Educational Psychology

Code

PSGY3014

School

Psychology

Level

3

Credits

10

Semesters

Autumn UK

Summary

This course provides an introduction to the contexts in which educational psychologists operate by examining the historical development of this profession within a set of major legislative and policy contexts, such as the recent drive to increase social inclusion. In particular, successes in, and barriers to, establishing a role as scientist-practitioners in educational settings will be explored. The module will concentrate on assessment and intervention work with specific populations such as young people who display challenging behaviour in schools, vulnerable adolescents, and bilingual learners. Additionally the course will examine psychological approaches to group work with teachers and pupils as well as the application of system theory in helping transform aspects of schools and other organisations.

Target Students

Third Year Psychology, Psychology and Cognitive Neuroscience, Psychology and Philosophy students, PG Diploma in Psychology (Conversion), Masters in Psychology (Conversion). Also available for Liberal Arts/Natural Science students (depending on pathway).

Assessment

• 100% Exam 1 (2-hour): Written Exam

Assessed by end of autumn semester

Educational Aims

Learning Outcomes

Knowledge And Understanding

a) Generic Knowledge Benchmarks:

i) Demonstrate understanding of the scope of psychological study  as an applied science.

ii) Demonstrate understanding of broad application of educational psychological theories to accommodate professional practice within statutory and policy requirements. 

iii) Demonstrate knowledge of research methods and paradigms used in the study of educational psychology.

(b) Module-specific benchmarks:

i) Demonstrate a critical understanding of the theoretical foundations of educational psychology and its application

ii) Demonstrate knowledge of the range of assessment methods employed by educational psychologists and the circumstances surrounding their appropriate application.

iii) Demonstrate knowledge of a range of psychological interventions applicable in educational settings

iv) Demonstrate an understanding of the needs of special populations with whom educational psychologists may be asked to intervene. 

v) Demonstrate an understanding of the contributions that educational psychologists make to organisational development within schools 

Intellectual Skills

a) Generic Knowledge Benchmarks:

i) Critically appraise empirical evidence for the theoretical positions adopted in educational psychology practice 

ii) Develop a broader knowledge base of the subjects studied via independent and appropriate reading

iii) Produce written argument which shows critical appraisal and good understanding of the main issues central to the topics

iv) Integrate the theoretical and applied nature of the topic.

(b) Module-specific Benchmarks:

(i) Appropriately interpret findings from studies within educational psychology practice in relation to hypothesis testing, methods, and analysis.

(ii) Demonstrate the ability to select levels of intervention that are potentially the most effective and feasible in the varying contexts of problem presentation

Professional/Practical Skills

(i) Evidence of academic skills (essay writing, library research, independent study).

Transferable/Key Skills

(i) Demonstrate evidence-based analysis and critical appraisal

(ii) Supply formal presentation and argument in analysis of evidence

(iii) Produce well-organised and structured written work

(iv) Work independently

(v) Perform effective literature searches

(vi) Present written argument concisely

Conveners

• Dr Efsun Birtwistle
• Marie House