Programme summary for D.Ed.Ch.Psy. Educational and Child Psychology

About the programme

Training in Educational Psychology at UEL is well established with a commitment to children and families going back many years. It is one of the few universities in the country that offers Doctoral programmes in clinical, counselling and occupational psychology and its commitment to Positive Psychology is well known.

Throughout the Educational Psychology programme there is an implicit and explicit emphasis on applying psychology to make a positive difference to children and young people. The importance of listening to children’s views and involving them in decision making is reinforced by a commitment to improving the quality of life for vulnerable children.

The programme celebrates the opportunities of working in a diverse society and the importance of recognising the individuality of people within an evidence based profession.

Experienced and enthusiastic tutors ensure students become sensitive and mature reflective practitioners through problem-based learning and high quality teaching. Carefully planned and supervised placement experiences ensure all students become the “best EPs they can” over the course of the three year programme.

Programme structure

The programme lasts for 3 years full time. Each year starts in September and runs until August of the following year.   There are two stages of the programme.  Stage One comprises the first year.  Stage Two comprises the second and third years.

The programme comprises university-based learning and teaching, self-directed learning, research and placement in Educational Psychology Services (EPS) and other employment settings, where students work under supervision.

Stage 1 – (Year 1) – students complete 6 modules at the university, including one module largely comprising of a structured placement in an EPS.

Stage 2 – In Years 2 and 3, students are eligible for appointment as a Trainee Educational Psychologist in a service, for three or four days per week.  In both years students complete a module based on their learning on placement. They also complete a research module in Year 2 and their research thesis in Year 3.

Students are solely responsible for seeking appointment or bursaries at Stage 2. Whilst the programme assists students, it cannot accept any responsibility whatsoever for the success or otherwise of the application. This arrangement is subject to change in line with new longer term agreements with regional educational psychology services, currently under negotiation.

Career opportunities

Graduates can work as a qualified educational psychologist in Local Authority Children Services.   They can progress to senior management and directorships in Local Authorities, Children’s Trusts, and relevant clinical settings.  They can also take up specialist positions in relationship to CAMHS, Looked After Children, Youth Offending Teams and the Voluntary sector.

Support

Each student has:

• regular individual and small group tutorials with their Professional and Academic tutor over all three years
• an individual Field tutor
• regular and planned individual visits on placement by Field tutors and Professional and Academic tutors
• an individual Supervisor on each placement in an EPS
• linked specialist librarian to the programme

The Graduate School is responsible for providing a focus to the support of our postgraduate research students and for our institution’s research and scholarly strategy.

Professional Doctorate students have at least two and not normally more than three supervisors, who together demonstrate an appropriate range of academic and professional experience.  One supervisor shall be the Director of Studies with responsibility to supervise the candidate on a regular and frequent basis.

Admission

1. Eligibility for the Graduate Basis for Chartered Membership (GBC) by the British Psychological Society (BPS). This means a degree in psychology (or equivalent recognised by the BPS).

2. Applicants must be able to demonstrate that they have gained two years relevant experience of working with children within educational, childcare or community settings.   Examples of the kinds of settings in which relevant experience is likely to be gained include work as:  a teacher, a graduate assistant in an Educational Psychology Service, a Learning Support Assistant, an Educational Social Worker, a Learning Mentor, a Speech and Language Therapist, a Care Worker, a worker in early years settings.   Whatever kind of work has been done, we will be primarily interested in what applicants have learnt from their experiences that is relevant to work as an educational psychologist, and how they have been able to apply the knowledge of psychology gained through their first degrees.
3. Experience of workplace organisations, particularly schools or other educational settings
4. Effective interpersonal and communication skills relevant to the practice of educational psychology
5. A strong and realistic commitment to train to become an educational psychologist
6. A willingness to learn new and challenging ideas, to be self-reflective, and to have an interest in the processes of teaching and learning
7. Good references
8. Where English is not the applicant’s first language, a minimum IELTS Academic English, or such qualifications as our University deems comparable, score of 7.0 overall, with a minimum of 6.5 in all components, is required at entry.  Such assessment of English language competence must normally have been undertaken no more than two years prior to application, though relevant and more recent study in a United Kingdom Higher Education Institution may be accepted as sufficient proof of ability.

Key facts

Highlights

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