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Child, Community and Educational Psychology (ref. M4)

Recruitment to educational psychology doctorates:
http://www.cwdcouncil.org.uk/educational-psychology/become#5

Who is this course for?

This course is for psychology graduates (GBC) with a minimum of two years (full-time equivalent) paid, relevant experience working directly with children, schools or families who are looking to train as applied Educational Psychologist. The course prepares trainees for work as reflective and applied Educational Psychologists to promote educational opportunities and emotional well-being for all children. 

Course Aims:

 The course introduces trainees to the full BPS core curriculum areas comprising Knowledge Base, Professional Skills, Personal Development and Research and to the HPC Standards of Proficiency, Education and Training. 

Supervision is seen as central to the training and professional practice. Supervision provides an important forum for helping to integrate different areas of work, and for developing conceptual frameworks. The course provides trainees with individual, small and large group supervision on a weekly basis.

Research in Educational Psychology is woven into the fabric of the curriculum, with an emphasis on linking practice to the evidence base. Through the research teaching and cluster/individual research supervision, the course equips trainees to contribute to cutting edge, real world research in the field of Educational Psychology. 

Teaching sessions are in the main presented as experiential with the emphasis placed on reflective and co-operative learning styles and problem-based learning.  

To develop reflective practitioners working in multi-disciplinary contexts with an indepth understanding of systemic and psychodynamic frameworks. 

Develop the trainee’s skills and experience in working with child and family mental health issues.

Equip the trainee to apply their psychology to work effectively with schools at an individual, group and organisational level. 

Course Content/Teaching components

Trainees will meet the HPC standards of proficiency, education and training and BPS core professional competencies in knowledge and skills, professional practice, applied educational psychology, application of evaluation, research and enquiry, effective communication skills and service delivery. 

Year 1:

Working with the individual in context of the family, school and community and introduction to research methodology and data analysis.

Term 1: 

School visits to practice administration of standardised tests (Certificate of Competence in Educational Testing preparation, CCET): 

Nursery Observation (weekly small group supervision is provided)

Group Relations Course at the Tavistock in December (5 days) 

Term 2: 

Consultation in a school (3 sessions with a member of school staff)

Individual short-term therapeutic work with a child/young person in a school (weekly small group supervision is provided)- Starts in Term 2 and ends midway through Term 3.

Term 3: 

CCET 

Tavistock CAMHS Clinic Placements (Terms 1, 2 & 3):    

In Year 1, trainees will be members of one of the four multi-disciplinary Child and Family Department CAMHS teams. Trainees hold positions as Associate Staff members in the Tavistock Child and Family Clinic placements and, under careful and sensitive supervision from senior colleagues from the full range of disciplines, work with referred children and families, within the Tavistock and in the wider community.

Educational Psychology Placements (Terms 2 & 3) 

In terms 2 and 3 trainees work alongside their allocated Field Tutor (Educational Psychologist) on placement in their Field Tutor’s local EPS/Children's Services teams 

Year 2 

A continuation of working with the individual in context, working with groups and research (research protocol).

Terms 1, 2 & 3: 

In Years 2 and 3 trainees are required to secure bursary posts as Trainee Educational Psychologist in EPS/Children Service’s teams for 3 days per week. Tavistock staff will support trainees during their bursary posts in Years 2 and 3, as well as to continue to provide teaching, supervision, research teaching/support and assessment.

Term 2-Group work: 

Trainees are required to set up and lead a piece of group work in their EPS bursary placements, in schools or equivalent setting in the community for either children, young people, parents, school staff or community based group (weekly supervision is provided).

Year 3

A continuation of working with individuals, groups in context, working with organisations and completion of research thesis to be submitted to the University of Essex in the first half of the summer term. 

Terms 1, 2 and 3 as in Year 2, Trainee Educational Psychologist, bursary post.

 Term 1-Organisational Project: 

Trainees are required to set up and lead a piece of work in an organisation. This may involve supporting an organisation in implementing a new programme/development, exploring and developing their links with community partners and parents or reviewing/evaluating specific aspects of the organisation (weekly supervision is provided).

Research 

The Research module includes teaching of design, methodology, data analysis and use of SPSS and other IT packages. Between Years 2 and 3, trainees will complete a 40,000 word thesis on an area of concern/interest in their EPS bursary post placement.

Supervision

Each trainee will have the following:
• In Year 1:A Clinical and Personal supervisor (CAMHS) and Field Tutor (EPS)
• In Years 2 & 3: A Tavistock Research/Placement supervisor and Field Supervisor linked to the EPS bursary post.

BPS Accreditation and HPC Approval:

The BPS Accreditation and HPC Team reviewed the course in May 2010. They reported some of the strengths of the course as follows: 

• The sustained and active support from the Senior Management Team to the Programme within the Tavistock and Portman NHS Foundation Trust.
• The unique training experience offered to Trainee Educational Psychologists at the Tavistock in preparing them for clinical work as educational psychologists within multi-disciplinary contexts.
• The interests of individual staff and how they feed into the teaching component as well as the contribution of trainees in terms of critical thinking and personal viewpoints.
• The high level of support that the programme team provide to trainees; in particular their approachability, accessibility and responsiveness.
• The strong and distinctive underpinning and theory and psychological framework provided to trainees.

How to apply for this course

Please contact:
www.tavistockandportman.ac.uk/childcommunityandeducationalpsychology

Dr Martin Cook, Programme Director (mcook@tavi-port.nhs.uk)

Sharon Brogan, Course Administrator (sbrogan@tavi-port.nhs.uk)

You are also advised to check on the Children’s Workforce Development Council’s website for further information and updates on doctoral training for Educational Psychologists: CWDC: 

http://www.cwdcouncil.org.uk/educational-psychology/become#5 

Entry requirement

 Applicants are required to demonstrate the following: 

Essential Criteria 

1.         Psychology Degree (or equivalent) (1st Class or 2.1) 

2. Graduate Basis for Chartered Membership (GBC) 

3. A minimum of two years (full time equivalent) relevant paid experience in educational/social care/health settings with children.  

4.  A coherent, well structured and concise written application (good presentation, grammar and spelling). 

5. Demonstration of applicant's knowledge of the role of the E.P. and knowledge of S.E.N. policies, legislation and practice.  

6. Evidence of the application of psychological perspectives and frameworks in applicant's professional work. Applicants are encouraged to give examples from their own professional experience as part of their application. 

7. Evidence of a reflective approach e.g. awareness of applicant's own position in their work (self-reflection) and the impact of differences in gender and ethnicity on their work. 

8. Positive and relevant references.

9. All successful candidates will be required to obtain Criminal Records Bureau clearance prior to taking up their place on the course.

 Due to the integrated delivery of this programme it is not possible to access this course through APEL.

Course Readings and Access to Library Resources

 When you begin your course you will have access to our Virtual Learning Environment (VLE) called Moodle where you can access most of your key course readings for the whole year. You can print off the readings as you require them. Our trainees find this resource invaluable and it means you can have 24/7 access to your readings.

The Tavistock and Portman Library is nationally recognised as a leading UK therapeutic resource. For more information about our library follow the link www.tavistockandportman.ac.uk/library