Description
Psychological tests and testing in educational settings are considered from functional and contextual
viewpoints, with emphasis on usage of test results. Test construction and psychometric issues, links between theory and measure, reporting and ethics, are covered through examining specific tests. Hands-on practice with mainstream tests (intelligence, development and personality) is used as the primary vehicle for learning.
Assessment
Written reports totalling 6,000 words (100 per cent).
Prescribed texts
Anastasi, A. 1996, Psychological testing, New York, Macmillan.
Flanagan, D.P., Genshaft, J.L. & Harrison, P.L. (1997). Contemporary intellectual assessment. New York:
Gilforc Press.
476-652 COUNSELLING SKILLS FOR EDUCATIONAL PSYCIIOLOGISTS Available in these courses DEdPsych, MEdPsych
Offered Parkville Campus, Semester 1 Credit points 12.5
Staff Vicki McKenzie Contact 24 hours Description
Counselling skills are taught within a framework that reflects a person-centred model of counselling, focussing in particular on three aspects: the knowledge and skills involved in establishing an effective therapeutic relationship, the skills of assessment and goal setting, and the skill in the selection and use of action strategies. The skills of attending, minimal encouragers, open questioning, reflective listening,
empathy, immediacy, challenging and summarising are covered. Participants are introduced to intervention strategies applicable once the therapeutic relationship has been established. Values and ethics are examined and students are invited to review the influence of their own values in their counselling practice. Cross- cultural issues, developmental stages and specific circumstances are considered. The mode of instruction is largely experiential, using video feedback, small and large group demonstrations, and student participation.
Students are introduced to cases from the educational field, and contribute material from their own
experience as appropriate. The program draws upon established psychological theory and practice supported by extensive literature. The unit lays the foundation for much of the work of the practising psychologist.
Assessment
Videotaped counselling interview (60 per cent), and a paper of 2, 000 words (40 per cent).
Prescribed texts
Cormier S & Nurius, P.S.(2003) Interviewing and Change Strategies for Helpers, Brooks/Cole, CA 476-653 EXCEPTIONALITY: ASSESSMENT AND INTERVENTION
Available in these courses DEdPsych, MEdPsych Offered Parkville Campus, Semester 2
Credit points 12.5 Staff Daryl Greaves Contact 24 hours Description
This subject provides relevant information to enable educational psychologists to work with children and adolescents with exceptional needs in regard to identification of exceptionality and appropriate assistance.
This includes current policies and practices in regard to assessment, interventions, and recommendations to parents and other professionals working with these individuals. The subject is concerned with the full range of exceptionality. An examination of key concepts for those with exceptionality is undertaken which includes definitions, characteristics, symptoms, and likely developmental consequences. Psychological aspects and issues arising from the identification of such individuals are considered in the context of current government policies of inclusion and research-based educational theories. Particular emphasis is placed on assessment, program implications, service delivery, and support in meeting the developmental needs of these individuals. The role of the educational psychologist when working with exceptional individuals, their parents, and multidisciplinary teams is explored.
Assessment
Written assignments of not more than 5,000 words are required (100 per cent).
Prescribed texts
Ashman, A., and Elkins, J. (Eds.) 2005, Educating children with diverse abilities. (2°d Ed) French's Forest, N.S.W. Pearson Education
476-654 INTERVENTION IN PROBLEMS OF YOUNG PEOPLE Available in these courses DEdPsych, MEdPsych
Offered Parkville Campus, Semester 2 Credit points 6.25
Staff Erica Frydenberg Contact 12 hours Description
This unit builds on the assessment, counselling and social context units and has the twin aims of focusing on theory and research as they relate to the treatment of problems of childhood and adolescence. The underlying consideration is prevention rather than cure. For that reason there is an emphasis on developing resilience
childhood (e. g. Play Therapy), through to adulthood (e.g. Cognitive Behaviour Therapy), are considered in greater detail. These approaches are examined as they contribute to the treatment of the major developmental problems of childhood and adolescence and their manifestations in an educational setting, such as, for example, depression and ADHD. Assessment of the problem involves a systemic approach using DSM IV diagnostic criteria. An understanding of the genesis and maintenance of problems, taking into account the social context, is the basis for selecting the most appropriate tools for intervention. The focus is on the development of resilience and psychosocial competence, one aspect of which is coping.
Assessment
A paper of 2000 words (100 per cent).
Prescribed text
Kratochwill, T.R., and Morris, R. 1993, Handbook of Psychotherapy with children and adolescents, Boston, Allyn and Bacon.
476-655 CONSULTATION IN EDUCATIONAL SETTINGS Available in these courses DEdPsych, MEdPsych
Offered Parkville Campus, Semester 2 Credit points 6.25
Staff Erica Frydenberg Contact 12 hours Description
The unit deals with the role of the educational psychologist as a consultant in helping to maximise to develop an organizational policy and intervention programs on a topics such as discipline, bullying, dealing with trauma, or integration. The program addresses the issues relating to negotiation and consultation, gaining entry into an organisation and the role of the consultant as a collaborative problem solver who works in some circumstances directly and in others indirectly in providing services to an educational community. There is an emphasis on developing the skills that enable an educational psychologist negotiate a consultation in an educational setting, consult with parents and teachers to increase their effectiveness in resolving the psychological and learning problems of children and adolescents; to become a change agent in an organisation (in particular a school); and to deliver a consultation in a team.
Assessment
A consultation package to an organisation in the form of a program that addresses contemporary issues of concern to the educational system (100 per cent).
Prescribed text
Erchul, W. P. & Martens, B. K. (1997). School Consultation: Conceptual and empirical bases of practice.
New York: Plenum.
476-656 RESEARCH METHODS
Available in these courses DEdPsych, MEdPsych Offered Parkville Campus, Semester 1
Credit points 12.5 Staff Esther Care Contact 24 hours Description
An integrated approach to research in the field of educational and developmental psychology. The
interdependence of measurement, design, and analysis is emphasised. Practical aspects of data management.
and analysis (using SPSS 10.0 for Windows) is included in the laboratory component. Specific multivariate techniques are studied - their selection, use, interpretation, and reporting. Datasets relevant to the practice of educational psychology are used to inform exercise hypotheses and analyses.
Assessment
Written reports totalling 6,000 words (100 per cent).
Prescribed texts
Hair, J.F., Anderson, R.E.,Tatham, R.L & Black, W.C. (1998) Multivariate Data Analysis. NJ: Prentice Hall 476-657 MASTER OF EDUCATIONAL PSYCHOLOGY RESEARCH PROJECT
Available in these courses MEdPsych Offered Parkville Campus, Year-long Credit points 50
Staff Esther Care
Contact 24 hours plus individual supervision Prerequisite 476-656 Research Methods
Description
Completion of the research project is intended to give students an appreciation of the processes involved in research, practical skills development, and the capacity to evaluate published research in the field of interest.
As advised by the supervisor, the student studies appropriate research methodology and carries out a review of relevant literature and research for an investigative study resulting in the preparation of a report. The project offers students the opportunity to study in more depth themes discussed in previous subjects, and to apply these to an area of particular interest. Although the work may rely to some extent on the work of others, it should be a new presentation which may involve collecting primary data from the field, evaluating or formulating a construct, or making a theoretical contribution. The result should give clear evidence of research skills and critical judgment.
Assessment
The project is assessed through the submission of a research proposal (hurdle requirement), an application for ethics clearance (hurdle requirement), and a report structured in two parts: a publishable article, and a technical supplement (totalling between 10,000 and 12,000 words; 100 per cent).
Prescribed text
American Psychological Association 1994 Publication manual, (4th ed.). APA Washington DC.
476-658 EDUCATIONAL PSYCHOLOGY PRACTICUM 2 Available in these courses DEdPsych, MEdPsych
Offered Parkville Campus, Year-long Credit points 12.5
Co-ordinator Vicki McKenzie
Contact 30 days of practicum, plus up to three hours of lectures Prerequisite and/or corequisite 476-647 Practicum 1
Special note
Students must the Practicum Co-ordinator by the end of the first week of the Semester to discuss placement.
Description
In this placement, the supervisor in conjunction with the Practicum Placement Co-ordinator offers a
designed set of training experiences to the student. The training experience, undertaken with the supervisor, is built upon the activities observed in Practicum 1. The practicum placement is generally in the same location as Practicum 1. The experiences are determined by the opportunities which arise naturally in the field. The involvement of the student is judged by the supervisor. Generally, the student visits a number of educational sites; observes and conducts assessment, interviews, consultations; attends meetings, creates individual behavioural progress plans and reports upon their outcomes where appropriate. The placement provides the opportunity to carry out the tasks of an educational psychologist under supervision.
Opportunities to receive feedback are built into the task design. There are up to three lectures covering the issues of ethics, working with allied professionals and contemporary issues in educational practice.
placement process. A combination of measures is applied to gain an understanding of the student's progress which include: completion of a log book including an account of a prescribed task derived directly from the field placement (approximately 1,500 words; 30 per cent); formal assessment by the field supervisor (70 per cent).
Prescribed Texts
APS Code of Ethics, Corey, G., Corey, M.S, Callanan, P. (1998), Issues and Ethics in the Helping Professions, CA: Brooks Cole
476-659 EDUCATIONAL PSYCHOLOGY PRACTICUM 3 Available in these courses DEdPsych, MEdPsych
Offered Parkville Campus, Year-long Credit points 12.5
Co-ordinator Vicki McKenzie
Contact 30 days of practicum, plus up to three hours of lectures