Further Applications of Psychology in Education

EDUC70122 Further Applications of Psychology in Education 15 Semester 2 Postgraduate Taught Level 7 Clifford Mitchell Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This unit aims to develop knowledge and understanding of current issues in education and how psychological theory and research can be applied in educational contexts for understanding how they affect learning experiences, and implications for practice and policy.Content will consider pertinent themes in education relevant for research, practice, prevention and policy. Themes of applied psychology in education include an introduction to the generic field of prevention science and will explore its application and importance in educational settings. There will be a broad overview of why preventative approaches should be understood and implemented alongside addressing current issues and challenges for students and educators. Throughout, the unit will consider psychological theory and evidence underpinning education-based practice and consider what this means for learning, and implications for policy and practice.The course unit is delivered over 9 sessions and using a variety of methods including lectures, tutorials, case/scenario-based learning, video clip analysis and independent research activities. From the onset students are assigned to a small working group allocated  for practical applications of principles, practice and theory covered throughout the unit. This unit aims to develop knowledge and understanding of current issues in education and how psychological theory and research can be applied in educational contexts for understanding how they affect learning experiences, and implications for practice and policy.Content will consider pertinent themes in education relevant for research, practice, prevention and policy. Themes of applied psychology in education include an introduction to the generic field of prevention science and will explore its application and importance in educational settings. There will be a broad overview of why preventative approaches should be understood and implemented alongside addressing current issues and challenges for students and educators. Throughout, the unit will consider psychological theory and evidence underpinning education-based practice and consider what this means for learning, and implications for policy and practice.The course unit is delivered over 9 sessions and using a variety of methods including lectures, tutorials, case/scenario-based learning, video clip analysis and independent research activities. From the onset students are assigned to a small working group allocated  for practical applications of principles, practice and theory covered throughout the unit. To develop knowledge and understanding of  current issues in education and how psychological and prevention science theory and research can be applied in educational contexts in understanding how they affect learning experiences and the implications for practice and policy.   The unit forms part of the MEd Psychology of Education programme and conforms to the QAA discipline benchmark for Psychology required for accreditation by the British Psychological Society (BPS). Students will have the opportunity to develop employability skills. These include small group work in sessions, critical thinking of both psychology and prevention science theory and supportive research within educational  applications and receiving feedback from the written assessment and formative assessment tools. The unit will also engage students in the development of their key skills in self-awareness and reflections on normative/cultural values in unit themes within the planning and writing of an evidenced-based policy brief within education. Core knowledge is comparable to other Psychology degrees and therefore underpins further training for careers in the areas of applied psychology (e.g. Educational Psychologist, Clinical Psychologist, Health Psychologist, Occupational Psychologist, Counselling Psychologist etc). The content is specifically related to educational settings and as such immediately applicable to careers outside of the subject discipline (e.g. teaching, teaching assistants; SENCo; support workers) as well as other fields where applied psychology and prevention science  are deployed (e.g. environmental and health psychology). <ul><li>Demonstrate knowledge and understanding of how  psychological and prevention science theory and research can be applied in educational contexts, and for understanding how they affect learning experiences and the implications for practice and policy.</li></ul>  <ul><li>Critically evaluate the contribution of research in applied prevention science.</li><li>Analyse and evaluate different approaches to school-based intervention in applied prevention science.</li><li>Apply their learning to specific cases/scenarios.  </li></ul> <ul><li>Examination and interpretation of current literature and subsequent production of information for a specific audience of policy makers and stakeholders in education.</li><li>IT skills (word processing, GenAI, accessing electronic databases and library facilities)  </li></ul> <ul><li>Written communication (assignment).</li><li>Working with others (assigned small working group and in-session group/pair discussions).</li><li>IT skills (word processing, GenAI, accessing electronic databases and library facilities, managing references). Analysis and application of theory and research.</li></ul> Indicative curriculum content<ul><li>Introduction to  FAPE unit: Applied psychology, prevention science and policy briefs in education</li><li>Applied Prevention Science in Education (Part 1)</li><li>Applied Prevention Science in Education (Part 2) Organisational Challenges in Education</li><li>Assessment and Student Assessment Anxiety</li><li>Mental Health in Education: Students and Staff</li><li>Outdoor Education and Physical Activity</li><li>Student Career Aspirations and Career Development</li><li>Unit reflect and review. Evidence and Policy Briefs. Assignment Q&A</li></ul> The course unit will be delivered in a variety of ways including lectures, and group tutorials. Guest speakers from specialist research areas within applied psychology and prevention science in education will be utilised appropriately to enhance student experience. Students will be required to work both independently and in small groups and student participation will be encouraged at all times.Early allocation of students to a small working group  provides an effective vehicle for students to work cooperatively and collaboratively on the practical elements throughout the entire unit.Independent study is expected and supported by guided reading, independent reading, guided activities, and additional materials on Canvas and Reading Lists Online.Lecture PowerPoint slides and additional resources are also available on Canvas. Additionally, the unit makes use of electronic tools and digital platforms to provide further opportunities for student engagement.The reading list online is reviewed each year. A general unit reading list is provided with suitable textbooks recommended. Individual session readings are also provided and broken down by teaching week to make it easier for students to see relevant sources of information, key recommended readings and further readings themed to sessions.  2 Written assignment (inc essay) 100% 3 Weeks after submission via Speedgrader N As with all units on the MEd, we like to offer a range of books and let students choose the combination that appeal.  As such, students are advised to have a look through them all first (either in the University Library or online).   The Online version of this Reading List will show you where these texts can be found in the library or online:EDUC   TBA Further Applications of Psychology in Education In addition to the recommended texts below, students are provided with an expanded reading list, including additional recommendations, reading lists of journal articles, chapters in edited texts and on-line resources that they are strongly encouraged to make use of. They are also expected to search relevant databases (e.g., PsycInfo) to find research that extends beyond explicit recommendations and the content covered in sessions.Core textsHumphrey, N. (2013). Social and emotional learning: a critical appraisal. London: Sage. The focus of this book is on social and emotional learning, but the issues discussed are common to a variety of approaches to prevention and early intervention (e.g. assessment, implementation).Kirschner, P. A., & Hendrick, C. (2024). How learning happens: Seminal works in educational psychology and what they mean in practice. https://bookauthority.org/books/new-educational-psychology-booksLord, J. (Ed.). (2022). Psychology of education: Theory, research and evidence‑based practice. SAGE Publications Ltd. https://uk.sagepub.com/en-gb/eur/psychology-of-education/book277314 [uk.sagepub.com] Nichols, S. L. (2024). Educational Psychology and Educational Policy: Intersections and New Directions. In K. R. Muis & P. A. Schutz (Eds.), Handbook of Educational Psychology (4th ed., Vol. 1, pp. 162–188). Routledge. https://doi.org/10.4324/9780429433726-10 Weist, M.D., Lever, N. A., Bradshaw, C. & Sarno Owens, J. (eds.) (2014). Handbook of school mental health. New York: Springer. Lectures 22.5 Tutorials 5 0 122.5 This is a semester two unit