DEP: Year 2 – 4.6 Placement Learning

Links between the academic content and placement learning in Year 2 is facilitated via supervision coordinators. Supervision coordinators organise and monitor placements within their own services, in accordance with the HCPC guidelines and the programme’s stipulations for content and supervision arrangements.

In Year 2, at a time agreed between the Local Authority and the trainee, trainees have the opportunity (9 days over 3 weeks) to pursue an area of specialist interest addressing one or more aspects of diversity and cultural difference by undertaking a specialist diversity placement. This placement will be negotiated taking account of opportunities that are available within the local authority and the trainee’s areas of interest and previous experience. The placement aims to give trainees further opportunities to develop:

  • an appreciation of diversity in society and the experiences and contributions of different ethnic, socio-cultural and faith groups (BPS 3.1)
  • an understanding and application of equality and diversity principles and actively promote inclusion and equity in their professional practice (BPS 3.2)
  • an awareness 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 (BPS 3.4)
  • a knowledge and understanding of gender and sexuality and the impact of stigmatising beliefs (BPS 3.6)
  • an understanding of the impact of inequality, socio-economic and cultural status and disadvantage and the implications for access to resources and services (BPS 3.7)

Importantly, this placement also enables trainees to learn with, and from, other professionals and is important in terms of helping trainees develop their own identities as practitioner psychologists and preparing them for future practice. Educational psychology services and service users also benefit from any new perspectives resulting from the diversity placement. Trainees receive supervision from their placement supervisor whilst undertaking this placement.

Placement learning is recorded in trainees’ practical work files and in two service reports with reflective commentaries. Trainees also undertake four role-played professional scenarios at the university, each relating to an aspect of working within the post-16 age range (OSPAs). This assessment forms part of your placement assessment but is not graded pass/fail rather the focus is on identifying areas of strength at this point in training and areas for further development.

Trainees’ knowledge and understanding of psychometrics will be assessed through open book multiple choice questions and will assess knowledge of:

  • Normal and non-abnormal score distributions and how measures of central tendency and spread relate to different score distributions.
  • Differences between raw standardised scores and the implications of different scoring systems when comparing candidates
  • Reliability and validity
  • Classical Test Theory, and the assumptions it is based on, and the main sources of error in testing

The aims and objectives for Year 2 modules, along with indicative syllabus, key skills and specified learning outcomes and related assessments are summarised below and outlined