Doctorate in Educational, Child and Adolescent PsychologyQueen’s University Belfast

David Keir Building

What the Course is About

John Eakin

Programme Director

Doctoral level training - academic

You cannot become an EP without an approved doctoral level qualification in England,Wales and Northern Ireland

Academic level of studentsFirst year Master’s level with bridges to doctoral levelSecond and third year: doctoral levels

What is doctoral level study? Level 7 :display mastery of a complex and specialized area of knowledge and skills, employing advanced skills to conduct research…… accepting accountability for related decision making including use of supervision.Level 8: Make a significant and original contribution to a specialised field of inquiry, demonstrating a command of methodological issues and engaging in critical dialogue with peers, accepting full accountability for outcomes.(Credit Guidelines for HE Qualifications in England, Wales and Northern Ireland, Nov. 2001)

Levels of Working for Educational Psychologists-PROFESSIONAL

Level A: application of informal/ intuitive psychological understanding and skills

Level B: routine and effective application of psychological methods.

Level C: creative use of psychological theory and research to solve problems.

All levels are IMPORTANT but it is just Level 3 which is unique to educational/clinical psychologists.

Research/ professional balance

About 50% of course is devoted to research activity. About 50% of course is devoted to professional activity.

Again there is overlap in that professional activity sometimes has a research focus, and some research has a direct professional focus.

Academic/ Placement Balance

First Year 90 Placement Days 100 University days Second Year 100 Placement Days 90 University days Third Year 110 Placement Days 80 University days

Overall roughly 50% placement and 50% university, though there can be overlap in that some academic work is done on placement, and practical work is done at university.

In addition around a day a week is allocated to private or placement-related study.

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Placements

Opportunity to work in Education and Library Boards and in other statutory/voluntary settings.

Placements can be anywhere in Northern Ireland. Some placements may be available outside N. Ireland. Trainees are expected to identify elective placements. Approximately 50% of training is teaching/study/research and

50% is placement. Generic EP service, specialist EP service, multi-agency,

equality and diversity, elective, voluntary sector

Research

Training in research methods: quantitative and qualitative

Small scale research Year 2 Larger scale research/ Thesis containing 3 papers 1. Literature review 2. Empirical paper 3. Critical

appraisal Research thinking/use of research evidence

Practitioner models

Scientist practitioner: integrates research, theory and practice.

Reflective practitioner: self-reflection, personal awareness, professional and self development

Process analysis/reflection integrates aspects of both models. A key aspect of process is the psychology of professional encounters.

Development of Special interests

Most of the time is devoted to core curriculum, but there are a number of opportunities to develop special interests.

Year 1 Mini elective placement Year 2 Elective placement Year 3 Elective placement

£750 per year available for approved conference / study visits. But also through exercise of choice: research topic, self- selected

attendance at conferences/study visits, and assignment choice (individual learning contract).

Course Links- evolving

Barnardo’s Nurture Group Network Clinical Psychology at QUB Sociology and Social work at QUB WAVE Trust Infant Mental Health Michael Connor EP UCL and Universities of Nottingham, UEL Young Minds Clinical psychology practice EP practice in ROI and Birmingham Incredible Years Bangor N. Wales and Seattle Middletown Centre for ASD Etc

Preparation for EP roles

Assessment / formulation Intervention/therapy Training/systems work/ strategic/capacity building Consultation/ problem-solving Supervision Joint working/ multi-agency In school, family and community contexts Research/evaluation

Consistent with change agenda in educational psychology. 2006 DFES report on role of educational psychologists :RB792 Changes in employment structures Every Child Matters- outcomes Reduction in statutory work and routine testing Doctoral training Review of SEN legislation Schools buying services

Working with:

Children Teachers Parents Other professionals

At individual, group or whole school levels directly and systemically preventively and reactively over a range of problems which affect learning/ additional educational needs OR psychological well-being/ mental health. in educational, family and community settings

using high quality methods of working- theoretically informed and evidence based/ evidence influenced.

Examples of practical skills

Assessment / formulation/ solving problems Incredible Years Parenting Counselling skills Video interaction guidance Parenting programmes (Incredible Years) Cognitive Behavioural therapy Motivational interviewing. Solution focused therapy Developmental/ humanistic ( Nurture Groups) Personal Construct psychology Systemic and family therapy and organizational change Project development and evaluation Planning individual programmes

A curriculum model for Doctorate in Educational Child and Adolescent Psychology

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The Curriculum Year 1Children and Young People in Schools

Focus is largely on education and in particular special educational needs.

Foundation and preliminary knowledge and skills

Research and Enquiry begins

Baby / infant study commences Four modules: Trainees must pass all four modules to proceed

into 2nd Year

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The Curriculum Year 2Children and their families- building on Year 1

The focus is on mental health issues with particular reference to vulnerable groups

Research and Enquiry continues Small scale research Larger scale research underway Board and elective placement

Also Equality and Diversity Placement

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The Curriculum Year 3Adolescence and mental health: systemic and organizational change: building on Years 1 and 2.

Focus is on adolescents and mental health within school, clinic and community settings.

Social/health interfaces

Board and elective placement

Research and Enquiry concludes

The 8 Key Professional Competences

The 8 Key Professional Competences

1. Research and Evaluation

finding out what works best in and for service provision

2. Training and

supervision

enabling service providers to improve service delivery

3. Prevention

current action to prevent future problems

4. Consultation

and problem-solving

enabling others to solve problems

The 8 Key Professional Competences

5. Joint working

working together to solve problems which cannot be solved working alone

6. Psychological therapy and methods of intervention

direct work with children and young people or their parents and teachers to promote positive change

7. Psychological assessment and advice

assessing complex problems with a view to achieving improvement

8. Systemic/organisational change and development

using psychological methods to facilitate change in a school, family, organisation or community.

Cross Curricular Themes

These themes form the bridges between the various curricular elements.

The themes are also considered to be core constructs within the DECAP course.

As such trainee EPs should consider the implication of these constructs for all their work.

Cross curricular themes

1. EP as reflective practitioner2. Integration of theory, research and practice to help solve

problems.3. Flexibility and creativity: drawing on resources from one area

of activity to enhance work within another area of activity.4. Adding value: contribution of EP work towards producing a

positive good or adding to quality of life of participants.5. Interactional analysis: the interplay of child and environmental

variables in identifying needs and planning way ahead.

Cross-curricular themes- continued

6. The child’s perspective: (the voice of the child), to be achieved by listening and other planned activities.

7. Inclusion and diversity: creating opportunities for all to participate in community life.

8. Consultation: enabling others to solve problems in a way which respects their individulality and their own skills.

9. Process: self- awareness of the social and psychological (including emotional) processes which are involved in any encounter

10. Ethical values: practical application of ethical values within a professional context.

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Current work of Educational Psychology Services

Statutory work –formal assessment Inset (ADHD/ Dyslexia /Loss and change/Emotional

literacy/Special Needs Projects such as Bereavement Support/Critical

Incidents Behaviour support Teams Early Years Specialism/ ASD specialism Emotional Literacy/Parenting Projects

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EP ROLE contd.

Consultancy work Multi disciplinary work/Child development Clinics Working Parties- Dyslexia/Acquired Brain Injury/

Development Co-ordination Disorder Counselling/ work with families

------------------------------------------------------- Future role and present practice (tension)