MEd Psychology of Education

This unit aims to develop knowledge and understanding of how theory and research in prevention science can be applied in educational contexts to improve social, emotional and behavioural experiences and outcomes among learners.

Themes of applied prevention science in education include an introduction to the generic field of prevention science and explores its application and importance in educational settings. There is a broad overview of how preventative interventions can be understood and evaluated including how we research implementation, the factors affecting implementation and the processes underpinning quality implementation. This comprises psychological theory and evidence underpinning education-based preventive interventions of universal, targeted/indicated and integrated models. Key issues in assessment of intervention and implementation are explored with emphasis on how to choose the most appropriate outcome(s) for intervention in relation to measuring its effectiveness.

The course unit is delivered over 9 sessions and using a variety of methods including lectures, tutorials, case/scenario-based learning, video clip analysis and independent research activities. From the onset students are assigned to a small working group allocated a published intervention for practical applications of principles, practice and theory covered throughout the unit.

• Develop knowledge and understanding of how theory and research in prevention science can applied in educational contexts to improve social, emotional and behavioural experiences and outcomes among vulnerable learners

The unit forms part of the MEd Psychology of Education programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the British Psychological Society (BPS). Students will have the opportunity to develop employability skills. These include small group work in sessions, critical thinking of both psychology and prevention science theory and supportive research within educational intervention applications and receiving feedback from the written assessment and formative assessment tools. The unit will also engage students in the development of their key skills in self-awareness and reflections on normative/cultural values in unit themes within the planning, implementation, and evaluation of interventions within education.
Core knowledge is comparable to other Psychology degrees and therefore underpins further training for careers in the areas of applied psychology (e.g. Educational Psychologist, Clinical Psychologist, Health Psychologist, Occupational Psychologist, Counselling Psychologist etc). The content is specifically related to educational settings and as such immediately applicable to careers outside of the subject discipline (e.g. teaching, teaching assistants; SENCo; support workers) as well as other fields where prevention science is deployed (e.g. health psychology).

Indicative curriculum content

• Introduction to prevention science.
• Understanding intervention research.
• Implementation science 1.
• Implementation science 2.
• Assessment and outcomes 1.
• Assessment and outcomes 2.
• Universal interventions.
• Targeted interventions.
• Towards an integrated model of school-based prevention

The course unit will be delivered in a variety of ways including lectures, and group tutorials. Guest speakers from specialist research areas within applied prevention science in education will be utilised appropriately to enhance student experience. Students will be required to work both independently and in small groups and student participation will be encouraged at all times.

Early randomised allocation of students to a small working group of a published intervention provides an effective vehicle for students to work cooperatively and collaboratively on the practical elements throughout the entire unit.

Independent study is expected and supported by guided reading, independent reading, guided activities, and additional materials on the VLE and Reading Lists Online.

Lecture PowerPoint slides and additional resources are also available on the VLE. Additionally, the unit makes use of electronic tools and digital platforms to provide further opportunities for student engagement.

The reading list online is reviewed each year. A general unit reading list is provided with suitable textbooks recommended. Individual session readings are also provided and broken down by teaching week to make it easier for students to see relevant sources of information, key recommended readings and further readings themed to sessions. 
.

• Demonstrate knowledge and understanding of how prevention science theory can be applied to understand and address social, emotional and behavioural difficulties in educational contexts

• Critically evaluate the contribution of research in applied prevention science.
• Analyse and evaluate different approaches to school-based intervention in applied prevention science.
• Apply their learning to specific cases/scenarios.
   

• Examination and interpretation of current literature and subsequent production of information for a specific audience. Within the context of the PALS the proposal is aimed at an assumed non-psychologist reader.
• IT skills (word processing, accessing electronic databases and library facilities)
   

• Written communication (assignment)
• Working with others (assigned small working group and in-session group/pair discussions).
• IT skills (word processing, accessing electronic databases and library facilities, managing references).
• Analysis and application of theory and research.

Unit Feedback and Student Engagement

Student representation at both the programme and unit level plays an important role helping the quality of provision be upheld. MEd student representatives liaise between staff and students on matters of concern to either side; provide two-way feedback on the course and on teaching quality, and promote student involvement in course development. Student representatives participate in course review meetings (including a confidential meeting with external examiners) and feedback information from these meetings to other students.

At the end of each semester all students are asked to complete an on-line evaluation questionnaire for each course unit they have taken.  This anonymous feedback is circulated to unit leaders and supports quality assurance.

Formative assessment and written feedback to students is a key feature of this unit.  Students are provided with an opportunity to complete an outline in advance of the submission deadline for assessed work and formative written feedback is provided when marking has been completed

Core texts

Humphrey, N. (2013). Social and emotional learning: a critical appraisal. London: Sage.
The focus of this book is on social and emotional learning, but the issues discussed are common to a variety of approaches to prevention and early intervention (e.g. assessment, implementation).

O’Connell, M.E., Boat, T. & Warner, K. E. (2009). Preventing mental, emotional and behavioural disorders among young people: progress and possibilities. Washington, DC: National Academies Press.
A very detailed exploration of that status of prevention science and its application to children and young people in educational and other contexts. Available to download for free at: https://www.ncbi.nlm.nih.gov/books/NBK32775  doi: 10.17226/12480

Weist, M.D., Lever, N. A., Bradshaw, C. & Sarno Owens, J. (eds.) (2014). Handbook of school mental health. New York: Springer.
A comprehensive text that examines the core issues covered in the course unit and more.  Available to download for free at: http://link.springer.com/book/10.1007%2F978-1-4614-7624-5

This is a semester two unit