit prir t the Easter break. Supervisin is undertaken by a designated member f the hst Educatinal Psychlgy Service, with 15

16 the Academic and Prfessinal Tutr maintaining clse liaisn, supprt, mnitring and assessment rles cmplementing the supprt ffered by the Lcal Authrity placement supervisr. Trainee EPs gain valuable experience f life as an applied psychlgist n a full-time basis within their hst Service during Fieldwrk B. The placement ffers pprtunities fr trainees t extend their range f skills and experience. While the detail f the persnal learning agreement fr the placement will be dependent upn bth the practices f the Service and the particular needs and interests f the trainee, a minimum number f substantive tasks must be undertaken. Cumulatively, the supervised prfessinal practice undertaken during Fieldwrk A and B shuld ensure that every trainee has pprtunities t: apply knwledge and skills intrduced during University-based lectures and seminars; gain experience f practice within tw cntrasting Educatinal Psychlgy Services; develp a prtfli f practice relating t assessment and interventin with individuals and grups f children and yung peple within a range f settings; gain experience f wrking acrss the age cntinuum, and with children, yung peple and families frm differing cultural, linguistic and religius backgrunds; and cntribute t research, staff training, prject and develpment wrk within schls and ther relevant settings. Tutrial Supprt in Year 1 Trainee EPs are assigned a persnal tutr wh supprt them thrughut Year 1 by regular tutrial and supervisry cntact. The mdel f supervisin seeks t empwer trainees and t enable them t frmulate and pursue their wn gals fr learning. During the Fieldwrk A and B placements, the tutr attends meetings with the trainee EP and the designated supervisr within the EPS, and maintains cntact thrugh telephne, , and additinal face-t-face cntact, as necessary. Year 2 The secnd year f the prgramme marks a significant shift in the prfessinal identity f students, in the appraches t teaching and learning, and in the rle relatinships between the University, the student and the Educatinal Psychlgy Service in which supervised prfessinal practice is undertaken. In Years 2 and 3, while still registered as full-time pstgraduate research students f the University n the App. Ed. and Child Psy. D. prgramme, trainee EPs either becme salaried 16

17 emplyees r take bursary funded psitins in Lcal Authrity Educatinal Psychlgy Services. Trainees will therefre nrmally need t secure an apprpriate pst as a trainee educatinal psychlgist prir t the first day f September f the secnd year f training. Frm the University s perspective, prgressin and develpment f learning are viewed within a spiral curriculum, with each successive year affrding further pprtunities fr trainees t cnslidate, apply and extend the knwledge and skills develped in earlier stages f the prgramme. Additinally, each successive year pens up new dmains f study and prfessinal practice. Year 2 f the curriculum amplifies the fcus n: lw incidence / cmplex needs and disabling cnditins; wrk in mre specialised educatinal settings such as special schls and units; wrking in settings ther than schls; wrking with children at the lwer end f the age cntinuum and their carers, and related experience in health, educatin and scial care settings which accmmdate the needs f children under tw years f age; family-based wrk; therapeutic interventin; cllabratin with ther prfessinal grups and agencies; and wrk at the rganisatinal develpment level in schls and / r ther cmmunity settings. Placement learning in Year 2 As was the case during Fieldwrk A and B in Year 1, University tutrs will maintain clse liaisn with the student and designated supervisr within the Educatinal Psychlgy Service, and will make visits t the Service in which the student is wrking as a trainee EP. A key functin f early cntacts between supervisr, tutr and the trainee EP will be t negtiate a Persnal Learning Agreement fr the trainee, in which: 40% f the time is safeguarded as prtected study time; the respective rles and respnsibilities f the trainee, the placement supervisr and emplying EPS, and the tutr and the University, are clearly specified; and a range f activities which the trainee will undertake in rder t meet bth the requirements f the University, and the expectatins f the Lcal Authrity are clarified and recrded. 17

18 The Persnal Learning Agreement will then frm the basis f the nging dialgue between student, supervisr and University tutr. University-based Teaching and Learning in Year 2 There will be relatively little frmal lecture-based delivery in Years 2 and 3. Rather, academic learning will predminantly take the frm f tutr-supprted inquiry-based learning which relates specifically t the supervised prfessinal practice and research requirements f the prgramme. The University s extensive E-Library and Canvas resurces cmprise significant elements f the structured supprt fr learning. Only a small prprtin f the 40% study time will be allcated t time-tabled lectures and ther teaching activities within the University. Trainees will be expected t attend the University fr nine days each term. This time will be allcated t: University-based persnal prfessinal develpment tutrials relating t supervised prfessinal practice, and prgress with the research and assessed written requirements f the prgramme, alng with any ther matters relevant t the needs f the student; lectures and seminars; and trainee-led presentatins, seminars and wrkshps, in which trainees can present their wrk and share feedback with peers, exchange-based learning can be facilitated, and grup cnsultatin appraches can be applied t supprt bth individual and grup develpment. In Years 2 and 3 trainees are likely t wrk clsely with tw designated tutrs frm the University, ne f whm maintains a lead rle in placement liaisn and supprt fr the verall persnal prfessinal develpment f the student, and the secnd f whm acts as research supervisr. Year 3 Students cntinue in their wrk as Trainee EPs within their emplying EPS. Arrangements fr Year 3 mirrr thse established in Year 2, in that a Persnal Learning Agreement fr the year will be negtiated during the first tutr visit t the emplying EPS at the start f the academic year. As was the case in Year 2, within the placement cntext, inquiry-based learning will be well supprted by access t the University s Infrmatin Services and a range f Canvas resurces. Overall, the third year f the prgramme aims t prvide pprtunities fr knwledge and skill 18

19 cnslidatin, alng with sme pprtunity fr intensive invlvement within a specialised field. The chice f specialism will need t be lcally negtiated, t take accunt f the interests and develpment needs f each trainee n the ne hand, and the needs and capacities f the emplying Service and the pprtunities available within the Lcal Authrity n the ther. A further distinctive feature f Year 3 is the increased emphasis upn applicatins f rganisatin psychlgy, and the rle f the EP as an external cnsultant wrking t prmte rganisatinal learning, develpment and change within large, diffuse and cmplex rganisatins, and t cntribute t plicy develpment. The specific fcus f this wrk, and the cntext in which it is undertaken will necessarily depend upn the pprtunities available within each emplyment cntext. University-based Teaching and Learning in Year 3 20% f time in Year 3 is safeguarded as prtected study time. Much f this time is directed tward reading t supprt placement practice, alngside th write-up f the thesis. A maximum f fur days each term are scheduled fr University-based learning and teaching. Here, sessins fcus n supprting exchange-based learning within the chrt f trainees, and upn mre specialised dimensins f practice t supprt the specialised wrk experience, and rganisatinal and cmmunity psychlgy applicatins within trainees practice placements. Assessment The wrk and perfrmance f students are evaluated in a number f ways. Overall Frmative Assessment At the start f the first year in training, trainee EPs are asked t take a lead in appraising their wn transferable entry skills and training needs, and t wrk in partnership with their persnal tutr t map ut bjectives fr each stage f the first year in training, and plan steps that need t be taken in rder t achieve these bjectives. Thereafter, at regular intervals, review f prgress tward meeting these develpment bjectives frms the basis fr discussin within tutrials. The Assessment f Academic and Research Cmpetence As nted n page 11, in rder t meet the University s requirements fr the award f a dctrate, students need t achieve a ttal f 540 credits. 19

20 The prgramme is rganised t ensure that students gain 180 credits each year. In Year 1, seven discrete assessed assignments (each awarded 20 r 30 credits) need t be cmpleted (ne assignment fr each f the seven mdules summarised n pages 12 t 13. These assignments have an imprtant frmative functin, frming a fcus fr reading and reflectin, and fr the develpment f writing within differing genres. The seven assignments therefre prvide pprtunities fr students t practise and develp their skills in writing traditinal academic papers, and in undertaking independent critical analyses f the plicy, theretical and research bases fr prfessinal practice, s setting a secure fundatin fr the wrk n the thesis which begins in Year 2. As nted in Table 1 (Appendix 1), in Year 2, students make prgress with the design and implementatin f a substantive riginal empirical study which will be written up as Vlume 1 f their research thesis, and submitted in early June f Year 3. Additinally, they submit three chapters f Vlume 2 f their research thesis. Each f the three chapters which need t be cmpleted in Year 2 cmprises a prfessinal practice reprt. Each reprt describes a piece f wrk undertaken during the Year 2 supervised prfessinal practice placement. The cllated prfessinal practice reprts and appendices relevant t these reprts will accunt fr 120 Level D credits.. The three Year 2 PPRs shuld address at least three f the fllwing brad areas: i) an accunt f wrk where the fcus f the student s invlvement is a child r yung persn with cmplex needs; ii) iii) iv) an accunt f assessment and interventin with a grup (cf. individual child) fcus; an accunt f wrk by the student in which there is multi-agency invlvement in assessment and interventin t address the needs f the child and her / his family / carers; and / r an peratinal analysis / evaluatin f a specialised setting which caters fr cmplex needs f children and yung peple and / r families; and / r v) an accunt f the student s invlvement in a planned change prcess in an rganisatin. Assessed academic and research requirements fr Year 3 build n thse in place during Year 2. Trainees cmplete wrk n the empirical study which was initiated in Year 2, and write this up as Vlume 1 f their thesis. This is written within a 25,000 wrd limit, accunting fr 180 credits. T cmplete Vlume 2 f the thesis, a furth prfessinal practice reprt is written which relates t 20

21 wrk undertaken during the Year 3 supervised prfessinal practice placement. The final prfessinal practice reprt accunts fr 60 credits, and is written within an upper wrd limit f 8,000 wrds (excluding references, figures, tables and appendices). Nrmally this final reprt will cmprise either: i) a critical evaluatin f wrk undertaken within a specialised wrk cntext r area f practice; r ii) wrk which has an rganisatinal r cmmunity psychlgy fcus; r iii) a reprt n, and evaluatin f a lngitudinal interventin that has been sustained ver a perid f at least 10 mnths during the secnd and third years f the prgramme. The thesis will be submitted as tw vlumes, with Vlume 1 cmprising the tw research reprt, and Vlume 2 cmprising the fur prfessinal practice reprts. It is expected that bth vlumes: will address epistemlgical and methdlgical features f the wrk; will cnsider psychlgical thery and prcesses in depth; will address ethical dimensins f the wrk with great care; and will include evidence f rigrus analysis and evaluatin f argument and the cllectin f data. All wrk within Vlumes 1 and 2 f the thesis will be assessed against the University s regulatins fr Research Degrees. Vlume 1 f the thesis will be further examined thrugh a viva vce examinatin. Assessment f Prfessinal Cmpetence. Fr all aspects f the prgramme wrk, there is a Supervised Prfessinal Practice Review Guide, which has bth frmative and summative functins. Use f the Review Guide structures the threeway prcess f nging feedback between tutr, placement supervisr and trainee EP thrughut each placement, and defines the criteria against which cmpetence will be assessed by University tutrs and fieldwrk supervisrs at the end f the placement. Additinally, as they prgress thrugh the prgramme, trainees, with supprt frm their Field Tutr and persnal tutr, develp a Prtfli f evidence. The means thrugh which each trainee has met the required learning utcmes f the prgramme is recrded, and illustrative examples f wrk undertaken are cllated in the Prtfli. Overview f the Assessment Framewrk. In rder t gain eligibility fr the academic award and prfessinal qualificatin f Dctrate in 21

22 Applied Educatinal and Child Psychlgy, students need: t achieve a pass mark fr all seven f the Year 1 mdules (s achieving 180 credits); t achieve a pass mark fr their thesis, and pass their viva vca examinatin (s achieving the remaining 360 Level D credits during Years 2 and 3); t pass all the supervised prfessinal practice requirements f the prgramme, in the judgment f the placement supervisr, and the supervising University tutr, and t cnfrm t the requirements f the University s Fitness t Practice Cde and Regulatins thrughut all cmpnents f the prgramme. In cases in which a student is unable t cmplete the prgramme f study, a number f exit awards are available, t enable the student t translate the credits accrued int a recgnised academic award. It shuld be nted that all such exit awards are slely academic awards; nne represents a recgnised level f prfessinal qualificatin in educatinal psychlgy. In cases in which serius health difficulties r ther circumstances impede a students ability t prceed thrugh the prgramme, but where the student hpes t be able t resume her / his studies in the near future, it may be pssible t arrange a perid f deferred registratin. It must be emphasised hwever, that such arrangements will be allwed nly under exceptinal circumstances in which there is highly persuasive evidence t supprt the student s request. It shuld be nted that n aegrtat award is available fr the App Ed and Child Psy D prgramme. (An aegrtat award is ne made under cnditins in which a student is rendered unable t fulfil the assessed requirements f a prgramme because f illness; in such cases the aegrtat degree is awarded n the understanding that, had the candidate been well, he r she wuld have passed). The status f the App Ed and Child Psy D prgramme, as a prgramme f pstgraduate prfessinal training apprved by the HPC and accredited by the British Psychlgical Sciety prevent the award f an aegrtat degree since all the standards f prficiency and learning utcmes specified by the HPC and British Psychlgical Sciety respectively, must be demnstrated ). Entry Requirements and Selectin Arrangements Academic Entry Qualificatins Candidates must hld a gd hnurs degree in psychlgy frm an apprved university, r hld ther academic qualificatins which cnfer eligibility fr the Graduate Basis fr Chartered Membership (GBC) within the British Psychlgical Sciety. 22

23 Candidates shuld ensure that their academic qualificatins in Psychlgy cnfer eligibility fr Graduate Basis fr Chartered Membership (GBC): Graduate membership is nt sufficient. Cmpetence in additinal cmmunity languages and / r frms f cmmunicatin is cnsidered desirable, but nt essential. Ptential applicants with queries abut their academic and / r degree cnversin prgrammes shuld cntact: The British Psychlgical Sciety St Andrews Huse 48 Princess Rad East Leicester LE1 7DR Tel: Web: enquiry@bpa.rg.uk Prfessinal Entry Requirements Candidates must be able t demnstrate that they have gained relevant pstgraduate experience f wrking with children and yung peple (within the 0 19 year age range) in educatinal, scial care, health r cmmunity settings*, and that they have acquired knwledge and understanding f: the prcess f child and adlescent develpment and learning in cntext; relevant plicy and practices which affect prvisin fr children s develpment, learning and well-being within these cntexts; the rle f prfessinal and vluntary services and agencies, and hw they wrk t respnd t the needs f children and families; and the rle f Educatinal Psychlgy Services. * Examples f the rles in which relevant prfessinal wrk may be gained include wrk as a teacher; graduate assistant within an Educatinal Psychlgy Service; teaching assistant; educatinal scial wrker; learning mentr; speech and language therapist; care wrker; scial wrker r scial wrk assistant; child minder, r ther wrker in early years settings. Relevant vluntary experience will als assist applicants in their acquisitin f the knwledge, skills and understanding that will frm a valuable fundatin fr their prfessinal training and practice as educatinal psychlgists. Nrmally a minimum f ne year s full-time pstgraduate wrk experience (r part-time equivalent) within (a) relevant pst(s) will be required at the time that a candidate s applicatin is submitted. 23

24 English Language Qualificatin Candidates must be fully fluent in written and spken English language. Candidates fr whm English is an additinal language will need t prvide evidence that they meet the University s minimum standard f English language cmpetence (See Appendix 1). Attainment f this minimum standard is a necessary, but nt sufficient cnditin: within the selectin prcess, the written and ral cmmunicatins skills f all shrt-listed candidates will be further explred thrugh a range f selectin activities, including grup discussin and individual interviews (ral language skills) and a written task (written English skills). Health and Disclsure and Barring Service (DBS) Checks Candidates must be able t demnstrate that the academic, prfessinal and English language requirements summarised abve are met at the time f applicatin. At the pint at which successful applicants receive an ffer f a place n the App Ed and Child Psy D prgramme, the ffer will be cnditinal upn candidates advising the University hw the fees will be met, and als, upn cmpliance with, and satisfactry utcmes f health and Disclsure and Barring Service checks. Further infrmatin abut these checks will be sent with the University s Offer Pack. Within the Prgramme Guide, Appendix 4 gives further infrmatin that relates t applicants with additinal health needs, which includes an utline f the health declaratin prcess, while Appendix 5 utlines prcedures fr the DBS check. The Health Prfessins Cuncil s guidance: A Disabled Persn s Guide t becming a Health Prfessinal and Guidance fr Health and Character are cmmended as valuable supplements t the infrmatin presented within this Prgramme Guide. 24

25 Assciatin fr Educatinal Psychlgists (AEP) All pstgraduate prgrammes in England which lead t a prfessinal qualificatin in Educatinal Psychlgy are members f the (AEP) Scheme fr applicatins. The Assciatin fr Educatinal Psychlgists currently administers a grant scheme fr the training f EPs, thrugh which payment is made tward University fees fr Year 1 t 3, and a bursary is paid t trainees fr their first year in training. The AEP cntact details: Assciatin f Educatinal Psychlgists 4 The Riverside Centre Frankland Lane Durham DH1 5TA Tel: Web: It shuld be nted that the Assciatin fr Educatinal Psychlgists scheme is pen nly t applicants wh nrmally reside in the UK. Candidates make an applicatin t the AEP (rather than t the University direct). The Assciatin fr Educatinal Psychlgists then prcesses applicatins, frwarding applicatin frms electrnically and references t each f the prgramme centres selected by the applicant (a maximum f three). The grant scheme is pen t all UK applicants wh meet the apprpriate University entry criteria and wh give a firm undertaking t seek emplyment as Educatinal Psychlgists in England fllwing successful cmpletin f the training prgramme. Each prgramme centre is allcated a limited number f funded places each year. Once the selectin prcess has been cmpleted by all the Universities, each University will make ffers f funded places t the applicants rated mst highly in their respective selectin prcedures. Applicants wh have secured the ffer f a funded place frm mre than ne University need t decide which place they intend t accept, releasing funded places which they decline, which are then ffered t candidates with the next highest ranking, and s n. At the University f Birmingham we seek t recruit 12 trainee EPs each year. 25