All students will be required to work in two different placements during their programme. The first will be a service-based placement in which students work as a team led by academic staff assessing the quality of care of local residential or day services for children or adults with Intellectual and developmental disabilities, helping services to help develop and actual plan to deal with issues raised it and monitoring the effect of their intervention. This placement will be organised into 10 intensive workshops either at the University during preparation and analysis stages or in the placement during data collection stages. Full-time students will do more of the initial data collection and will finish their placement at the end of the Spring term. Part-time students will continue to be a resource to the services and will go back to monitor progress made by service during the early part of the summer months.
The second will be an individual clinical psychology attachment (normally to a local clinical psychologist or psychological therapist on a learning disability team).
Typically, full–time (one-year) students will spend two to three days per week on clinical placements (i.e. during May – September, with two weeks annual leave). Part-time students will spend one day per week on clinical placement over the course of the second years (with university vacation breaks plus two weeks during the summer).
Total Contact Hours: 26
Private Study Hours: 574
Total Study Hours: 600
MSc Analysis and Intervention in Intellectual and Developmental Disabilities; PG Diploma Analysis and Intervention in Intellectual and Developmental Disabilities
Main assessment methods
Coursework - Service Report 1 (2000 words) – 25%
Coursework Service Report 2 (2000 words) – 25%
Coursework - Case Study (4000 words) – 50%
Reassessment methods
Like-for-like
There is no specific required reading for these modules, apart from placement policies and practice documents. Readings from the academic modules will of course be necessary as background for this placement work.
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
8.1 Conduct cognitive, emotional and social assessments with individuals (using carers as informants as well if necessary) and interpret
these;
8.2 Design or select and complete other relevant forms of assessment, including those requiring direct observations, rating scales and
interviews, with managers, carers and service users;
8.3 Design skill-building programmes with individuals and assess progress on these';
8.4 Complete functional analyses and develop logical intervention plans, based on these assessments, at the individual level;
8.5 Implement intervention plans, adjust them as necessary and evaluate their outcome;
8.6 Measure quality of care in services by a variety of means, including direct observations, rating scales and interviews;
8.7 Assess quality of life in individuals with Intellectual and developmental disabilities, including by direct observations and interviews;
8.8 Demonstrate the ability to design, implement and evaluate interventions to improve the quality of care and/or quality of life at the individual
and service level;
8.9 Assess staff attitudes and staff training needs by a variety of methods;
8.10 Develop, deliver and evaluate interventions and training programmes for staff working in learning disability services (and other relevant
staff or carers);
8.11 Undertake research into analysis and intervention in learning disability services.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
9.1 Act in a professional and ethical manner in relation to service users and staff;
9.2 Identify, appreciate and constructively criticise service policies and procedures;
9.3 Challenge discriminatory practices and /or abusive practices where necessary.
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