Module overview
This module aims to provide you with the opportunity to become fluent in consultative casework addressing high incidence needs and with a range of problem owners relating to the perceived needs of children and young people (0-25) through the processes of consultation, assessment, intervention and review. This module also enables you to develop greater independence in casework and to address a broader range of problem areas. Casework should demonstrate consideration of non-discriminatory and non-oppressive issues.
One of the pre-requisites for PSYC8044 and PSYC8046
Linked modules
Pre-requisites: PSYC6130 AND PSYC6131
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate use of a transparent, systematic problem-solving approach within the consultation process (4.5)
- Evidence an understanding of issues relating to mental capacity and consent in relation to work with 16–25 year olds.
- Demonstrate competence in using consultation to respond to needs and concerns at individual, group, class and whole organisation levels
- Use and interpret psychological and educational assessments cautiously and ethically, in light of additional information and within a systematic, ecological problem solving framework
- Develop increasing proficiency in integrating assessment information from a range of sources into a concise psychological formulation that informs decision making and any subsequent action/interventions.
- Demonstrate an increasing knowledge and understanding of models of psychological consultation that are evidence-informed (e.g. Monsen)
- Demonstrate skill in empowering consultees and in working collaboratively, identifying the strengths and skills of others that can be utilised.
- Through assessment, intervention and consultation work demonstrate an appreciation and self-awareness of diversity in society and the experiences and contributions of all.
- Have a thorough knowledge of psychometric theory which has relevance to psychological assessment (e.g. classical test theory, item response theory, sources of error and bias, reliability, validity and effect sizes).
- Demonstrate the ability to monitor and evaluate the effectiveness of their own interventions
- Draw on assessment information to develop an integrated formulation which draws on psychological theory and research (5.4)
Syllabus
The main learning for this module comes from your experience on placement under the supervision of a placement supervisor (See Psychology in Professional Practice 2). This is complemented with Monday taught sessions across the year where specific skills are taught and extended as well as attendance at PSYC 6104 Introduction to CBT. This is taken into account by reducing the number of Monday teaching sessions to account for the days covered doing 6104.
Learning and Teaching
| Type | Hours |
|---|---|
| Teaching | 180 |
| Independent Study | 70 |
| Total study time | 250 |
Resources & Reading list
Textbooks
Health and Care Professions Council (2012). Standards of conduct, performance and ethics.
Beaver, R. (2011). Educational Psychology Casework: A Practice Guide. London: Jessica Kingsley.
British Psychological Society (2009). Code of ethics and conduct.
Kelly, B., Woolfson, L., & James Boyle, J. (2017). Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners. Jessica Kingsley Publishers.
Frederickson, N., & Cline, T. (2009). Special Educational Needs, Inclusion and Diversity. Maidenhead, UK: Open University Press.
Assessment
Assessment strategy
You submit two casework reports written as part of your placement practice and structured according to the model used in your local authority. For each report, you will also submit a reflective commentary identifying key learning points arising from your involvement in the case. These submissions combined will demonstrate trainees' understanding of the module aims across the three related strands of consultation, assessment and intervention. .
Objective Structured Professional Assessments (OSPAs). At the end of the second year you undertake four role-played professional scenarios each relating to an aspect of working within the post-16 age range. Performance on each of these is assessed by two observers, usually comprised of a member of the programme team and a practising educational psychologist.
Psychometric assessment. Open book multiple choice questions will assess your knowledge of psychometrics as relevant to psychometric assessment.
CBT: Knowledge and skills will be assessed using experiential work and a critical review assignment.
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| OSPAS | 15% |
| CBT Course | 15% |
| Psychometric Assessment MCQ | 5% |
| Reports of Casework | 65% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| CBT Course | 15% |
| Reports of Casework | 65% |
| OSPAS | 15% |
| Psychometric Assessment MCQ | 5% |