EDP: APPENDICES

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Appendix 1:  BPS Competencies

Appendix 1.1: Log of Evidence

Trainees will complete this log of evidence across their placement, using it to evidence areas of developing competence and to reflect on how each competence is enabling them to work toward the HCPC standards of proficiency as a practitioner psychologist (highlighted in the second column, with EP specific competencies in blue). Supervision co-ordinators/supervisors will sign the log as part of their continuing overview of trainee development.

In the reflection column, Year 3 trainees might wish to refer to specific SOPs, as listed in the SOP column and mapped in appendix 1.2, as part of their evidence that they have met all the HCPC SOPs.

Appendix 1.2: Map of HCPC SOPs to BPS competencies

The mapping seeks to demonstrate how the threshold standards set by the HCPC relate to the postgraduate professional training standards outlined by the Society. This piece of work was conducted on behalf of the Membership Standards Board of the British Psychological Society.

BPS Competencies Table 2018-2019

Appendix 2:  BPS Core Competencies – Evidence Recording Sheet [ERS]

Evidence for competencies can be provided by one or more of the following:

Trainee observed this skill being demonstrated by field tutor, supervisor or another educational psychology colleague

  • Trainee demonstrated this skill while being observed by field tutor, supervisor or another educational psychology colleague
  • Trainee demonstrated this skill while being observed by another trainee
  • Trainee carried out this skill independently and discussed this in supervision
  • Video evidence was provided
  • Written evidence was provided
  • Feedback was provided by a client or colleague
  • Evidence Recording Sheet

The following Evidence Recording Sheet can be used as a way of recording observations of trainees by supervisors and others. Trainees should aim to build up evidence of having achieved all relevant competencies (with reference to the BPS competencies- log of evidence) over the course of their placements.

Trainees will be responsible for requesting that Evidence Recording Sheets are completed over the course of the placement. Completed evidence recording sheets should be submitted to the University as part of the practical work file at the end of the placement.

It is the responsibility of the trainee to ensure that evidence is provided for all competencies.

Evidence Recording Sheet 2018-2019

Appendix 3:  Placement Learning: Individual Evaluation Form [IEF]

The following form can be given out by the trainee to anyone they have worked with on placement (teachers, SENCOs etc.) to obtain feedback on the service they have provided.

Completed forms should be handed in as part of the practical work file at the end of the year.

Individual-Evaluation-Form 2019-2020

Appendix 4:  Placement Learning: Daily Log Years 2 and 3

The following Placement Learning Daily Log should be used to record each day of placement learning (130 days across each of Years 2 and 3).

Daily logs should be sent weekly to the University. All completed logs, signed by the appropriate supervisor/supervision co-ordinator should be submitted, as part of the practical work file, at the end of the year.

Daily reflection is encouraged by the course.  Trainees may choose to record this thinking at the end of the week, however, if this better suits their style of reflection (ie, completing the ‘Main Learning Points’ section once per week instead of every day).  In such cases, these comments would be expected to reflect the longer period of time they address.

Daily-Log 2018-2019

Appendix 5:  Placement Learning: Weekly Log Year 1

Trainees should complete a weekly log at the end of each week to record their activity and learning. Weekly logs have three main purposes:

  • To allow the trainee to demonstrate that they have achieved 58 days on placement
  • To provide a record that will assist the trainee in writing up their account of placement
  • To provide a stimulus and resource to help the trainee develop reflective practice

Weekly logs should be submitted to the field tutor for signing each week. This acts as a validation of placement time and helps keep track of learning and development issues. Logs should be kept up to date as personal tutors and field tutors may ask to see them at any stage.

Completed logs should be submitted as part of the practical work file at the end of the year.

Weekly Log – Year 1 2018-2019

Appendix 6:  Placement Learning Supervision Record

The following Placement Learning Supervision Record should be completed to record each session of formal supervision between the trainee and supervisor, supervision co-ordinator or fieldwork facilitator. The equivalent of ½ hour of formal supervision should be provided by the local authority for each day spent on placement in Year 2 and 3. In Year 1, this form should be completed in the monitored casework phase to record supervision between the trainee and the field tutor.

Completed supervision records should be submitted to the University as part of the practical work file at the end of the year.

Supervision-Record 2018-2019

Appendix 7:  Placement Interim Review Pro-formas

The following documents should form the basis for discussion at the Placement Interim Reviews in November and March/April between the trainee, supervisor/supervision co-ordinator and personal tutor. Completed records of the interim review meetings should be submitted to Colin Woodcock by the end of December (November review) and the start of May (March/April review).

Signed copies of each should be submitted to the University as part of the practical work file at the end of the year.

Placement-Interim-Review-Pro-forma – Year 2 First 2019-2020

Placement-Interim-Review-Pro-forma – Year 2 Second 2019-2020

Placement-Interim-Review-Pro-forma – Year 3 First 2019-2020

Placement-Interim-Review-Pro-forma – Year 3 Second 2019-2020

Appendix 8:  End of year Summative Report forms

Appendix 8.1: Year 2/3 Supervisor/Supervision Co-ordinator Summative Report

The supervisor/supervision co-ordinator summative report – which is now standardised across all five courses in the SEEL consortium – is completed for Southampton trainees at the end of the academic year, for consideration in their end-of-year appraisal.  It should include any relevant information or feedback from other local authority staff e.g. fieldwork facilitators.

The report should be discussed with the trainee concerned before submission. The trainee should then complete their section and send the finished report by email to the Placement Co-ordinator (C.Woodcock@soton.ac.uk), their personal tutor and Angela Goodall (edpsych@soton.ac.uk) by Friday 29 June 2019. A copy signed by both the trainee and supervisor/supervision co-ordinator should be added to the trainee’s work file.

Placement-Supervision-Co-ordinator-Summative-Report 2018-2019

Appendix 8.2: Year 1 Field Tutor Summative Report

The report should be discussed with the trainee concerned before submission. The trainee should then complete their section and send the finished report in advance of the end of year appraisal by email to the Year 1 APT (Tim Cooke) and their personal tutor. A copy signed by both the trainee and Field Tutor should be added to the trainee’s work file.

Placement Field Tutor Summative Report 2018-2019

Appendix 9: Process for dealing with TEP’s or Supervisor’s concerns about placement

Flowchart 2018-2019

Appendix 10:  Low Incidence Experience Record

Please find below the low incidence grid plus two examples of its completion showing how trainees might record and monitor their exploration of low incidence needs in local authorities in year two of the training programme.

Reflections column Trainees should use this column to record reflections relevant to BPS competencies 1.3 and 1.6:

  • 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). (BPS 1.3)
  • 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. (BPS 1.6)

For example trainees might record what they have learned about a specialist provision that makes it different from a mainstream provision and which enables it to meet the needs of its pupils/students.

 Low-Incidence-Experience-Record 2018-2019

Appendix 11: Casework Table

Casework table 2018-2019

Appendix 12:  Induction Guidance

  • Guidance for placement providers.
  • Induction checklists for trainees.

Induction guidelines

The following is offered as guidance to placement providers. It is expected that trainees will be offered induction in line with Service policy for newly appointed educational psychologists, taking account of their stage of development.

For trainees in Year 2 whilst they have been working in local Authority schools during year 1  this will be their first experience as a member of a psychological team and beginning to see how psychological services are offered in the context of a local authority. For trainees entering year three they will bring with them knowledge from their previous local authority which will provide a basis for comparison during their year.

Trainees whilst on placement are expected to follow the policies and procedures of the host authority. A key requirement of induction is to make sure that trainees understand their responsibilities regarding:

  • Child protection procedures
  • Data protection policy
  • Freedom of Information Requests
  • Subject Access Requests
  • Health and Safety Policies e.g. lone working policy

Past trainees have reported that they found the following helpful:

  • An induction period covering the first 1-2 weeks of the placement.
  • Opportunities to shadow a range of psychologists involved in a variety of different pieces of work e.g. in early years, primary and secondary schools.
  • Being introduced to office protocols, including:
  • Office procedures
  • Forms ( and where to find them)
  • Written communication/reports and file notes – which ones to use and when and how.
  • Knowing where everything is.
  • Being introduced to key people in the service and local authority.
  • Being given a list of schools with phone numbers and details of key members of staff.
  • Being given a list of other key contacts e.g. teacher advisers (and phone numbers) plus other agency phone numbers e.g. Behaviour support services.
  • Being given opportunities to shadow other key meetings/events e.g. panel meetings, team meetings etc.

Induction guidelines and process – Year 1 2018-2019

Appendix 13:  Project Topics

A list of topics covered by Southampton University trainees in their school based research projects in previous years of the training programme.

Small Scale Research Projects Year 1

During year 1 trainees will have undertaken collaborative research in a local authority. Some of the topics covered include:

  • Constructions of language development in a primary school
  • What are children’s experiences of literacy and numeracy hour?
  • A qualitative study of engagement in learning for Year 3 pupils: student perceptions of choice, feedback, peer relationships and classroom environment
  • An exploratory study of year 5/6 pupils’ experiences during their literacy and numeracy hours at a primary school
  • Listening to children’s views of wet playtime in a primary school
  • Children’s understanding of economic wellbeing
  • Resilience and behaviour in secondary school pupils
  • Engagement in learning for Year 3 primary school children
  • Economic wellbeing: voices from primary school
  • How are teachers addressing language development at primary school?
  • Listening to children’s views of wet playtime in a primary school
  • Resilience framework: the effect of personal risk and protective factors on the prediction of disruptive behaviour in year 7 adolescents
  • Investigating students’ attitudes to mathematics
  • The nature and complexity of secondary pupils’ needs: do these impact the predictive relationship between cognitive ability scores and academic attainments?
  • Exploring children’s sense of belonging at primary school
  • Empathy in young people with social, emotional and behavioural difficulties
  • Perceptions of black and ethnic minority young people in local authority care
  • What are the perceptions of black and minority ethnic (BME) children in local authority care?
  • Investigating attitudes to maths

Topics explored in Year 2 research projects whilst on placement in a local authority.

Ideally research projects will have arisen from on-going work within an authority and would reflect the type of needs-led enquiry that arises from on-going work with schools. However it is unlikely that projects topics can be identified in a timely way by trainees and local authorities are asked to help guide trainees to relevant activities. Activities may be identified by the supervision co-ordinator or from wider local authority priorities.  Trainees are apply the research skills they have been developing in year one and work independently.

Year 2 School Based Research Projects

  • What is the impact of a circle of friends intervention on social inclusion?
  • Evaluating precision instruction in a secondary school: building staff capacity
  • Building relationships for learning: the effective use of learning support in classrooms for pupils with special educational needs
  • Targeted mental health in schools (TAMHS) project: a survey of current emotional wellbeing and mental health needs of pupils in a borough council
  • An evaluation of a social skills intervention for a group of year 6 students in a junior school.
  • Evaluation of a school’s infant’s nurture group
  • Have changes to the inclusion support panel (ISP) increased parental confidence in the statutory assessment process?
  • Evaluation of the usage of SEAL within primary schools
  • What support is in place in a local authority secondary school to support adopted children during transition?
  • Autism spectrum disorder (ASD) awareness building at a primary school
  • Ensuring effective transition from preschool to the reception year.
  • Raising staff awareness and understanding of pupils with Down’s syndrome

Appendix 14: Sample letters to schools hosting Year 1 trainees

Sample letters for activities to develop assessment competence and use of assessment in casework 2018-2019

Appendix 15: Field tutor roles and responsibilities

To organise an introduction to the Service in which Year One trainee educational psychologists (TEPs) are placed, including

  • attendance at a team meeting if possible
  • introduction to key staff
  • shadowing opportunities with other members of the Service
  • other relevant experiences

To spend half a day per week (term time only) working with Year One TEPs, in an identified primary school, secondary school or elsewhere in a supervisory capacity:

  • Ensuring trainees are aware of health and safety procedures that apply to the settings in which they are placed
  • Taking responsibility for gaining informed parental consent for both practice children and casework.
  • Modelling assessment and other methods of gathering information (following, where possible, the timetable for trainees’ introduction to these techniques at university).
  • Modelling casework over time, including role negotiation, consultation with teachers and parents, and assessment and review activities.
  • Observing and giving feedback on trainees’ use of consultation and assessment skills.
  • Identifying with trainees appropriate casework for them to work on.
  • Giving casework supervision to trainees in their managed and monitored phases.
  • Taking opportunities to show the range of EP work beyond casework.

Taking responsibility for any service reports produced by Year One TEPs arising from managed and monitored casework:

  • Check reports and provide feedback.
  • Ensuring reports adhere to service format.
  • Countersign and distribute reports.

Marking and providing feedback on written Reports of Casework (ROC) for Year 1 and Service Reports with Reflective Commentaries (SRWRC) for Year 2

  • Formative feedback for Year 1 “formative ROC” (managed casework, one per TEP).
  • Feedback for Year 1 end of year ROCs (monitored casework, two per TEP).
  • Feedback for Year 2 SRWRCs (casework, two per TEP).

To take part in TEP appraisals at the end of each of the two phases of placement for Year 1 TEPs

To attend the half-termly FT meetings at university and contribute to a standing annual item on the FT agenda as a final review of placement activities

To raise any concerns:

  • About a trainee’s development and performance with the placement coordinator
  • About general placement issues with the programme director

Appendix 16: Placement calendar

Placement Calendar 2018-2019

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