Psychological Practice in Schools - EDU00026I

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  • Department: Education
  • Module co-ordinator: Prof. Vanita Sundaram
  • Credit value: 30 credits
  • Credit level: I
  • Academic year of delivery: 2016-17

Module will run

Occurrence Teaching cycle
A Autumn Term 2016-17 to Summer Term 2016-17

Module aims

The module is intended to how psychological practice has been applied within education, by looking at concrete issues and practices involved in addressing the needs of pupils whose circumstances give rise to particular concerns. Some such pupils will be identified as having special educational needs, whilst others may broadly be identified as experiencing adverse circumstances which are likely to impair their psycho-social development and academic progress. A key theme running through the module is that of inclusion.

Module learning outcomes

Subject content

  • Critically examine their understandings of special educational needs and reflect on their own perceptions of disability and impairment
  • Critically discuss key terms such as impairment, disability, integration and inclusion - and the interrelation between these
  • Engage critically with national strategies proposed for inclusive education in relation to a range of educational needs
  • Identify inclusive practices and policies adopted by educational institutions in relation to a range of educational needs
  • Develop a more critical understanding of education as a site for human dis/empowerment and social stratification
  • Understand the nature of a range of adverse circumstances that can lead to pupils being identified as troubled
  • Consider the key psychological processes involved in pupils reactions to adverse circumstances
  • Consider and the role schools can play both in terms of education and in terms of support in helping troubled pupils to deal with adverse circumstances
  • Understand the legal, policy and organisational framework which governs the practice of schools and other professional agencies in deal with adverse circumstances

Academic and graduate skills

  • Practice extracting key points from articles
  • Identify arguments and the evidence which support these
  • Engage with debates on and representations of special educational needs through a range of media and critically reflect on these
  • Communicate effectively orally and in writing
  • Develop IT skills by interacting with the VLE as an integral aspect of this module
  • Complete weekly learning logs through which they will demonstrate their understanding of key concepts
  • Develop their critical writing skills
  • Do short presentations based on a critical assessment of relevant writings and research evidence.


Task Length % of module mark
2,000 word essay
N/A 40
3,000 word essay
N/A 60

Special assessment rules



Task Length % of module mark
Reassessment essay 3000 word essay
N/A 100

Module feedback

Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students within 6 weeks of submission.

Indicative reading

Barnes, C., Oliver, M., & Barton, L. (2002). Disability studies today. Cambridge: Polity Press.
Farrell, M. (2003). Understanding special educational needs. London: RoutledgeFalmer.
Florian, L. (ed.). (2007). The SAGE Handbook of Special Education. London: Sage.
Atkinson, M., & Hornby, G. (Eds.). (2002). A mental health handbook for schools. London: RoutledgeFalmer.
Cowie, H., Boardman, C., Dawkins, J., & Jennifer, D. (2004). Emotional health and well-being: A practical guide for schools. London: Paul Chapman.
Kinchin, D., & Brown, E. (2001). Supporting children with post-traumatic stress disorder: A practical guide for teachers and professionals. London: David Fulton.
Kyriacou, C. (2003). Helping troubled pupils. Cheltenham: Nelson Thornes.
Lines, D. (2006). Brief counselling in schools: Working with young people from 11 to 18 (2nd ed.). London: Sage.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.