Doctorate in Educational, Child and Adolescent Psychology Queen’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 students First year Master’s level with bridges to doctoral level Second 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.

06/08/20156 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 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

06/08/ The Curriculum Year 1 Children 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 2 nd Year

06/08/ The Curriculum Year 2 Children 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

06/08/ The Curriculum Year 3 Adolescence 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

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 practitioner 2. 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.

06/08/ 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

06/08/ 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)