Postgraduate Course: Intellectual Disabilities - Clinical Placement (CLPS12039)
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 | The aim of the clinical placement is to give the trainees the opportunity to develop their clinical competence in relation to clients with an intellectual disability, their families and both formal and informal carers, through supervised practice in a variety of clinical settings with clients with a range of psychological needs. |
| 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. In the remainder of this text the word ¿supervisor¿ denotes supervisor(s)
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 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 (see Handbook for details). 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. During this placement, trainees will have 1 study day per week apart from weeks when they are teaching (see Handbook for details). This time is for reading and study relating to placement as well as academic coursework.
b) Outline Content
During the placement, trainees are expected to have a range of experiences and client contacts, such that they are able to demonstrate competencies in the application of psychological theory to practice relevant to this population. If the trainee is on a split placement, particular key experiences will be prioritised.
Relevant experience might include:
1) Assessments for intellectual disability (using reliable and valid measures), that show an integration of cognitive functioning, adaptive functioning and development history.
2) Work with clients presenting with emotional and behavioural difficulties.
3) Case(s) where there is an issue of declining cognitive abilities.
4) Case(s) involving transitional issues, for example, an adolescent leaving school/home or an adult moving from one care setting to another.
5) Cases(s) that involve sexuality or relationship issues.
6) Cases involving behaviour that challenges, using assessments and interventions based on Positive Behavioural Support.
7) Indirect work, which will encompass describing psychological principles to staff and family carers.
8) Collaborative multidisciplinary (and if possible multi-agency) work.
9) All trainees are to complete client feedback questionnaires with at least two clients per placement and a session-by-session feedback questionnaire on client experience with at least one client during training.
A wide range of referrals should be aimed for and could include the following categories:
1) Clients presenting with a significant and a severe level of intellectual impairment.
2) Experience of clients with sensory difficulties.
3) Experience of clients with physical difficulties.
4) Children (if possible).
5) Working within a range of settings such as hospital (where possible) and community settings (for example, clients' homes, day provision and residential establishments).
6) Participating in Teamwork.
c) Student Learning Experience
Trainees will be on placement in NHS settings working clinically with clients/patients. The settings may be in a psychology department or in a multi-disciplinary or multi-agency team. The placement may take place across different locations or services. Working with families or carers or staff from NHS and other agencies (eg social services, education) is usually a key element of intellectual disability clinical placements. Trainees will receive regular supervision from their supervisor(s) in line with guidance from the professional/accrediting bodies, in addition to other informal contact and input, sometimes from other psychologists or team members. Trainees can expect to observe their supervisor(s) on at least 5 occasions during the placement. Trainees are expected to be observed by their supervisor(s) 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 Structured Assessments of Competence to provide formative feedback on at least 3 of these observations of the trainee.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2024/25, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Lecture Hours 8,
Programme Level Learning and Teaching Hours 8,
Placement Study Abroad Hours 180,
Directed Learning and Independent Learning Hours
204 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Performance on placement is evaluated by the placement supervisor, using a structured checklist of clinical competencies. The supervisor's recommendation is used by the Clinical Tutor to determine if clinical competence has been met. Explicit guidance is given to supervisors about placement evaluation. |
| 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 this is discussed with the trainee. The ECC form and other placement documentation are reviewed at the End of Placement meeting or Joint Annual Review where the decision is made on the placement grade that will be submitted to the Board of Examiners.
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:
- Apply the concepts, theories and principles of the learning disability specialism in an integrated, critical, ethical and professional way in clinical practice. Demonstrate clinical competence as applied to a range of client needs and in a variety of clinical settings in relation to: assessment, formulation, intervention and evaluation of behavioural and psychological difficulties in clients with a learning disability (including indirect work with families and carers); participation in collaborative multi-disciplinary teamwork and the ethical and legal issues pertaining to learning disability clinical psychology services.
- Apply their knowledge and skills to develop creative and original responses to clinical problems and issues. Analyse, synthesise and evaluate the taught material and apply it to dealing with complex and novel situations and issues in clinical practice in an informed and reflective way.
- Build effective alliances with individuals (including staff, clients and carers) from a diverse range of cultural and ethnic backgrounds with full awareness of the influence of structural power; and to communicate effectively with staff from other disciplines and work within multi-disciplinary teams.
- Have a deep understanding of the social context within which psychological problems may develop, how environments may be modified to ameliorate problems and to have a critical overview of the policy, legislative and planning contexts of the services in which clinical practice is undertaken.
- 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.
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Reading List
See also Reading list on Learn page for CP1 course
Key Texts:
Emerson, E., Dickson, K., Gone, R., Hatton, C., Bromley, J. & Caine, A. (Eds.) (2012). Clinical Psychology and People with Intellectual Disabilities, 2nd Edition. Chichester: Wiley & Sons.
Taylor, J., Lindsay, W., Hastings, R. & Hatton, C. (Eds.) (2013). Psychological Therapies for Adults with Intellectual Disabilities. Chichester: Wiley & Sons.
Other Texts
Baum S & Lynggaard H (2006) Intellectual Disabilities: A Systemic Approach. Karnac.
British Psychological Society (2015). Guidance on the assessment and diagnosis of intellectual disabilities in adulthood. Leicester: BPS. Available to Faculty of ID members at: https://www.bps.org.uk/system/files/user-files/DCP%20The%20Faculty%20for%20People%20with%20Intellectual%20Disabilities/guidance_on_the_assessment_and_diagnosis_of_intellectual_disabilities_in_adulthood.pdf.
Carr A. O, Reilly G. Noonan Walsh P. & McEvoy J. (2007) The Handbook of Intellectual Disability and Clinical Psychology Practice: Routledge ISBN: 978-1-58391-862-3
Emerson, E. & Einfield, S.L. (2013). Challenging Behaviour. Cambridge: Cambridge University Press.
Emerson, E. & Hatton, C. (2013). Health inequalities and people with intellectual disabilities. Cambridge: Cambridge University Press.
Fraser W I, Sines D., & Kerr M (1998). Hallas 'The care of people with Intellectual Disabilities' - 9th Edition Butterworth: Heinemann.
Jordan, R. (2001) Autism with Severe Learning Difficulties London: Souvenir Press
Lovett. H (1996) Learning to Listen: positive approaches and people with difficult behaviour London: Paul H Brookes
NHS Education Scotland (2014). Thinking about me? Essential psychological care for people with learning disabilities. Edinburgh: NES. Available from: http://www.nes.scot.nhs.uk/media/2714869/thinking_about_me.pdf
O'Brien, G.& Yule, W. (2002) Behavioural Phenotypes: Mac Keith Press: London
Royal College of Psychiatrists, British Psychological Society and Royal College of Speech and Language Therapists (2007) Challenging Behaviour: A unified Approach. RCP/BPS/RCSLT, Available at: http://www.rcpsych.ac.uk/files/pdfversion/cr144.pdf
British Psychological Society/ Royal College of Psychiatrists. (2009). Dementia and people with learning disabilities. Leicester: BPS. Available to Faculty of ID members at: https://www.bps.org.uk/system/files/user-files/DCP%20The%20Faculty%20for%20People%20with%20Intellectual%20Disabilities/cr155.pdf
Stenfert Kroese, B., Dagnan, D. and Loumidis, K. (Eds.) (1997) Cognitive-behaviour therapy for people with learning disabilities. London: Routledge. [EUML
Talbot, T., Astbury, G. & Mason, T (eds.) (2010) Key Concepts in Learning Disability, SAGE: London
Watchman, K. (Ed.) (2014). Intellectual disability and dementia. London: Jessica Kingsley.
Other Important Publications:
Scottish Government (2013). Keys to Life: Improving Quality of Life for People with Learning Disabilities. Edinburgh: Scottish Government. Available from: http://www.gov.scot/Resource/0042/00424389.pdf
Scottish Executive (2000). The same as you? A review of services for people with learning disabilities. (2000) Edinburgh: Scottish Executive. (www.scotland.gov.uk/ldsr)
Professional Affairs Boards of the British Psychological Society. Learning Disability: Definitions and Contexts. (2000) Leicester. British Psychological Society. (Due to be updated soon)
Intellectual Disabilities Journals
American Journal on Intellectual and Developmental Disabilities
Research in Developmental Disabilities
Journal of Intellectual Disability Research
Journal of Applied Research in Intellectual Disabilities
British Journal of Learning Disability
British Journal of Developmental Disabilities
Journal of Special Education
The Journal of Intellectual and Developmental Disability
Learning Disability Practice
Journal of Intellectual Disabilities
Journal of Applied Behaviour Analysis
Clinical Psychology
Journal of Autism and Developmental Disorders. |
Additional Information
| Course URL |
https://www.ed.ac.uk/health/subject-areas/clinical-psychology/postgraduate-taught/doctorate |
| Graduate Attributes and Skills |
Trainees completing Learning Disability Clinical Placement will have been 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. |
| Keywords | Clinical Psychology,Clinical Practice,Intellectual Disability,Placement |
Contacts
| Course organiser | Dr Jennifer Hadden
Tel:
Email: |
Course secretary | Mr Adam Conlin
Tel: (0131 6)51 3973
Email: |
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