Aims

To develop ethical and legal professional standards of practice;

To consider the nature and impact of professional assessment/intervention;

To provide students with opportunities to reflect on their own professional development and continuing professional development;

To ensure students are ‘fit to practise’;

To develop a critique of aspects of practice.

In this module we consider professional behaviour, ethics and practice in the particular context of the application of psychology in assessment and intervention. Thus, attention is given to the British Psychological Society’s (BPS) Code of Conduct and the Division of Educational and Child Psychology’s (DECP) professional guidelines for EPs as well as the Association of Educational Psychologist’s (AEP) Code of Practice. We also consider legislative and child protection matters that determine the nature and scope of professional work. The ways LAs/ EPSs change and develop in response to evolving needs are considered here, as are quality assurance processes to deliver to particular levels of performance. An understanding is included here of the structures of Children’s Service authorities and health trusts.

Outline Of Syllabus

The syllabus will address the following themes:
Assessment Frameworks
How EPs effect change
EP Practice: Models of psychology

Teaching Rationale And Relationship

Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.

Assessment Rationale And Relationship

Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.