All students will be required to work in one placement during their programme. They will be attached to a local clinical psychologist or psychological therapist in a secure unit or a forensic IDD team or a learning disability team which takes forensic cases. They will be required to complete both service level work and individual client-level work during the placement and will submit one report on each. The service-level work will involve assessing the quality of care of the service (or part of the service), helping the service to develop an actual plan to deal with issues raised, and monitoring the effect of their intervention. The clinical/client-level work will involve assessment and intervention for one client or a small group of clients. Typically, full–time (one-year) students will spend two days per week throughout the year on placement. Part-time (two-year) students will spend one day per week on placement throughout the two years.
90
Throughout the year (full-time) or two years (part-time)
2 x Placement Reports of 4,000 words each (100%) Pass / Fail
Emerson , E., Hatton, C., Dickson, K, Gone, R., Caine A. & Bromley, J., (2012). Clinical Psychology and People with Intellectual Disabilities. 2nd edition. Chichester: Wiley-Blackwell.
Lindsay, W.R., Taylor, J.L & Sturmey P. (2004). Offenders with Developmental Disabilities. Chichester: Wiley.
Tsakanikos, E. & McCarthy, J. (2014) Handbook of Psychopathology in Intellectual Disability London: Springer
Young, S, Kopelman, M. & Gudjonsson, G. (2009) Forensic Neuropsychology in Practice. Oxford: Oxford University press.
Readings from the academic modules will provide background knowledge for the placement.
On successfully completing the module students will be able to:
• Conduct advanced and in-depth cognitive, emotional, and social assessments with individuals with intellectual and developmental disabilities (using carers as informants as well if necessary) and critically interpret the assessment results
• Demonstrate self-direction and originality in designing or selecting, and completing, other relevant forms of advanced and in-depth assessment for individuals with intellectual and developmental disabilities, including those requiring direct observations, rating scales and interviews, with managers, carers and service users
• Design original and advanced skill-building programmes for individuals with intellectual and developmental disabilities and monitor and assess participant's progress
• Complete in-depth functional analyses and develop logical intervention plans for individuals with intellectual and developmental disabilities, based on these assessments, at the individual level
• Implement advanced intervention plans for individuals with intellectual and developmental disabilities, adjust them as necessary and evaluate their outcome
• Critically assess the quality of care in services providing support for individuals with intellectual and developmental disabilities, employing a variety of techniques, including direct observations, rating scales and interviews
• Complete in-depth quality of life assessments for individuals with intellectual and developmental disabilities, including by direct observations and interviews
• Demonstrate the ability to design, implement and evaluate advanced and sophisticated interventions to improve the quality of care and/or quality of life at the individual and service level relating to individuals with intellectual and developmental disabilities
• Complete in-depth and critical assessments of staff attitudes and staff training needs by a variety of methods, including providing novel insights aimed at delivering improvements for individuals with intellectual and developmental disabilities
• Develop, deliver and evaluate advanced interventions and training programmes for staff working in learning disability services (and other relevant staff or carers)
On successfully completing the module students will also be able to:
• Act in a professional and ethical manner in relation to service users and staff.
• Identify, appreciate and constructively criticise service policies and procedures.
• Challenge discriminatory practices and /or abusive practices where necessary.
University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.
