PYN612 Advanced Educational and Developmental Psychology Practice
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | PYN612 |
|---|---|
| Prerequisite(s): | PYN604 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
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| CSP student contribution | The Commonwealth supported place student contribution amount for this unit depends upon the course of study. Find out more |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,152 |
Unit Outline: Semester 2 2024, Kelvin Grove, Internal
| Unit code: | PYN612 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | PYN604 |
| Coordinator: | Jessica Carroll | j10.carroll@qut.edu.au |
Overview
The aim of this advanced unit is to build on prior learnings in PY19 to develop specialised knowledges in models of intervention, assessment and case formulation for professional practice as an Educational and Developmental Psychologist. A key element is to extend on foundational knowledge of development and learning to build a complentary basis for practice in relation to children, adults, families and the systems with which they are engaged.
The unit is divided into three modules which broadly focus on intervention, assessment and working within systems.
Learning Outcomes
On successful completion of this unit you will be able to:
- Competently apply an integrated practice framework relevant to an Educational and Developmental Psychologist.
- Clearly articulate the complex concepts in prevention, intervention, assessment, and systemic practice relevant to Educational and Developmental Psychology.
- Employ reflective practice in considering own learning goals and ability to implement deliberate practice to achieve these goals.
- Apply complex concepts and systemic thinking to current practice.
Content
This unit builds advanced skills and knowledge through three specific modules. These modules are designed to take the broad areas of intervention, assessment and systemic thinking and develop the students’ capacity through examining specific topics which are intended to complement prior study in PY19 by extending into novel areas.
Module 1: Attachment Informed Practice - this module extends existing knowledge of attachment theory and practice to work with adults, parents, and families.
Module 2: Advanced Assessment - this module extends existing knowledge of assessment practice to consider complex formulation and feedback, neurodevelopmental assessment, and other advanced assessment topics.
Module 3: Systemic Engagement - this module extends the developmental systems approach of PY19 into working as a change agent within and on systems. Interventions that have an influence at a greater breadth than individuals will be considered, including programmatic interventions within systems like schools, and interventions with families.
Learning Approaches
This unit will be conducted in face to face lectures where learning will be heavily discussion based and reflective. Stimulus material will be provided through Canvas for each class and dialogic engagement with the material will be promoted by the lecturer. Didactic content will be provided mainly through the online platform as a stimulus for active engagement and skills based practice. The model of Deliberate Practice will be presented as a professional development strategy for ongoing self-cultivation of professional skills and students will be expected to integrate strategies based on this model into their assessment and learning.
PY19 course design is intentionally blended to purposefully integrate active face-to-face learning experiences with blended/online learning experiences across the course consistent with the course learning outcomes, cohort needs and discipline professional practices. Canvas is used within this unit to inform and enhance your learning. All unit material required for learning and completing assessment is included online through Canvas. Additional readings and resources such as web links and video material is also posted where appropriate to expand your ability to advance your knowledge in the unit's subject matter.
A key aim of the unit and course is to support (provisional) psychologists in developing their knowledge, skills and competencies so they are able to provide the best quality care for their clients. Underlying this aim, and in line with registration guidelines, is a focus on ensuring the public's safety.
Feedback on Learning and Assessment
Formative feedback will be provided through in-class engagement and discussion supporting the development and completion of the final assessment task.
Assessment
Overview
Assessment in this unit emphasises students exercising a high degree of autonomy and reflective practice, while scaffolded through weekly tasks. Progressive engagement through dialogue and reflexive practice is intended to culminate in a final reflective assessment piece.
Criteria for this assessment will be discussed in Week 1.
How your grade will be determined:
You will receive a numerical mark for your final submission in PYN612. Feedback will be provided on this submission according to the criteria and standards provided in the rubric. At the end of semester, your mark for this individual item will be what determines your overall percentage. Your grade will then be determined based on the following grade parameters:
S: >=65
U: <=64%
Note that prior to release of marks, the unit coordinator undertakes a moderation process to ensure that criteria and standards have been applied consistently and fairly. Actively reading the feedback provided will enhance your learning success. Final grades are not confirmed until reviewed by the relevant Faculty Assessment Committee and approved by the Executive Dean at the completion of each teaching period.
Unit Grading Scheme
S (Satisfactory) / U (Unsatisfactory)
Assessment Tasks
Assessment: Professional Self-Reflection Folio
Ten of the lectures will be accompanied by a worksheet that is designed to support your engagement with the content through reflection and self-directed learning. This may include engagement in in-class activities. The worksheets will be completed with a goal over the semester to generate a Reflective Journal of learning stimulated by the unit content, which is due for submission at the end of semester.
Some of the worksheets included in this Reflective Journal will require an extended contribution represented by:
Three de-identified case examples where concepts from the unit have been applied (max 2 pages each);
A reflection on personal strengths and areas for development in two of the three areas of intervention, assessment and systemic practice (max 1500 words).
A Deliberate Practice strategy outlining how one of the above areas for development will be strategically addressed through a program of self-directed learning (max 1000 words).
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
A list of readings and resources will be provided by the Unit Coordinator at the commencement of the unit.
Risk Assessment Statement
You should be aware that some content in this unit may be confronting to certain audiences. Please exercise your own discretion when participating in classroom activities or discussions. The QUT Student Counselling service is also available and free of charge to all QUT students.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.PY19 Master of Psychology (Educational and Developmental)
- Critically evaluate and apply theories of psychology and evidence-based knowledge and skills applicable to the professional practice of educational and developmental psychology, adhering to contemporary professional practice standards.
Relates to: ULO1, ULO4, Professional Self-Reflection Folio - Formulate approaches for engaging in critical thinking. decision making and reflective practice, drawing on cognitive, technical and creative skills, to identify and implement contemporary evidence-based intervention and assessment strategies in varied contexts that reflect culturally safe and responsive practice.
Relates to: ULO1, ULO2, ULO3, ULO4, Professional Self-Reflection Folio - Access, evaluate, and utilise relevant psychological information that informs and assists in intra- and inter-professional collaboration with a range of audiences and contexts that demonstrates creativity and initiative as an educational and developmental psychologist.
Relates to: ULO2, ULO3, Professional Self-Reflection Folio - Promote and practise effective written, oral and digital communication to analyse and convey complex information and build productive professional relationships across diverse stakeholders.
Relates to: ULO3, Professional Self-Reflection Folio