Postgraduate Course: Intellectual Disabilities - Clinical Placement (CLPS12039)
|School||School of Health in Social Science
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 12 (Postgraduate)
||Availability||Not available to visiting students
|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 a clients with a range of psychological needs.
a) Academic Description
The placement will take place in an NHS setting, normally under the supervision of a Clinical Psychologist.
The placement will be scheduled to last a minimum of 5-6 months and trainees will be on placement for 4 days each week apart from weeks when they have teaching (see Handbook for details). Trainees are required to attend a minimum of 55 days on clinical placement i.e. not including days on teaching, study, annual leave, sick leave or other types of leave. 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
The following is an extract from the course handbook for the intellectual disability placement which should be consulted for more information.
In general trainees are expected to have between 80 and 120 contacts and see a minimum of 12 cases (range 12-20) including:
- Two assessments for intellectual disability (using reliable and valid measures), that show an integration of cognitive functioning, adaptive functioning and development history.
- At least two clients presenting with emotional and behavioural difficulties.
- Case(s) where there is an issue of declining cognitive abilities.
- Case(s) involving transitional issues, for example, an adolescent leaving school/home or an adult moving from one care setting to another.
- At least one case that involves sexuality or relationship issues.
- At least one case involving behaviour that challenges, using assessments and interventions based on Positive Behavioural Support
- Indirect work, which will encompass describing psychological principles to staff and family carers.
- Collaborative multidisciplinary (and if possible multi-agency) work.
A wide range of referrals should be aimed for and include the following categories:
- At least two clients presenting with a severe level of intellectual impairment and at least two clients presenting with a significant level of intellectual impairment
- Experience of clients with sensory difficulties.
- Experience of clients with physical difficulties.
- Children (if possible).
- Working within a range of settings such as hospital (where possible) and community settings (for example, clients' homes, day provision and residential establishments).
- Participating in Teamwork
c) Student Learning Experience
Trainees will be on placement in NHS settings working clinically with clients/patients. The setting may be in a psychology department or in a multi-disciplinary or multi-agency team. 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) (1 hour per week minimum) in addition to other informal contact and input, sometimes from other psychologists or team members. Total contact per week with their supervisor(s), including formal supervision, should be at least three hours. Trainees are expected to be able to observe their supervisor on at least 5 occasions during the placement. Trainees are required 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. Formative feedback will be provided by placement supervisor(s) verbally in regular supervision sessions and, in writing, by completion of the Evaluation of the Clinical Competence form prior to mid-placement visit. Verbal formative feedback will also be provided by the mid-placement visitor. Summative feedback will be provided by the placement supervisor(s) at the end of placement through completion of the Evaluation of Clinical Competence Form which is reviewed at the End of Placement Meeting/Joint Annual Review.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2019/20, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 8,
Programme Level Learning and Teaching Hours 8,
Placement Study Abroad Hours 180,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
Trainee clinical competence is assessed at mid-placement and end of placement based on the following:
- Supervisor evaluation of clinical competence (Evaluation of clinical competence form)
- The extent to which the trainee has met minimum placement requirements (Assessed by placement experience checklist, weekly placement log, mid-placement visit report, summary of placement experience form)
|No Exam Information
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.
- 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.
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.
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 Behabviour: 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
Journal of Autism and Developmental Disorders.
|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
|Course organiser||Dr Richard Payne
|Course secretary||Mr Gordon Mackintosh
Tel: (0131 6)51 5979