PROFESSIONAL DEVELOPMENT IN APPLIED PSYCHOLOGY 2

SHE Level 6
SCQF Credit Points 60.00
ECTS Credit Points 30.00
Module Code MDC824551
Module Leader Paul McCarthy
School School of Health and Life Sciences
Subject Psychology
Trimester
  • A (September start)-B (January start)-C (May start)

Pre-Requisite Knowledge

Professional Development in Applied Psychology 1

Summary of Content

This module, run over three trimesters, will support students' professional development as a practitioner psychologist. The module will provide a reflective context for personal exploration and understanding through the conduct of a weekly professional development group in which students will be encouraged to explore aspects of their experiencing and conduct relevant to the development of a professional identity. Students will also be encouraged to keep a professional learning journal, documenting the impact of the programme and clinical work, and to reflect on this in terms of its implications for their personal stance as practitioner psychologist (e.g., Health Psychologist or Sport and Exercise Psychologist). The module provides the forum for students to integrate learning on the research, practice and theoretical dimensions of applied psychology as well as to demonstrate their achievements in each of these areas on the programme. The central focus of this module is on a range of applications of cognitive behavioural therapy (e.g., eating disorders) to individuals and groups. The module also provides the basis for monitoring and recording the students' progress toward meeting the professional requirements of the programme, which will be recorded in a professional development log reviewed within the module on a regular basis.

Syllabus

The syllabus of this module is primarily student-directed in terms of the personal and professional issues that emerge throughout its duration.

Learning Outcomes

On completion of this module students should be able to:1. Critically appraise the role of a personal stance in applied psychology;2. Critically evaluate the challenges and opportunities of integrating research, theory and clinical practice as a practitioner psychologist3. Demonstrate a critical overview of the relationship between the personal and professional domains in applied psychology 4. Critically appraise and reflect on professional development issues in applied psychology;5. Reflect critically on personal functioning in professional practice and to engage positively and creatively with feedback from fellow students, supervisors and tutors' 6. Demonstrate a critical, detailed and often leading knowledge and understanding how personal development has been integrated in course learning and professional work.7. Creatively and critically reflect on and evaluate their own practice from an ethical perspective.8. Independently initiate, conduct and end effective psychotherapeutic relationships using a person-centred/experiential approach.9. Critically assess the theoretical underpinnings of cognitive behavioural therapy, its formulation, application, assessment and evaluation.

Teaching / Learning Strategy

The module will be delivered primarily through a combination of weekly professional development practicals, supplemented by a professional development log and intense training days. Student learning will also be supported through GCULearn VLE.

Indicative Reading

Students will be encouraged to read widely in a way that reflects their own professional needs and interests. Anderson, L. & Bolt, S. (2007). Professionalism: Real skills for workplace success. Prentice Hall: NJ. Bettleheim, B. & Rosenfeld, A.A. (1993) The art of the obvious . London: Thames and Hudson Epstein, M. (1995) . Thoughts without a thinker . New York: Basic Books Gordon, E.F. (2000) . Mockingbird Years: A life in and out of therapy . New York: Basic Books Howard, A. (2000) . Philosophy for counselling and psychotherapy . London: MacMillan Johns, H. (1996) . Personal Development in counsellor training . London: Cassell LeBon, T. (2001) . Wise therapy: philosophy for counsellors . London: Continuum Lomas, P. (1999) . Doing good? Psychotherapy out of its depth . Oxford: Oxford University Press Mair, M. (1989) . Between Psychology and psychotherapy: A poetics of experience . London: Sage. McCarthy, P. J., & Jones, M. V. (2013). Becoming a sport psychologist. London: Routledge Mitchie, S. (2004). Health Psychology in Practice. London: BPS & Blackwell. Wallace, M. & Wray, A. (2006). Critical reading and writing for postgraduates. London: Sage Reading lists will be updated on an annual basis with reference to relevant peer reviewed journals.

Transferrable Skills

Problem solving; collaborative working; advanced communication and writing skills; creativity and innovation; critical thinking; time management; stakeholder involvement; pitching skills; critical dialogue; influencing; enterprise.

Module Structure

Activity Total Hours
Independent Learning (PT) 449.00
Practicals (FT) 91.00
Independent Learning (FT) 449.00
Assessment (PT) 60.00
Assessment (FT) 60.00
Practicals (PT) 91.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 1.00 50.00 50% Evaluation report and logbook
Coursework 2 1.00 50.00 50% Reflective report