Programme Specification for D.Ed.Ch.Psy Professional Doctorate in Educational and Child Psychology
|
Final award |
Professional Doctorate in Educational and Child Psychology |
|
Intermediate awards available |
Postgraduate Diploma in Professional Studies in Educational and Child Psychology |
|
UCAS code |
N/A |
|
Details of professional body accreditation |
Regulatory Body - HPC (Health Professions Council) Professional Body - British Psychological Society |
|
Relevant QAA Benchmark statements |
N/A |
|
Date specification last up-dated |
February 2012 |
Profile
The summary - programme advertising leaflet
Programme content
This three year full-time programme equips students to work as educational psychologists in Local Authority Children Services and other settings. The programme has been designed to ensure that it meets both the HPC (Health Professions Council) standards and the DECP (Division of Educational and child Psychology - British Psychological Society) criteria for three year training. At the end of the programme successful graduates can apply for recognition as a practitioner Educational Psychologist with the Health Professional Council. The programme prepares students to become committed and creative educational psychologists, applying psychology in educational and other settings, in order to make a positive difference for children.
Students study child development, the process of assessment, consultation, intervention and research. They learn to be reflective and critical practitioners working from an evidence base. Students develop skills in working with individual children, groups, families, and schools through both working alone and in multidisciplinary teams.
Professional Doctorate in Educational and Child Psychology at UEL
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. It promotes the development of practice based evidence to ensure the value of the work of the EP. High quality teaching and problem based learning ensure Training Educational Psychologists (TEPs) are able to apply psychological theory to the real, and complex, problems that are faced by children and young people, their teachers and parents. Carefully planned and supervised professional placements ensure TEPS become sensitive and mature reflective practitioners over the course of the three year programme.
The programme team are a highly experienced, enthusiastic and positive group of professional Educational Psychologists who nurture, support and challenge students to become the “best EPs they can” over the course of the three year programme.
The programme benefits from the university’s excellent working relationships with services in the region and the close links with other areas of applied psychology within the university.
Entry requirements
All UK applications for entry onto this programme MUST be made via the Children's Workforce Development Council (CWDC)'s online application system. UEL has 12 funded places through the CWDC.
The programme has 12 funded places through the Children’s Workforce Development Council (CWDC). This is the route that UK applicants should follow. In addition UEL usually takes a few overseas students (please see below).
All applicants applying to UEL as one of their (maximum of 3) courses should download and read the CWDC Educational Training Psychology Handbook and monitor the CWDC website.
It is important to know that there are usually over 200 applications at UEL for the CWDC funded places. We always have more strong applicants than we have places. Thus, failure to secure a place does not necessarily mean you are unsuited to train as an EP. We usually have on the programme at least a few TEPs who applied and were interviewed a number of times before they were offered a place. The following advice is offered to assist in preparing an application.
The Admissions Process
The admissions process is divided into two steps: An online application through the CWDC which leads to a decision about whether to interview the applicant. The second step is the interview.
Step 1: The Online Application
Each application is reviewed by a member of the Programme Team in light of the criteria listed below. Moderation of the selection for interviews is carried out by a representative of the local Principal EPs.
Applicants must have:
1. An honours degree in Psychology (1st or 2nd Class) or its equivalent such that it meets the ecriteria for the Graduate Basis for Chartered Membership (GBC) by the British Psychological Society (BPS).
If you are uncertain whether your qualifications meet the Graduate Basis for Chartered Membership requirement for entry onto the course please contact the British Psychological Society (BPS):
British Psychological Society
St. Andrews House
48 Princess Road East
Leicester
LE1 7DR
Tel: 0116 254 9568
Fax: 0116 247 0787
Web: http://www.bps.org.uk/
2. A good command of reading, written and spoken English is essential for all applicants. 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 successful study in a United Kingdom Higher Education Institution may be accepted as sufficient proof of ability.
3. 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.
Desirable Shortlisting Criteria
Whatever kind of work has been done, it is important to demonstrate on the application the following knowledge and skills:
4. Understanding of, and ability to work with, young people
5. Understanding of, and ability to work, in organisations
6. Commitment to train as an EP
7. Ability to learn
Invitations to interview are based on each application’s score against these criteria.
Step 2: The Interview Process
Successful shortlisted applicants are invited for a half day interview. On each of these half days, eight applicants are invited to attend. We recognise that interviews can be stressful and we aim to encourage all applicants to give of their best on the day.
The half day interview consists of:
- An Introduction to the Programme by the Programme Director and an opportunity to ask questions about the programme.
- An observed group discussion with other applicants
- A written task based on the group discussion
- A small panel individual Interview
During the half day applicants have the opportunity to meet representatives of the Year 1 cohort and are able to discuss, anonymously, any aspects of the programme.
Successful shortlisted applicants who are invited for interview are also sent a letter indicating the criteria for selection. In addition to the seven areas already mentioned for shortlisting the criteria include:
8. Effective interpersonal communication skills
9. A commitment to promoting equal opportunities and inclusion.
The individual interviews are carried out by a team of three which always includes a member of the Tutor Team and a Principal or Senior EP working in an EP Service in London or the South East of England.
Each aspect of the interview is scored and success at the interview is based on these scores.
References are checked after the interviews have been concluded to cross validate the interview process.
Equality and Diversity
The University of East London is home to one of the most diverse student and staff bodies in the country, with some 60% of our students and over 20% of our staff coming from ethnic minority backgrounds.
Our Charter for Inclusivity states:
"We are committed to working together to build a learning community founded on equality of opportunity - a learning community which celebrates the rich diversity of our student and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated.
Within a spirit of respecting difference, our equality and diversity policies promise equal treatment and opportunity for all regardless of gender, sexuality, race, colour, disability, religion, age, and ethnic or national origin. We call on all members of our community to make a personal commitment to these aims."
Our admission process has been devised in accordance with UEL’s Equalities policies covering equal opportunity, disability, race, sexual orientation, and religious beliefs. It is UEL policy that in the recruitment, selection, education and assessment of students the only consideration must be that the individual meets, or is likely to meet the requirements of the programme or course. The requirements being met, no student will be discriminated against on the basis of their sex, sexual orientation, race, colour, ethnic origin, nationality (within current legislation), disability, marital status, caring or parental responsibilities, age, or beliefs on matters such as religion and politics.
We therefore aim to recruit, within a transparent admissions process a diverse cohort each year and welcome applications irrespective of age, disability, gender, race, religion or sexual orientation. The School of Psychology is wheelchair accessible and applications from people with disabilities will be welcomed. Helpful relevant information is also contained in the Health Professions Council publication: A disabled person's guide to becoming a health professional.
It is our policy to encourage potential applicants from underrepresented groups within the profession.
Essential Requirements for Admission (Post Interview):
- Enhanced DBS Check:
In accordance with the UEL’s Child Protection Policy, admission to the programme will be dependent on an enhanced Disclosure & Barring Service check, and/or clearance from the relevant overseas authorities.
Students will also be required to register with the Independent Safeguarding Authority’s Vetting and Barring Scheme. This will bein addition tothe current requirement for a satisfactory enhanced disclosure from the Disclosure & Barring Service.
It will be illegal for non-ISA registered or barred individuals to undertake positions or placements in regulated activity.
New students accepting a place on a programme identified as requiring ISA registration and an enhanced DBS Disclosure will be sent an Application Pack by Admissions prior to registration on their programme.
For more information on the ISA Scheme, please visit the Independent Safeguarding Authority (ISA) website at www.isa-gov.org
A fee has to be paid by the student for this enhanced DBS check. Applicants are unable to undertake placements until a disclosure has been received. Please note that this applies to all applicants, including those who have a DBS check from their present employment.
Where a criminal conviction is disclosed consultation will take place with the Field Leader and the Dean of School (Psychology) to consider if the conviction might affect the applications ability to meet the HPC’s Standards of Conduct, Performance and Ethics. In addition confidential consultation would take place with members of the Programme Operations Committee who represent placement providers to see whether or not the conviction has implications for the applicant's ability to meet the Health Profession Council 's Standards of Conduct, Performance and Ethics.
2. Health Requirements
The programme operates in sensitive environments and therefore applicants who have an impairment or condition that has a bearing on their occupational health, are required to disclose this on the fitness questionnaire. This enables the programme to make well-informed decisions about fitness to train as an EP, to consider reasonable adjustments and ensure support is in place at the beginning of the programme. It is important to emphasise that we actively encourage disabled applicants. Having a disability does not in itself exclude students from pursuing a career as an Educational Psychologist.
Successful applicants will therefore be sent a Pre-Employment/Placement Health Questionnaire which they need to return within 2 weeks. Occasionally follow-up information may be sought or an appointment offered. The purpose of this is to ensure that applicants are physically and psychologically capable of meeting the standards required to work as an Educational Psychologist, and that they do not present a risk to the vulnerable children and young people with whom they will be working. In addition, a separate form is provided for applicants with medical conditions who can meet the requirements of the programme, with reasonable adjustments to use in providing details of the support needed.
All offers are also subject to the UEL’s General Conditions for Entry. Full details of which will be provided with the offer letter from registry. These conditions include the requirement that a student must comply with UEL’s registration procedure, must observe its statutes and regulations and must provide original evidence of qualification.
Applications from outside the UK
Applicants who are not eligible to apply through the CWDC process are able to apply directly to UEL. The programme usually offers a few places in this way each year often to overseas students who are supported by their Government or another organisation in their own country.
Overseas applicants usually go through the same selection process as described above. If there is not the opportunity for a group interview a discussion is held so that they can demonstrate their thinking and interpersonal skills in this area.
Overseas applicants follow the same modular programme as described above. The first year of training is primarily based within the University and placements are provided in Local Authorities and supervised in the same way. In years 2 and 3 two placement options are available.
1. Home Country: Most overseas applicants have their placement in their home country. This is usually in place before acceptance on the programme and is discussed at interview. The placement time and activities is the same as for all trainees. Supervision is undertaken by a home country supervisor, who is eligible for Chartered Educational Psychology status with the British Psychological Society (or equivalent with the Psychological Society of their home country). In addition the trainee’s Academic and Professional Tutor undertakes an extended visit where they observe the trainee undertaking the same activities as would be observed if on placement in this country.
2. UK: It is sometimes possible for an overseas trainee to undertake an unpaid placement in a UK Educational Psychology Service. They will usually arrange this themselves. When this option is chosen the trainee has exactly the same supervisory arrangements as any of the CWDC funded cohort.
Fees for non CWDC funded students are given in the fees section.
Please note that all module fees are not fixed but are normally subject to annual increases, click on this link for further information about tuition fees.
Programme structure
The programme lasts for 3 years full time. Each year starts in September and runs until August of the following year. Attendance at the University is usually required from mid September to the end of July – with two week breaks at Christmas and Easter.
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.
Year 1 – TEPS spend most of the first two terms at the university completing four modules on; Professional Practice, Child Development, The Process of Psychological Assessment, and Consultation and Intervention. Some time in each of these modules is spent developing skills with children and young people. In the third term TEPs complete two more modules. The first of these is Professional Practice in the Real World during which the student has a block placement in an EPS. The sixth module is Research Design which prepares students for their research thesis.
During Year 1 students apply for bursary positions with EPS. It should be noted that students are solely responsible for securing bursaries during Year 1. 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).
Year 2 – In Year 2 students undertake for three days of the week a bursary placement. During the autumn term they complete a module at the university on research – in order to complete their research proposal. Students are encouraged to undertake their research in conjunction with the service where they have a bursary in order to ensure the research is of value to EPs. Students also take, throughout the year, a triple module on Developing the Competent and Reflective Practitioner in Simple Systems. This module is taught monthly on Thursdays and Fridays. Students also begin the research for their thesis.
Year 3 – In Year 3TEPs continue with their three day per week bursary placement. TEPs also take throughout the year a triple module on Developing the Critical and Reflective practitioner in Complex Systems. This module is taught monthly throughout the year on Fridays. In addition students complete their research and write up their research thesis.
Accreditation of prior (experiential) learning
This is a three year integrated programme where the nine modules need to be completed sequentially. Therefore there are no modules in which accreditation of prior (experiential) learning processes are applicable.
Learning environment
The learning outcomes are achieved through:-
- Lectures, seminars and workshops led by the tutor team and outside specialists
- Problem based learning in small groups
- Supervised practice on placement
- Individual and group tutorials
- Independent and directed reading
- Reflection
- Completion of assessed assignments and the placement files
- A research thesis
Professional Placements
The 70 days of placement in Year 1 are arranged by the Programme Team. In the autumn term TEPs have four weeks of observational placements connected to the modules on the Role of the EP and Child Development. These Placements are usually local to UEL and provide an initial orientation to the work of an EP. In the spring term TEPs have approximately 20 days on weekly placement within an EPS. This placement allows TEPs to practise the skills they are being taught this terms in a safe and secure environment. In the summer term the TEP usually returns to their spring placement and begins to undertake supervised pieces of work, including consultation, assessment and interventions. The TEP will be appropriately supervised both from within the service and also by their Field Tutor and Professional and Academic Tutor.
In Year 2 and 3, trainees have bursaries as TEPs working in Local Authority Educational Psychology Services for 3 days a week (130 days each year). A substantial part of the placement in both years is committed to undertaking the placement activities of the programme which include the development of consultation, assessment and intervention skills and working with groups and organisations. In addition, it is expected that TEPs will have a range of learning experiences, including shadowing opportunities, joint work and individual work that will be negotiated between the trainee and EP supervisor in the service.
It should be noted that although EP Services vary in their model of service delivery, emphasis and methods of reporting TEPs are expected to develop to meet the BPS Standards and the HPC’s Standards of Proficiency. This is achieved through intensive supervision from the EP Service’s named Supervisor, the Field Tutor and the Academic and Professional Tutor. The development of the TEP’s Standards of Proficiency is closely monitored over the three year programme with learning opportunities specifically developed, if required, to ensure proficiencies are developed.
The Tutor Team comprises:
Dr Mark Fox (Programme Director)
Dr Mary Robinson (Assistant Programme Director
Academic and Professional Tutors
Dr Tine Rae
Dr Mark Turner
The planning and day-to-day running of the programme are the responsibility of the Programme Director, the Assistant Programme Director and the Academic and Professional Tutors. This is known as the Tutor Team. Dr Mark Fox has direct responsibility for the running of the programme, selection procedures, quality assurance and complaints procedure. The Academic and Professional Tutors are all practising EPs. They undertake the majority of the teaching of the modules as well as having the responsibility for supervising individual TEPs.
The Programme team comprises the above staff and the following Fieldwork Tutors:
- Dr Ruth Lubel (Barnet)
- Dr Julia Crane (Buckinghamshire)
- Anna Teuma (Wandsworth – maternity leave)
- Louise Harries (Islington)
- Amanda Holgate (Islington)
Fieldwork Tutors are based in Educational Psychology Services. They secure and monitor placements and undertake regular observations of the practice of trainees. Through this they assess the trainee’s progress and provide written reports to the trainee and their Academic and Professional Tutor.
Assessment
A key feature of the programme is negotiated learning in respect of the written assignments, using the Learning Contract and required learning outcomes. Such student/tutor negotiations enable students to plan work which is of direct benefit to them in light of their previous knowledge and understanding.
YEAR 1
| Code | Module | Length |
|---|---|---|
|
PYD101 |
Introduction to Professional Practice |
5,000 |
|
PYD102 |
Child Development |
5,000 |
|
PYD103 |
The Process of Psychological Assessment |
5,000 |
|
PYD104 |
Consultation and Intervention |
5,000 |
|
PYD105 |
Research: Design |
5,000 |
|
PYD106 |
Professional Practice in the Real World |
5,000 |
YEAR 2
| Code | Module | Length |
|---|---|---|
|
PYD107 |
Developing the Competent and Reflective Practitioner in Simple Systems |
12,000 |
|
PYD108 |
Research: Data Analysis |
5,000 |
YEAR 3
| Code | Module | Length |
|---|---|---|
|
PYD109 |
Developing the Critical and Reflective Practitioner in Complex Systems |
12,000 |
Research thesis commences in Year 2 for submission in Year 3 (35,000 +/- 10% words)
Students who fail a module assignment twice fail the whole programme.
To obtain the degree of Professional Doctorate in Educational and Child Psychology all aspects of the assessment procedure in all three years must be passed. This is the only qualification which will allow the student to register with the Health Professions Council and practice as an educational psychologist.
Students who complete at least 120 credits in year one (on any Modules in the first year of the programme) and leave the programme will be awarded a Postgraduate Diploma in Professional Studies in Educational and Child Psychology.
There is the opportunity within the School of Psychology to convert this into a Masters of Professional Studies by undertaking a 60 credit Dissertation.
Relevance to work/profession
The programme is the recognised Health Professional Council qualification to practice as an educational psychologist in the U.K.
Educational Psychologists are employed by Local Authorities within Children Services to fulfil both statutory and nonstatutory functions around the promotion of learning and development in line with the Every Child Matters agenda. Educational Psychologists also work for voluntary agencies and privately.
Dissertation/project work
Students are expected to undertake their research during their second and third year of the programme. This research is based on a negotiated area with the Local Authority where students are working. Within this negotiation the student has the opportunity to put forward their own areas of interest.
The research is expected to have a practical value and to add to the knowledge of the area under consideration. The research methodology is based on the student’s own interest and expertise in consultation with their Director of Studies. The Research Proposal (an assessed piece of work) goes through the University’s ethical approval procedures before the research is commenced.
Registration of the research component can only take place following a recommendation from the relevant School Research Degrees Sub-Committee to the university Research Degrees Subcommittee 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 Research Degrees Sub-Committee and the University Research Degrees Subcommittee monitor the reports from these Panels.
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.
The research thesis is required to be 35,000 ( +/- 10%)
Added value
- individual students development and support
- close placement supervision
- range of placement experiences in Year 1
- highly professionally experienced tutor team
- high quality tutor support
- small group problem-based learning
- opportunity to learn therapeutic intervention skills
- opportunities to learn organisational change and 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. Students can thus utilise extensive specialist staff expertise
Your future career
Following successful completion of the programme, students are awarded a Doctorate in Educational and Child Psychology and will be eligible to apply for registration with the Health Professional Council (HPC) as an Educational Psychologist. It is a legal requirement that anyone who wishes to practise as an Educational Psychologist is on the HPC Register. In addition successful completion of the programme ensures eligibility for Chartered status with the British Psychological Society (BPS).
Once registered by the HPC, 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.
How we support you
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.
Bonus factors
- an emphasis on the unique characteristics and experience of each trainee, and their personal and professional development
- regular programme meetings between tutors and students
- close links with local Educational Psychology services who contribute to the development of the programme and lead sessions
- a very well established team of experienced tutors
- a long and excellent tradition of professional training of educational psychologists
- placed within a large and thriving School of Psychology at the University of East London
- located at Stratford – on the doorstep of the 2012 Olympics
Outcomes
Programme aims and learning outcomes
What is this programme designed to achieve?
This programme is designed to give you the opportunity to:
- Qualify as a practitioner Educational Psychologist with the HPC
- Become a creative applied psychological practitioner
- Apply psychology to make a positive difference to children, families and schools
- Apply best educational psychology practice, based on research evidence and professional experience
- Become a self-reflective practitioner and continue to develop personally and professionally through your career
What will you learn?
A candidate who is awarded a Professional Doctorate will be expected to have achieved the following learning outcomes:
Created and interpreted new knowledge, through original research, or other advanced scholarship, of a quality to satisfy peer review, which extends the forefront of the discipline and merits publication;
Systematically acquired an understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice;
The general ability to conceptualise, design and implement a project for the generation of new knowledge, application or understanding at the forefront of the discipline and to adjust the project design in the light of unforeseen problems;
A detailed understanding of applicable techniques for research and advanced academic enquiry;
Ability to make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences:
Ability to continue to undertake applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches;
The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.
Knowledge
- To develop a critical comprehensive understanding of a substantial number of developmental theories and their application in education and child development
- To develop a detailed knowledge and understanding of the substantial theoretical and conceptual bases upon which assessment, consultation, intervention and therapeutic skills have been developed
- To understand the nature of research processes, the different purposes of research and contexts and theories of knowledge production
Thinking skills
- To be able to critically analyse, synthesise and evaluate the evidence base, in terms of research and practice, for applied professional practice in educational psychology
- To systematically make informed critical judgements on factors affecting child development taking into account intra and interpersonal issues within social and cultural frameworks
- To make professional judgments about the appropriateness of therapeutic interventions taking into account the evidence base and the ethical, social, political and cultural issues surrounding such interventions
Subject-Based Practical skills
- To consult effectively with parents and professionals to develop formulations using the outcome of assessment drawing on theory, research and explanatory models to promote child development
- To research and develop and apply effective interventions to promote psychological wellbeing, social emotional and behavioural development and to raise educational standards
- To be able to effectively assess and intervene in complex systems and organisations in order to affect individual’s development
Skills for life and work (general skills)
- To develop advanced process and communication skills to work effectively with individuals and groups
- To be able to work authoritatively in complex and unpredictable situations in order to provide effective consultancy across systems to affect change
- To analyse, synthesis and communicate complex and contradictory information in a way that is meaningful to recipients – including children
Structure
The programme structure
Introduction
All programmes are credit-rated to help you to understand the amount and level of study that is needed.
One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).
Credits are assigned to one of 5 levels:
- 0 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme
- 1 equivalent in standard to the first year of a full-time undergraduate degree programme
- 2 equivalent in standard to the second year of a full-time undergraduate degree programme
- 3 equivalent in standard to the third year of a full-time undergraduate degree programme
- M equivalent in standard to a Masters degree
- D equivalent in standard to a Doctorate degree
Credit rating
The overall credit-rating of this programme is 570 credits.
Typical duration
The normal minimum and maximum periods of registration for a Professional Doctorate are as follows:
|
| Minimum | Maximum |
|---|---|---|
|
Full-time |
18 months |
48 months |
The typical duration of this programme is 3 years full-time
How the teaching year is divided
The teaching year is divided into three semesters.
The teaching year begins in September and ends in August.
What you will study when
ALL MODULES ARE CORE
TAUGHT - 390 CREDITS
| Year 1 Semester A | |
|---|---|
|
Module PYD101: Introduction to Professional Practice (30).
Placement: EPS |
Module PYD102: Child Development (30)
Placement: Early Years |
| Semester B | |
|
Module PYD103: The Process of Psychological Assessment (30)
Placement: Schools |
Module PYD104: Consultation and Intervention (30).
Placement: Schools |
| Semester C | |
|
Module PYD105: Research Design (30)
|
Module PYD106 : Professional Practice in the Real World (30)
|
| Year 2: | |
|
Module PYD107 (Triple Module): Developing the Competent and Reflective Practitioner in Simple Systems
Placement/Bursary in EPS |
|
|
Module PYD108: Research: Data Analysis (Semester A) (30)
|
|
| Year 3: | |
|
Module PYD109 (Triple Module) : Developing the Critical and Reflective Practitioner in Complex Systems (Focus on the Dynamics of Change) (90)
Placement/Bursary in EPS |
|
RESEARCH - 180 CREDITS
|
Students in their second and third year on the programme will complete a research thesis showing that they have made an original contribution to the profession of Educational Psychology as specified in the UEL PGR Code of Practice and the regulations for postgraduate research programmes |
TOTAL CREDITS - 570
| Level | UEL Module Code | Module Title | Credit | Status |
|---|---|---|---|---|
|
D |
PYD101 |
Introduction to Professional Practice |
30 |
Core |
|
D |
PYD102 |
Child Development |
30 |
Core |
|
D |
PYD103 |
The Process of Psychological Assessment: |
30 |
Core |
|
|
PYD104 |
Consultation and Intervention. |
30 |
Core |
|
D |
PYD105 |
Research: Design |
30 |
Core |
|
D |
PYD106 |
Professional Practice in the Real World |
30 |
Core |
|
D |
PYD107 |
Developing the Competent and Reflective Practitioner in Simple Systems |
90 |
Core |
|
D |
PYD108 |
Research: Data Analysis |
30 |
Core |
|
D |
PYD109 |
Developing the Critical and Reflective Practitioner in Complex Systems |
90 |
Core |
Further information
The student has to complete all modules to achieve the Doctoral award.
Assessment
Teaching, learning and assessment
Teaching and learning
Knowledge, Thinking Skills, Practical Skills, and Skills for Life and Work are developed through
- Lectures, seminars and workshops led by the tutor team and outside specialists
- Problem based learning in small groups
- Supervised practice on placement
- Individual and group tutorials
- Independent and directed reading
- Reflection
- Completion of essays and placement files
- A research thesis
Assessment
Knowledge is assessed by
- Negotiated Learning written assignment
- Research Proposal
- Research Thesis
- Placement Files
Thinking skills are assessed by
- Negotiated Learning written assignment
- Research Proposal
- Research Thesis
- Placement Files
Practical skills are assessed by
- Research Thesis
- Placement Files
Skills for life and work (general skills) are assessed by
- Negotiated Learning written assignment
- Research Thesis
- Placement Files
Quality
How we assure the quality of this programme
Before this programme started
Before this programme started, the following was checked:
- there would be enough qualified staff to teach the programme;
- adequate resources would be in place;
- the overall aims and objectives were appropriate;
- the content of the programme met national benchmark requirements;
- the programme met any professional/statutory body requirements;
- the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.
This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.
How we monitor the quality of this programme
The quality of this programme is monitored each year through evaluating:
- external examiner reports (considering quality and standards);
- statistical information (considering issues such as the pass rate);
- student feedback.
Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation. The process is monitored by the Quality and Standards Committee.
Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.
The role of the programme committee
This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff). The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality. The programme committee plays a critical role in the quality assurance procedures.
The role of external examiners
The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:
- To ensure the standard of the programme;
- To ensure that justice is done to individual students.
External examiners fulfil these responsibilities in a variety of ways including:
- Approving exam papers/assignments;
- Attending assessment boards;
- Reviewing samples of student work and moderating marks;
- Ensuring that regulations are followed;
- Providing feedback through an annual report that enables us to make improvements for the future.
Listening to the views of students
The following methods for gaining student feedback are used on this programme:
- Module evaluations
- Student representation on Programme Committee (meets twice a year)
- Regular (fortnightly Year 1, Monthly Year 2 and 3) Course Meetings
Students are notified of the action taken through:
- Minutes of Programme Committee
- Minutes of Course Meetings
Listening to the views of others
The following methods are used for gaining the views of other interested parties:
- Programme Committee (meets twice a year)
- .Meetings as part of student placements
Further Information
Where you can find further information
Further information about this programme is available from:
- The UEL web site www.uel.ac.uk
- The student handbook
- Module study guides
- UEL Manual of General Regulations www.uel.ac.uk/qa
- UEL Quality Manual www.uel.ac.uk/qa
- Regulations for the Academic Framework http://www.uel.ac.uk/academicframework/
- School of Psychology www.uel.ac.uk/psychology
- Children’s Workforce Development Council website www.cwdcouncil.org.uk/educational-psychology
- Current External examiners
- External examiner reports (available from UEL virtual learning environment (UELPlus or Moodle))
