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The Module provides a critical reflection on the development and state of constitutional law in Canada. We will examine the core content of Canadian constitutional law in its historical and theoretical context(s). In the process, we will gain an understanding of and be able to analyse each of its core components (viz., federalism, human rights, and Indigenous rights).

Consulting is a major global industry and understanding how consulting works is important both for students who might be interested in a consulting career and also for students who may need to purchase consulting and work with consultants in their career. In addition the consultative approach to problem-solving is a powerful set of skills and methods that can be used by any professional in their work.

This Module provides an in-depth review of consulting and the consultative approach. It uses a mix of lectures, seminars and practical exercises to enable students to understand consulting methods and approaches, hear real-world examples of consulting case studies and have the opportunity to practice consulting methods.

This module aims to introduce a range of skills required to successfully engage in management consultancy and to provide opportunities to apply particular skills.

This is a challenging module requiring students to have good analytical and communication skills as the lecture(s) and assignment will require working in groups, analysis, presentation and report writing.

This module runs alongside Psychology in Professional Practice 1. During the first year of training you are placed in a primary and secondary school with a field tutor. The field tutor demonstrates casework skills, undertakes casework collaboratively with you, and facilitates you taking on casework independently. You may also undertake some school based project work, working at an organisational level. Over the course of the year you will undertake casework with increasing independence following a model of systematic psychological problem solving. By the end of the module you can expect to complete two pieces of casework in a primary school, and one in a secondary school. One primary and one secondary are submitted as Reports of Casework and form 80% of the module assessment.

One of the pre-requisites for PSYC8043, PSYC8044, PSYC8045 and PSYC8046

This module runs alongside Psychology in Professional Practice 1. During the first year of training you are placed in a primary and secondary school with a field tutor. The field tutor demonstrates casework skills, undertakes casework collaboratively with you, and facilitates you taking on casework independently. You may also undertake some school based project work, working at an organisational level. Over the course of the year you will undertake casework with increasing independence following a model of systematic psychological problem solving. By the end of the module you can expect to complete two pieces of casework in a primary school, and one in a secondary school. One primary and one secondary are submitted as Reports of Casework and form 80% of the module assessment.

One of the pre-requisites for PSYC8043, PSYC8044, PSYC8045 and PSYC8046

This module runs alongside Psychology in Professional Practice 1. During the first year of training you are placed in a primary and secondary school with a field tutor. The field tutor demonstrates casework skills, undertakes casework collaboratively with you, and facilitates you taking on casework independently. You may also undertake some school based project work, working at an organisational level. Over the course of the year you will undertake casework with increasing independence following a model of systematic psychological problem solving. By the end of the module you can expect to complete two pieces of casework in a primary school, and one in a secondary school. One primary and one secondary are submitted as Reports of Casework and form 80% of the module assessment.

One of the pre-requisites for PSYC8043, PSYC8044, PSYC8045 and PSYC8046

This module aims to provide you with the opportunity to become fluent in consultative casework addressing high incidence needs and with a range of problem owners relating to the perceived needs of children and young people (0-25) through the processes of consultation, assessment, intervention and review. This module also enables you to develop greater independence in casework and to address a broader range of problem areas. Casework should demonstrate consideration of non-discriminatory and non-oppressive issues.

One of the pre-requisites for PSYC8044 and PSYC8046

This module aims to provide you with the opportunity to become fluent in consultative casework addressing high incidence needs and with a range of problem owners relating to the perceived needs of children and young people (0-25) through the processes of consultation, assessment, intervention and review. This module also enables you to develop greater independence in casework and to address a broader range of problem areas. Casework should demonstrate consideration of non-discriminatory and non-oppressive issues.

One of the pre-requisites for PSYC8044 and PSYC8046

This module aims to provide you with the opportunity to become fluent in consultative casework addressing high incidence needs and with a range of problem owners relating to the perceived needs of children and young people (0-25) through the processes of consultation, assessment, intervention and review. This module also enables you to develop greater independence in casework and to address a broader range of problem areas. Casework should demonstrate consideration of non-discriminatory and non-oppressive issues.

One of the pre-requisites for PSYC8044 and PSYC8046

This module aims to provide you with the opportunity to become fluent in increasingly independent consultative casework addressing a range of needs, and with a range of problem owners relating to the perceived needs of children and young people (0-25) through the processes of consultation, assessment, intervention and review. Within their new context, you are again encouraged to make use of opportunities for joint working with other professional groups

At the end of this module you should be able to demonstrate the skills of an applied psychologist working within a local authority. This module integrates the prior learning from PSYC 8041 and 8042, and aims to provide you with the opportunity to generalise and adapt your consultative casework skills to novel contexts and presenting issues. At the end of the year you should meet both the HCPC Standards of Proficiency and the BPS Core Competencies.

You are assessed on these skills by means of a casework viva in which you discuss three self-selected pieces of casework and are expected to consider the following factors:
•The legal and ethical boundaries of educational psychology
•Non-discriminatory practice
•Confidentiality
•Informed consent
•Professional duty of care
•Effective self-management and resources
•Working in partnership with other professional support staff service users and their families
•Effective communication

This module aims to provide you with the opportunity to become fluent in increasingly independent consultative casework addressing a range of needs, and with a range of problem owners relating to the perceived needs of children and young people (0-25) through the processes of consultation, assessment, intervention and review. Within their new context, you are again encouraged to make use of opportunities for joint working with other professional groups

At the end of this module you should be able to demonstrate the skills of an applied psychologist working within a local authority. This module integrates the prior learning from PSYC 8041 and 8042, and aims to provide you with the opportunity to generalise and adapt your consultative casework skills to novel contexts and presenting issues. At the end of the year you should meet both the HCPC Standards of Proficiency and the BPS Core Competencies.

You are assessed on these skills by means of a casework viva in which you discuss three self-selected pieces of casework and are expected to consider the following factors:
•The legal and ethical boundaries of educational psychology
•Non-discriminatory practice
•Confidentiality
•Informed consent
•Professional duty of care
•Effective self-management and resources
•Working in partnership with other professional support staff service users and their families
•Effective communication