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Chapter Nine The university training programmes
9.1 This chapter covers the training arrangements for educational psychologists in Scotland, the implications of PSPS for university training programmes and the response to PSPS of the universities, in particular the University of Dundee, where funding was provided for 3 additional trainee places to take PSPS forward. It is concluded that both universities have taken active steps to incorporate PSPS into their programmes. The developments undertaken at Dundee in terms of curriculum development and promotion of post-school practice are described.
Training for educational psychologists in Scotland
9.2 Postgraduate professional training in educational psychology in the UK, comprising both academic teaching and practical components, is provided by universities and is accredited by the British Psychological Society ( BPS). There are 2 training programmes in Scotland at the Universities of Dundee and Strathclyde. Each programme is of 2 years' duration, leading to the degree of MSc in educational psychology. On completion of the course a supervised probationary period of one year in a BPS accredited psychological service leads to eligibility for Chartered Educational Psychologist status. In addition, both universities offer a doctorate in educational psychology. This degree is undertaken while working in a psychological service, as part of continuing professional development.
9.3 The aim of both programmes is to train psychologists to work at all levels from individual casework through whole class, whole school and policy and development levels. Historically the focus has been on the provision of services across the 0-19 age range. Practitioner skills are developed principally by means of practical placements in educational psychology services. Trainees spend 2 days a week on placements and have additional block placements. Both programmes require trainees to undertake placements in at least 2 different psychological services.
9.4 The Currie review of the provision of education authority psychological services in Scotland (Scottish Executive, 2002a), in addressing issues of recruitment and retention of staff for the profession, recommended that the number of training places at Dundee and Strathclyde should be increased to 24 in each, from 16 and 18 respectively.
9.5 The review also recommended that all local authorities should promote traineeships in educational psychology. In relation to these placements it recommended that the BPS should consider extending its existing accreditation of services, by which they are accredited for the probationary year, to cover accreditation of trainee placements in services. It recommended further that the BPS should also consider the training and accreditation of the practice tutors allocated by services to work with the universities in supporting trainee placements.
Implications of PSPS for university training programmes
9.6 In considering future demands on psychological services, the Currie review had a remit to take full account of the implications of the Beattie Committee Report. The pilot scheme involving the appointment of the 3 part-time National Development Officers commenced while the review was in progress in August 2001. It was recognised that if the initiative proved successful there would be a demand for educational psychologists to work in the post-school sector.
9.7 Provision of post-school psychological services raised several implications for the university training programmes. First, as highlighted in the Currie review, such provision would clearly lead to a need to train more educational psychologists in addition to the increased numbers already recommended. Second, the curriculum required to be reviewed to extend the focus on the 0-19 age population to include young adults in the age range up to 24 years. Third, increased numbers of trainees would lead to new challenges in securing additional trainee placements across Scotland, and working with additional numbers of practice tutors in services. Fourth, extending the range of trainee placements to include placements with post-school training providers would have to be explored.
9.8 To support the PSPS initiative, funding was provided for an additional 3 trainees to allow Dundee University to act as Pathfinder. The focus of the evaluation in this sector has therefore been on the response of Dundee to PSPS. Nevertheless, meetings have been held with the programme directors at both universities, and it is noted that both have taken considerable steps to incorporate post-school working into their teaching curriculum and field practice. An example of the incorporation of PSPS issues into the programme of the University of Strathclyde is provided in Box 9.1, which illustrates a practical assignment for trainees in relation to the NEET group. The programme directors of both attend the PSPS Network meetings, and all trainees attended a training day in December 2005, set up by both universities, hosted and organised by the Dundee tutors and provided jointly by the SOs and key training providers in the post-school sector (see paragraph 8.58).
Box 9.1 PSPS and the university curriculum
An example from the training programme at the University of Strathclyde
University of Strathclyde MSc in Educational Psychology
Year I: Term II Module 2: Development in Context
Practical Assignment 3: ' NEET - Roles for Educational Psychologists?'
Widespread concern has been expressed about the NEET group - those in the 16-19 years age group who are not in education, employment or training. The aim of this assignment is for the class to work in four groups of six to produce a short briefing paper of 1,600 words (plus references and any essential appendices). Each group will tackle one of the following sections (which should be 400 words in length):
- What is the scale and the nature of the problems of those who are in the NEET group/sub-groups?
- What psychological theories may help to account for this?
- What is the evidence for the success of prevention or intervention programmes?
- How should psychological services respond?
Groups should use the Web CT conferencing resources to help discuss the topic and their section and to organise the drafting and production of their contribution to the briefing paper.
(The assignment paper given to trainees included starter references and web-sites.)
Response to PSPS at the University of Dundee
9.9 The evaluation has considered the response of Dundee University to developing its curriculum to take account of the post-school years and to promoting post-school practice in field placements. A meeting was held in May 2005 with the programme director and 2 other staff at Dundee University, and with all of the Dundee trainees. Between then and March 2006 further liaison with the university allowed updates to be provided regarding PSPS developments.
Curriculum development
9.10 The teaching programme for Dundee trainees has moved from a linear model in which teaching and practice move through different topics and approaches to a stratified model based on age, with the secondary and post-school years now representing the age band covered for one stage of the programme.
9.11 The module developed to promote PSPS is entitled 'Educational psychologist practice in the secondary and post-school years'. It is rated at the level of 30 credits, and is taught in Year 2, Semesters 1 and 2. The aim of the module is to offer an overview of the legislation, policy and systems which impact on educational environments for older children and young people. It provides in-depth knowledge and, in conjunction with placement requirements, practical experience of the contexts within which educational psychologists practise in the secondary and post-school years. It also offers further development of the core skills, knowledge base and assessment and intervention frameworks essential for practice in this age range.
9.12 Learning outcomes relevant to post-school services include the following:
- in-depth knowledge of contemporary policy, current issues and legislation relevant to the post-school years and of college curricula
- knowledge and experience of educational contexts and post-school provision
- understanding and critical evaluation of the effectiveness of provision made for additional support needs in these contexts
- promotion of effective teaching and learning approaches, with a focus on the role of motivation in learning
- knowledge and evaluation of interventions and approaches aimed at improving social, emotional and behavioural skills and interactions
- understanding of models of effective interdisciplinary collaboration in the post-school sector
- knowledge and application of relevant research skills.
9.13 Teaching content has been developed to support these learning outcomes, including coverage of the range of post-school provision, management of transitions out of secondary school, mental health issues and the overall role of the educational psychologist in relation to PSPS. The content also covers the application of appropriate approaches for this age group, including solution-focused approaches, person-centred planning and cognitive behaviour therapy.
Promotion of post-school practice
9.14 The training programme at Dundee has embedded post-school working within its practice requirements and opportunities in several ways. The 3 additional trainee places have not been deployed by assigning specific trainees to specialise in post-school work but rather by incorporating a PSPS focus for all trainees. All trainees must have at least one and possibly 2 post-school/transitional cases as part of their assessed casework requirements. In terms of opportunities, 3 pieces of assigned work, as noted below, may be carried out in relation either to the secondary or to the post-school years.
9.15 First, the collaborative investigation into a theoretical model of behaviour (Year 2 Week 5) may relate to individuals or groups of young people at post-school level. The investigation considers how the model contributes to the assessment of behaviour and how it underpins intervention strategies. Relative advantages and disadvantages of the model are evaluated. The report is presented to peers and programme staff.
9.16 Second, the investigation of service delivery of educational psychologists (Year 2 Week 13) may be undertaken in relation to a post-school establishment. The report includes aims and objectives, context, methodology, results, discussion, conclusions and implications for the practice of educational psychologists.
9.17 Third, the critique of a method of intervention used with a young person or group of young people (Year 2 Week 33) may relate to work carried out at post-school level. The work is presented in a small group in relation to an intervention which the trainee has either carried out directly or has been directly involved in setting up. The assessment involves oral and written feedback from peers.
9.18 These requirements and opportunities have led to a number of practical developments in relation to post-school work by trainees. Several placements with post-school providers such as Scotland's Colleges have been taken up, and a number of trainees have opted to do dissertations in the post-school field. Ways have also had to be explored of providing trainees with experience in Pathfinder services so that they can participate more widely in post-school activity.
Summary
9.19 This chapter has outlined the training arrangements for educational psychologists in Scotland and the implications of PSPS for university training programmes. It is concluded that the Universities of Dundee and Strathclyde have taken active steps to incorporate PSPS teaching and practice into their programmes, with a particular focus on Dundee in relation to its additional trainee places to support the development of this area. The developing field of PSPS requires the training of increased numbers of educational psychologists, curriculum review, additional field placement and practice tutors and an extension of the range of placements to include post-school settings.
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