personal statement for educational psychology

Personal Statement for Graduate School Examples: Psychology

Why Strong Personal Statements are so Important for Graduate School

In your psychology graduate degree application, the personal statement is crucial. It showcases your academic achievements, personal journey, career goals, and why you’re a great fit for the program. This is your chance to move beyond mere statistics—GPA, test scores, work experience—and tell your unique story. Crafting a compelling personal statement requires insight, precision, and guidance. However, finding quality personal statement for graduate school examples can be challenging. Magoosh is committed to supporting graduate applications with detailed analyses, specific feedback, and comprehensive support throughout the admissions process.

Spotlight on Successful Psychology Personal Statements

We’re excited to showcase two standout personal statement for graduate school examples covering two different psychology tracks. The first, used to apply to Columbia University, explores the therapeutic power of storytelling in the aftermath of trauma and the writer’s dedication to studying the pathways from traumatic experiences to psychopathology. This essay seamlessly weaves together the applicant’s academic pursuits and professional experiences, underlining a deep-seated commitment to understanding and fostering resilience and growth post-trauma.

Second, written for UC Berkeley, takes us on a captivating journey—from volunteering in Haiti to navigating the urban complexity of New York, and finally, to a meaningful role in tutoring across diverse socioeconomic backgrounds. This narrative eloquently captures the author’s evolving insight into the significant role counseling plays in psychological well-being and the drive to effect change within the psychology field.

Examples with Expert Annotated Feedback

Our feedback on each personal statement highlights strengths, suggests improvements, and offers strategic advice to boost the essay’s impact and emotional appeal. This feedback reflects our thorough grasp of the admissions process and our dedication to helping candidates refine their narratives.

Now explore our personal statements and expert commentary for inspiration on your application narratives. Whether starting your essay or finalizing it, our resources, expertise, and support guide you through the admissions journey.

Finally, our aim is to help you create a personal statement that surpasses admissions expectations, compellingly showcasing your unique story. Explore our blog for further tips, inspirational success stories, and expert advice , and move forward in your graduate school journey with confidence. Our platform is your ally in turning your graduate school aspirations into achievements.

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Psychology and education personal statement example.

As I've grown up, I've watched my mum graduate from a PGCE student to a senior-level alternative curriculum teacher. With powerpoints, worksheets and notepads about the dining room table weekly, I've learned to realise how much effort she truly puts into her career and into the students she works with. Not only does she develop lesson plans for whole classes, but she must develop the work for each student with a different need. As a student, you don't realise how much effort teachers put in- seeing my mum work to make connections with students that are often forgotten, and hearing students rave about her as a favourite teacher has been incredibly inspiring.

In Psychology A-Level, I've learned to connect our everyday thoughts and actions with the intricate science behind it. Particularly during the social influence topic, I was interested in the idea of complacency to authority- particularly poignant in society at the moment. I read Influence: The Psychology Of Persuasion by Dr Robert Cialdini as well as The Lucifer Effect by Phillip Zimbardo and enjoyed the idea of obedience being a perversion of human perfectionism. I was also able to apply their different theories to current events through the Speaking of Psychology podcast episode on obedience in relation to the Covid-19 vaccine. I have also applied my psychology knowledge to my own experiences in education such as through the documentary Babies, considering their ideas of nature vs nurture in relation to disobedience in education. This has also allowed me to develop my ideas on free will and determinism and use this in my A-Level studies.

Taking Maths A-Level I have had the opportunity to grow my ability to critically think about complex problems. It has also helped me to develop statistical analysis skills, something key to the scientific study of Psychology. English Literature has similarly helped me develop my academic analytical skills and has allowed me to advance my essay writing skills, essential for my future studies.

I have also dedicated time to volunteering at a local non-profit organisation that helps adults with disabilities find employment in the hospitality sector. As well as assisting and supervising volunteers, I have worked alongside the director of the organisation which has taught me essential skills such as teamwork and independence in the workplace. It has motivated me to speak out more about the inequalities found in everyday life. I would also like to learn more about the ways Psychology can be applied to assist people with disabilities, such as in the education system. In the future I would like to work with children and young people in education.

As a student from a working class family attending a grammar school in a middle class area I have felt the differences between myself and students of a higher class, and have particularly felt disadvantaged socially in relation to my peers. I would like to work toward removing this split within places of education, as well as ensuring that all students have equal opportunities. I would also like to be able to take my experiences working in the charity sector, my own time in secondary education and my future studies to find a career where I can help young people in any way I can.

I currently undertake a student leader role in school, particularly working to put together charity fundraising events and collections in school as well as independently creating a transition booklet for future students. This has helped me to develop my leadership and organisational skills, which I find beneficial for work and external volunteering roles. I also compete in local competitions in Karate, and I take pride in my progress in learning to play a variety of brass instruments throughout primary and secondary school. Learning these skills has taken patience and shows my focus and perseverance when learning. I would also like to be able to continue these extracurriculars whilst in future studies.

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There is no profile associated with this personal statement, as the writer has requested to remain anonymous.

Author's Comments

This is my personal statement used to apply for Psychology and Education or Educational Psychology depending on the University. This got me offers from UCL, Manchester, Bristol, Leeds and Keele along with predicted grades A*AA

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How to Create your Personal Statement for Psychology

Sponsored school(s).

Odds are, if you are at the stage of writing a personal statement, then you are more than likely preparing applications for graduate schools in psychology. Below find out what it is, why you need one, and get some pointers on crafting a personal statement that will put your best foot forward with the admissions committees.

What is a Personal Statement?

Commonly referred to as a “statement of purpose”, and by some as an “application essay”, a personal statement is your opportunity to introduce and  sell yourself to a desired graduate program or college . In most cases, the personal statement can serve as the defining factor that allows students to stand out in a pool of applicants with equally high GPAs and test scores. Plus, a stellar statement of purpose could also help the applications of students who have unfavorable scores and grades.

Before You Begin…

Consider the type of personal statement required of you:.

Personal statements can range from  a few paragraphs to several one-page essays  that address different topics. They will vary widely between programs and schools, which means that you might craft quite a few of these application essays if you seek admission into various programs.

The objective of these statements all share a common thread: for the graduate committee to get a clear understanding of your career and academic aspirations as well as a sample of your writing abilities (a skill of utmost importance for comprehensive graduate study).

If Topics Are Chosen By You

The specific expectations of a statement of purpose might vary. Some schools might leave the direction and objective of the essay up to the applicant. In cases, you have the freedom to choose what you write about although, as a rule of thumb,  essays should take on a professional/ academic focus  rather than be personal or autobiographical. Don’t confuse personal statement with a long essay about your life growing up.

Instead, demonstrate your best attributes by outlining your fit, interests, previous experiences, servant leadership, research and courses you have taken that affirmed your dedication to the field of study. If you were not given specific questions, then be sure to touch bases with all of these that are relevant to your background in a logical and consistent manner.

If Topics Are Chosen By the Program

Other schools may provide you with a list of specific questions to answer pertaining to your career objectives and how obtaining an education with the particular program may advance you towards your goals.

Examples of specific topics outlined by graduate schools in psychology include:

Explain any previous work experience or teaching experiences you have in the field of psychology and why those experiences make you a strong candidate for our program.

Explain your long-term career goals.

Why do you think this program is a good fit for you?

How do you think this program can help you further your career objectives?

How has your previous education prepared you to take on study at the graduate or professional level?

What experience do you have conducting research? Rate your interest in conducting research.

What practitioners, researchers, or authors in the field of psychology have influenced your interest in this area of study?

Reflect on these questions or topic areas for a while before starting the writing process. Review your resume for direction about skills, experiences, or even lack of experience that you’ll want to identify and elaborate on in your paper. Write a list of attributes that you think describe you and consider how they are relevant to your interest in pursuing higher education.

During and After Writing…

Express your motivation.

When developing a statement of purpose for graduate schools in psychology, you will want to write at length about your particular interests, motivation, and passion for the field of study. Consider what experiences or traits you have that make you a better candidate than the hundreds of other applicants vying to gain admission.

Back up your expression of motivation with hard facts. The admissions committee wants a well-rounded candidate with a number of professional experiences that have helped clarify their ability to handle graduate study. Simply going on and on about how bad you want to be in the program with no relevant experiences that support that claim may not win you any favor.

Be Honest and Clear

When preparing a document that is virtually serving as a personal advertisement, you will write at length about the skills you possess that strengthen your application: academic curiosity, flexibility, maturity, persistence, and professionalism among others. When elaborating on your strengths, be sure to do so with respect to their relevance and importance. Do not go on about a characteristic that could be considered minor or irrelevant.

Also, be mindful of stating your goals and interests clearly and honestly. If you are not interested in a particular area, then leave out that information. Do not express an interest or ability that you do not have. It’s significant to discuss your weaknesses as well. If you have low test scores or a less-than-spectacular GPA, point that out in advance. Explain, if appropriate, why these aspects of your application are weak and follow up with a plan to rectify those aspects if you are accepted into graduate school.

Summary Points to Remember

• At this point, you can’t change your college or graduate school entrance test scores or your grade point average. You can, however, make a significant impact during the applications process by developing a well-written statement of purpose.
• Avoid writing at length about your personal history. Stick to the qualities and experiences that are relevant to your growth and abilities in the field of psychology.
• Answer all questions from the application and be sure to meet the page or word count requirements.
• Be sure to clearly and honestly relate your experiences and interests, also taking time to point out both strengths and weaknesses. Share how you plan to overcome those weaknesses or use them to your advantage.
• Ask someone else to look over your statement of purpose–an advisor or professor in your department–who can give you straightforward feedback on its content.
• Customize each personal statement to the program or school you are applying. Elaborate on how that particular program can assist you in reaching your goals.
• During revisions, pay attention to the strength and dynamism of your opening paragraph. Your goal is to hook the readers and give them the desire to keep reading.

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Personal Statement

All applicants must include a personal statement that addresses the following question:

Please describe how your background and academic experiences have influenced your decision to pursue a graduate degree and led you to apply to Penn. Your essay should detail your specific research interests and intellectual goals within  your chosen field. Please provide information about your educational trajectory, intellectual curiosity and academic ambitions. If you have overcome adversity and/or experienced limited access to resources or opportunities in your field of study, please feel free to share how that has affected the course of your education. We are interested in your lived experiences and how your particular perspective might contribute to the inclusive and dynamic learning community that Penn values and strives to create.

The personal statement helps us evaluate the fit between your interests and skills and the Penn Psychology program. It should describe why you want to pursue a PhD in Psychology, why Penn is the right place for you to do it, what sorts of skills and experiences make you qualified to pursue a PhD in a research-intensive Psychology program like Penn’s, what kinds of questions you are interested in studying, and who on the faculty you would like to work with. Applicants are strongly encouraged to contact potential advisors in advance of writing the personal statement, to ensure that the research questions the applicant hopes to pursue are a good fit with research topics Penn faculty are working on. If you hope to study a question that members of our Psychology Graduate Group are not interested in pursuing, then Penn would not be a good fit for you. Please also look at the websites of faculty members whose labs you would like to join; they might have additional instructions for information they would like you to include in the personal statement. The personal statement is typically around two pages, single-spaced.

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PERSONAL STATEMENT EXAMPLE Psychology Personal Statement

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Psychology Personal Statement

“Children must be taught how to think, not what to think” (Margaret Mead). I have always been fascinated in the degree to which education and parenting styles influence a child’s ideas and principles throughout their development. Following on from this initial early interest in the subject, I began to develop an intense passion, constantly observing behaviour and why we all behave the way we do. It reshaped my entire mind-set, making it more balanced and ultimately immersing myself in the answering of complex issues. Therefore, I would not only love to study Psychology simply because I find the subject itself fascinating but also so I could have a deeper insight into the behaviours of society.

My A-Levels have provided me with a solid foundation of transferable analytical and cognitive skills that will strengthen the knowledge I will gain throughout my studies of psychology. Having studied psychology as an A-level I have a firm understanding of conceptual basics, and having found a deep passion for this subject during the simpler aspects, I believe I will approach the difficult areas of psychology with equal passion and flare. History requires analytical and evaluative skills when it comes to both essays and source work which require me to evaluate evidence, to make decisive conclusions and clear arguments alongside learning to approach topics or situations with a variety of approaches. Through studying British politics in History, I’ve gained statistical knowledge by analysing election votes, finding anomalies and evaluating results to form conclusive statements, all of which I believe will aid me in studying Psychology as a degree.

Having embarked on the psychology A-level course I developed an immense passion for the subject and wish to pursue it as both a degree and future career. In my opinion psychology is imperative in understanding society and the research conducted over recent years has been vital in legal, medical and political spheres of life. However, what entices me most about psychology as a degree is not only the opportunity to explore what has already been discovered but also to explore the areas that haven’t been yet understood by research. I therefore believe that a student should engage and immerse themselves in the studies of leading practitioners, and challenge existing ideas by contributing personal in-depth research. I also believe that with my passion I would fit the criteria to the best of my ability. From a young age, I have always been interested in helping others.

At 15, I volunteered for a branch of CARE. Through the charity scheme, I assisted in fundraising for a local festival that raised money and awareness to help young girls around the world go to school. While adapting to a new environment, I was able to effectively build organisation and communication skills while working within a team. These essential skills will help me in studying a Psychology degree when studying behaviour in different fields of research and different environments. I learned to build on my own character as a compassionate person and I became more fascinated in broadening my knowledge of culture bias and learning about universal behaviour.

Since volunteering in CARE, I’ve been inspired to help those around me and positively contribute where I can. In the future I strive to pursue a career in educational settings where I can work with children who have learning disabilities. Studying psychology as a degree will enable me to understand how children may think, behave and also develop. The knowledge I gain will highly benefit me to understand reasons for certain human behaviour, mental health and will also increase my sensitivity in understanding behavioural mannerisms of disabled children. I strive to become an educational psychologist and I believe gaining a Psychology degree is the next step to achieve my goal.

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UCL Educational Psychology

Applying to the Doctorate in Educational and Child Psychology Programme at UCL

Entry requirements and guidelines for success.

Each year, there is strong competition for places on the DECPsy Programme. The following advice is offered to assist you in improving your chances of securing a place. Please read it carefully as unfortunately we are unable to provide individual advice to applicants, due to the large volume of applications we receive. Good luck!

• Good honours degree in Psychology that confers Graduate Basis for Chartered Membership of the British Psychological Society.

A first degree in psychology at 2:1 (or equivalent) or above is required to demonstrate that applicants possess the academic competencies required for doctoral level study. For undergraduate degrees give the class (first, upper second etc.) and the year awarded. If this information is missing your application will not be considered. For postgraduate qualifications give information about awards with merit or distinction where applicable and the year awarded, or tbc where not yet complete. The title of the qualification that confers Graduate Basis for Chartered Membership must be accurately entered in the first part of this section, as applications will be rejected if there is no exact match with approved programmes listed on the BPS website . If you have an overseas qualification that has been approved by the BPS as conferring Graduate Basis for Chartered Membership please provide supporting details (e.g. BPS membership number) as evidence.

• Experience of work with children in education, child care or community settings.

A minimum of one year's full-time equivalent (37 hours per week; 148 hours per month) work experience is required, one year must have been completed by the closing date for applications. You need to give the month and year in which any period of work started and finished and state how many full week equivalents were completed in the period, e.g. full time for 3 months would be 12 weeks, half-time for 3 months would be 6 weeks. You should give a clear description of what the work entailed and what your responsibilities were. See our work experience section for further, detailed, guidance on work experience.

• A good command of written and spoken English

This is essential and is assessed both at initial application and (in detail) through activities undertaken in the interview process. Applicants whose first language is not English must submit with their application recent evidence that their spoken and written command of English is of the required standard. The only acceptable English qualification for this programme is the International English Language Testing System (IELTS), Academic Version. An overall grade of at least 8.0, with a minimum of 8.0 in each of the sub tests, is required.

Different applicants may be more or less successful in learning from similar work opportunities and in communicating the relevance of their experience in a convincing manner. It is important that ALL applicants present clear arguments in their 6,000 character maximum personal statement for the appropriateness and relevance of their experience. We suggest that you specifically address each of the following points so they directly link to our shortlisting criteria:

• Knowledge of psychological theory and research on children's development and learning and the ability to apply it to school and other practice contexts. It is better to focus on one or two clear and reflective examples where you have information from a specific recent research article and can describe convincingly how you applied it in your work, than to make vague references, e.g. to 'using behaviourist principles' or 'drawing on Piaget's work'.
• Ability to identify skills/ knowledge especially relevant to training as an educational psychologist, and to explain their relevance. These may have been developed through professional, voluntary or personal experience but you need to able to provide a clear description of the skills involved and a logical explanation of their relevance to training as an educational psychologist. These may include multi-agency/team working skills in working with peers and colleagues, ability to speak a community language, knowledge of communities under-represented in the profession, and so on.
• Clear, concise and coherent written communication skills. This will be judged from your personal statement and will include consideration of spelling, grammar and punctuation as well as clarity of expression and coherence of argument.

Relevant work experience may be gained in a wide range of roles – some examples are listed below but these are not exhaustive. Some work experience or combinations of work experience allow applicants better opportunities to acquire the necessary understanding, knowledge and skills.

• Educational Psychology Assistant • Teacher • Portage Worker • Learning Support Assistant • Speech and Language Therapist • Care Worker • School or Children's Nurse • Assistant Clinical Psychologist working with children • Connexions Advisor • Social Worker • Family Worker • Play/Art Therapist • Educational Social Worker • Child Psychotherapist • Lecturer in Further Education (16-19 years) • Assistant Occupational Therapist • Assistant Physiotherapist • Counsellor • Children's Centre Worker • Youth Worker • Research Work • Learning Mentor

Working as an Assistant in an Educational Psychology Service is an example of work experience that is likely to allow applicants good opportunities to gain a realistic appreciation of the role of an EP, through working alongside a number of EPs over a period of time. Work as an Assistant is undertaken with clients in contexts where the EPs in their service also work, and requires a high level of professionalism and competence

Work experience will be more valuable where it has:

• brought applicants into significant contact with the work of educational psychologists.
• involved contexts and client groups frequently encountered by educational psychologists.
• required application of psychological theory and research or further acquisition of knowledge and skills relevant to training as an EP.
• required the demonstration of a level of professional responsibility and autonomy.

These aspects are often more difficult to evidence through work experience which is exclusively part-time, short term or voluntary, or which occupies only a small number of hours per week. This is because requirements for commitment, perseverance and responsibility may be less clear and more difficult to demonstrate than in the case of sustained periods of paid employment occupying a substantial proportion of the working week.

There is no specific date restriction on the validity of work experience, but it should be recent enough that you are able to demonstrate up to date knowledge of the work involved as an EP.

Application Process - September 2023 Entry

Application for September 2023 entry is now closed to UK candidates. Please visit the AEP website for information and guidance on how to apply for 2024 entry: http://www.aep.org.uk/training/ .

If you are interested in applying to the programme as a UK candidate for September 2024 entry, please read our application website thoroughly. You can view the AEP's Educational Psychology Training Entry Guidance and access the application portal via their website here .

We are currently accepting applications for September 2023 entry from overseas candidates.

Click here to visit our international applications webpage for further information about applying to the course as an overseas student.

• A small panel interview
• A short group problem based learning simulation activity with a tutor
• A written task based on analysis of a video sequence

All members of interview teams are qualified Educational Psychologists and teams always include representative Principal Educational Psychologists. The half day which each interviewee will spend at UCL will also allow discussion with staff and open access to the opinions of a current group of our trainee educational psychologists. We want you to be able to hear from them about their training experience.

Our interview dates for UK applications for September 2023 entry are Thursday 16th February, Friday 17th February and Friday 24th February. Interview slots will be either morning or afternoon and applicants must be able to commit to whichever date they are allocated to in the event that they are shortlisted to attend.

The UCL Educational Psychology Group is firmly committed to promoting equal opportunity. UCL’s Equalities and Diversity Policy and Strategy underlies every aspect of our student selection process.

To view the Educational Psychology Group Statement on Diversity please click here

Widening access UCL's Access Agreement outlines our commitment to widening participation at UCL. Click here for further information.

Equalities and Diversity Policy UCL's Equalities and Diversity Policy in respect of student recruitment and admissions is as follows:

• UCL is committed to provide a learning, working and social environment in which the rights and dignity of all its members are respected, and which is free from discrimination, prejudice, intimidation and all forms of harassment including bullying;
• This policy means that all students of UCL have the right to study in an environment free from discrimination, prejudice and all forms of harassment or bullying;
• The above policy is adhered to in all matters concerning student recruitment and admissions. UCL is committed to a programme of action to ensure that this and other equalities policies are implemented and monitored at an organisational and individual level. Each department has a Departmental Equal Opportunities Liaison Officer who disseminates information on good practice and training. In addition, as members of minority ethnic groups with extensive experience of work with people with a range of needs, UCL Tutors Beverley Graham , Dr Shama Ali and Dr Gurdip Theara would like you to know that they are more than happy to be consulted by prospective applicants from minority groups.
• In the recruitment and selection of students our only consideration is that the individual meets, or is likely to meet, the requirements of the programme or course. Factors such as sex, sexual orientation, marital or civil partnership status, ethnic origin, race, religion, colour, nationality, political beliefs, gender reassignment, pregnancy and maternity, disability and age are not be taken into account for the purposes of students' application to and acceptance on to a programme of study, and assessment of academic performance. Selection for the programme is made solely on merit.

The building in which we are based is wheelchair accessible and full information about the services we provide to facilitate inclusive study for students with a disability can be found at: http://www.ucl.ac.uk/disability/

Helpful relevant information is also contained in the Health and Care Professions Council publication: Health, Disability and Becoming a Health and Care Professional

Please note that, in accordance with the UCL Child Protection Policy, admission to the DECPsy programme will be dependent on:

• An enhanced child workforce Disclosure and Barring Service (DBS) check, and/or clearance from the relevant overseas authorities. All applicants in receipt of provisional offers after interview – including those who are employed in a post which has previously required a DBS check – will be required to meet with the UCL Criminal Records Office during an induction session at UCL in early July, in order to initiate a disclosure from the Disclosure and Barring Service and/or clearance from the relevant overseas authorities. Applicants will be unable to begin practical placements in mid-September until a disclosure has been received.

Where a criminal conviction is disclosed consultation will take place with the Faculty Tutor (Brain Sciences) and placement provider representatives on the Programme Stakeholder Advisory Committee in considering whether or not the conviction has implications for the applicant's ability to meet the Health and Care Professions Council's Standards of Conduct, Performance and Ethics .

At the July induction session each applicant is also given a Pre-Employment/Placement Health Questionnaire, to be returned to UCL Occupational Health Department 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, so details of the support needed can be supplied.

• All offers are subject to the UCL General Conditions for Entry. Full details can be found at http://www.ucl.ac.uk/srs/academic-manual/c1/relationship/#7.2 .
• All UK funded offers are subject to candidates adhering to residency criteria stipulated by the AEP. Please click here for further guidences on residency requirements.

I'm in my final year of a psychology degree. Can I apply to the course now, or do I have to wait until I've graduated? You cannot apply until you have obtained your undergraduate psychology degree results, which needs to be recognised by the British Psychological Society as conferring Graduate Basis for Chartered Membership (GBC). You will also need to have gained work experience prior to applying (at least 1 year full-time equivalent by the application deadline). How much work experience with children is enough to give my application a good chance of success? 12 months' full-time experience working with children in an educational, child care or community setting is a recommended minimum. 1 year full-time equivalent (e.g. 24 months' half time) must have been completed by the application deadline. This can be cumulative or continuous and voluntary experience of various kinds may also assist applicants in demonstrating a breadth of relevant experience. Whatever kind of work has been done, we are 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 degree. 'Quality' of work experience in terms of relevance to contexts and client groups encountered in an EP role is equally important to 'quantity'. Please see the Relevant Work Experience section on our application page for more details. Do I need to have GBC before applying to the course? You will need to be eligible for Graduate Basis for Chartered Membership, but you do not need to have acquired this before applying. Please contact the BPS if you would like confirmation as to whether or not you will be eligible. You would need to have acquired this status by the time the DECPsy course has started in September. Do I need a Masters to apply for the course? If you have achieved a 2:1 undergraduate degree in Psychology then a Masters is not needed. A Masters is only required if you achieved a 2:2 in your Psychology degree, and you must then achieve a Merit or Distinction in your Masters. The Masters course must be accredited by the British Psychological Society, if you are unsure on this please check with the BPS directly. My undergraduate degree may not have sufficient psychology modules for GBC to be conferred, or, my undergraduate degree was not in Psychology - what should I do to be able to apply to the course? If your degree does not have sufficient psychology modules then you should contact the British Psychological Society who will let you have details of conversion courses available to you. There is no 'preferred' conversion course as long as it is accredited by the BPS. Please note that we do not offer a conversion course. Does holding a teaching qualification (PGCE) give you a better likelihood of being accepted on the course? No, it is not essential that you complete a PGCE before applying and you should only do so if you feel you have a desire to teach. Is there any option to qualify as an Educational Psychologist after studying a 1 year Masters in Educational Psychology now, either at UCL or elsewhere, or is my only option the 3 year Doctorate? No, in 2009 the Health and Care Professions Council set the threshold level of qualification for entry to the register for Educational Psychologists at 'Professional Doctorate or Equivalent'. Could you clarify the differences between the two Educational Psychology Doctorate programmes following the merger between UCL and the IoE? The recent merger will not affect the Doctorate in Educational and Child Psychology Programme at UCL and the two programmes are still run separately. We can only give information about our own doctorate programme. If you require assistance in regards to the Institute of Education Doctorate programme, please contact them directly at 020 7612 6591 or visit their website How many places are offered on the course each year and how many are funded versus self-funded? We are able to offer 16 funded places. There may also be some availability for EU/overseas applicants. Do you offer any equivalent part-time or distance study alternatives? No, the full-time study route is the only one available given the breadth and level of subject matter covered and its focus on practical placement learning. Please note that the course is very academically and practically demanding, ruling out any option of part-time work to assist with funding. Would it be possible to substitute some of the credits for my existing qualification for part of the Doctorate - for example the first term of study? No, this is never an option, course members must successfully complete the entire 3 years to qualify. On this integrated Doctoral-level programme there are no elements to which accreditation of prior (experiential) learning processes are applicable. I applied to the course last year and did not get a place. I was told that this was in part due to the large number of applications and this should not stop me from applying again - is there any limit to the number of times candidates can re-apply? Not at all - the course is extremely competitive and sadly the number of places available is small. Applying in successive years has proved successful for a number of current students who are now on their way to becoming qualified EPs. Can you clarify the funding that is available to UK applicants? I understand that I can obtain a bursary from the government if I secure a funded place on the course, but is this intended to cover course fees, living costs or both? Applicants who secure a funded place will have their fees for all 3 years paid in addition to the bursary of £16,390 in Year 1. For years 2 and 3 applicants obtain a placement bursary as a trainee educational psychologist with a Local Authority Educational Psychology Service. What are my obligations upon completing the programme if I had a funded place? A funded place on the programme should be viewed as a 5 year commitment. It is necessary to work as an EP in England for two years after graduating from the programme, however there is flexibility regarding this. If your circumstances should change for instance, the EP work can be done on a part time basis (providing that the period worked equates to two years of full time employment in total) or after a maternity leave is taken. A contract of terms of employment will be given to each candidate prior to the start of the course. If I get a place on the course, will I need to organise my own placements in Years 1-3? Currently, Year 1 placements are organised for you in one of our placement Local Authorities around London. In years 2 and 3, trainee EP placement bursary placements for UK trainees will be allocated to Services in London and the South East by a placement panel of Principal Educational Psychologists, taking account of your address and other relevant factors. Year 2 and 3 placement arrangements are different for students from overseas and the EU, who are required to provide written confirmation that a placement of 260 days (approximately 3 days per week) has been organised in their home country for Years 2 and 3 when applying for a place on the course or to indicate that they wish to take up the UK placement option (subject to a fee supplement for EU students) in which an unpaid placement is supervised by one of the UCL tutors. If a placement is to be undertaken in the applicant's home country it will need to be arranged with a supervisor who is eligible for Chartered Educational Psychology status with the British Psychological Society (or equivalent with the Psychological Society of your home country). There are different fee levels for these 2 placement options. See the placements section of the DECPsy website for full details. What can I expect to earn on my bursaried placement in years 2 and 3? Each UK trainee undertaking a bursaried placement in years 2 and 3 will receive a bursary of £17,000 per annum, which includes a contribution towards travel/books, usually of £500, but with some additional funds being available to support trainees who incur particular travel costs associated with home to placement travel. Please click here for further information regarding year 2 and 3 placement allocations and expectations. What are the term dates for the first year of the course, and in Year 1 is university study 5 days a week? The course syllabus contains both practice (placement) and professional development (academic/taught, in-house) elements. In Year 1, taught sessions are held at UCL 2 days per week, primary, secondary and special school placements comprise 1 day a week and the other 2 days a week are reserved for research/study. Term dates obviously differ slightly from year to year but will be similar to the current academic year's which are available on our website . Please note that the course always starts on the first week of September in Year 1. Is a reading list available to interested applicants? Yes, this is available for download here Will I be offered help arranging accommodation? What are the living costs likely to be? Most students live in the region and do not have to move to attend the course. If you are applying from overseas or currently live further afield please click here for details on eligibility for UCL student residences. The UCL accommodation website also provides a great deal of helpful information, including estimated living costs for students living in London and a link to the University of London Housing Services website for those seeking private lodgings or flats. I am an overseas applicant, where can I find out more about living in London? In addition to the accommodation information above, some useful information can be found on the living in London international students webpage We also put overseas applicants in touch with existing overseas students on the programme, once a formal offer of a place has been accepted, so that information and advice can be sought if required. Do you hold open days regarding the Doctorate in Educational & Child Psychology programme, or can I meet with a tutor from the course? We do not offer open days or individual visits to discuss the DECPsy course. Sometimes Local Authority Open Days are advertised on our website , along with all the key information you will need about the course. Do you offer work experience or internships? We are unable to offer work experience or internships within the Educational Psychology Group. What is the age range on the course? I suppose what I am trying to ask is, as a 'mature' applicant, am I 'too old' to apply? Our course members are a range of ages and this is utterly irrelevant to our selection process - what counts are your skills and knowledge, not your age. What is the typical background of a UCL doctorate trainee? The DECPsy applicants accepted on to the programme are a diverse group with varying backgrounds, both academically and in terms of experience. Is the programme very competitive? Assessments are marked in a way which would make competition difficult to establish. In most cases work is marked on a pass/fail basis, with corrections and advice from tutors tailored to each individual. Staff and trainees strive to create a supportive and non-judgemental envrironment. Is the workload difficult to manage? Undertaking the doctorate is an intense commitment. The programme requires full time dedication and a willingness to work hard. If you manage your time well and meet deadlines set you will find the programme easier to manage. Does the programme focus on cognitive assessments? During your time on the programme you will learn the varying ways of assessing the learning and development of children. Occasionally this will focus on cognitive assessments however other types of assessment are covered, e.g. dynamic assessment of children. What formal assessments are there throughout the programme? Across the three years you will complete two exams, four case studies, three portfolios (one each year) a service related research report and a thesis followed by a viva. Is the main responsibility of the EP to deliver cognitive assessments? The work of an EP is rewarding and varied. The primary responsibility is to help students learn and thrive through observing, interviewing and assessing children as well as working closely with teachers and parents. Although some practising EPs will deliver cognitive assessments, this is only one aspect of the varied occupation.

• Full-time initial training Doctorate in Educational & Child Psychology
• Part-time CPD Doctorate in Educational Psychology (for existing EP practitioners)
• Leadership Course
• Management Course
• Leading Edge Psychology Days
• Certificate/Diploma/MSc in Cognitive Behavioural Therapy for Children and Young People

Psych Careers

A graduation message for psychology students, personal perspective: lessons on purpose, persistence, and community..

Posted May 9, 2024 | Reviewed by Monica Vilhauer

Last year, I delivered the graduation speech for Oregon State University's School of Psychological Science, and I think the message is even more relevant today.

Three lessons on purpose , persistence , and community can help you navigate life's next chapter. From psychological research, we know that facts and figures are less impactful than personal stories, so I’ll pepper in examples from my own experiences along the way.

Think back to why you decided to become a psychology major. Was it because of a desire to help people? An insatiable curiosity about human nature? To make a difference in people’s lives? For me, it was all of the above.

I have been interested in psychology ever since I was born. I was born with Moebius syndrome , a disability characterized by facial paralysis and the inability to move my eyes from side to side. At an early age, I understood that the way I communicated was unusual, that people were confused by my lack of facial expression. I became fascinated with communication and social interaction.

These interests led me to study psychology as a college student. Toward the end of my bachelor’s I set out to do my very first college term paper on Moebius syndrome. I showed up at the library expecting to find pages and pages of answers, but I discovered there was only a handful of psych papers published on it! This was bad news for two reasons: First, I didn’t have enough sources to write my term paper. Second, my chosen field had not included people like me.

I realized I was at a crossroads. I could give up and choose another path, or I could start developing the psychological knowledge in this area.

I chose the latter. I knew that I had the unique motivation and insight to grow this field. So I applied to graduate school—but the first time I applied, I was rejected from every single program.

Graduate training in psychology research follows a mentorship model, and because there were few psychologists studying disability, and few psychologists who had disabilities themselves, I struggled to find an advisor who was interested in this topic. Eventually, I found supportive allies to be my mentors. I was the speaker at my own PhD graduation ceremony, when my mentor Dr. Linda Tickle-Degnen hooded me. Just over 10 years later, I spoke at the graduation ceremony, where I am now a faculty member, and hooded my first disabled PhD student.

I've spent more than 15 years studying ableism, or prejudice toward people with disability. Nearly 20% of Americans have a disability, making it one of the largest minority groups in the U.S. And one that is now a little less underrepresented in psychology.

My experience made me acutely aware of the importance of finding purpose to live a fulfilling life. Personally, my work provides meaning by helping others with similar conditions and teaching students about a broader and more diverse swath of humanity.

I encourage you to find meaning in your work. It doesn’t have to be as entrenched in your identity as mine, and it doesn’t even have to be connected to you job. But find a field, a project, or a hobby in which you feel an intense curiosity, an excitement for learning, a passion for change, and it will drive you to persevere. Success will follow. Studies consistently show that individuals who find meaning and purpose in their work are more engaged, fulfilled, and resilient.

Purpose is your own personal mission statement. What is yours? It could be to love your fellow humans, it could be to help others. Prioritize actions that align with your mission.

Mine is to make the world a more inclusive place, using psychology!

Persistence

The quote from Thomas Edison that "genius is one percent inspiration and 99 percent perspiration" rings true to me. My successes are due to simple perseverance, as well as a lot of support (see lesson on community below). What keeps me going is that I find great personal meaning in my work.

My day-to-day work is not glamorous. I spend my time working with students or sitting alone in a room and writing. I make a commitment to write around the same time every day. Disabled advocate Cassie Winter calls this type of work “butt in chair time.” This simply means creating a consistent schedule to work on your priorities. Sometimes this means staring blankly and thinking through ideas; other times it means writing furiously in a flow state. My butt in chair time creates a sustainable pace, instead of falling into boom or bust cycles, and prevents burnout .

Your work and hobbies may look different from mine. Swap butt in chair time to boots on the ground time, or whatever resonates with you. The point is, prioritize time to work on the things that matter to you.

Research links persistence with a growth mindset . It is important to note that the healthy kind of persistence involves flexibility, not ridged stubbornness. Albert Einstein said it well when he said “insanity is doing the same thing over and over and expecting different results.” Failure is feedback that we can learn and grow from. Change your approach and try again.

For example, when I didn’t get into any graduate schools the first time around, I realized I needed to change my strategy. I studied for the GRE using a different approach and retook it. I also broadened my search to other areas of the country and applied to masters programs. I first got into a masters program, which gave me the opportunity to hone my skills. Then I was ready to move into my goal, a PhD program.

In college and graduate school, I ached for friends and role models who identified as disabled but found none. My experience made me acutely aware of the need for better representation of marginalized people in higher education .

Now, I teach a class at OSU on the Psychology of Disability, where I give students with and without disabilities an opportunity to see representation of this important minority group and its intersections. I also co-founded the Disability Advocacy Research Network ( DARN ), an organization for disabled psychologists and students to find the community that I didn’t have earlier in my career . Last year, I delivered the speech at OSU's first disability graduation ceremony. I am so heartened that the next generation will be better able to find community.

That brings me to my last piece of advice. Find your community, or create it: a place where you can be authentically you.

As you enter a new stage in life, community will become all the more important. Seek out mentors who can guide you. Likewise, you are now in a position where you could mentor people who are just entering college. Studies have shown that strong social connections contribute to resilience and overall life satisfaction. In creating them, we not only enrich our own lives but also create a ripple effect of support in the lives of those around us.

Kathleen Bogart, Ph.D. , is an Associate Professor of Psychology at Oregon State University. She researches the implications of living with disability, rare disorders, or facial differences.

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