New UK Doctorate SEQ Educational Psychology

New UK Doctorate SEQ – Educational Psychology

NEW UK DOCTORAL PROGRAMME: APPLICATION
Self-evaluation questionnaire for new Doctoralprogrammes /

You should complete this questionnaire if you are proposing a new UK Doctorate in Educational Psychologyfor accreditation against the requirements for Chartered Membership of the Society, and full membership of the Division of Educational and Child Psychology. A separate self-evaluation questionnaire should be completed for international provision.

The questionnaire is split into two sections:

Section A asks for key information about the award you are submitting for accreditation, including details of who we should contact if we have queries about your application.
Section B invites you to self-evaluate your programme against each of our eight programme standards.

You should read this questionnaire alongside our handbook Accreditation of new UK programmes: a guide to our application process, and alongside our accreditation standards.

You should provide your completed submission in three hard copies and on three USB sticks. Please post them to:

Partnership & Accreditation Team

The British Psychological Society

St Andrews House, 48 Princess Road East

Leicester LE1 7DR

If you have any queries in relation to your submission, please

Section A: about your provision

1. The programme(s)

If your submission covers more than one programme, please add further rows to this table as required.

Full name of programme as it appears on award certificate / Mode of study (tick all that apply) / Is the award validated? / Trainee numbers (FTE) / Date of first intake / Intake from which accreditation sought
Full-time / Part-time / Blended learning / Distance learning / Yes / No* / Current
(if the programme is already running) / Projected
(if the programme is brand new)

* Note:If your programme has not yet been validated, please indicate the date on which the validation event (or equivalent) is planned to take place.

2. The education provider

Name of awarding institution:
Academic unit(s) in which the provision is based:
Full address (to assist us in relation to future visit planning, where required):
Name of Programme Director(s): / You should tell us the name of the staff member(s) with overall academic responsibility for the provision and its delivery and development.
Franchising arrangements: / Is the provision franchised for delivery by a partner institution? Yes / No
If yes, please state the name of the partner institution.

3. The application

Who should we approach with any queries about this application? / You should tell us the name and role of who we should approach with any queries about your application, and provide us with an email address and telephone number for them.
Senior management sign off: / We require the Head of the academic unit in which the provision is based to confirm the accuracy of the information contained within this application, and the provision of the additional evidence outlined below.
Signature (electronic):
Name and role:
Date of submission:

4. The checklist

The sources of evidence to be supplied alongside this self-evaluation questionnaire are outlined below. This list should be considered alongside our handbook, Accreditation through Partnership: Preparing for a partnership visit.

Programme standard / Required evidence source (or equivalent alternative source if appropriate) / Enclosed?
Y/N
Programme standard 1: Programme Design / Programme specification.
Programme standard 2: Programme Content (learning, research and practice) / Module outlines.
Programme handbook.
Curriculum, research, placement (if appropriate) and/or other handbooks if applicable.
Programme standard 3: Working ethically and legally / There are no additional evidence requirements for this standard. / N/A
Programme standard 4: Selection and admissions / Equality, Diversity and Inclusion Policy. / Please provide a link
Recognition of Prior Learning Policy (if applicable). / Please provide a link
Programme standard 5: Trainee development and professional membership / There are no additional evidence requirements for this standard. / N/A
Programme standard 6: Academic leadership and programme delivery / CV’s / brief biographies for all staff listed in item 6.2.
Programme standard 7:Discipline specific resources / There are no additional evidence requirements for this standard. / N/A
Programme standard 8: Quality management and governance / An overview of any feedback collected by the programme in relation to quality matters (e.g. internal programme review/validation/approval document).
(international/franchised provision only) Detailed business case supporting collaborative delivery of the programme by external partners.

Please note that our reviewers may request clarification or ask for further information in addition to the event that the evidence sources outlined above do not adequately demonstrate fulfillment of the accreditation standards.

Section B: self-evaluation against our standards

In this part of our questionnaire, we ask you to tell us about the context in which your provision is delivered and the rationale for its development. We invite you to self-evaluate your provision against our eight programme standards.

When you complete this part of the questionnaire you must refer to the relevant accreditation standards and the associated process handbook(

Context and rationale

Information required / Commentary
Why has this new programme been developed?
Please briefly outline the rationale for the development of this new programme, and describe how the programme contributes to the strategic aims of your institution.
What are the distinctive features of this provision?
Please briefly outline what you feel to be the distinctive features or strengths of this provision, using bullet points. These may relate to staff expertise the provision, the academic unit in which it is based, or the education provider more generally.

Programme Standard 1: Programme Design

1.1Please list below each of the modules of which the accredited award is comprised (note: please add rows as required):

Module code / Module title / Level / Credits / Assessment task(s) / Mandatory/optional / Name of module leader

Assessment

Information required / Commentary
1.2Please confirm that the pass mark for each of the above modules is 50% (where quantified marking is used) / Yes / No(delete as appropriate)
1.3Is any compensation permissible across the above modules? / Yes / No(delete as appropriate)
1.4Is there any specific good practice you wish to highlight in relation to this standard?
For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.
Evidence Requirements
For this programme standard we expect you to submit the following evidence sources:

Programme Specification

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’Comments

Standard met in full / Yes / No
Good Practice
Further information or areas for clarification / Please indicate the specific standard(s) to which your comments relate
Areas of concern (standard not met) / Please indicate the specific standard(s) you are concerned may not be met

Programme Standard 2: Programme Content (learning, research and practice)

Competenciesand content

2.1Accredited programmes are expected to address the full range of core competencies, as outlined below, and in full in our accreditation standards. Programmes are encouraged to develop specific emphasis and focus on some areas in more depth than others, to reflect the areas of strength of the staff team delivering the programme, or to promote a distinctive identity for the programme as a whole. You should provide a narrative, below, outlining how you prepare trainees in developing the required competencies.
You should also complete the more detailed mapping document that is included at the end of this section.
Competency / Narrative
1. Promoting development and education
2. Personal and professional values, ethics and skills
3.Diversity and cultural differences
4.Consultation
5.Psychological assessment and formulation
6.Psychological intervention and evaluation
7.Service delivery and organizational change
8.Training and development
9.Research and enquiry
10.Transferrable skills
Information required / Commentary
2.2If the programme offers a particular emphasis or distinctive identity (e.g. in line with staff expertise), please outline that here.
2.3Please provide a brief commentary on your approach to curriculum design and delivery
2.4Have you reviewed your research and research methods provision against the Society’s Supplementary Guidance for research and research methods on Society accredited postgraduate programmes? / Yes / No (delete as appropriate)
Supervised practice
2.5Please describe the range of supervisory resources to which the programme has access, and the different supervisors (i.e. roles) with whom a trainee will typically work over the course of their placement(s).
2.6Please describe the training provided to supervisors to support them in their role.
2.7What are the programme’s minimum expectations in relation to the amount, frequency and nature of supervision that should be in place?
2.8What arrangements are in place for monitoring the amount and quality of supervision provided, and the quality of the placement/supervised practice experience overall?
2.9Is there any specific good practice you wish to highlight in relation to this standard?
For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.
Evidence Requirements
For this programme standard we expect you to submit the following evidence sources:

Module outlines: we expect to see evidence that provides an overview of what is taught in each module. If that level of detail is not included in the module descriptor please provide the module handbook.
Programme handbook.
Curriculum, research, placement (if appropriate) and/or other handbooks, if applicable.

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’Comments

New UK Doctorate SEQ – Educational Psychology

COMPETENCIES MAPPING DOCUMENT
Doctoral programmes in Educational Psychology (England, Northern Ireland and Wales) /

Programmes will need to evidence that they meet the competency standards we outline for Doctoral programmes in our Standards for the accreditation of Educational Psychology training in England, Northern Ireland and Wales handbook. Differing levels of emphasis on particular aspects by different providers will allow flexibility and enable the unique identity of particular programmes to be preserved. You should use the table below to tell us where particular competencies are addressed. Our self-evaluation questionnaire requires you to provide additional narrative explaining how your programme reflects each of these components.

Competencies / Module code(s) / Module title(s)
Section 1 – Promoting development and education
1.1 Understand individual differences in developmental progression by demonstrating knowledge of theories of psychology relevant to:
● cognitive development and learning;
● language and communication;
● social emotional development and behaviour;
● mental health;
● physical and sensory development; and
● literacy and numeracy learning
1.2 Demonstrate knowledge and understanding of the structures and systems to support learning and development, for children, young people and young adults aged from 0–25 years.
1.3 Demonstrate knowledge and application of pedagogic practices and their conceptual and evidential bases, taking account of normal progression and development, and the modifications necessary to support effective learning and development for children, young people and young adults with special educational needs and disabilities (SEND).
1.4 Demonstrate knowledge of biological, cultural, and social influences on learning, cognitive, and developmental processes, and application of evidence-informed curriculum and instructional strategies.
1.5 Demonstrate understanding of biological, cultural and social influences on development, and knowledge of evidence-informed strategies to promote social-emotional functioning and mental health.
1.6 Demonstrate knowledge of school and systems structure, organisation and theory; general and special education; technology resources; and evidence-informed educational practices that promote academic outcomes, learning, social development, and mental health.
1.7 Demonstrate skills to work collaboratively with children, young people and the adults who care, work and plan for them to develop and implement practices and strategies to create and maintain effective and supportive learning environments.
1.8 Evidence an understanding of issues relating to mental capacity and consent in relation to work with 16–25 year olds.
1.9 Demonstrate knowledge of parenting and family functioning and evidence working in partnership with parents and carers.
Section 2 – Personal and professional values, ethics and skills
2.1 Demonstrate professional and ethical practice which adheres to the British Psychological Society’s Code of Ethics and Conduct and the HCPC Standards of Conduct, Ethics and Performance.
2.2 Apply knowledge of, and demonstrate the ability to operate effectively within, the legal, national and local frameworks for educational psychology practice.
2.3 Work ethically and effectively at an appropriate level of autonomy, with awareness of the limits of competence, and accepting accountability to relevant professional, academic and service leaders/managers.
2.4 Demonstrate awareness of role boundaries and limits to legitimate professional expertise.
2.5 Challenge views and actions judged potentially harmful to the child/young person.
2.6 Demonstrate knowledge and understanding of safeguarding policy and procedures for children, young people and vulnerable adults in order to intervene and support appropriate others.
2.7 Take appropriate action to address and resolve tensions where there is a conflict between personal and professional values and policy/cultural expectations for professional practice.
2.8 Demonstrate the ability to identify and communicate personal values and reflect honestly on the implications for their professional practice.
2.9 Ensure that they seek, secure and make effective use of supervision, consultation and other resources to improve and extend knowledge, understanding and skills.
2.10Demonstrate awareness of personal health and well-being and seek support as appropriate, sharing relevant information regarding health status or personal circumstances which may hinder effectiveness with the appropriate person (e.g. service manager and/or supervisor), with due consideration for personal-professional boundaries.
2.11Be able to recognise unethical or malpractice and follow the appropriate organisational policies and procedures to respond.
Section 3 – Diversity and cultural differences
3.1 Demonstrate appreciation of diversity in society and the experiences and contributions of different ethnic, socio-cultural and faith groups.
3.2 Demonstrate understanding and application of equality and diversity principles and actively promote inclusion and equity in their professional practice.
3.3 Take appropriate professional action to redress power imbalances and to embed principles of anti-discriminatory and anti-oppressive practice in all professional actions.
3.4 Be aware of attitudes to impairment and disability and where relevant, redress influences which risk diminishing opportunities for all vulnerable children and young people including those with SEND and their families.
3.5 Demonstrate knowledge and understanding of different cultural, faith and ethnic groups, and how to work with individuals from these backgrounds in professional practice.
3.6 Demonstrate knowledge and understanding of gender and sexuality and the impact of stigmatising beliefs.
3.7 Demonstrate understanding of the impact of inequality, socioeconomic and cultural status and disadvantage and the implications for access to resources and services.
Section 4 – Consultation
4.1 Demonstrate knowledge and understanding of models of psychological consultation that are evidence-informed.
4.2 Demonstrate effective interpersonal and communication skills that enable them to consult with children, families and other professionals (e.g. effective listening, a non-judgemental stance, empathy, acting as advocate).
4.3 Demonstrate competence in using consultation to respond to needs and concerns at individual, group, class and whole organisation levels.
4.4 Demonstrate skill in offering a clear explanation of the model and process of consultation being used.
4.5 Demonstrate use of a transparent, systematic problem-solving approach within the consultation process.
4.6 Demonstrate the ability to monitor and evaluate the effectiveness of their own consultations and interventions.
4.7 Demonstrate skill in empowering consultees and in working collaboratively, identifying the strengths and skills of others that can be utilised.
4.8 Use evidence-informed person centred approaches to ensure that children, young people and other consultees are appropriately included within the process and are able to contribute to plans and decisions that are made for them.
Section 5 – Psychological assessment and formulation
5.1 Select from a range of methods of assessment and data collection (e.g. norm-referenced, curriculum based, ecological, interview, observational data), relevant to presenting concerns and other information about the child / young person / group.
5.2 Have a thorough knowledge of psychometric theory which has relevance to psychological assessment (e.g. classical test theory, item response theory, sources of error and bias, reliability, validity and effect sizes).
5.3 Use and interpret psychological and educational assessments cautiously and ethically, in light of additional information and within a systematic, ecological problem solving framework.
5.4 Draw on assessment information to develop an integrated formulation which draws on psychological theory and research.
5.5 Work to develop psychological formulations in collaboration with children and young people, parents, school staff and other service users.
5.6 Integrate assessment information from a range of sources into a concise formulation that informs decision making and any subsequent action/interventions.
5.7 Demonstrate the ability to communicate assessment results and their interpretation to diverse audiences, clearly, concisely and effectively avoiding jargon wherever possible, both orally and in writing.
5.8 Present the rationale for the assessment methods selected and be able to justify any decisions about how assessment outcomes are reported (both orally and in writing).
Section 6 – Psychological intervention and evaluation
6.1 Demonstrate critical knowledge of theory and research on effectiveness of psychological and educational interventions at the individual, family, group and systems levels.