PROFESSIONAL DEVELOPMENT IN APPLIED PSYCHOLOGY 3A

SHE Level 6
SCQF Credit Points 30.00
ECTS Credit Points 15.00
Module Code MDC825611
Module Leader Tasim Martin
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 2

Summary of Content

This module, run over three semesters, will further support students' professional development as Practitioner Psychologists (within Counselling, Health or Sports & Exercise domains). The module will provide a reflective context through the conduct of a regular professional development/supervision group, within which students will be encouraged to explore, critically examine and integrate aspects of their experiencing, learning and conduct relevant to the development of a professional identity as a Practitioner Psychologist. Students will be encouraged to keep an electronic learning journal to support this development. The module also provides the basis for monitoring and recording students' progress toward meeting the professional requirements of the programme, which will be recorded in a Professional Practice Logbook and supported by a named Professional Development Tutor.

Syllabus

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

Learning Outcomes

On completion of this module, within a specific domain of practice (Counselling, Health or Sports & Exercise Psychology), students should be able to:1. Apply leading knowledge of research, theory and reflective practice to address complex professional dilemmas and generate innovative solutions to these;2. Critically reflect on and evaluate their practice from ethical and professional perspectives, demonstrating a willingness and ability to act in accordance with relevant ethical and professional guidelines;3. Monitor and evaluate professional practice using a range of feedback mechanisms and appropriate measures;4. Independently initiate, conduct and end effective psychological interventions and relationships using a range of models, protocols and sources of information as a practitioner psychologist within a specific applied domain;5. Demonstrate effective, creative and reflective work through applying specialised knowledge as a trainee psychologist in relevant applied professional contexts.6. Demonstrate a high degree of autonomy and initiative;7. Demonstrate the capacity to communicate at the standard of published academic and/or professional work (including appropriate referencing).

Teaching / Learning Strategy

The module will be delivered primarily through weekly professional development/supervision tutorials. Each student is supported within the module by a named Professional Development Tutor who assists the student with personal development, professional practice work on placement, and the logbook. Student learning will also be supported through GCULearn VLE.

Indicative Reading

Anderson, L. & Bolt, S. (2007). Professionalism: real skills for workplace success. Prentice Hall: NJ. British Psychological Society (2017). Practice guidelines. Leicester: BPS. Retrieved from https://www.bps.org.uk/sites/bps.org.uk/files/Policy%20-%20Files/BPS%20Practice%20Guidelines%20(Third%20Edition).pdf <https://www.bps.org.uk/sites/bps.org.uk/files/Policy%2520-%2520Files/BPS%2520Practice%2520Guidelines%2520(Third%2520Edition).pdf> British Psychological Society (2018 ). Code of ethics & conduct . Leicester: BPS. Retrieved from: https://www.bps.org.uk/sites/bps.org.uk/files/Policy%20-%20Files/BPS%20Code%20of%20Ethics%20and%20Conduct%20%28Updated%20July%202018%29.pdf <https://www.bps.org.uk/sites/bps.org.uk/files/Policy%2520-%2520Files/BPS%2520Code%2520of%2520Ethics%2520and%2520Conduct%2520%2528Updated%2520July%25202018%2529.pdf> Bolton, G. (2005). Reflective practice: writing and professional development . London: Sage. Counselling Psychology Review. (2007). Special edition on the everyday working lives of Counselling Psychologists , 22 (1). Douglas, B., Woolfe, R., Strawbridge, S., Kasket, E. & Galbraith, V. (2016). The handbook of counselling psychology (4th Ed). SAGE: London. Hawkins, P. & Shohet, R. (2012). Supervision in the helping professions (supervision in context). Maidenhead: Open University Press. Health and Care Professions Council (2016 ). Standards of conduct, performance and ethics . London: Author. Retrieved from: <http://www.hcpc-uk.co.uk/assets/documents/10004EDFStandardsofconduct,performanceandethics.pdf> Milton, M. (Ed.). (2010). Therapy and beyond: Counselling psychology contributions to therapeutic and social issues . Chichester: John Wiley. Murphy, D. (2017). Counselling psychology: A textbook for study and practice (BPS textbooks in psychology). Wiley-Blackwell: UK. Sternberg, R.J. & Sternberg, K. (2010). The psychologist's companion: a guide to writing scientific papers for students and researchers . Cambridge University Press.

Transferrable Skills

Conceptualising professional dilemmas, reflection & problem-solving; collaborative working and interpersonal effectiveness; advanced communication and writing skills; creativity and innovation; critical thinking; time management; stakeholder involvement; critical dialogue; influencing; enterprise; leadership.

Module Structure

Activity Total Hours
Practicals (FT) 25.50
Assessment (FT) 30.00
Independent Learning (FT) 244.50

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 1.00 100.00 50% professional practice logbook