Postgraduate Course: Neuropsychology & Older Adults - Clinical Placement (CLPS12016)
Course Outline
| School | School of Health in Social Science |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 12 (Postgraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Summary | During the Neuropsychology and Older Adult Placement trainees will gain a good working knowledge of the problems which present in the area of Older Adults. Having acquired an understanding of a range of theoretical and therapeutic models, trainees will have opportunity to apply these in clinical practice. Trainees should have experience in working with people who have a range of needs, some of which may relate to functional and organic diagnosis. As a substantial amount of care is provided for older people through multi-disciplinary teamwork, trainees should be made aware of the advantages and limitations of teamwork with older people. Core placement experience guidelines outlining a more complete range of experiences, clinical interventions, problems and settings that trainees can expect to encounter can be found in the NHS and Clinical Practice Placement Handbook. |
| Course description |
a) Academic description.
The placement will take place in NHS settings, normally under the supervision of a Clinical Psychologist. There may be situations where trainees are supervised by more than one supervisor, by other Applied Psychologist(s) (e.g. Counselling, Forensic), or by members of other professions according to the Programme Eligibility criteria for supervisors which are found in the NHS and Clinical Practice Placements Handbook. Depending on the availability of placements, it may be that some trainees will complete a split placement in conjunction with an elective half placement.
The placement will be scheduled to last for a minimum of 5-6 months and trainees will typically be on placement for 4 days each week, apart from weeks when they have teaching. During the placement, trainees are required to demonstrate principles of work relevant to clinical psychology practice and the application of evidence-based practice governed by psychological models and concepts.
b) Outline content
Trainees should have a range of clinical experience characteristic of that likely to be encountered in general psychological practice. Experience would typically include:
1) Assessment procedures at individual, systemic and societal levels
2) Assessment of cognitive and functional capabilities
3) Establishing a formulation
4) Direct treatment with patients with whom they are the prime worker
5) Experience in behavioural and cognitive approaches to treatment is considered essential. Some exposure to alternative treatment approaches is strongly recommended and might include IPT, ACT or CAT.
6) Indirect work with patients with whom they are the prime worker (e.g. advising staff or relatives)
7) Collaborative work as part of a multi-disciplinary team. Trainees are expected to participate fully in multi-disciplinary teamwork especially in aspects concerned with individual case management, with which they are involved (e.g. referral meetings, case discussions, individual planning meetings, community dementia team meeting, social work liaison meetings, etc).
8) Direct contact includes remote delivery of psychological assessment and treatment.
c) Student Learning Experience
Trainees will be on placement in NHS settings working clinically with clients. Trainees should have taken on sufficient cases such that they can demonstrate principles of work relevant to clinical psychology practice and the application of evidence based practice governed by psychological models and concepts. This should involve both assessment only and treatment cases.
Supervision will be provided in line with the Programme and BPS/HCPC guidelines. Trainees can expect to observe their supervisor(s) on at least 5 occasions during the placement. Trainees can expect to be observed by their supervisor on at least 5 occasions during the placement, in order to receive feedback on their performance and for the supervisor to be able to evaluate their progress towards their standard and personalised learning objectives and implementation of agreed changes. It is expected that the supervisor(s) will use the Cognitive Therapy Scale ¿ Revised (CTS-R) as a structured assessment of competence to provide formative feedback on at least 3 of these observations of the trainee. The placement is assessed by performance on placement, as outlined by the Evaluation of Clinical Competence (ECC) form. This is completed by the clinical supervisor(s) and is reviewed, along with the additional placement paperwork, at the mid placement and end of placement meetings.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2022/23, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Other Study Hours 80,
Programme Level Learning and Teaching Hours 8,
Placement Study Abroad Hours 320,
Directed Learning and Independent Learning Hours
0 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Feedback |
Formative feedback is given on an ongoing basis as part of regular supervision and case discussion. It is also given after the trainee is observed by the supervisor, whether by sitting in with a trainee's session or by using a video or audio recording of a session. As described above, for some observations, the supervisor is expected to use a Structured Assessment of Competence to provide the trainee with specific formative feedback, for example on their CBT or systemic competences. Detailed formative feedback is given prior to the mid-placement visit, when the supervisor completes the Evaluation of Clinical competence (ECC) Form. The supervisor discusses this with the trainee in advance of the mid-placement visit. During the mid-placement visit, the ECC is discussed with the trainee and the supervisor by the mid-placement visitor.
Summative feedback is provided at the end of placement by the supervisor completing the ECC form, to make a recommendation regarding the placement grade, and discussing this with the trainee. The trainee then brings this and other placement paperwork to the End of Placement meeting or Joint Annual Review where the decision is made on the placement grade that will go to Exam Board.
Please refer to Section 3 of the NHS and Clinical Practice Placement Handbook for full guidance on mid-placement visits, End of Placement meetings and Joint Annual Reviews. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Drawing on knowledge and theory, be able to assess, formulate, evaluate and address typical clinical problems presenting in neuropsychology and older adult mental health settings, demonstrating a clear understanding of the rationale for selecting particular psychometric instruments or model of psychological therapy or intervention.
- Adopt both direct and indirect modes of assessment and intervention to improve and support psychological aspects of health and social care and evaluate their efficacy, working within a framework of evidence based practice, drawing from and developing the professional knowledge base.
- Build successful alliances and communicate effectively with individuals (including clients, carers, supervisor & staff) from a diverse range of cultural and ethnic backgrounds and within multi-disciplinary teams.
- Demonstrate high standards of conduct and ethical behaviour consistent with recognised guidelines for professional practice, understand the need for regular evaluation of their work, be skilled in self-reflection and self-awareness, and understand the need for continuing professional development after qualification.
- Have a critical overview of the policy, legislative and planning contexts of the services in which clinical practice is undertaken.
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Reading List
Older Adults
Ballard, C., O'Brien, J., James, I., & Swann, A. (2002) Dementia: Management of Behavioural and Psychological Symptoms. Oxford: OUP
Bengston, V., Silverstein, M., Putney, N.M., & Gans, D. (2009) (Eds.,) Handbook of Theories of Aging, Second Edition. New York: Springer.
Dryden, W. & Branch, R. (Eds) (2012). The CBT Handbook. London: Sage Publications
Erikson, E. H. (1997) The Life Cycle Completed: Extended Version. New York: W.H. Norton.
Gallagher-Thompson, D., Steffen, A., & Thompson, L.W. (2008) (Eds.,) Handbook of Behavioral and Cognitive Therapies with Older Adults. New York: John Wiley & Sons Inc.
Gillanders, D. T. & Laidlaw, K. (2014) ACT & CBT for Older People: Towards a Wise Synthesis, in N. Pachana & K. Laidlaw (Eds) The Oxford Handbook of Clinical Geropsychology: International Perspectives, Oxford University Press.
Hepple, J., Pearce, M.J. & Wilkinson, P. (eds.) (2002) Psychological Therapies with older people: Developing treatments for effective practices. London: Brunner-Routledge
Hinrichsen, G. & Clougherty, K. (2006) Interpersonal psychotherapy for depressed older adults. Washington DC: APA
James, I.A. (2011). Understanding Behaviour in Dementia that challenges: A guide to Assessment and Treatment. Jessica Kingsley Publishers.
Knight, B.G. (2004) Psychotherapy with the Older Adult, Third Edition. CA: Sage.
Laidlaw, K. & Knight, B.G (Eds.,). (2008) Handbook of the Assessment and Treatment of Emotional Disorders in Late Life: A Guide to Concepts and Practice. Oxford: Oxford University Press.
Laidlaw, K., Thompson, L.W., Dick-Siskin, L., & Gallagher-Thompson, D. (2003) Cognitive Behaviour Therapy with Older People. Chichester: John Wiley & Sons Ltd
Pachana, N.A., Laidlaw, K., Knight, B.G. (2010) Casebook of Clinical Geropsychology: International Perspectives on Practice. Oxford: Oxford University Press.
Quall, S. & Knight, B.G. (2006) (Eds.,) Psychotherapy with Older Adults. New York: John Wiley & Sons, Inc.
Rowe, J.W., & Kahn, R. L. (1998) Successful Aging. New York: Pantheon Books.
Sugarman, L. (2001) Life-Span Development: Frameworks, Accounts and Strategies. New York: Taylor & Francis
Woodruff-Pak, D.S. (1997) The Neuropsychology of Ageing. Oxford: Blackwell Publishers.
Woods, R.T. & Clare, L. (2008) (Eds) Handbook of the Clinical Psychology of Ageing, Second Edition. Chichester: John Wiley & Sons Ltd. 38
Yost, E. Beutler, L. Corbishley, M. & Allender J. (1986) Group Cognitive Therapy: A Treatment Approach for Depressed Older Adults. New York: Pergamon Press.
Other Important Older Adult Publications
Alzheimer's Society (2007) Dementia UK:
http://www.alzheimers.org.uk/site/scripts/download_info.php?fileID=2
Goy E, Freeman M, Kansagara D. A (2010) Systematic Evidence Review of Interventions for Non- professional Caregivers of Individuals with Dementia. VA-ESP Project #05-225.
Kinsella, K & Wan, H. (2009) US Census Bureau, Series P95/09-1, An Aging World: 2008, Washington D.C.: US Government Printing Office.
Luengo-Fernandez R, Leal J, Gray A. Dementia (2010) The economic burden of dementia and associated research funding in the United Kingdom. Alzheimer's Research Trust
NES (2011) Mental Health in Scotland: A guide to delivering evidence-based psychological therapies in Scotland (The Matrix)
Scotland's National Dementia Strategy produced in June 2010.
http://www.scotland.gov.uk/Resource/Doc/324377/0104420.pdf
United Nations, Department of Economic and Social Affairs, Population Division (2011) World Population Prospects: The 2010 Revision, Volume II: Demographic Profiles. ST/ESA/SER.A/317
Wilson, K, Mottram, P, Vassilas, C. (2008) Psychotherapeutic treatments for older depressed people. Cochrane Database of Systematic Reviews, Issue 1. Art. No.: CD004853.DOI: 10.1002/14651858.CD0044853.pub2.
Older Adult Journals
Psychology and Aging
Ageing and Mental Health
Clinical Gerontologist: The Journal of Aging and Mental Health
The International Journal of Geriatric psychiatry
International Psychogeriatrics
Journal of Gerontology
The Gerontologist
PSIGE Newsletter
Neuropsychology
Lezak, M.D. (2004) Neuropsychological Assessment. OUP
Goldstein, L.H. & McNeil, J.E. (2004) Clinical Neuropsychology: A Practical guide and assessment and management for clinicians. Wiley
Halligan, P.W. & Wade, D.T. (2005) The Effectiveness of Rehabilitation for Cognitive Deficits.
Kolb, B. & Wishaw, I. (2008) Fundamentals of Human Neuropsychology. W H Freeman
Ponsford, J., Sloan, S. & Snow, P. (1995) Traumatic Brain Injury: Rehabilitation for Everyday Adaptive Living. Psychology Press Ltd
Richardson, J.T.E. (2001) Clinical and Neuropsychological Aspects of Closed Head Injury. Psychology Press Ltd.
Snyder, P,J., Nussbaum, P.D. & Robins, D.L. (2006) Clinical Neuropsychology: A Pocket Handbook for Assessment (Paperback).
Strauss E, Sherman EMS, Spreen O (2006) A Compendium of Neuropsychological Tests: Administration, Norms, and Commentary. OUP
Wilson BA (1999) Case Studies in Neuropsychological Rehabilitation. OUP
Wood, R.L. & McMillan, T. (Eds) (2002) Neurobehavioural Disability and Social Handicap Following Traumatic Brain Injury. Psychology Press Ltd.
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Additional Information
| Course URL |
https://www.ed.ac.uk/health/subject-areas/clinical-psychology/postgraduate-taught/doctorate |
| Graduate Attributes and Skills |
Trainees completing Older Adult & Neuropsychology Placements are required to demonstrate a range of attributes and personal and professional skills in line with the HCPC Standards of Proficiency for Practitioner Psychologists, the HCPC Standards of Conduct and Ethics for Students and the Required Learning Outcomes of the BPS Accreditation Criteria for Clinical Psychology Training Programmes.
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| Keywords | Clinical Psychology,Clinical Practice,Older Adult,Neuropsychology,Placement |
Contacts
| Course organiser | Dr Richard Payne
Tel:
Email: |
Course secretary | Mr Timothy Abbot
Tel: (0131 6)50 8498
Email: |
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