Clinical Placement - TZRD8920

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Module delivery information

Location Term Level1 Credits (ECTS)2 Current Convenor3 2022 to 2023
Canterbury
Summer Term 7 30 (15) checkmark-circle

Overview

All students will be required to work in two different placements during their programme. The clinical placement is the second placement, during which individual studies will have a clinical psychology attachment (normally to a local clinical psychologist or psychological therapist on a learning disability team).

Both full-time and part-time students will spend two to three days per week on clinical placements (i.e. between May and September, with two weeks annual leave). Part-time students will do this during their second years.

Prior to starting in the placement, students attend a workshops on campus to learn about assessment methods and the expectations of case work and what they need to keep in mind in planning and implementing the assessment part of the placement. In between assessment and intervention phases, students also attend another workshop at the university that will focus on intervention and where they will hear previous students present their case studies.

Details

Contact hours

Total Contact Hours: 10
Total hours on placement (with local supervisor): 250
Private Study Hours: 40
Total Study Hours: 300

Availability

MSc Analysis and Intervention in Intellectual and Developmental Disabilities; PG Diploma Analysis and Intervention in Intellectual and Developmental Disabilities

Method of assessment

Main assessment methods
Coursework - Case Study (4000 words) – 100%
12.2 Supervisor feedback (pass/fail)

Reassessment methods
Like-for-like

Indicative reading

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. Students will also have covered much of the background training and knowledge on TZRDMMMM (TZMMM) Service Placement.

Learning outcomes

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 in-depth 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 critically assess progress on these';
8.4 Complete functional analyses and systematically develop logical intervention plans, based on these assessments, at the individual level;
8.5 Measure quality of care in services by a variety of means, including direct observations, rating scales and interviews;
8.6 Critically assess quality of life in individuals with Intellectual and developmental disabilities, including by direct observations and interviews;
8.7 Demonstrate the ability to design, implement and critically evaluate interventions to improve the quality of care and/or quality of life at the individual and service level including reducing challenging behaviour where this is an issue;
8.8 Undertake literature research into analysis and intervention for people with intellectual and developmental disabilities.

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.

Notes

  1. Credit level 7. Undergraduate or postgraduate masters level module.
  2. ECTS credits are recognised throughout the EU and allow you to transfer credit easily from one university to another.
  3. The named convenor is the convenor for the current academic session.
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