The British Psychological Society Qualification in Sport and Exercise Psychology (Stage 2)
Name:
QSEP Book chapter Final.pdf
Embargo:
2222-12-30
Size:
245.7Kb
Format:
PDF
Request:
Book Chapter
Affiliation
Liverpool John Moores University; University of Chester; Ulster UniversityPublication Date
2022-12-30
Metadata
Show full item recordAbstract
This chapter discusses the British Psychological Society’s Stage 2 Qualification in Sport and Exercise Psychology. The first section of the chapter outlines the purpose, aims and requirements of the qualification. This includes details of the entry requirements for the qualification, a summary of the four key qualification competencies that trainees are expected to develop, and how the qualification provides a professional training route to Chartered Psychologist and Registered Sport and Exercise Psychologists status. The second section of the chapter outlines the qualification enrolment process, and discusses the importance and role of supervision, with tips about how to find the right supervisor and maximise the benefits of supervision. The third section of the chapter discusses the qualification assessment process and the methods used to assess trainee competency. The chapter is supported throughout by reflections from trainees, supervisors and assessors on the qualification, who share their experience of the process and provide top tips for future trainees looking to undertake the qualification to become appropriately qualified to work as a Sport and Exercise Psychologist.Citation
Eubank, M., Lafferty, M. E., & Breslin, G. (2022). The British Psychological Society Qualifications in sport and exercise psychology stage 2. In V. Shanmuganathan-Felton & S. Smith (Eds.), Developing a sport psychology consultancy: A toolkit for students and trainees. Routledge.Publisher
RoutledgeType
Book chapterDescription
This is an Accepted Manuscript of a book chapter published by Routledge in [Developing a sport psychology consultancy: A toolkit for students and trainees] on [30/12/2022], available online: http://www.routledge.com/Developing-a-Sport-Psychology-Consultancy-Practice-A-Toolkit-for-Students/Shanmuganathan-Felton-Smith/p/book/9781032051482?gclid=EAIaIQobChMI-cXo-ora-QIVYWHmCh1WiQBxEAAYASAAEgKEhfD_BwE#]ISBN
9781032051482Collections
The following license files are associated with this item:
- Creative Commons
Except where otherwise noted, this item's license is described as Attribution-NoDerivatives 4.0 International
Related items
Showing items related by title, author, creator and subject.
-
Development and Validation of the Retrospective Childhood Fantasy Play ScaleKirkham, Julie A.; Lloyd, Julian; Stockton, Hannah; University of Chester (SAGE Publications, 2018-08-16)This article describes the development and initial psychometric properties of the Retrospective Childhood Fantasy Play Scale (RCFPS), a brief 11-item retrospective self-report measure of reference for, and engagement with, fantasy play during childhood. Five studies were conducted to (a) develop the initial items for the scale (n =77), (b) determine the underlying factor structure (n = 200), (c) test the fit of the model (n= 530), and (d) and (e) ascertain construct validity (n = 200) and convergent validity (n = 263). Overall, the results suggest that the RCFPS is a unidimensional measure with acceptable fit and preliminary validity. The RCFPS may prove useful in educational and developmental research as an alternative to longitudinal studies to further investigate how childhood fantasy play relates to individual differences in adulthood (e.g., in the areas of creativity, theory of mind, and narrative skills).
-
The Teaching of Psychological Theory in the Undergraduate Pre-Registration Nurse Training Curriculum: Systematic, Integrative Literature ReviewMitchell, Andrew E. P.; University of Chester (Nova Science Publishers, 2021-03-30)Aims and objectives. To establish how best to integrate psychology education into the pre-registration nurse training curriculum to enhance clinical practice. Background. Educational psychology focuses on applications of science to understand and improve how students learn and how they are taught. A key challenge for academics is integrating psychological theory within teaching sessions and clinical practice. Didactic teaching methods have had limited success as students do not see the direct relevance of psychological theory for clinical practice. Problem-based learning and simulation sessions may enhance the perceived importance for clinical practice. Design. Systematic, integrative literature review. Methods. A systematic search of the literature using multiple databases and search engines between the years 2010-2020 was undertaken using keywords and PICO algorithm. For this study, the following keywords were utilised; student nurse, pre-registration, education, problem-based learning, practice skills, simulation, psychology and learning theory. PICO identifiers were (Participants) pre-registration students, (Intervention) – psychology and psychological learning theory, (Comparison) – didactic taught sessions with problem-based and simulation, (Outcome) - improvement in theory or practice-based assessment. Results. Eleven studies were included. Evidence for traditional didactic teaching is limited. There is evidence that problem and simulation-based learning has shown success in demonstrating clinical practice implications. Conclusions. The findings reveal that psychology education is considered a central aspect of nurse training. Observational research is required to understand better the link between psychological knowledge and clinical practice. Relevance to clinical practice. There should be a strategic focus on the development and implementation of a coherent psychological theory in the pre-registration nurse training curriculum. Coherent and applied psychology curricula may have clear benefits for nurse education and clinical practice.
-
Co-design and development of a multi-component anxiety management programme for people with an intellectual disabilityActon, Danny; Waites, Robert; Jaydeokar, Sujeet; Jones, Steven; Cheshire and Wirral Partnership NHS Foundation Trust; Centre for Autism, Neurodevelopmental Disorders and Intellectual Disability; University of Chester (Emerald, 2023-01-13)Purpose – This paper aims to understand the lived experience of people with intellectual disability ofvtheir anxiety and of being co-design partners in developing a multi-component approach to the management of anxiety. Design/methodology/approach – The development of an anxiety manual and programme was part of a service development which allowed existing and established psychological therapies to be adapted for people with intellectual disability. A qualitative approach was used to better understand the views of people who experienced anxiety on a daily basis. The feedback generated was used to make modifications to the manuals and the anxiety management programme. Findings – The study has demonstrated the value of involving people with intellectual disability in the coproduction of an anxiety management programme. Additional findings identified the real-life challenges and experiences of the impact anxiety has on people’s lives. Originality/value – To our knowledge, this is the first study to involve people with intellectual disability in developing an anxiety management programme as co-production partners. This paper underlines the value of understanding and involving people as co-production partners in developing clinical interventions.