The programme aims to equip students to work as educational psychologists in LEA Educational Psychology Services and other settings. It is a British Psychological Society recognised qualification to practise as an educational psychologist. At the end of the programme successful graduates can apply for Chartered Educational Psychologist status conferred by the British Psychological Society. The programme aims to prepare students to become committed and creative educational psychologists, applying psychology in educational and other settings, to make a positive difference for children.

Students will study child development, methods of assessment and intervention, special educational needs, inclusion, professional practice issues, research methodology and develop their personal and professional problem-solving skills. Students will explore issues relating to individual children, groups, families, schools and work with other professionals. In addition to developing skills of individual child assessment and intervention, students will develop skills of working with families, teachers, carrying out training and presentation, and organisational change.

The key themes throughout the programme are:

• The Profession of Educational Psychology
• Psychology of the Individual Child
• The Child in the Family and Social Context
• The Psychology of Groups and Organisational Change
• Psychology and Education
• Consultation and Assessment
• Intervention and Therapeutic Skills
• Interpersonal Effectiveness
• Research, Enquiry and Critical Evaluation
• Personal Learning Module

The programme emphasises

• applying psychology to make a difference to children and young people
• problem-solving and consultation frameworks
• child development
• listening to children’s views
• the role of parents
• inclusion
• equal opportunities
• self-reflection as applied psychologists
• forward thinking: keeping to the forefront of developments in the field
• a commitment to adopting an international perspective in respect of educational psychology

through

• problem-based learning
• high quality teaching
• regular and responsive tutoring
• carefully planned progression
• the development of professional/ practical skills based upon a sound theoretical base
• a staff team working towards the development of the profession through involvement in government policy, working parties, publications and interest groups

At least two members of academic staff will review each application before a decision is made.

Applicants with either prior-certified learning or prior-experiential learning that closely matches the specified learning outcomes of the taught part of the programme may be able to claim exemption via agreed university procedures. No exemption can be claimed against the research part of the programme or in situations where a professional body excludes it.

Applicants will need to have:

• An honours degree in Psychology (normally first or second class) or its equivalent such that it meets the criteria for the BPS Graduate Basis for Chartered Membership (formerly known as GBR - Graduate Basis of Registration)
• Competencies in oral and written English which satisfy university entrance requirements, and are sufficient for the applicant to operate effectively in their communications with clients and role partners when applying educational psychology
• Experience working with children and young people within educational, childcare or community settings
• Effective interpersonal and communication skills relevant to the practice of applied child and educational psychology
• A strong and realistic commitment to train to become an educational psychologist
• A willingness to learn new and challenging ideas, to be self-reflective, and to have an interest in the processes of teaching and learning

1. Eligibility for the Graduate Basis for Chartered Membership (GBC).

2. Applicants must be able to demonstrate that they have gained 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. Voluntary experience of various kinds may assist applicants in demonstrating a breadth of relevant experience. 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 first degrees.

In the case of applicants whose first language is not English, then IELTS 8.0 (or equivalent) is required with a minimum requirement of 6.5 points at each level. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes

Professional doctorate programmes can be either ‘taught’ or ‘research’ in their emphasis (that is, when measured by student effort). Both have equal status and share the same learning outcomes. You should check with the relevant school to find out where the emphasis is for this particular programme.

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 and other employment settings, where trainees will work under supervision.

Stage 1 – (Year 1) – trainees will attend sessions at the university, and approximately 100 days in structured placements in a variety of settings organised by the programme.

Stage 2 – In Years 2 and 3, trainees will be invited to seek an appointment as an Assistant Educational Psychologist in a service, and attend the university for one or two days per week. During this stage, trainees will undertake personal learning, research, complete their placement learning practice and placement files under the supervision and guidance of their university tutor, and in partnership with field work colleagues.

Students will be solely responsible for seeking appointment or bursaries at Stage 2. Whilst the university will assist applicants, 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.

Overview of Programme

The learning outcomes are achieved through:-

• lectures
• seminars
• practice- based workshops
• master classes
• practice on placement
• visits on placement
• web-based learning
• individual tutorials
• group tutorials
• external visits
• video taped work
• research activities
• problem-based learning in groups
• job preparation
• talks and workshops by external specialist speakers
• joint sessions with trainees from other London courses
• access to high quality ICT equipment

Minimum tutorial time provided:

Year 1 : 8 x 30min individual + 6 x 1.15 group

Year 2 : 5 x 40min individual + 3 x 2.00 group

Year 3 : 4 x 40min individual + 1 x 2.00 group

There are three assessment strands that are assessed every year:-

1. Academic – assessed through essays, reports and papers.
2. Professional Practice – assessed through supervisor ratings, a placement file and reports
3. Research – assessed through:

• a problem-based assignment
• written group research report or placement project
• an organisational change project
• a research thesis (35,000 words)

All three components; academic, professional practice and research must be passed to achieve the final award of the doctoral degree.

The programme is the recognised qualification to practice as an educational psychologist in the U.K. and is the basis of chartered status.

On some placements, students will have an experienced Educational Psychologist who will act as their supervisor.

The programme adopts a ‘negotiated learning contract and problem-based learning model’ of study. Students negotiate the title of their essays (under a broad heading), and they negotiate their research projects. There are opportunities to develop one’s own ideas, topics and areas for growth. The programme ethos is to encourage such development, within the context of ensuring that the curriculum is covered comprehensively and that professional practice and research skills are achieved.

The examination of the research component of the Professional Doctorate has two stages: firstly the submission and preliminary assessment of the research; and secondly its defence by oral examination.

Registration of the research component can only take place following a recommendation from the relevant School Research Degrees Sub-Committee to the university PGR Review Sub-Committee of the suitability of the candidate to undertake research of the programme of research, of the supervision arrangements and of the research environment. These approvals require appropriate academic judgement to be brought to bear on the viability of each research proposal.

Candidates for a Professional Doctorate must, prior to the submission of the research derived assessment, successfully complete all assessed elements from the taught part of the programme.

Once the research stage of the programme is reached progression will be formally reviewed annually by a Panel comprised of staff with appropriate academic and professional expertise who are independent of the candidate’s supervisory team. The School’s Research Degrees Sub-Committee and the PGR Review Sub-Committee monitor the reports from these Panels.

• individual trainee development and support
• close placement supervision
• range of placement experiences in year one
• highly professionally experienced tutor team
• high quality tutor support
• tutor support is at the heart of the programme
• small group problem-based learning
• opportunity to learn therapeutic intervention skills
• opportunities to learn organisational change consultancy skills
• individually negotiated learning contracts and choices of assignments within agreed parameters
• in a School of Psychology which trains chartered, clinical, occupational, counselling and careers psychologists, with a large child development research group. Trainees can thus utilise extensive specialist staff expertise

Graduates can work as a qualified educational psychologist in educational psychology services or other settings. They can progress to senior management and directorships in Local Authorities, Children’s Trust, and relevant clinical settings. They can also take up specialist positions in such projects dealing with (for example) Looked After Children, Autism, Mental Health.

• each student has an individual tutor
• there are small tutor groups/sessions
• regular and planned individual visits on placement by tutors
• research methods training
• specialist tutoring for research design
• web based learning
• carefully structured and staged programme
• individual feedback on all assessed work
• linked specialist librarian to the programme
• focus on problem-based learning and learning based upon real life practice
• continued emphasis on evidence based practice, linking theory and research to applied psychological practice

In addition to telephone and email contact, students can expect a minimum of 8 hours individual face to face tutorials, and 6 group sessions in year one, 3½ hours individual and 6 hours group tutorials in year 2; and 3 hours individual and 2 hours group tutorials, minimally.

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 will 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.

• an emphasis on the unique characteristics and experience of each trainee, and their personal and professional development
• placements to be arranged to meet individual circumstances, subject to availability and appropriate learning opportunities being available.
• the programme has key close links with employers, who contribute to the development of the programme and lead sessions
• individual tutor support is central to your carefully graded progress through the programme
• professional training of educational psychology has a long and excellent tradition at the University of East London
• the previous programme, which this replaces, was accredited by the BPS who reported that it was in line with best practice