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Part 1. Description of what educational psychologists (Eps) in the UK do, their roles and responsibilities How Eps work with parents and carers The national working party on the present and future roles of Eps working with parents and carers: what we did and early findings and recommendations

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Part 1
Part 1

  • Description of what educational psychologists (Eps) in the UK do, their roles and responsibilities

  • How Eps work with parents and carers

  • The national working party on the present and future roles of Eps working with parents and carers: what we did and early findings and recommendations

  • Discussion questions

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Domains of interest
Domains of interest

  • Problem-solving

  • Individual child

  • Whole class

  • Whole school

  • Local authority

    DfEE 2000

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Historical landmarks
Historical landmarks

  • Cyril Burt, the first EP (1913)

    • Assessment of children’s ability and advice on the placement of children in special education

    • Development of mental tests.

    • Researching into causes of learning difficulties.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Historical landmarks1
Historical landmarks

  • Summerfield Report (1968)

    • To consider role and training of EPs and to advise on numbers

      • Individual diagnostic and therapeutic work with children

      • No serious consideration of other possible functions

  • Central core of activities seen as: the identification and treatment of learning and adjustment difficulties.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Historical landmarks2
Historical landmarks

  • The ‘Reconstructing’ developments (Gillham 1978)

    • Challenged the central position of assessment of difficulties.

    • Moved the focus onto alternative ways of working:

      • Research and project work

      • Working with schools as systems

    • Criticisms of the relevance of psychometrics

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Historical landmarks3
Historical landmarks

  • Special needs legislation (1981 & 1996)

    • Gave EPs a statutory responsibility in the assessment and reviewing of children’s special educational needs

    • Every child in receipt of special educational provision would have a ‘Statement’ of SEN based on formal ‘Advice’ from, inter alia, EPs.

    • Gave EPs increasing involvement with Early Years and with parents

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Historical landmarks4
Historical landmarks

  • DfEE working party report (2000)

    • 4 levels of work:

      • Individual child

      • Groups of children

      • Schools

      • LEAs

    • Other agencies

    • Recommendations about service delivery

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


The future
The future?

  • Extended training

  • ‘Every Child Matters’

    • Review of role and function (DfES 2006).

    • Integrated Children’s Services

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Debates in assessment
Debates in assessment?

  • Assessment vs Testing?

    • Purpose

    • Informs action

    • Tests hypotheses

    • Rigour

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Over riding principles
Over-riding principles

  • Applied science

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Debates in assessment1
Debates in assessment?

  • Normative vs Ipsative?

    • Normative assessment:

      • Compares a sample of behaviour with the same behaviour in a sample of the population.

      • Generalises from that sample

      • Requires validity

      • Requires reliability

      • Issues about relevance & equity

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Debates in assessment2
Debates in assessment?

  • Normative vs Ipsative?

    • Normative assessment:

      • In the UK, typically involves:

        • Wechsler Scales: WISC IV, WPPSI III

        • British Ability Scales (BAS)

        • A range of attainment tests

      • Produces norm-referenced scores, typically IQ (or ‘Standard’) scores or percentile rankings

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Debates in assessment3
Debates in assessment?

  • Normative vs Ipsative?

    • Ipsative assessment:

      • Compares a child with themselves

      • Can include normative assumptions

      • Can allow a focus on the learning / behaviour issues themselves.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Debates in assessment4
Debates in assessment?

  • Static vs ‘dynamic’?

    • Static assessment:

      • Looks at what a child has achieved;

      • Analyses strengths and difficulties;

      • Deals in snap-shots of behaviour/learning

      • Emphasises reliability and validity

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Debates in assessment5
Debates in assessment?

  • Static vs ‘dynamic’?

    • dynamic assessment:

      • Based on Vygotsky’s work, developed by Feuerstein;

      • Looks at a child’s response to teaching

      • Focuses on modifiability and adaptability - therefore looks at change

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Alternative methods
Alternative methods

  • Curriculum-based assessment

    • Ipsative by nature

    • Based on (social) learning theories

    • Looks at the child in context

    • Attempts to lead directly to action

    • Requires careful monitoring, evaluation and review

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Challenges to practice
Challenges to practice

  • Keep the psychology

  • To maintain relevance to teachers

  • To understand the difficulties in terms of the interaction between the child and their environment.

  • To maintain an objective stance

  • To collect data rigorously and to transform that understanding of the child’s circumstances

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Part 2 history of ep service
Part 2 History of EP Service

  • They were intended to reflect: a) growing independence of the profession and professional autonomy

  • b) The significant amount of work Eps do within schools

  • EPs are part of the local education authority and local Children’s Services.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


The team
The Team

  • EPs teams usually consist of Principal Educational Psychologists, Seniors and main grade EPs. Each EP is usually allocated to a ‘patch’ of schools

  • Multi-agency work with other professionals is central to the EP role

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Skills base
Skills Base

  • Up to now, 3 year Psychology degree, then 1 year postgraduate teacher training, then a minimum of 2 years teaching experience, then 1 year Masters’ educational psychology professional training

  • Plans for training from 2006 to become 3 year doctoral level and teaching to be optional, not essential

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Skills continued
Skills continued

  • Skills base for working with children and families and schools include: assessment of the ability, educational attainment, social-emotional development, self esteem, also

  • The theory and practice of intervention (design, operation, evaluation, creating and evidence-base)

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Skills base 3
Skills base 3

  • Interpersonal/interactive/interview skills; counselling; systemic and organisational perspectives

  • Knowledge-base of child development and many areas of special needs, disability and syndromes

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Enduring role
Enduring role

  • National surveys over many years confirm the enduring core role, which is:

  •  Direct work with children, referred from arrange of sources

  • Advising and supporting individual parents and carers on behaviour management and parenting skills; running parenting courses

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Enduring role continued
Enduring role continued

  • Work with individual teachers and whole-school approaches

  • Co-working with colleagues in other agencies

  • Project work

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


The National (UK) context to EP’s work with children and families: key developments in Policy and Practice

  • Government reports over the last 40 years on education, literacy, child health, school governance, special educational needs all stress the importance of consulting and involving parents/carers as partners in service delivery

  • There an increasing number of examples of home-school links and parent-professional cooperation

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Such as
Such as families: key developments in Policy and Practice

  • Contemporary initiatives and examples of parental involvement

  • Family literacy and family learning; joint family reading and other activities

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Other examples
Other examples families: key developments in Policy and Practice

  • Home-school Agreements: school, parents and children sign these to show mutual cooperation and commitment

  • Parenting Education & Support: as above, individual and group work

  • Early Years Sure Start and Children’s Centres: Government initiative to offer services to young children and families in need

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Further examples
Further examples families: key developments in Policy and Practice

  • Extended Schools: opening up schools to offer local and community services for children and families

  • Special Educational Needs and families: systems of support for parents of children with special needs

  • Parents as Partners in Assessment: involving parents as co-assessors of children’s development and learning

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Parental involvement
Parental involvement families: key developments in Policy and Practice

  • There is a growing evidence-base indicating positive impact on children’s achievement of parental involvement. Educational Psychologists are involved in a number of these initiatives.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


Part 3 what does the dedpsy initial training programme provide 1
Part 3 What does the DEdPsy Initial Training Programme provide? - 1

  • The Programme is based on the BPS Core Curriculum and Accreditation Criteria for EP Professional Training Programmes. 

  • The programme is designed to provide a wide-ranging overview of issues and practices in educational psychology. There is a balance struck between developing professional skills and competencies and developing an understanding of the theories and process issues, which inform good practice. 

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


What does the dedpsy initial training programme provide
What does the DEdPsy Initial Training Programme provide? provide? - 1

  • The programme consists of:

    • university-based sessions (blocked weeks);

    • investigative visits and practical fieldwork placements in Local Authority settings and Educational Psychology Services (blocked weeks);

    • reading and directed study (blocked weeks);

    • research projects, both collaborative and individual; and

    • private study time.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


What does the dedpsy initial training programme provide1
What does the DEdPsy Initial Training Programme provide? provide? - 1

  • Arrangements across the three years are likely to be as follows (approximate percentages).

    • Year 1 - University - including research (63%) Fieldwork - including investigative visits (37%)

    • Year 2 - University - including research (46%) Fieldwork (54%)

    • Year 3 - University - including research (20%) Fieldwork (80%)

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


What does the dedpsy initial training programme provide 4
What does the DEdPsy Initial Training Programme provide? - 4 provide? - 1

  • The following themes underpin University-based sessions.

    • Research Methods in Educational Psychology.

    • Processes and Methods of Assessment.

    • The Psychology of Learning: Managing Change.

    • The Psychology of Behaviour: Managing Change.

    • Understanding and Working with Organisations, Systems and Groups: Managing Change.

    • The Role of the Educational Psychologist.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


What are the main features of the dedpsy selection process 1
What are the main features of the DEdPsy selection process? - 1

  • Two stage selection process

  • Stage 1 (probably in late February) - Individual interviews (about 20 minutes) for a long list of approximately 100 applicants.

  • Stage 2 (probably two weeks later in March) - A range of selection activities (all day) for a short list of approximately 24 applicants.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


What are the main features of the dedpsy selection process 2
What are the main features of the DEdPsy selection process? - 2

  • The programme team is looking to recruit trainees who:

    • have made good use of their relevant experiences of working with children and young people in education, child care or community settings to prepare themselves for professional training as an educational psychologist of the highest quality;

    • have a good understanding of the needs of children and/or young people, especially in educational contexts;

    • have a good understanding of schools, local authority education systems and/or children’s services, and the broader systems to which they relate;

    • are able to apply psychology appropriately in their work with children, young people and adults; continued…

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


What are the main features of the dedpsy selection process 3
What are the main features of the DEdPsy selection process? - 3

  • The programme team is looking to recruit trainees who:

    • have a good understanding of the key issues and debates in education;

    • have a good understanding of the role and function of educational psychologists;

    • have maintained a keen interest in psychology itself (since the programme will not involve the re-teaching of undergraduate psychology);

    • have a good understanding of the key issues and developments in the profession of educational psychology;

    • have excellent interpersonal skills and manage their interactions with others sensitively; continued…

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


What are the main features of the dedpsy selection process 4
What are the main features of the DEdPsy selection process? - 4

  • The programme team is looking to recruit trainees who:

    • have excellent self-management skills and can demonstrate these skills in stressful and complex situations, e.g., the selection process;

    • can reflect on their own experiences in order to identify salient aspects of learning;

    • are able to communicate effectively to a high standard – orally and in writing;

    • would participate enthusiastically in all aspects of the programme and be open to new learning and experiences; and

    • would also be willing to undertake placements in any area of Wales or in parts of England.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


What are the entry requirements for the dedpsy programme starting september 2008 1
What are the entry requirements for the DEdPsy Programme starting September 2008? - 1

  • Applicants must be eligible for the Graduate Basis for Registration (GBR) of the British Psychological Society (BPS) and must provide written confirmation of this

  • To be eligible for GBR applicants must either have:

    • undertaken a qualification in psychology (usually a Bachelor (Honours) degree) which has been approved by the BPS as conferring the Graduate Basis for Registration; or

    • passed the Society's Qualifying Examination; or

    • undertaken an appropriate Society approved conversion course.

  • Further details can be found on the BPS website.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


What are the entry requirements for the dedpsy programme starting september 2008 2
What are the entry requirements for the DEdPsy Programme starting September 2008? - 2

  • Applicants must also be able to demonstrate that they have gained relevant experience of working with children (0-19 age range) within educational, childcare or community settings.

  • The programme team is not in a position to comment on the suitability of particular experiences.

  • The programme team is most interested in the use applicants have made of their experiences to prepare themselves for training as applied psychologists of the highest quality in education contexts.

Cardiff University DEdPsy Professional Training Programme - Open Evening - 18.10.07.


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