PROFESSIONAL DEVELOPMENT IN APPLIED PSYCHOLOGY 1

SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMC825596
Module Leader Jenn Cooper
School School of Health and Life Sciences
Subject Psychology
Trimester
  • A (September start)-B (January start)-C (May start)

Summary of Content

This module, run over three semesters, will support students' professional development as Practitioner Psychologists within a specific domain of practice (Counselling, Health or Sports & Exercise Psychology). The module will provide a reflective context for personal exploration and understanding through the conduct of weekly professional development supervision and groupwork 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 a Practitioner Psychologist in their specified domain of practice. 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 module also provides the basis for monitoring and recording students' progress toward meeting the professional requirements of the programme, recorded and assessed through a professional practice logbook and supported by a Programme Tutor.

Syllabus

The module will explore the following topics but also has a significant student-directed component: Introduction to group working; The regulatory and professional contexts (HCPC, BPS): HCPC standards of proficiency; BPS practice guidelines; ethics and ethical working; conduct and good character; accountability; Commencing practice as a trainee counselling psychologist; Professional relationships and working with other professions; Supervision and practice management: roles and responsibilities; Assessment and risk assessment; Therapeutic process and use of self; Formulations in humanistic practice; Beginnings, middles and endings in therapeutic practice.

Learning Outcomes

Upon successful completion of this module, within a specific domain of practice (Counselling, Health or Sports & Exercise Psychology), students should be able to:1. Critically reflect on the role of a personal stance in a specific applied psychology domain;2. Critically review on the challenges and opportunities of integrating research, theory and clinical practice, drawing on appropriate legislation and policies;3. Critically reflect on professional development issues and the complex relationship between personal and professional spheres in a specific domain of practice;4. Critically reflect on personal functioning in professional practice, engaging positively with feedback from fellow students, supervisors and tutors;5. Reflect on and evaluate their own practice from ethical and professional perspectives, demonstrating a willingness and ability to act in accordance with relevant ethical and professional guidelines;6. Initiate, conduct and end effective psychotherapeutic relationships using a person-centred/experiential approach;7. Demonstrate effective and reflective work through applying specialized knowledge as a trainee psychologist in relevant applied professional contexts;8. Demonstrate an ability to respond to complex challenges in creative and original ways;9. Demonstrate advanced, well-structured and coherent academic and/or professional writing within a specified word limit (including appropriate referencing).

Teaching / Learning Strategy

The module will be delivered primarily through the conduct of weekly professional development/supervision groups, supplemented by a professional practice logbook reflecting placement practice and supervision learning. Each student will have a named Tutor to assist in the development of their placement practice work and logbook. 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. Abraham, C (2016). Health Psychology (Topics in Applied Psychology). London: Routledge. Andersen, M. B., & Hanrahan, S. J. (2015). Doing exercise psychology . Champaign, IL: Human Kinetics. Anderson, L. & Bolt, S. (2007). Professionalism: Real skills for workplace success. Prentce Hall: NJ. Betleheim, B. & Rosenfeld, A.A. (1993) The art of the obvious . London: Thames and Hudson, Britsh Journal of Health Psychology. 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 Hanrahan, S. J. (2010). Routledge handbook of applied sport psychology: A comprehensive guide for students and practitoners. London: Routledge Howard, A. (2000). Philosophy for counselling and psychotherapy . London: MacMillan Johns, H. (1996). Personal Development in counsellor training . London: Cassell, Journal of Health Psychology LeBon, T. (2001). Wise therapy: philosophy for counsellors . London: Contnuum Lomas, P. (1999). Doing good? Psychotherapy out of its depth. Oxford: Oxford University Press Mair, M. (1989). Between Psychology and psychotherapy: A poetcs of experience . London: Sage. McCarthy, P. J., & Jones, M. V. (2013). Becoming a sport psychologist. London: Routledge Moran, A., & Toner, J. (2017). A critcal introducton to sport psychology (3rd ed.) London: Routledge Papaioannou, A. & Hackfort, D. (2014). Routledge companion to sport and exercise psychology: Global perspectives and fundamental concepts. London: Routledge. Rose, C. (2008). The personal development group: The students guide. London: Karnac Books. Schon, D.A. (1991). The Reflective Practitioner: How Professionals Think in Action. New York: Arena Books. Wallace, M. & Wray, A. (2006). Critical reading and writing for postgraduates. London: Sage Woskett, V. (1999). The Therapeutic use of Self: Counselling Practice, Research and Supervision. London: Routledge.

Transferrable Skills

Problem solving; advanced communication and writing skills; creativity & innovation; critical thinking; time management; critical dialogue; collaborative and team working; reflection on professional practice & development and use of a learning journal; ethical practice; digital literacy, learning and communication through (e-)portfolio;

Module Structure

Activity Total Hours
Tutorials (FT) 32.00
Assessment (FT) 15.00
Independent Learning (FT) 103.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 2 1.00 50.00 45% professional practice logbook
Coursework 1 1.00 50.00 45% 4000 word assignment