Standards for the accreditation of educational psychology training

Transcription

1 The British Psychological Society Promoting excellence in psychology Standards for the accreditation of educational psychology training in Scotland October

2 Contact us If you have any questions about Accreditation through Partnership, or the process that applies to you please feel free to contact the Partnership and Accreditation Team: Tel: +44 (0) Our address is: Partnership and Accreditation Team The British Psychological Society St Andrews House 48 Princess Road East Leicester LE1 7DR If you have problems reading this handbook and would like it in a different format, please contact us with your specific requirements. Tel: +44 (0) ; P4P@bps.org.uk. Printed and published by the British Psychological Society. The British Psychological Society 2014 Incorporated by Royal Charter Registered Charity No

3 Contents 5 Introduction 5 Benefits of Society membership 9 What is accreditation? 10 Benefits of accreditation 11 Our standards: An introduction 13 Our standards for Masters programmes in educational psychology in Scotland 15 Programme standard 1: Learning, research and practice 15 A. Learning outcomes and curriculum requirements for Masters programmes in educational psychology 22 B. Teaching and learning 22 C. Supervised practice 23 D. Assessment 25 Programme standard 2: Working ethically 26 Programme standard 3: Selection and entry 28 Programme standard 4: Society membership 29 Programme standard 5: Personal and professional development 31 Programme standard 6: Staffing 32 Programme standard 7: Leadership and co-ordination 33 Programme standard 8: Physical resources 34 Programme standard 9: Quality management 35 Appendix 1: HCPC Standards of Proficiency (profession-specific knowledge) 37 Additional information 38 Information for trainees 38 Establishing eligibility for the GBC 38 Studying abroad as part of an accredited programme 38 Accreditation of programmes offered outside of the UK 39 Governance 39 Complaints about accredited programmes accreditation through partnership 3

4 4

5 Introduction The British Psychological Society ( the Society ) is the learned and professional body, incorporated by Royal Charter, for psychologists in the United Kingdom. The Society has a total membership of approximately 48,000 and is a registered charity. Under its Royal Charter, the key objective of the Society is to promote the advancement and diffusion of the knowledge of psychology pure and applied and especially to promote the efficiency and usefulness of members by setting up a high standard of professional education and knowledge. The Society has been involved in the accreditation of programmes of education and training in psychology since the early 1970 s. The Society currently accredits programmes at both undergraduate (and equivalent) and postgraduate levels. Undergraduate, conversion, and integrated Masters programmes are accredited against the requirements for the Society s Graduate Basis for Chartered membership (GBC), the curriculum requirements for which are derived from the Quality Assurance Agency s subject benchmark statement for psychology (which is due to be reviewed in 2015). Postgraduate programmes are accredited against the knowledge, practice and research requirements for Chartered Psychologist (CPsychol) status in a range of domains of practice. A number of the postgraduate programmes that are accredited by the Society are also approved by the Health and Care Professions Council (HCPC), the statutory regulator of practitioner psychologists in the UK. Benefits of Society membership Our standards include an expectation that education providers offering accredited programmes provide their students and trainees with information on Society membership and its benefits. In view of our partnership approach, we are working to provide a toolkit for education providers and as part of this we encourage you to reproduce the following pages within your Student Handbooks or share them on your virtual learning environment. accreditation through partnership 5

6 The British Psychological Society Promoting excellence in psychology Your professional body The British Psychological Society is the representative body for psychology and psychologists in the United Kingdom. We promote excellence and ethical practice in the science, education and practical applications of psychology. As a postgraduate student on an accredited programme, Graduate membership of The British Psychological Society will broaden your appreciation and understanding of psychology, and open up a network of like-minded students, academics and professionals, not to mention future opportunities. Membership of the Society also reflects your aspiration to represent the highest possible professional standards. Completing an accredited programme gives you a route for progressing to Chartered Psychologist status, the gold standard within the discipline. Only Chartered members of the Society can use the designation CPsychol after their name and the Chartered Psychologist logo. Download the flyer from our website 6

7 Our membership has a powerful voice in raising the profile of psychology, developing standards and advancing the discipline. We champion the work of our members and the contribution psychology can make to society. We support our members by providing guidance, career development and networking opportunities. Our members matter to us and Graduate members have access to opportunities to develop their knowledge, skills and experience, which can offer a competitive advantage in the jobs market. Benefits include: MBPsS, your designation as a Graduate Member in recognition of your academic achievement and professional status our monthly flagship publication, The Psychologist, keeping you up-to-date with the very latest research, news and views our Member Networks: providing a rich web of personal and professional contacts that enable you to stay informed with, and contribute to, your areas of interest and expertise preferential rates on professional development opportunities, conferences and events, designed to inspire and guide you throughout your studies and career opportunities to influence the profession by contributing to Society Committees, working groups and consultations PsychSource, a single access point to our 11 journals and 32 other titles published by Wiley. This facility also includes full-text journal articles, journal abstracts, BPS Blackwell books and multimedia content. PsychSource is fully searchable and personalisable according to Member interests A wide range of guidelines, guidance documents and support in professional practice and ethical decision-making Opportunities to join specialist registers and promote your expertise. To hear what benefits of belonging to the Society our members enjoy most, watch our videos on More information is available at and our membership team is available at membership@bps.org.uk or +44 (0) accreditation through partnership 7

8 PsyPAG is a national organisation for all psychology postgraduates based at UK institutions. It is run on a voluntary basis by postgraduates for postgraduates. Committee PsyPAG is run by an elected committee, open to any postgraduate student. Elections are held at the PsyPAG Annual Conference. Membership PsyPAG has no official membership scheme; anyone registered as a psychology postgraduate student at a UK institution is automatically a member. This also includes Practitioners-in-Training (e.g. trainee clinical/educational/ occupational/sport psychologists). Conferences and Workshops PsyPAG runs an annual conference and supports several workshops throughout the year. Publication PsyPAG Quarterly is published four times a year and is delivered free of charge to all postgraduate psychology departments in the UK. It is also available electronically on our website. To contribute to the publication, contact the editorial team at quarterly@psypag.co.uk. Bursaries Bursaries are available to support attendance at workshops, events, international and domestic conferences, and the PsyPAG Annual conference. Awards PsyPAG runs several award schemes, including an MSc Researcher Award, Rising Research Award and an Outstanding Supervisor Award. Mailing list PsyPAG maintains a JISCmail list open to all psychology postgraduate students. This is a fantastic resource for support and advice regarding your research, statistical advice or postgraduate issues. You can sign up for free via our facebook.com/psypag Download the flyer from our website 8

9 What is accreditation? accreditation through partnership 9

10 What is accreditation? Accreditation through Partnership is the process by which the British Psychological Society works with education providers to ensure that quality standards in psychology education and training are met by all programmes on an ongoing basis. Our approach to accreditation is based on partnership rather than policing, and we emphasise working collaboratively with programme providers through open, constructive dialogue that allows space for exploration, development and quality enhancement. This document sets out our accreditation standards for masters and doctoral programmes in health psychology. If you are submitting a new programme for accreditation, or are preparing for an accreditation visit or review, you should read these standards in conjunction with the relevant process handbook. All handbooks can be downloaded from Benefits of accreditation Delivering a programme that meets the high quality standards required for accreditation is a significant commitment, and there are lots of reasons why Society accreditation is worth your investment of time and money: It is a highly regarded marker of quality that prospective students and employers understand and value. It enhances the marketability of your programmes in a competitive market place. It gives your graduates a route to Society membership. Belonging to the Society is an integral part of students development as psychologists, as it recognises their qualifications and reflects their aspiration to achieve the highest possible professional standards. It is a high quality benchmarking process that is defined by psychologists, and delivered and developed in partnership with psychologists. It is aimed at getting the best out of programmes, through promoting psychology as a science, facilitating quality enhancement and providing solution-focused support. It provides a direct opportunity for you and your students to influence the Society, its support for education providers and students, and its policies for the future. Together we have a powerful voice in raising the profile of psychology in the UK and internationally, developing standards and advancing the discipline. 10

11 Our standards: An introduction accreditation through partnership 11

12 Our standards: An introduction The Society publishes standards for the accreditation of undergraduate, conversion and integrated Masters programmes in psychology, and for postgraduate programmes of professional training. Our standards for undergraduate, conversion and integrated Masters programmes represent the requirements for Graduate membership of the Society and the Graduate Basis for Chartered membership (GBC). Our postgraduate standards span eight domains of practice, seven of which relate to pre-qualification training leading to Chartered membership of the Society, and full membership of one or more of the Society s Divisions (the Division of Clinical Psychology, the Division of Counselling Psychology, the Division of Educational and Child Psychology or the Scottish Division of Educational Psychology, the Division of Forensic Psychology, the Division of Health Psychology, the Division of Occupational Psychology and the Division of Sport and Exercise Psychology). These correspond to the seven protected titles regulated by the Health and Care Professions Council. We also accredit specialist post-qualification training programmes in Clinical Neuropsychology. In addition, we also publish standards for the accreditation of Psychological Well-being Practitioner training programmes. These programmes are typically offered at level 6 and/or level 7. In 2012, the Society s Partnership and Accreditation Committee (PAC) commenced a process of review in collaboration with its postgraduate Training Committees, Divisions, providers of accredited programmes and other relevant stakeholders. The purpose of the review was twofold: 1. To inform and influence a review of the Standards of Proficiency for practitioner psychologists being undertaken by the Health and Care Professions Council (HCPC) which is due to be completed in 2014/15. The Standards of Proficiency represent the minimum threshold for safe and effective practice. It is important to note that Stage 1 training programmes fulfil the significant role of enabling graduates to fulfil those Standards of Proficiency that are deemed to represent the key concepts and bodies of knowledge that are relevant to the practice of health psychologists (see appendix 1). 2. To ensure that the Society s own standards reflect contemporary theory and practice, enabling accredited programmes and the Society s own qualifications to develop psychologists who will be fit for purpose for the future. As such, these reflect the optimal professional standards at both a theoretical/ academic level (Stage 1) and an applied / practice level (Stage 2), promoted by the Society through the award of Chartered psychologist status. In reviewing our standards for accreditation, the Partnership and Accreditation Committee was keen to create flexibility for programmes to develop distinctive identities, by making the most of particular strengths around research and practice shared by their staff team, or those that are reflected in the strategic priorities of their department or university. The standards for educational psychology training will remain under review during the 2014/15 academic year, and we expect revised standards to be published in September

13 Our standards for Masters programmes in educational psychology in Scotland accreditation through partnership 13

14 Our standards for Masters programmes in educational psychology in Scotland Our standards are organised around nine overarching areas, and have been derived following extensive consultation between the Society and education providers; these comprise our programme standards, and must be achieved by all accredited programmes. Each overarching standard is followed by a rationale for its inclusion, together with an outline of the factors that education providers might wish to consider in confirming their achievement of each standard. The information provided is not intended to prescribe a particular approach to meeting our standards; rather it is intended to reflect the likely areas of interest for visiting teams or reviewers when exploring achievement of the standards with education providers, students / trainees, employers, and other stakeholders. During partnership visits, the questions that visiting teams will ask will be designed specifically to give education providers every opportunity to confirm their achievement of the standards. Some of our nine overarching standards are complemented by a series of further standards that are of specific relevance to educational psychology programmes. These represent the benchmark level of quality that the Society expects all accredited programmes of this kind to attain. However, we recognise that different programmes will aim to meet these standards in different ways and our overall approach is to encourage flexibility in the methods used in meeting the standards. Overall, our standards are designed to support education providers offering programmes of training that meet the training requirements for full membership of the Scottish Division of Educational Psychology. Completion of an accredited two-year full-time Masters programme in Educational Psychology in Scotland will provide a basis for completion of the Society s Qualification in Educational Psychology (Scotland), a compulsory third year of training, successful completion of which provides eligibility for Chartered membership of the Society (CPsychol), full membership of the Scottish Division of Educational Psychology, and professional practice as an educational psychologist. Our standards framework is organised as follows: Psychology 1. Learning, research and practice 2. Working ethically Quality management 9. Periodic review Access to education & training 3. Selection and entry 4. Society membership Resourcing psychology 6. Staffing 7. Leadership and co-ordination 8. Physical resources Developing psychologists 5. Personal and professional development 14

15 Programme standard 1: Learning, research and practice The programme must reflect contemporary learning, research and practice in psychology The programme must be able to document its intended learning outcomes, the ways in which these reflect the relevant domain-specific requirements, the learning and teaching strategies that will be used to support students achievement of the learning outcomes, and the assessment strategies that will enable students to demonstrate those achievements. Students successful fulfilment of the programme s requirements must be marked by the conferment of a named HE award at the appropriate level. Education providers will normally demonstrate their achievement of this standard through production of a programme specification. Whilst programme specifications are a standard feature of quality monitoring for education providers, inclusion of this standard here offers an opportunity for the Society to identify innovative and creative practice in relation to teaching, learning and assessment. A Learning outcomes and curriculum requirements for Masters programmes in educational psychology 1. REQUIRED LEARNING OUTCOMES FOR ACCREDITED MASTERS PROGRAMMES IN EDUCATIONAL PSYCHOLOGY 1.1 Programmes must enable trainees to work as educational psychologists in partnership with a diverse population of children, young people, their families and Services specified below in a range of contexts and settings. Their work will be based upon the BPS Code of Ethics and Conduct and include the promotion of equal opportunities practice. Thus, on successful completion of an accredited programme of study in educational psychology, trainee educational psychologists will have the skills, knowledge and values to: 1. develop interventions with schools as organisations to support their effectiveness through developing an understanding of the influence of school ethos and culture, educational curricula, communication systems, management and leadership styles; 2. develop effective psychological interventions to raise educational standards generally and specifically for gender and minority groups, tackling the underachievement of vulnerable groups, promoting inclusion and reducing social exclusion, supporting behaviour policy development and managing organisational change; 3. develop appropriate psychological assessments and interventions based on an appraisal of the influence of the ecology of the learning environment on the experiences of thinking, learning and behaving in a diverse range of educational settings for both individuals and groups; 4. develop partnerships and effective collaboration with the interacting systems of families, schools and other agencies; accreditation through partnership 15

16 5. develop appropriate psychological assessment, intervention and evaluation: identifying needs and promoting change with individuals and groups through the application of psychological knowledge of child and adolescent development and specialist knowledge including those related to additional support needs; 6. conduct research that enables the profession to develop its knowledge base and to monitor and improve the effectiveness of its work through evidence based practice; and 7. manage a personal learning agenda and self-care. Promoting critical reflection and self-awareness that enables the transfer of knowledge and skills to new settings and problems. 1.2 In order to achieve these goals, programmes will have the learning outcomes identified below. 1. Knowledge and understanding encompassing the historic and current legislative context of the profession 1 ; ethical practice, knowledge and understanding of structures and systems within educational settings in addition to local authorities, CAMHS, Health and voluntary bodies. 2. A professional and ethical value base including reference to the BPS Code of Ethics and Conduct and other relevant codes of practice. 3. Knowledge, awareness, skills and values that enable effective work with diverse client populations through a clear understanding of the demographic characteristics of communities including the influence of: Culture, gender, ethnicity and factors influencing social exclusion. 4. Skills, knowledge and awareness of effective communication strategies and the ability to promote constructive interpersonal relationships with all role partners. 5. Assessment, intervention and research skills that demonstrate the impact of work with individuals, groups and systems. This shall be based on a cycle of clarification, formulation, intervention and evaluation consistent with the scientist-practitioner and reflective-practitioner model. 6. Professional competence relating to personal and professional development and awareness of the educational, professional and social context within which work is undertaken. 1 Programmes should ensure that students are aware of the legal and statutory obligations and restrictions on educational psychology practice in the UK context. 16

17 2. CORE CURRICULUM FOR TRAINING PROGRAMMES IN SCOTLAND The content of the core curriculum for Scottish training programmes was developed by SDEPTC and University training programmes. Modules are cross referenced to QAEAPS (Quality Assurance Educational Authority Psychology Services, SEED, 1999). Programmes may structure their curriculum differently but it is expected that all of the content set out below will be included. 2.1 Frameworks for professional practice: Educational psychologists are involved in a complex network of support agencies and serve multi-faceted functions. For this they are required to understand and work within dimensions of professional practice, have knowledge of current educational policy at national and local levels and relevant legislation. Specifically: local authority structure and organisation; organisation and functioning of educational establishments across the statutory age-range; principles of inclusion, entitlement and equity; legislation and legal issues; BPS code of practice and guidelines from other professional or statutory bodies (e.g. AEP, HCPC); role of related professional agencies; inter-agency working; ecological approaches; systems theory and its application; and consultation models. Trainees will develop: 1. Knowledge and understanding encompassing the historic and current legislative context of the profession; ethical practice; knowledge and understanding of the structures and systems within educational settings in addition to local authorities, health and voluntary bodies. 2. A professional and ethical value base including reference to the BPS Code of Ethics and Conduct and other relevant codes of practice. 3. Strategies to promote the implementation of legislation and policy around inclusion, the rights of parents, children and young people and National Priorities for Education. 4. Knowledge of, and commitment to, ongoing professional development e.g. target setting through personal learning plan. 5. Skills in assessment, intervention and research that demonstrate the impact of work with individuals, groups and systems. This shall be based on a cycle of clarification, formulation, intervention and evaluation consistent with the scientist-practitioner and reflective-practitioner model. 6. The application of educational psychology across a variety of different contexts through the development of creative approaches that draw on a wide range of theoretical models, frameworks and psychological paradigms. accreditation through partnership 17

18 2.2 Effective communication and interpersonal skills [QAEAPS PI: 4.1] Communication (oral and written) and interpersonal skills underlie almost all of the educational psychologist s work. Specifically: interpersonal skills with young people and adults; negotiation and consultation skills with a range of adults and young people; written communication skills at a range of levels and to a variety of audiences (e.g. parents, school staff, other professionals) including practice guidelines and policy documents; skills in managing groups and meetings; presentation skills and in-service training; IT skills; court work. Trainees will develop: 1. Effective working relationships with key role partners including: Children, young people, their carers, teachers and other professionals. 2. The interpersonal communication skills needed to practice effectively including: skills of consultation and problem solving; conciliation and negotiation; communicating to audiences; interpersonal communication. 3. Appropriate recording skills to document effectively: Consultations; case notes; reports; policy documents; in-service training materials; Reporter s department and court work; research and evaluation activities. 4. Self-awareness and an ability to work as a reflective practitioner; an ability to think critically, reflectively and evaluatively within a relevant ethical framework. 5. Strategies to deal with the emotional and physical impact of practice and seek appropriate support where necessary, with due consideration of boundaries. 6. The ability to engage in and learn from interactive supervision processes, including mentoring. 7. Effective working at an appropriate level of autonomy, with awareness of the limits of own competence, and accepting accountability to relevant professional, academic and service managers. 2.3 Development in context Educational psychologists are required to be familiar with development in different contexts and the potential effects of different life events and situations. They also work with a wide range of young people and their educational needs in a variety of contexts. They require knowledge of the features of physical, sensory, communication, behaviour, and general and specific learning difficulties. Specifically: cognitive, social, play, emotional, language, and physical development within a range of societal contexts; family functioning and alternative patterns of child rearing; divorce, adoption, fostering; abuse of children and young people; 18

19 issues of ethnicity and gender in relation to educational provision; bilingualism; disability in the family; social model of disability; development of literacy and numeracy; developmental difficulties. Trainees will develop: 1. Knowledge, awareness, skills and values, informed by relevant developmental theory and research that enable effective work with diverse client populations. This should include a clear understanding of the demographic characteristics of communities including the influence of culture, gender, ethnicity and factors influencing social exclusion. 2. An ability to bring about change for individuals, children, young people and their families by working at different levels of our context. 3. An ability to promote the psychological well-being of clients with particular regard to their emotional and social needs. 2.4 Facilitating change: Assessment and intervention [QAEAPS PI: 4.2; QAEAPS PI: 4.3] Educational psychologists emphasise the importance of assessment and intervention in the contexts in which young people live and are educated. They work with children and young people and their caregivers and educators to promote equal access to appropriate education with a shared focus of emotional well-being and raising attainment. Assessment and intervention are seen as an interactive and collaborative process designed to achieve change in which, as far as possible, the young person, parents / carers and key others are active participants in information gathering and problem solving. Assessment and intervention are carefully planned and implemented, take account of a variety of settings and contexts at all appropriate levels from the individual to national priorities, and are based on a synthesis of information. Specifically educational psychologists should understand the principles and rationale of assessment and intervention and be skilled in their use and in interpreting findings. They therefore need to be skilled at planning, advising, supervising and managing individual and group programmes, specifically: problem-solving methodology; structured and unstructured observation; curriculum based assessment; norm and criterion referenced assessment of abilities and attainments; interactive approaches to assessment e.g. dynamic assessment; checklists, profiles, developmental schedules; structured and unstructured interviews; interpreting and synthesising information from a range of sources; up-to-date knowledge of effective intervention strategies; accreditation through partnership 19

20 competence in the implementation of intervention strategies; awareness of the impact of context and systems on the effectiveness of interventions; evidence-based selection of intervention methods. Trainees will develop: 1. Make informed decisions about effective models of assessment and intervention. 2. Generalise and synthesise prior knowledge and experience in order to apply them in different settings and novel situations. 3. Recognise that intervention focuses on applying knowledge, skills and expertise to support identified local and national initiatives. 4. Select, use and interpret a broad range of assessment instruments with due consideration to their relevance to the client, their needs and likely interventions. 5. Develop practice based on evidence-based approaches, incorporating evaluation, monitoring and review of outcomes. 6. Support children, young people and their carers in contributing to the assessment process and the evaluation of interventions. 7. Develop practice skills appropriate to a range of organisational contexts reflecting the nature and culture of the organisation and the task. 8. Understand and apply the consultation model of service delivery. 9. Be familiar with the issues of collaborative assessment within an interdisciplinary context and generate ideas on an effective role for EPs within this environment. 10. Develop a comprehensive understanding of the nature of the problems achieved through the systematic gathering of information about the learning context of the school and classroom and the wider context of the family and community, as well as child-focused dimensions of learning. 11. Recognise that if young people are to be helped, it will be important to change what happens to them rather than merely providing descriptive labels. 12. Apply a range of professionally appropriate counselling and therapeutic skills in work with children, their families and other professionals. This may be provided independently, on the basis of training and expertise, or through or with other professionals and should incorporate appropriate review and evaluation. 2.5 Research and Evaluation [QAEAPS PI: 4.5] 2 Educational psychologists have an important role in carrying out research and evaluation projects. They have a background and training in research and in a hypothesis-testing framework and are thus well placed to evaluate initiatives within a local authority. Specifically: evaluation methodologies; analysis and interpretation of research findings; 2 The Society s core requirement for all accredited Masters programmes is that students should demonstrate the ability to use a range of techniques and research methods applicable to advanced scholarship in the discipline. Students should learn how to conduct qualitative and quantitative research of relevance to educational psychology, and each student should conduct at least one empirical study. Students should have the appropriate skills and capabilities to collect and analyse data relevant to educational psychology. 20

21 research design, specifically action / applied research; presentation and dissemination of research findings; evaluation of the outcomes of intervention Trainees will develop: 1. Plan and conduct effective research i.e. identifying research questions, demonstrating an understanding of ethical issues, choosing and implementing appropriate methods and analysis, reporting outcomes and identifying appropriate pathways for dissemination including publication relevant to professional educational psychology. 2. Select, design and implement approaches to evaluate interventions, leading to evidence based practice with key role partners, in terms of: effectiveness, appropriateness and impact of practice with individuals, groups, organisational and system levels including the Local Authority. 3. Select and implement appropriate methods to identify links between research, policy and practice. 4. Identify and critically appraise research evidence relevant to practice. 3. THE STRUCTURE OF TRAINING 3.1 It is essential that programmes provide a holistic experience of training that enables trainees to develop an integrated set of learning outcomes. 3.2 Programmes must provide a balanced and developmental set of academic, research and practice experiences throughout the two years of training. The academic component needs to provide an integrated curriculum supporting educational psychology practice and training in research. The research training needs to be carefully planned and have sufficient time devoted to it to enable trainees to conduct research at a postgraduate level and to be in a position to contribute to the knowledge base of the profession and education practitioners. 3.3 The following sections provide a framework for training; however, it should be noted that the role of the educational psychologist encompasses work with a broad and diverse group of clients and role partners and takes place in a variety of working contexts. Initial training provides foundation skills and knowledge across a broad range of learning experiences appropriate for entry to the profession. Further skills and knowledge will need to be acquired through continuing professional development. 3.4 Teaching and learning experiences and professional experience activities should aim to provide broad coverage of the working contexts of educational psychologists (e.g. different phases of education, a wide range of pre-school education providers, health and social services provisions, voluntary and independent provisions), the full age range of clients and the needs of and experience of working with culturally diverse populations. Training should provide experiences of different styles of working including direct, indirect and multidisciplinary approaches. accreditation through partnership 21

22 B Teaching and learning 1. Programmes must have a statement of orientation and values that underlie their programme specification. In addition to articulating learning outcomes and an assessment strategy that reflect the competencies outlined in this handbook, programmes must be able to show how their orientation and values inform their teaching and learning strategy. 2. Students are entitled to expect a learning experience which meets their needs, and which is underpinned by research-led teaching, and a supportive and enabling learning environment. 3. Accredited programmes should be conducted within a demonstrable research culture, evidenced by the active current publication record of members of the programme team and other staff allied to the delivery of the programme. Research 4. Clear learning objectives should be provided for postgraduate research activity, which indicates the place of the research project in the overall curriculum and provides a basis for evaluation of learning. 5. During the programme trainees should undertake substantial empirical research projects and report them formally. All research should be based on ethical considerations, be relevant to professional educational psychology and conform to appropriate ethical codes of conduct. 6. Programmes should include teaching of research design and a range of different research methodologies. 7. Regular and scheduled supervision of research projects should be available to each trainee. The programme should outline the arrangements for supervising trainees research projects including time entitlement, the type and nature of support available and the respective roles and responsibilities of the supervisor and supervisee. C Supervised practice 3 1. Members of the local authority Educational Psychology Services, who act as supervisors of placement experience should, where possible, hold honorary appointments within the university department in recognition of their contribution to the teaching and learning process. Programmes will demonstrate that they offer supervisors resource facilities within the university. 2. There should be an effective system for ensuring the quality of supervision and learning experiences on placement. The Programme Director should be assured that the learning outcomes can be achieved through the provisions made by the local authority EPSs. (See also the Standards for Placements for Trainee Educational Psychologists in Psychological Services in Scotland). 3. A process should be in place that: (i) identifies psychologists within the Service who meet the criteria for supervising trainees; (ii) ensures that trainees are provided with adequate learning opportunities; 3 Members of the Scottish Division of Educational Psychology Training Committee, the Association of Scottish Principal Educational Psychologists and the Universities of Dundee and Strathclyde have also produced a useful document in relation to placements: Standards for Placements for Trainee Educational Psychologists in Psychological Services in Scotland (see

23 (iii) ensures that the work which is allocated to trainees is appropriate to their developmental level of training; and (iv) allows for those who have worked with an individual trainee to regularly contribute to the ongoing evaluation of progress. 4. Procedures for the assessment of professional competence should, as far as possible, be consistent across the University and placements. 5. Working in collaboration, the programme and Service should provide safeguards for the health and safety at work of trainees whilst engaged in supervised practice. 6. Clear written guidelines for supervision should be made available to supervisors. Regular workshops on skills in supervision and other teaching events for supervisors should be organised by the programme to enable a high standard of supervision. All supervisors should be prepared to attend supervisors meetings or teaching events periodically. 7. All trainees should be supervised by a lead nominated supervisor. However, trainees may also benefit from supervision by more than one person, provided that the supervisory arrangements, roles and responsibilities are clearly defined. 8. The lead supervisor should normally have at least two years experience after gaining (i) registration as an educational psychologist with the Health and Care Professions Council; and / or (ii) eligibility for Chartered membership of the Society and full membership of either the Scottish Division of Educational Psychology or the Division of Educational and Child Psychology. 9. Supervision time can take many different forms. The lead placement supervisor is expected to provide regular, formally protected supervision time. There must be one hour of formally protected supervision time per week. Where the supervisor meets the trainee on a one-toone basis, formal notes of the meeting should be kept. 10. There should be regular monitoring of the professional progress of individual trainees, who should be allocated to a specific programme tutor for this purpose. Arrangements for the monitoring of the practical experience and supervision provided to trainees should be clear and transparent. Contact between the programme and placement staff should be sufficiently frequent and flexible to allow for planning objectives, evaluating progress and dealing with problems as they arise. D Assessment 1. The assessment of trainee learning should cover academic knowledge, research ability and professional competence. To pass the programme, trainees must be judged to be competent, in each of these three areas. 2. The programme should make every effort to ensure that the assessment of the trainees professional competence and academic knowledge on which their qualification is based is as comprehensive and objective as possible. All assessed academic work must reflect a critical and scholarly approach to acquiring knowledge of the theoretical, research and policy basis of psychological practice. Evaluation should include assessment based on a variety of appropriate modes of assessment. accreditation through partnership 23

24 3. Any trainee who is considered to have significant problems and who may be at risk of failing the programme should be warned formally of this possibility by the programme tutor at an early stage. Guidance and support should then be provided to the trainee by their tutors, with the intention of helping the trainee to either complete the programme successfully or to exit from the course. 4. Assessment rules, regulations and criteria should be published in a full and accessible form and made freely available to students, staff and external examiners. 5. Assessment practices should be fair, valid, reliable and appropriate to the level of award being offered. Assessment should be undertaken only by appropriately qualified staff, who have been adequately trained and briefed, and given regular opportunities to update and enhance their expertise as assessors. 6. Education providers should have in place policies and procedures to deal thoroughly, fairly and expeditiously with problems which arise in the programme of assessment of students. These should include the grounds for student appeals against assessment outcomes, and the process that students should follow if they wish to pursue an appeal. 24

25 Programme standard 2: Working ethically The programme must include teaching on the Society s Code of Ethics and Conduct, and evaluation of students understanding of working ethically, as appropriate to the level of study. 4 The inclusion of this standard reflects the particular importance of ethics and ethical practice to psychologists. The Society s Code of Ethics and Conduct and supplementary ethical guidelines provide clear ethical principles, values and standards to guide and support psychologists decisions in the difficult and challenging situations they may face. Further information can be found at In addition to providing teaching on the Society s Code of Ethics and Conduct and relevant supplementary ethical guidelines, Masters and Doctoral programmes are also expected to make students aware of the Health and Care Professions Council s Guidance on Conduct and Ethics for Students. All accredited programmes are expected to include formal teaching on ethics, and should be able to demonstrate how working ethically is integral to all aspects of their provision, including research (as outlined below), and placement activities (where applicable). Students need to understand the ethical frameworks that apply to their research, and how to engage with these, as well as understanding the ethical implications of the research that they encounter and working with people more generally. Programmes should also seek to foster appropriate understanding of and competencies in ethical decision-making and practice, both at the general level and specific to the sorts of situations and contexts that applied psychologists face in their work, at the appropriate level. In evaluating students understanding of working ethically, education providers should have in place mechanisms for identifying and dealing with academic and professional misconduct, as appropriate to the programme(s) offered. The programme should consider the ways in which these mechanisms are publicised to students. 4 The Society s Ethics Committee is undertaking work on the development of a framework for the specification of ethical competencies, and how these may be taught and assessed at different levels of study. Its aim will be to provide guidance for psychology educators and professional psychology programmes in due course, and, once available, programmes will be encouraged to adopt that framework as appropriate to their provision. accreditation through partnership 25

26 Programme standard 3: Selection and entry The programme must apply appropriate selection and entry criteria that are consistent with promoting equality of opportunity and access to psychology to as diverse a range of applicants as possible. Education providers have certain obligations in relation to equality of opportunity and access in relation to UK legislation and the requirements of the Office for Fair Access ( or equivalent. The Society is interested in the ways in which education providers implement their equality and diversity policies for the benefit of prospective and current psychology students / trainees. This standard is included because it is particularly important that those progressing to undertake professional training in psychology, and therefore those moving into employment as psychologists, reflect the demographics of the populations with whom they will be working. Similarly, the Society is keen to promote diversity in psychology students progressing towards careers as academics or researchers. Overall, it is important that psychological knowledge and expertise is reflected across a diverse range of people, and that this diversity is ultimately reflected throughout the Society s membership. 1. The Society normally expects entrants to accredited Masters programmes to be eligible for the Graduate Basis for Chartered membership (GBC). Programmes may also accept applicants who are not eligible for the GBC, provided they have a clear rationale for doing so, and are able to put in place any additional support required by such applicants. This may include support a) to get up to speed on relevant aspects of psychological theory and research, and b) to build on what they have learned at undergraduate level to develop the core skills outlined by the Society for accredited Masters programmes. Programmes may choose to retain eligibility for the GBC as a minimum entry requirement should they so wish. 2. Programmes must provide clear information to students indicating that, in order to be eligible for Chartered membership of the Society and full Division membership, they will need to have completed both a programme granting eligibility for the GBC and an accredited Masters programme prior to commencing the Society s Qualification in Educational Psychology (Scotland). Whilst students will normally undertake their training in this order, the reverse is also permissible. 3. Programmes may operate procedures for the accreditation of prior learning (APL) against the learning outcomes of the accredited award. The APL procedure should ensure that any exemptions are granted on the basis of learning undertaken at Masters level. 4. The information available to potential applicants to the programme should include an outline of the programme syllabus, entry requirements, information on provision made for those with a disability, details of fees and guidance on how to apply for the programme. Programme tutors should take action to encourage the training of people from groups currently underrepresented in educational psychology. 26

27 5. Selection criteria should be explicit and should reflect the end objectives of the programme. All criteria used in selection should be compatible with the aim of producing educational psychologists of the highest quality. 6. Short-listed applicants should be considered by a panel, comprising members of the programme team (i.e. Programme Director and Associate Tutors), and other key role partners, normally educational psychologists, who bring an informed understanding of both selection procedures, and issues relevant to professional educational psychology training. 7. The selection process must include measures to avoid disadvantaging applicants from minority groups and every effort should be made to include at least one person from a minority group on the selection panel. These measures should further include monitoring systems through which their effectiveness can be evaluated, and actions taken and reviewed as a consequence of that evaluation. accreditation through partnership 27

28 Programme standard 4: Society membership The programme must provide students with information on gaining membership of the Society at the appropriate level. This standard is included because it is important that education providers communicate the benefits of completing an accredited programme to their students. Programmes should familiarise students with the distinct role of the Society as the professional body and the Health and Care Professions Council as the statutory regulator for practitioner psychologists in the UK. The Society s role is to develop and support the discipline of psychology, and to disseminate psychological knowledge to the public and policy makers. Belonging to the Society is an integral part of being a psychologist. It recognises graduates qualifications and reflects their aspiration to represent the highest possible professional standards. Programmes are encouraged to share the benefits of belonging to the Society with their students and trainees, for example by including the information provided on pages 6 8 in student handbooks. Completion of an accredited programme offers graduates a clear route to Society membership at the appropriate level, and therefore access to the full range of membership benefits, including a variety of services, publications, conferences, training and networking opportunities. Society membership also presents graduates with opportunities for developing and influencing the profession as leaders in their field in the future. For more information on the benefits of Society membership, see