A big welcome to Educational Psychology at:

Programme • Current challenges in EP practice • Training in Educational Psychology • Support at UCL • Approaches to learning at UCL • UCL guiding practice frameworks • The UCL selection process

Current Challenges in EP Practice

Aim or purpose defining the contribution of educational psychologists: • To promote child development and learning through the application of psychology by working with individual and groups of children, teachers and other adults in schools, families, other LA officers, health and social services and other agencies. Educational Psychology Services (England): Current Role, Good Practice and Future Directions DfEE (2000) Working Group Report

Educational Psychology Services • Apply psychology to promote the attainment and healthy emotional development of children and young people from 0 – 19 years. • Undertake core work focused around assessment and intervention at a number of levels (individual, group, system) where there are concerns about cognitive, linguistic, sensory, physical and/or social and emotional development. • Are delivered in school, local authority and family settings.

Recent Imperatives for Change

Children Act 2004 Aims: • To encourage integrated planning, commissioning and delivery of services • To improve multidisciplinary working, remove duplication, increase accountability and improve the coordination of individual and joint inspections in LAs

Every Child Matters: Change for Children (2004) • New approach to well-being 0-19 • 5 outcomes – Be healthy – Stay safe – Enjoy and achieve – Make a positive contribution – Achieve economic well-being www.everychildmatters.gov.uk

Key implications from the 2006 DfES Review of the Functions and Contribution of Educational Psychologists in England and Wales in light of “Every Child Matters: Change for Children”

• Need to evaluate impact of EP services against the 5 ECM Outcomes for children • Shift in focus of service delivery from school to community • Renewed emphasis on multi-agency involvement and specialist EP input • Emphasis on Psychology in defining the EP’s distinctive contribution • Future possible integration of educational and child clinical psychology professions and training

Training in Educational Psychology

Chartered Educational Psychologists: Qualifications in England & Wales • Honours degree in Psychology (conferring GBR with the BPS) • Relevant experience of working with children within educational, childcare or community settings • 3 year Doctorate in Educational Psychology incorporating academic study, a substantial empirical research project and 300 days of supervised professional placement work

Training Arrangements 2007 Current Information • Year 1 – University based. LGE funded: Fee paid. £14,900 bursary (Tax & NI free*). Self funded: Fee - £11,625. • Years 2 & 3 – Employing LA based, with release for university attendance, research & and independent study. Salary or training grant, 2 year contract. Fee - £5,125 pa.

Educational Psychology Future Implementation Group (EPFIG) Terms of Reference: • Develop proposals for short and longer term funding and support for Educational Psychology training • Describe how best to deliver psychology services for children and young people and develop support and guidance to embed effective practice across the country

Educational Psychology Future Implementation Group (EPFIG) Representation: British Psychological Society (BPS) Association of Educational Psychologists (AEP) University Training Providers National Association of Principal Educational Psychologists (NAPEP) Association of Director of Children’s Services (ADCS) Local Government Association (LGA) Local Government Employers (LGE) Children’s Workforce Development Council (CWDC)

Training Arrangements 2008 Current Information • Applications will be managed by the Children’s Workforce Development Council (CWDC) for the first time • Awaiting a response from the Department for Children Schools & Families (DCSF) regarding proposals from the CWDC about the new system and how it will operate • It is likely that regional educational psychology training groups will be established and that offers of training places will be linked to specific Local Authority placements

Updated Information: This will be available on the CWDC website: http://www.cwdcouncil.org.uk/educationalpsychology/

Timetable (updated on 12th November 2007)

Current Course Structure and Placements Year 1 - UCL 2-3 days/week (PBL, research training, skills workshops) - Independent study/research 1-2 days/week - Group placement with UCL tutor 1-2 days/week Year 2 - UCL 3 days/month - Independent study/research/ICT enabled individual & small group tutorials 5 days/month - Placement learning and Research in practice with employing LA approx 12 days/month Year 3 - UCL 2x3 days/term (PBL, supervision, skills workshops) - Independent study/research/ICT enabled individual & small group tutorials 10 days/term - Placement learning and Research in practice with employing LA approx 56 days/term

Local Authority Placements in Year 1 • Barnet (Catherine Kelly, Catherine Constable) • Croydon (Owen Davis) • Hackney (Beverley Graham) • Harrow (Jess Dewey)

Doctorate in Educational and Child Psychology at UCL Overall aim of the programme: To enable EPs in training to effectively integrate theory, research and practice and become competent, creative and accountable professional practitioners, eligible for chartered status with the British Psychological Society.

Key Elements of the UCL Approach • Integration of theory, research and practice • Innovation and excellence in teaching and learning • Clear guiding frameworks for professional practice

Educational Psychology Group Research Interests Prof. Norah Frederickson • Group Director • Co-Director DECPsy

Social competence in children Inclusion of pupils with special needs

Dr.Sandra Dunsmuir Co-Director DECPsy

•

Writing development in children

•

Parent – teacher trust

Dr Shama Ali Tutor

• •

Inclusion of young people with ASD Developing parenting skills

Dr Roger Booker Tutor

• •

Child & adolescent mental health Systems thinking and change management

• Dr. Sean Cameron Co-Director CPD DEdPsy •

Management of pupil behaviour Early childhood intervention for children with SEN

Educational Psychology Group Research Interests Prof. Tony Cline • Co-Director CPD DEdPsy •

Education of bilingual children Psychological assessment and SEN

Dr Jessica Dewey Tutor

• •

Teaching children thinking skills Supervision in training and practice

Beverley Graham Tutor

• •

Behavioural management techniques Social skills and emotional intelligence

Dr Catherine Kelly Tutor

• •

Promoting resilience in children Multi-disciplinary collaboration

Dr Jeremy Monsen AD CPD DEdPsy

• •

School management of challenging behaviour Applications of the problem analysis framework

Dr Dino Petrides Reader

• •

Emotional intelligence Individual differences and psychometrics

Key Research Area Inclusion of Pupils who have SEN Perceptions and Attitudes •

•

•

Frederickson, N., Dunsmuir, S., Lang, J., & Monsen, J.J. (2004) Mainstream-Special School Inclusion Partnerships: Pupil, Parent and Teacher Perspectives. International Journal of Inclusive Education, 8, (1), 37-57. Monsen, J.J. & Frederickson, N. (2004) Teachers’ Attitudes Towards Mainstreaming and their Pupils’ Perceptions of their Classroom Learning Environment. Learning Environments Research, 7, 129-142. Gibb, K., Tunbridge , D., Chua, A. , & Frederickson, N. (2007) Pathways to inclusion: Moving from special school to mainstream. Educational Psychology in Practice 23(2), 109-127

Key Research Area Inclusion of Pupils who have SEN Social Outcomes and Influences • Petrides, K.V., Frederickson, N., & Furnham, A. (2004) The role of trait emotional intelligence in academic performance and deviant behavior at school. Journal of Personality and Individual Differences, 36, 277-293. • Frederickson, N. & Turner, J. (2003) Utilizing the Classroom Peer Group to Address Children’s Social Needs. An Evaluation of the ‘Circle of Friends’ Intervention Approach. Journal of Special Education, 36, (4), 234-245. • Frederickson, N., Simmonds, E., Evans, L., & Soulsby, C. (2007) Assessing Social and Affective Outcomes of Inclusion. British Journal of Special Education, 34(2), 105-115.

National Collaborative Research Programmes in Educational Psychology: Developing the Evidence Base for Practice • Agreement of research priorities/questions • Cooperation in design • Coordination in implementation • Collaboration in analysis and interpretation

Prioritised Topics for First Cohort

Interventions with SEBD 1. What are the conditions/factors necessary for the successful inclusion of children and young people with ASD? 2. What aspects of parent training programmes have most impact on the behaviour and psychological well being of children and young people? 3. What can research tell us about the efficacy of different approaches to tackling bullying at school and LA level? 4. Under what circumstances might targeted academic interventions, social skills, self esteem or anger management groups in schools prevent exclusion?

Support at UCL

Main features • Support and supervision are provided across all aspects of the course • A high level of tutor support is available to guide and facilitate professional development • We aim to develop and build on peer support systems

Your Tutor will... • Act as a consultant to help you discuss pertinent issues and take effective action. • Provide an overview of your progress and collate and offer feedback. • Provide support in examining and learning from experiences on placement.

Support and Supervision • Practice tutor (Year 1) • Professional Development tutor (Years 1, 2 and 3) • Local Authority Supervisor (Years 2 and 3)

Approaches to Learning at UCL

E-learning at UCL

Educational Psychology Group Web-based learning • Research Methods and Statistics • Psychological Testing in Education

Some Elements of Our ResearchBased Approach • The use of learning contracts as a framework for • • •

setting learning objectives/outcomes and establishing criteria for identifying when these have been achieved (Knowles, 2000). Providing learners with opportunities to construct knowledge in an active manner by working through real-life case studies (Boud, 1985; Coles, 1991). Modelling of reflective practice (Schon, 1987) by specialist practitioners discussing their work with complex case studies. Activities are designed to tap into different learning cycles to facilitate transfer to work. (Binstead, 1982; Burgoyne, 1992).

Problem Based Learning (PBL) “Problem Based Learning is an approach to professional education that makes use of real-life problems as a stimulus for learning. In PBL students work in small tutorial groups on these problems and in the course of discussing them, formulate goals for selfdirected learning.” Van Berkel and Schmidt, 2000 (p.231)

The 8 tasks of PBL (Wolff, 2000) 1. Explore the problem – clarify concepts and create hypotheses. 2. Identify what you know. 3. Identify what you do not know. 4. Prioritise group learning needs and allocate tasks.

5. Self directed search for knowledge. 6. Return to group to share information. 7. Apply knowledge and integrate into explanation. 8. Reflection on learning – content and process.

PBL in practice Week 1: • Tutor Facilitated small group session. • Whole cohort contextualised teaching. • Student Facilitated small group session. Week 2: • • • •

Tutor Facilitated small group session. Self Directed study. Student Facilitated small group session. Whole cohort workshop to develop practical skills.

Week 3: • Tutor Facilitated finale session. • Reflection and Review.

PBL Progression YEAR 3 Individually tailored learning contracts. YEAR 2 Advanced and Specialist Application. YEAR 1 Profession and Practice of Educational Psychology

Rationale and Relevance for Society • Keeping up to date with evolving empirical evidence base (Dochy et al., 2003; Fraser and Greenhalgh, 2001). • Application to practice and professional artistry (Lunt and Majors, 2000; Schwartz, 2004). • Importance in a multi-professional team context (Henlow and Evenson, 2000; Macdonald and Savin-Baden, 2004).

Rationale and Relevance for Learners Team Working Skills

Self Directed Learning

Continuing Professional Development

UCL Guiding Practice Frameworks

Core Dimensions In Applied Psychology Training and Practice

Conceptual Reasoning and Action Protocols (or Process Guides) Problem-Analysis Framework, Accessible Dialogue, Consultation Processes, Interviewing and Counselling Frameworks.

COMPETENCE Knowledge Base (or Content Guides) Psychological Research, Theory, Models, Approaches.

Interpersonal Effectiveness Including Surface Social Skills, Self Presentation, Attitudes and Beliefs, Attending and Influencing Skills.

Working With Complexity and Real World Problems and Dilemmas

We start with a messy real world problem or dilemma. This is usually ill-defined, unstructured with many possible paths to a resolve.

1

2

4

A tailor made intervention is developed, implemented and evaluated.

3 The psychologist in collaboration with other stakeholders (i.e. the primary problem owner) operates upon the situation (sampling, investigated and sorting, generating hypotheses based upon research, logic… )

A conceptual map is developed, tested and refined. It attempts to integrate material which is accurate, logical and focused.

Formalising this Conceptual Problem Reasoning Process: The Problem-Analysis Framework Phase 1 – Background Information, Role and Expectations

Phase 6 – Monitoring and Evaluation of Actions and Outcomes

Phase 5 – Intervention Plan and Implementation

Phase 2 – Initial Guiding Hypotheses

‘PROBLEMANALYSIS’ clear conceptualisation, and clarity leading to focused interventions

Phase 3 – Identified Problem Dimensions

Phase 4 – Integrated Conceptualisation

Observe Dean’s performance and identify possible influencing factors under the headings: Environmental Factors

Pupil Characteristics

Environment

Biological

culture

observations about the brain and sensory processes - e.g. hearing and vision

societal attitudes

Affective

schooling teaching methods English orthography

Cognitive

inferred cognitive and affective factors

Behavioural direct observations and performance or test data

Interactive Factors Framework

Environment

Biological Affective

Poor positioning to book

Above average fidgeting & inattention

1:1 written:spoken word matching weak Weak word recognition

Cognitive

Behavioural Speech indistinct 1:1 correspondence in counting good Good numeral recognition

Environment Appropriate role models not available ??

Biological Affective Low literacy learning motivation ??

Poor positioning to book

Above average fidgeting & inattention

1:1 written:spoken word matching weak Weak word recognition

Cognitive Phonological difficulty ??

Behavioural Speech indistinct 1:1 correspondence in counting good Good numeral recognition

Environment Appropriate role models not available ??

Delay/disorder language processing centres ??

Affective Low literacy learning motivation ??

Poor positioning to book

Above average fidgeting & inattention

1:1 written:spoken word matching weak Weak word recognition

Biological Conductive hearing loss ??

Cognitive Phonological difficulty ??

Behavioural Speech indistinct 1:1 correspondence in counting good Good numeral recognition

The UCL Selection Process How to get an Interview • Address the short-listing criteria & don’t waste space on irrelevant information • Don’t exceed 2 pages – ‘clear, coherent and concise written communication skills’ • Present good evidence to demonstrate that you meet the criteria • Give precise information on academic qualifications and experience, especially where part-time

The UCL Selection Process The Interview Process • If invited to interview you will receive the selection criteria for this stage • We strive to make the process as transparent and stress-free as possible to enable you to do your best • A half day process comprising: – A small panel interview – A written task based on analysis of a 10 min video – A small group simulation of a PBL session, facilitated by a tutor