BSc Educational Psychology

The unit will provide students a grounding in the ‘real world’ applications of education and counselling psychology in the professional context, with specific reference to core areas of Psychology For instance:

• The importance of relationships and interpersonal skills in educational and counselling psychology
• How implementation science can inform how schools are supported to use and sustain interventions across ecosystemic levels

The unit will build upon previous learning in relation to theory and in turn provide grounding for the third year placement unit (intervention in schools).  Chartered Educational and Counselling psychologists will introduce key elements of their research and practice work (e.g. therapy in schools, assessment, consultation and intervention) and explain the role and application of psychology.

The unit will be augmented by a number of applied learning scenarios taking the form of workshops, small discussions and role plays.

Students should be able to:

The unit will build upon previous learning in relation to theory and in turn provide grounding for the third year placement unit (intervention in schools).  Chartered Educational and Counselling psychologists will introduce key elements of their research and practice work (e.g. therapy in schools, assessment, consultation and intervention) and explain the role and application of psychology.

The unit will be augmented by a number of applied learning scenarios taking the form of small group workshop discussions.

The unit utilises a lecture followed by a workshop approach in order to maximise active learning and application to applied psychology contexts. Students will contribute ideas through small group verbal discussions and role plays. Students are provided with weekly recommended reading and further reading options to engage with, within private study time, to deepen their understanding of the topic area (2-3 hours per week). Students will have the opportunity during seminars to take part in role plays of specific scenarios reflecting on interpersonal skills in the roles of parents, other professionals and children and young people.

• Describe and evaluate how psychology is applied in the contexts of educational and counselling psychology professions 

• Produce well-reasoned and a logical progression of arguments within the fields of educational and counselling psychology
• Synthesise findings from appropriate empirical evidence
• Evaluate the extent to which findings from empirical evidence relating to applied psychology can be useful for recommending approaches to implementing interventions 

• Create a presentation using recording and editing skills to communicate to a professional audience, demonstrating appropriate tone and language.

• Reflect on their contribution to collaborative work to plan and carry out the group task (group work, case-based work)
• Find, review and reference relevant sources of information using  IT skills (word processing, accessing electronic databases and library facilities, managing references) 

BSc Educational Psychology is externally accredited by the British Psychological Society.

Formative Assessment

• Online quizzes through Padlet

Assessment

• Assessment Title: Why support is needed to implement interventions and what support an educational psychology service can offer with implementation of lego based therapy (LBT) as a targeted intervention in schools.
• Assignment format: 5 min group-produced vodcast plus supporting group work portfolio including minutes, job logs etc.(2,000 words) plus individual reflective accounts of group work (500 words) (100%)

Assessment

• Written feedback for each group on the VLE

Cline, T., Gulliford, A., & Birch, S. (2015). Educational Psychology (Topics in Applied Psychology).  Routledge: Hove, UK.

Douglas, B., Woolfe, R., Strawbridge, S., Kasket, E., & Galbraith, V. (2016).  The Handbook of Counselling Psychology.  SAGE: London

Orlans, V., Van Scoyo, S. (2009). A Short Introduction to Counselling Psychology.  SAGE: London

Woolfolk, A.  (2015). Educational Psychology. Pearson: Harlow, UK

Expected Outcomes

The module forms part of the BSc Educational Psychology programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the relevant PSRB (BPS).  

By taking this unit students can expect to develop a number of key academic skills including communication and IT skills through the production of a credit-bearing assignment. Furthermore, students will develop their critical thinking, problem-solving skills and anticipatory competencies through taught materials, debates and independent study.  

The summative assessment provides students with an opportunity to engage in an authentic professional task by considering the application of a psychological theory into the educational context.

The unit will also engage students in the development of their key personal skills in self-awareness and reflection through role play, engagement and discussion on topics with peers and staff. This unit provides students with opportunities to develop employability skills:

• Students will have the opportunity to develop employability skills including communication, teamwork, analysis and presentation.  
• The unit will also engage students in the development of their key skills in self awareness, systems thinking, critical thinking, collaboration, reflection on normative values, problem solving and strategic thinking through the unit assignment task and teaching and learning activities
• The summative assessment provides students with an opportunity to engage in an authentic professional task by producing a vodcast outlining the role of an EP in a key area of practice. The formative assessment provides students with an opportunity to engage in an authentic professional task by role playing and reflecting on case study scenarios involving educational psychologists and clients.  
• Students will gain experience of the working environment of an educational psychologist through reflecting on their own school experiences, placement experiences and role playing and reflecting on case study senarios involving educational psychologists and clients. They will also analyse the interpersonal and team work skills of relevant job descriptions
• Students will have the opportunity to practice and receive feedback on interpersonal skills with parents, other professionals and children and young people through role play.