2015/16
ACCREDITATION THROUGH PARTNERSHIP
Curriculum mapping document for Masters programmes in
Educational Psychology (Scotland)
Programmes will need to evidence that they meet the standards we outline for two-year Masters programmes in our Standards for the
accreditation of educational psychology training in Scotland handbook. Differing levels of emphasis on particular aspects by different providers
will allow flexibility and enable the unique identity of particular programmes to be preserved. You should use the table below to tell us where
particular standards are addressed. Our self-evaluation questionnaire requires you to provide additional narrative explaining how your
programme reflects each of these components.
Curriculum area
Frameworks for Professional practice
1.
Knowledge and understanding encompassing the historic
and current legislative context of the profession; ethical
practice; knowledge and understanding of the structures and
systems within educational settings in addition to local
authorities, health and voluntary bodies.
2.
A professional and ethical value base including reference to
the BPS Code of Ethics and Conduct and other relevant
guidelines.
3.
Strategies to promote the implementation of legislation and
policy around inclusion, the rights of parents, children and
young people and National Priorities for Education.
Module(s)/coverage
Reviewers’ comments
4.
Knowledge of, and commitment to, ongoing professional
development e.g. target setting through personal learning
plan.
5.
Skills in assessment, intervention and research that
demonstrate the impact of work with individuals, groups and
systems. This shall be based on a cycle of clarification,
formulation, intervention and evaluation consistent with the
scientist-practitioner and reflective-practitioner model.
6.
The application of educational psychology across a variety of
different contexts through the development of creative
approaches that draw on a wide range of theoretical models,
frameworks and psychological paradigms.
Effective Communication and Interpersonal Skills
1. Effective working relationships with key role partners
including: children, young people, their carers, teachers
and other professionals.
2. The interpersonal communication skills needed to
practice effectively including: skills of consultation and
problem
solving;
conciliation
and
negotiation;
communicating
to
audiences;
interpersonal
communication.
3. Appropriate recording skills to document effectively:
consultations; case notes; reports; policy documents;
in-service training materials; Reporter’s Department and
court work; research and evaluation activities.
4. Self-awareness and an ability to work as a reflective
2
practitioner; an ability to think critically, reflectively and
evaluatively within a relevant ethical framework.
5. Strategies to deal with the emotional and physical
impact of practice and seek appropriate support where
necessary, with due consideration of boundaries.
6. The ability to engage in and learn from interactive
supervision processes, including mentoring.
7. Effective working at an appropriate level of autonomy,
with awareness of the limits of own competence, and
accepting accountability to relevant professional,
academic and service managers.
Development in Context
1.
Knowledge, awareness, skills and values, informed by
relevant developmental theory and research that enable
effective work with diverse client populations. This
should include a clear understanding of the
demographic characteristics of communities including
the influence of culture, gender, ethnicity and factors
influencing social exclusion.
2.
An ability to bring about change for individuals, children,
young people and their families by working at different
levels of our context.
3.
An ability to promote the psychological well-being of
clients with particular regard to their emotional and
social needs.
3
Facilitating Change: Assessment and Intervention
1.
Make informed decisions about
assessment and intervention.
effective
models
of
2.
Generalise and synthesise prior knowledge and experience
in order to apply them in different settings and novel
situations.
3.
Recognise that intervention focuses on applying knowledge,
skills and expertise to support identified local and national
initiatives.
4.
Select, use and interpret a broad range of assessment
instruments with due consideration to their relevance to the
client, their needs and likely interventions.
5.
Develop practice based on evidence-based approaches,
incorporating evaluation, monitoring and review of outcomes.
6.
Support children, young people and their carers in
contributing to the assessment process and the evaluation of
interventions.
7.
Develop practice skills appropriate to a range of
organisational contexts reflecting the nature and culture of
the organisation and the task.
8.
Understand and apply the consultation model of service
delivery.
9.
Be familiar with the issues of collaborative assessment within
an interdisciplinary context and generate ideas on an
4
effective role for EPs within this environment.
10. Develop a comprehensive understanding of the nature of the
problems achieved through the systematic gathering of
information about the learning context of the school and
classroom and the wider context of the family and
community, as well as child-focused dimensions of learning.
11. Recognise that if young people are to be helped, it will be
important to change what happens to them rather than
merely providing descriptive labels.
12. Apply a range of professionally appropriate counselling and
therapeutic skills in work with children, their families and
other professionals. This may be provided independently, on
the basis of training and expertise, or through or with other
professionals and should incorporate appropriate review and
evaluation.
Research and Evaluation
1. Plan and conduct effective research i.e. identifying
research questions, demonstrating an understanding of
ethical issues, choosing and implementing appropriate
methods and analysis, reporting outcomes and
identifying appropriate pathways for dissemination
including publication relevant to professional
educational psychology.
2. Select, design and implement approaches to evaluate
interventions, leading to evidence based practice with
key role partners, in terms of: effectiveness,
appropriateness and impact of practice with individuals,
5
groups, organisational and system levels including the
Local Authority.
3. Select and implement appropriate methods to identify
links between research, policy and practice.
4. Identify and critically appraise research evidence
relevant to practice.
* Please note that the standards for educational psychology training in Scotland are under review during 2015/16. We expect to publish new
standards in October 2016.
6