Psychology of Development in Context (POD)

Code	School	Level	Credits	Semesters
PSGY5004	Psychology	5	20	Full Year UK

Code: PSGY5004
School: Psychology
Level: 5
Credits: 20
Semesters: Full Year UK

Summary

This module considers psychological theory, research and practice in relation to:

o Interactionist and contextualized models of development;

o Educational interventions to promote positive development: which are family, school and community-based;

o The importance of agency including a strong consideration of the voice of the child and parents/ carers

o Parenting styles and patterns

o Roles and models of working of other professional disciplines and agencies

o Socio-cultural variations that may be apparent through children’s emotional, social and cognitive development from pre-school through to post-16

o The history and philosophy of ideas and practices in education including curriculum, LA and DfE support arrangements which support inclusion and diversity together with positive psychological developments

o The history and development of different paradigms within assessment, with attention to critical applications of developmental psychology

o Tools associated with different paradigms in assessment

o Sensitive issues in relation to individual differences (e.g. cultural, gender issues), important in developing ethical practice

o The location of ‘assessment’ within a flexible, individualised and psychological problem-solving model, so as to allow a more purposeful and confident approach towards the use of specific psychological tools and techniques.

Target Students

Postgraduate students enrolled on Doctorate of Applied Educational Psychology (Professional Training) Programme

Classes

One 3-hour seminar each week for 20 weeks

Module activity included within a series of university-based small group seminar sessions: · Elicitation of trainees previous learning and experiences in this area · Tutor-led seminars on research and practice in topic areas sometimes supplemented by presentations by external professionals with particular areas of expertise · Analysis of video examples from professional practice · Role play with coaching and pro-forma-guided observational analysis and feedback · Small group documentary analysis · Group presentations from classroom observations and documentary analysis · Tutor-led reflection and group learning arising from experiences gained on practical placements (opportunities for trainees to visit schools and other educational establishments and to visit and or shadow other related professional agencies /organisation) · Follow-up and exploration of trainee learning during university-based tutorials · Set reading · Use of problem-based learning

Assessment

100% Coursework: This module is 100% assessed through:A written case study of 4000 words or presentation which illustrates the psychological development of a child or young person in a socio-cultural context. The assignment will involve the collection of data in a number of ways and from a number of sources: parents and school staff and with reference to a developmental theory, problem-solving processes and evidence-based practice combined with professional expertise.

Assessed by end of summer vacation

Educational Aims

The aim of this module is to equip TEPs with sufficient degrees of knowledge, skills, confidence and objectivity in psychology of development to be able to fulfil the requirements placed upon professional educational psychologists in their work.To develop trainees’ awareness of typical and atypical development of children and young peopleTo make trainees aware of the developmental ranges which may be encountered in educational settingsTo develop an understanding of the range and flexibility of responses and arrangements that are routinely made by educational settings to the varying developmental needs of children and young people. To specifically consider:· Significant Policy and legal developments· Structures and phases in education (0-25 age range)· Approaches to developmental assessment· Local Authority support to schools· The legislative, social and educational context, which relate to meeting the needs of young people within the wider community· The history of legislation for children/young people with special and additional educational needs as well as those with disabilities· Inter-agency and multi-professional working which support ethical practice, diversity and inclusionTo equip trainees with the knowledge, skills and awareness to engage in productive and purposeful consultations with parents and other professionals about children’s developmentTo equip trainees to be able to carry out assessments in the light of those consultationsTo acquaint trainee educational psychologists with the major paradigms within which the notion of ‘assessment’ is critically conceptualised by applied educational psychologistsTo familiarise trainee educational psychologists with a range of tools and techniques to assist data gathering in consultative and parent and child-centred contextsTo acquaint trainee educational psychologists with equal opportunities issues that surround the range of forms of assessment practised within applied educational psychologyTo develop within trainee educational psychologists the confidence to be able to carry out high quality assessments that are both intellectually rigorous and also sensitive to the social dynamics and power imbalances that may surround educational psychology caseworkTo locate assessment as a part of a professional problem-solving process

Learning Outcomes

A Knowledge and understanding

The range of typical development from birth to 25 years of age
2. The actions that can be taken to promote the positive development of children and young people
3. Different parenting styles and ways of working with these to promote the development of children
4. Theoretical approaches and paradigms to understanding the diversity of development which include attention to Critical Psychology
5. The history and philosophy of ideas and practice in education including legislative requirements and policy developments in providing for all children with a specific focus on promoting effective learning and inclusion for all children/young people
6. Distinctive and distinguishing features of norm-referenced, curriculum-based and dynamic assessment paradigms.
7. Understand how HCPC and BPS Codes of conduct to guide professional practice actions and decisions and actions

B  Professional Practice Skills

1. Maintain personal and professional critical self-awareness in relation to professional practice issues as a trainee educational psychologist

2. Maintain sensitivity to issues of bias and equity in relation to children and young people, parents and carers and adults working in schools, local authority settings and other agencies.

3. Select appropriate levels of assessment and intervention that are effective and feasible in the varying contexts of the problem presentation.

4. Deploy sensitive and reflective communication skills to support consultative approaches and the facilitation of group and organisational development.

5. Engage in assessment and intervention planning with teachers, pupils, parents and other professionals.

6. Provide written accounts of professional consultations, assessments and intervention planning for a range of recipients.

7. Undertake a balanced and objective evaluation of educational and/or social policy initiatives.

8. Formulate an appropriate EP course of action and evaluation strategy grounded in a sound theoretical and evidence base

Conveners

Maria Abijah-liburd
Mrs Victoria Lewis

View in Curriculum Catalogue

Last updated 07/01/2025.