doctorate in educational psychology london

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Applied Educational Psychology Doctorate (DAppEdPsy)

This doctorate will enable you to become a registered educational psychologist in the UK. It is accredited by the BPS and approved by the HCPC.

You are currently viewing course information for entry year:

Start date(s):

• September 2024

As part of the Applied Educational Psychology Doctorate, you will study and develop an understanding of:

• development
• relationships
• inter-relationship in organisational structures within educational and community settings

The Applied Educational Psychology course suits those with an understanding of educational systems and settings.

You'll explore applying psychology to make a difference in the lives of young people. We understand that development is taking place throughout education. This influences the psychology we draw upon.

Educational Psychologists (EP) work with:

• individual children
• young people
• carers/teachers/other agencies

You'll support individuals and work at an organisational level. This is to facilitate the learning and wellbeing of children and young people. Along with all BPS accredited EP training programmes we draw upon a wide range of psychology. 

Important information

We've highlighted important information about your course. Please take note of any deadlines.

Please rest assured we make all reasonable efforts to provide you with the programmes, services and facilities described. However, it may be necessary to make changes due to significant disruption, for example in response to Covid-19.

View our  Academic experience page , which gives information about your Newcastle University study experience for the academic year 2023-24.

See our  terms and conditions and student complaints information , which gives details of circumstances that may lead to changes to programmes, modules or University services.

Related courses

What you'll learn.

During your training, you'll also undertake research projects. These include:

• a systematic review of published research in a relevant field
• an empirical study presented as a paper for an appropriate peer-reviewed journal

You'll maintain a practice portfolio that chronicles and evidences your professional development.

As part of the Applied Educational Psychology Doctorate, you'll also study four taught modules which cover:

• key issues of inclusion and diversity
• working in partnership
• learning and social environments
• frameworks for practice

You will study modules on this course. A module is a unit of a course with its own approved aims and outcomes and assessment methods.

Module information is intended to provide an example of what you will study.

Our teaching is informed by research. Course content changes periodically to reflect developments in the discipline, the requirements of external bodies and partners, and student feedback.

Full details of the modules on offer will be published through the Programme Regulations and Specifications ahead of each academic year. This usually happens in May.

Optional modules availability

Some courses have optional modules. Student demand for optional modules may affect availability.

To find out more please see our terms and conditions .

Compulsory modules

Inclusion and Diversity  (30 credits) Working in Partnership  (30 credits) Learning and Social Environment  (30 credits) Frameworks for Practice  (30 credits) Professional Practice A  (30 credits) Professional Practice B  (30 credits)

Year 1 Modules are shown above.

Year 2 You will undertake the following work, which is not modularised:

• a research proposal
• a portfolio of professional work
• a systematic review of the literature (5,000 words). This will examine an aspect of a broad topic of interest that will be the focus of the inquiry throughout the whole thesis (and be summarised in the title for the thesis)

Year 3 You will undertake the following work, which is not modularised:

• a brief chapter (no more than 3000 words) that will provide a methodological and ethical critique of possible and relevant research designs and methods to be employed in an empirical study.
• an empirical research study of 7,000 words presented in the required format for submission to a nominated Journal.
• a reflective synthesis (2000 words) of professional and academic learning acquired in achieving the above. This will show what the work means for the trainee as a practitioner and researcher. It will demonstrate what the implications are for education and educationalists. It will also provide a summary of the most appropriate next steps for the trainee as a fully qualified researcher-practitioner.

How you'll learn

Our aims are to:

• promote the fullest possible inclusive education and social inclusion
• mitigate the effects of impairment, social and economic deprivation and disadvantage

During the first year of the Applied Educational Psychology Doctorate, there is an emphasis on the development of:

• professional criticality
• self-reflection
• the acquisition of process skills

This includes the use of:

• supervision
• consultation
• solution-oriented practices
• narrative practices
• dynamic assessment
• video feedback (including initial training in Video Interaction Guidance)

You'll undertake placements in educational and community settings. You'll use enquiry-based learning throughout. You'll work collaboratively and take responsibility for individual and group learning.

There will be time off across the year during Year 1. This is usually one week in Dec/Jan and March/Apr as well as four weeks in the summer. You’re expected to attend university sessions and placement throughout the half-term holidays. You’re also given a week of study leave in Dec/Jan and March/Apr and two weeks in the summer.

Depending on your modules, you'll be assessed through a combination of:

• an assessment of practice placements – four formal assessments across the three years
• a viva voce examination of a thesis

Our mission is to help you:

• stay healthy, positive and feeling well
• overcome any challenges you may face during your degree – academic or personal
• get the most out of your postgraduate research experience
• carry out admin and activities essential to progressing through your degree
• understand postgraduate research processes, standards and rules

We can offer you tailored wellbeing support, courses and activities.

You can also access a broad range of workshops covering:

• research and professional skills
• careers support
• health and safety
• public engagement
• academic development

Our team

Our Applied Educational Psychology programme directors are:

• Dr Richard Parker
• Dr Wilma Barrow

Our staff (as of July 2023):

Ashlyn Wong (Programme Administrator); Dr Tim Cox; Dr Emma Miller ; Dr Fi Boyd; Dr Katie Gibson; Dr Rachel Hayton; Dr Tracey Heckels; Dr Wilma Barrow; Dr Richard Parker.

Your development

You'll learn to support the development of young people aged 0-25 years. You will also learn how to work with other professionals, such as teachers.

Each year, you'll undertake supervised and assessed placements in educational psychology services. You will work with schools and settings of other children’s service agencies and professionals. You will work with children and young people and their families.

The following patterns are typical but are subject to change. There will be some exceptions to these patterns. Tuesdays and Wednesdays are only placement days for parts of the year.

• Monday – study day (at home or at university)
• Tuesday – university day/placement day
• Wednesday – university day/placement day
• Thursday – university day
• Friday – university day

*University days will be either in-person or will involve online or directed activities during year one.

Years two and three:

• Monday – placement day
• Tuesday – placement day
• Wednesday – placement day
• Thursday – university day/research day
• Friday – university day/research day

The programme workload will mean working additional hours on top of study days. The DAppEdPsy is a full-time professional training programme. This reflects in the working hours at both the university and the placement.

Placements A and B in year one will be at the six Local Authorities in the North East region. This is the base for our six Field Work Tutors. You may also have placements at other services in the North East region. This will be agreed between service managers.

The placements available for years two and three are different every year. Placements are offered by Local Authorities. You can make requests to those available in the region or further afield. These are decided through a matching process that takes place regionally.

Your future

Our careers service.

Our award-winning Careers Service is one of the largest and best in the country, and we have strong links with employers. We provide an extensive range of opportunities to all students through our ncl+ initiative.

Visit our Careers Service website

Quality and ranking

All professional accreditations are reviewed regularly by their professional body

From 1 January 2021 there is an update to the way professional qualifications are recognised by countries outside of the UK

Check the government’s website for more information .

You'll have access to facilities and a growing collection of online resources, including:

• a well-stocked Education Resource Centre
• an audio-video lab
• a recording studio

Find out more about the facilities in the School of Education, Communication and Language Sciences.

Fees and funding

If you’re awarded a place on the programme your fees will be paid throughout the three-year course.

You will be provided with a bursary in year one. In years two and three we will seek a bursary for you from a local authority or other commissioners of educational psychology services. 

The Department for Education directly manages the government-funded element. See the  Educational Psychologist Funded Training (EPFT) scheme  for more information.

Entry requirements

The entrance requirements below apply to 2024 entry.

Qualifications from outside the UK

English language requirements, admissions policy.

This policy applies to all undergraduate and postgraduate admissions at Newcastle University. It is intended to provide information about our admissions policies and procedures to applicants and potential applicants, to their advisors and family members, and to staff of the University.

Download our admissions policy (PDF: 201KB) Other policies related to admissions

Credit transfer and Recognition of Prior Learning

Recognition of Prior Learning (RPL) can allow you to convert existing relevant university-level knowledge, skills and experience into credits towards a qualification. Find out more about the RPL policy which may apply to this course

• How to apply

Applied Educational Psychology Doctorate - Open Event

We hold an Annual Open Event for potential Applied Educational Psychology Doctorate applicants. You will have the chance to speak with current and past students and the Programme team. There is also a brief formal presentation about the Programme.

The DAppEdPsy Open Event for 2024 entry will take place on 14 October 2023 (11.00-13.30) at the Boiler House, Newcastle University. You can register your interest in the event by filling out a form . 

Please get in touch with any questions, if you miss the event but still would like to apply to start in September 2024. You can email the Programme Administrator: [email protected] .

• Get in touch

Questions about this course?

If you have specific questions about this course you can contact:

Programme Secretary School of Education Communication and Language Sciences Telephone: +44 (0) 191 208 6526 Email: [email protected]

For more general enquiries you could also complete our online enquiry form.

Fill in our enquiry form

Our Ncl chatbot might be able to give you an answer straight away. If not, it’ll direct you to someone who can help.

You'll find our Ncl chatbot in the bottom right of this page.

Keep updated

We regularly send email updates and extra information about the University.

Receive regular updates by email

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Doctorate in Educational Psychology

Postgraduate Research Degree

• Faculties and Schools
• Faculty of Social Sciences
• School of Education and Lifelong Learning
• Postgraduate Research Degrees
• Doctorate in Educational Psychology (EdPsyD)
• Initial Teacher Education
• Funding Your Studies
• Doctor of Education (EdD)

Additional Information for Applicants

• Doctor of Philosophy (PhD)
• Research Expertise and Interests
• Equality, Diversity and Inclusion
• Enterprise and Engagement

The Doctorate in Educational Psychology (EdPsyD) is a three year full-time postgraduate training programme.

Based in the School of Education and Lifelong Learning, the programme is approved by the Health and Care Professions Council (HCPC) and accredited by the British Psychological Society (BPS). Upon successful completion of this three-year, full-time programme, trainees are eligible to apply for HCPC registration and, upon admittance to the Register, practise as an Educational Psychologist. Trainees will also be eligible to apply for Chartered Membership of the BPS.

The newest of only 13 programmes in England, this programme was established to meet demand for qualified Educational Psychologists in the East of England. The training programme supports trainees to develop the necessary skills and knowledge to deliver high quality, evidence-based psychological services to children and young people from birth to 25-years-of age within education, community and children’s services settings. The programme draws upon a broad range of psychological theory which is framed within the principles of evidence informed practice, critical psychology and social justice. We place importance on a reflective/reflexive approach and the promotion of inclusive practice. Trainees develop the ability to critically analyse and synthesise complex psychological and educational information and, through the application of consultation, intervention and assessment models, have a positive impact on the lives of children, young people and their families.

The EdPsyD integrates theory, research and practice. We achieve this through a mixture of taught sessions, experiential groups, problem-based learning, discussion, debates, professional practice placements and research projects. Trainees are supported by a university tutor from within course team and a fieldwork supervisor whilst on placement. Trainees are allocated a primary research supervisor and access additional support from the wider course supervisory team and have access to bespoke research training when undertaking their thesis.

We are proud to work in partnership with a wide range of local, regional and national partners to ensure a high quality, contemporary and relevant training programme. Our partners include Eastern Region local authority psychology services, schools, parents and carers, and the wider educational psychology training community. Our most recent BPS accreditation report commended us on: our creation of a positive environment in which trainees are supported in taking a critical stance and are excited by the challenges on offer; the commitment and speed at which we respond to and act upon student feedback and our own experience; our convening of an active Experts by Experience Group and utilisation of their expertise.

We aim for our programme to be challenging, collaborative and nurturing for our trainees to prepare them to work as creative, reflective/reflexive and ethically responsible practitioners.

For help with making an application for a funded place please contact [email protected] .

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• Centre for Education Research and Scholarship (CERS)  › 

Doctoral programmes

We have built a strong reputation as an innovator in higher education and we have a strong emphasis on interdisciplinary activity.

In the Department of Education we offer PhDs and DProfs; two high quality research programmes that aim to tackle current national and international research priorities within the context of education.

PhDs are offered via full-time and offers a traditional opportunity to research a topic and to view this through the lens of theory. It's ideal for those who enjoy sustaining their own progress.

DProf route

DProfs are offered via part-time study and is designed for anyone involved in a professional discipline who wants a slightly more structured approach to doctoral-level study. The DProf programme is structured around modules and suits those who are interested in exploring 'professionalism' in their own context or place of work.

PhD and Dprof benefits

Both these routes will give you the opportunity to gain an in-depth grounding in educational research methods. You'll also be supported by a supervisory/advisory team as well as having the additional holistic support provided by the CERS.

All research students are integrated into the research culture of the department and are encouraged to participate in various different ways both throughout their study and afterwards. Some events are informal gatherings around a cup of coffee, such as the weekly Research Club to facilitate individual support and collaboration. Others are more formal, such as the public lectures organised by CERS or the university-wide summer conference for staff and students.

These routes allow you to actively design and manage a research study, complete a written presentation and conclude in an oral examination, viva voce.

If you have any questions or queries about our doctoral programmes, please email  Dr Leena Robertson (tel: 020 8411 4768) or Dr Victoria de Rijke (tel: 020 8411 6369).

Doctoral Research Training

We take the training of our doctoral students extremely seriously because we believe that the best research is ethically, methodologically and theoretically robust. We are committed to making sure that our students have the opportunity to develop into the best researchers of tomorrow.

To this end, we provide a vigorous programme of workshops covering a range of methodological, theoretical, technical and practical issues related to all stages of the research process. In addition, we also work with colleagues across Middlesex University to ensure that our students benefit from any other specialist resource which may be on offer. Our workshops are delivered by experts and open to all Middlesex students.

For more information, including workshop times and dates,  visit our MDX CERS website .

Related academics

Dr Leena Robertson

Dr Victoria De Rijke

In this section.

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Doctorate in Educational Psychology - (DEdPsych) (4883)

This three year DEdPsych Doctorate in Educational Psychology training programme prepares students for a professional qualification which will enable them to work in Children’s Services and to provide help with the major developmental and educational problems presented by children to parents, teachers in schools, and in other agencies.

Introducing your degree

Do you want to use your psychological knowledge to help make a difference for children and young people (CYP)? Educational psychologists (EPs) do this every day as they work with CYP in their schools, homes and wider communities. EPs use psychology to help CYP develop their social mental & emotional health, and to learn effectively. Working to help CYP overcome difficulties and develop their potential, EPs use a strengths-based approach that pays attention not just to the CYP, but to the context in which they live and learn. EPs are also involved in wider activities such as applied research in schools, training and policy development. By applying for and completing our course, you will be to apply for chartered status with the British Psychological Society, and be able to apply to the Health Care Professions Council to use the title of Educational Psychologist.

View the Course Description Document .

Programme Overview

Through academic study and research, allied to extensive placement learning experience, this educational psychology doctorate will equip you with the skills necessary to meet the challenges of this rewarding work.

If you would like to know more about this DEdPsych please contact the administrator for the programme,  Angela Goodall  Email:  [email protected]  (telephone +44 (0)23 8059 5321). The programme is for people wishing to become an educational psychologist and meets the requirements for chartered status with BPS, and enables those completing the programme to apply for registration with the Health Care Professions Council (HCPC).

Applications for September 2024 entry into the Southampton Educational Psychology Doctorate training programme for will open mid-September 2023.

Interviews for the 2024 Intake will take place IN PERSON from Wednesday 28th February 2024 to Tuesday 5th March 2024 inclusive

The next Open Evening will be in person at the Highfield Campus on Monday 25 September 2023 from 5.00pm to 7.00pm.

Please register your interest .

The Open Evening comprises an initial presentation of information, followed by an informal question and answer session with tutors and current trainees. For more information please watch the videos on YouTube .

There is also a  vevox link with answers to questions asked at the Open Evening.

A detailed DEdPsych programme specification and handbook are available at the bottom of this page.

Application for this DEdPsych Doctorate in Educational Psychology is through the  Association of Educational Psychologists and requires on-line application for up to three training providers. The University of Southampton is a member of the SEEL Consortium, linking five programmes offering training in London, East and South East England. Application is however direct to individual providers, and selection is conducted at programme level. Please note, for the current contract from 2024 onwards, the consortium no longer includes UCL.

The Doctoral Programme in Educational Psychology at the University of Southampton aims to promote equality of opportunity for all persons and welcomes applications from a wide range of candidates meeting the essential criteria on the person specification. If you are selected for interview, you will be required to complete a Self-disclosure form as part of an application for a trainee place.

The trainee place for which you have applied is an exempted occupation for the purpose of the Rehabilitation of Offenders Act 1974. All "spent" and "unspent" convictions must be declared. Having a "spent" or "unspent" conviction may impede your application for the course. This will depend on the circumstance and background to your offence in relation to the university place that you are applying for. Evaluation of information is based on strict confidentiality and discretion.

Please note that Southampton does not require any specific additional information in this section of the application form. For further information about Educational Psychology and associated training please see:  www.bps.org.uk .

All successful DEdPsych applicants are required to apply for an enhanced Disclosure Barring Service (DBS) check (formerly CRB). Disclosure of criminal convictions will be assessed on an individual basis according to the  University student convictions policy and the School of Psychology Fitness to Practise policy. Further information regarding DBS can be obtained from the DBS website .

Successful applicants for this educational psychology doctorate are also expected to confirm their fitness to study and practice at the start of the programme. Potential applications need to be aware of these requirements prior to application. Once on the DEdPsych programme, trainees are expected to maintain their health and well-being throughout the duration of the programme and in line with the HCPC's guidance on conduct and ethics, to let the education provider know if their health status changes.

If you would like to know more please contact the administrator for the programme,  Angela Goodall  Email: [email protected] , tel.+44 (0)23 8059 5321.

Accreditation

This DEdPsych Doctorate in Educational Psychology programme meets the requirements for chartered status with BPS, and is approved for registration with the HCPC.

The programme at Southampton is designed to enable you to work in partnership with a diverse population of children, young people, their families and services in a range of contexts and settings. The research requirements are integrally linked to the placement and academic components and culminates in a thesis which aims to address an issue relevant to an educational psychology context.

Related Staff Member

Dr Sarah Wright BA, MSc, P.G.C.E, PhD

Dr Sarah Wright is Programme Director: Doctoral Programme in Educational Psychology (DEdPsych) within Psychology at the University of Southampton.

Links to external websites

• Placement Handbook
• National College for Teaching and Leadership
• What do educational psychologists do? (BPS)
• Information for students on applying to the HCPC

The University cannot accept responsibility for external websites.

Other University of Southampton sites

• Equality at Southampton

Useful Downloads

• Fitness to Practice Policy Document
• Reading list
• Thesis titles

Academic and Research Handbook

What's related

• Doctorate Clinical Psychology (DClinPsych) (4886)

Entry Requirements

Typical entry requirements.

• You have attained at least a 2:1 in psychology (or equivalent) and Graduate Basis for Chartered membership (GBC) with the BPS at the time of application. If you do not have a 2:1 you have a Masters with a significant psychology component at Merit level.

• Sustained and relevant work with children in education, childcare, or community settings. A minimum of 1 year's full time (or equivalent part-time) at the time of application. This can be all paid employment or at least nine months full time paid and 3 months voluntary relevant experience. It is important that the experience enables you to demonstrate: • Effective communication and engagement with children, young people and families. • Knowledge of a range of ages and contexts e.g. Mainstream, Special, Social Care, Health, Justice, PRU, Voluntary Groups, Independent sector. • An ability to manage competing demands. • An ability to critically reflect upon and improve your practice in response to feedback. • An understanding of inclusion equality and diversity and an awareness of how the roles in which you have worked have enabled you to promote these principles.

• Your application must show strong evidence of the application of psychology in working with children and young people and in your thinking about your practice.

• You have provided evidence that you have kept psychology as an on-going interest and a regular part of your CPD.

• Your application should evidence the skills and competencies that demonstrate your readiness to join a doctoral training course and to design and carry out a piece of publishable research.

Applicants are short-listed based on the evidence in their application which addresses the above criteria.

Please note we do not use references at the shortlisting stage.

You must be able to demonstrate a good command of English. If English is not your first language you must be able to evidence a good standard of written and spoken English (100 for internet-based TOEFL, 250 for computer-based TOEFL, 600 for paper-based TOEFL or Level 5 for International English Language Testing System (IELTS) Academic Version which is an overall score of 8.0 and a minimum of 8.0 in each component.

Selection process

Selection for this Doctorate in Educational Psychology is undertaken in collaboration with educational psychology service managers from neighbouring local authorities who participate in the short-listing and interview process. The programme welcomes applications from people with disabilities and from ethnic minority communities.

The Doctorate in Educational Psychology at Southampton does not accept self-funders therefore potential applications need to meet the criteria set out by the  Association of Educational Psychologists for funded places.

The Association of Educational Psychologists has set out its specific entry requirements .

This page contains specific entry requirements for this course. Find out about equivalent entry requirements and qualifications for your country.

Programme Structure

Typical course content.

This educational psychology doctorate is based within the School of Psychology at Southampton, which has an international reputation for research and innovation. As a programme it aims to develop your knowledge, understanding and application of theory, empirical evidence and interventions at the core of the professional practice of educational psychology. We place great emphasis on developing your research skills across the three years. The programme is designed to equip you to become a reflective and adaptable practitioner, who can apply both casework and research skills in a variety of contexts. The first year of the DEdPsych Doctorate in Educational Psychology is spent studying full time, although this includes regular placement days within a primary and secondary school under the guidance of a field tutor. In the second and third year trainees work for three days a week in two different local authorities. By Year 3 trainees are expected to take increasing responsibility for their own practice and negotiate with service users appropriate activities. While Supervisors remain in close touch with trainees, the level of supervision is reduced and more independent practice encouraged.

Trainees at Southampton have the opportunity to take up a placement with the SEEL Training Consortium of local authorities in the area. Members of the Consortium make a financial contribution to the bursary scheme and offer placements to year 2 and 3 trainees. Trainees are required to accept a placement within the consortium.

Year 1 trainees at Southampton currently receive a bursary of £16,266.

Professional Placements in Years 2 and 3

Southampton is part of the SEEL consortium consisting of Institute of Education, Southampton, Tavistock, UCL and UEL and placements are arranged for all trainees across these training providers in Years 2 and 3 by means of a placement panel which is held in June each year. In May of Year 1 trainees will be asked to nominate, according to the specific requirements and in order of preference, 5 of the bursary placements that have been pledged in the SEEL/SEAL region. Placements are for 130 days during term time, which equates to approximately 3 days a week. Please note: The boundaries of the SEEL region extend from Norfolk east to Oxford, south to Dorset and west to Kent. The boundaries of the SEAL region (2024 contract onwards) DO NOT include the Eastern region. The bursaries can all be viewed as they come in on the  website .  

Accepting a place on any of the SEEL programmes (Institute of Education, Southampton, Tavistock, UCL and UEL) carries with the expectation that you will take a placement within the region covered by the consortium.

PSYC6070 Learning and Development PSYC6071 Emotional & Behavioural Development PSYC6127 Evidence Based Practice PSYC6130 Psychology in Professional Practice 1 PSYC6131 Consultation, Assessment and Intervention 1 PSYC8042 Small Scale Research Projects (SSR ) RESM6009 Applied Research Methods (ARM): Qualitative Methods RESM6010 Applied Research Methods (ARM): Statistical Analysis of Comparisons & Group Differences RESM6011 Applied Research Methods (ARM): Correlational Methods RESM6012 Applied Research Methods (ARM): Planning & Designing Research

PSYC8022 Research Thesis PSYC8039 Dissemination and User Engagement PSYC8040 Emotional and Behavioural Difficulties PSYC8041 Learning Difficulties PSYC8043 Psychology in Professional Practice 2 PSYC8045 Consultation, Assessment and Intervention 2

PSYC8022 Research Thesis PSYC8044 Psychology in Professional Practice 3 PSYC8046 Consultation, Assessment and Intervention 3

Fees & funding

Tuition fees.

Fees for postgraduate research degrees vary across the University. All fees are listed for UK, EU and international full-time and part-time students alphabetically by course name.

Scholarships, bursaries, sponsorships or grants may be available to support you through your course. Funding opportunities available to you are linked to your subject area and/or your country of origin. These can be from the University of Southampton or other sources.

Learning & Teaching

This DEdPsych Doctorate in Educational Psychology programme is taught via a range of educational and placement opportunities that are supported via academic teaching from the University of Southampton. In Year 1, a significant part of the curriculum is delivered using problem based learning. This is designed not only to encourage independent learning, but also to develop group collaboration skills and promote a direct application of what you learn to professional practice. On this course you are respected as adult learners who are aiming to become autonomous professionals with the integration of theory and practice being central to the curriculum.

A problem-centred approach is at the heart of Southampton's DEdPsych Doctorate in Educational Psychology programme. The models we draw on are the revised Problem Solving Framework (Monsen & Frederickson 2008), the Gameson & Rhydderch (2008) Constructionist Model of Informed Reasoned Action (COMOIRA) and the Integrated Framework (Woolfson, L., Stewart, A.,Whaling, R. & Monsen, J. 2003, 2008). The programme aims to give experience of applying the problem centred framework at a number of levels: individual, group, organisation e.g. school and policy maker e.g. local authority.

The DEdPsych Doctorate in Educational Psychology programme is structured as follows:

Knowledge and skill development through problem based learning and seminars at university (2 days a week)

Research methods and statistics (half a day)

Applied Research Methods Course (I and II) (one morning a week)

Generic Research Skills (3 days a year)

Independent study (a day a week)

Placement in pairs with a Field Tutor for 1.5 days a week from Oct to July(approx 60 days) in Hampshire, Portsmouth and Southampton which is the context for both casework and research activity

Knowledge and skill development (Mondays at university throughout term time)

Generic Research skills (3 days a year)

Independent study (2 days a week for thesis preparation, write-up of research projects and attendance at the university - see above)

Placement in a local authority through a bursary scheme for 130 days (usually 3 days a week) which provides the context for developing casework skills and applied research projects.

Independent study (2 days a week for thesis preparation, and 8 days university attendance)

Placement in local authority through a bursary scheme for 130 days (usually 3 days a week) which provides the context for extending professional practitioner skills.

Across the three years, your knowledge, intellectual and general skills will be assessed by:

• Essays and academic critiques
• Reports of Casework
• Practical work files
• Graduated Applied Research Projects with topics coming from schools and the wider LA community
• A thesis: (20,000 word thesis containing a literature review plus empirical paper)

Study locations

Highfield Campus

Some of the Foundation Year subjects will be taught on the Highfield C... Find out more

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Educational Psychology Research and Practice (EPRAP)

Educational psychology research and practice.

A periodical from the School of Psychology

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Call for papers for a special issue of EPRaP

Global Approaches to Educational Psychology: Interconnected Opportunities?

Aims and Scope

Educational Psychology Research and Practice is an open access periodical published twice a year by the School of Psychology, University of East London. It offers a forum for informed debate and discussion of Educational Psychology research and training as well as a wider focus on issues of social justice and civic engagement in applied psychological practice. EPRaP is open to publishing research findings, literature reviews, commentaries, methodology papers, reflection on practice and book/resource reviews. It is part of a research and learning culture that recognises the importance of knowledge exchange and impact for partners in the community. If you are interested in contributing please contact us at  [email protected] . We can also be followed on Twitter  @UEL_EPRaP .

ISSN: 2059-8963 (online) Publication frequency: 2 issues per year Subject: Educational Psychology Research and Practice Publisher: The School of Psychology University of East London

Inside EPRAP

General enquiries : Email:  [email protected] Editors :

Dr Pandora Giles , School of Psychology, University of East London. Email:  [email protected] Dr Miles Thomas , School of Psychology, University of East London. Email:  [email protected]

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School for Policy Studies

Doctor of educational psychology (dedpsy).

The Doctor of Educational Psychology (DEdPsy) is a three year full-time course accredited by the British Psychological Society . Applications for our September 2024 start date will open on 13 September (closing 15 November).

The degree serves as the entry qualification for professional practice and employment in educational psychology. It has been designed to meet the professional training needs of educational psychologists and reflect a shift in orientation in professional training which is implicit in a research degree.

Funding is available via the Association of Educational Psychologists  (AEP).

How does the Doctorate in Educational Psychology differ from a PhD?

Both programmes are of doctorate level. The Doctorate in Educational Psychology is a professional taught programme (units and dissertation) and serves as the entry qualification for professional practice and employment in educational psychology.

However, a PhD programme involves three or more years of independent research on an original topic with the support of one or more academic supervisors.

Apply online

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• Studying at Bristol
• Student life

I am really enjoying my time in Bristol; it is a very comfortable place to live. It is not busy like London, but you can find anything you want and the people are very nice.

School admissions: [email protected] +44 (0)117 954 6785

School for Policy Studies University of Bristol 8 Priory Road Bristol, BS8 1TZ

Doctorate in Clinical Psychology DClinPsy

Key information

The three-year, full-time Doctorate in Clinical Psychology is based within the Institute of Psychiatry, Psychology and Neuroscience (IoPPN). Trainees spend three days a week on supervised clinical practice placements and two days a week are dedicated to teaching, study and research.

Aims & Philosophy

To benefit service users, carers and wider society by training clinical psychologists who:

• are skilled in evidence-based psychological assessment and intervention
• produce applied research of the highest quality and impact
• progress to become leaders within the NHS, clinical academia and beyond

The training programme values the reflective scientist-practitioner model as a basis for clinical psychology. There is a strong emphasis on integration of theory, research and practice in all aspects of the programme.

The biopsychosocial framework underpinning the Programme identifies biological, psychological and social factors that contribute to the development and maintenance of psychological difficulties and mental disorders across the lifespan. Our understanding of the framework is that it is linked to a continuum view of psychological difficulty. Thus, the programme seeks to understand these difficulties from an assumption of commonality of experience and human potential to support wellness and resilience.

The programme takes cognitive-behavioural therapy (CBT) as its primary therapeutic modality, reflecting the world-leading research expertise within the IoPPN and its evidence base. Family therapy/systemic practice is the second therapeutic modality.

The Programme is based predominantly within King's Health Partners (an Academic Health Sciences Centre) which comprise King's College London and three of the highest rated NHS Foundation Trusts in the country: South London and Maudsley, King's College Hospital, and Guy's and St Thomas'. A particular strength of the programme is the cohesive and comprehensive range of local and national specialist placement opportunities across tthese trusts and other placement services. In line with the goals of the NHS long term plan, placements offer trainees opportunities to work in local clinical pathways improving access to services for people from our diverse local communities.

The IoPPN DClinPsy Training Programme is committed to the principle of equality of opportunity for all trainees and staff. The Programme values and positively promotes equality, inclusion and diversity. At the IoPPN and local Trusts, there is much expertise relating to Culture, Equality, Diversity and Inclusion (CDI) in clinical, research, and teaching activities.

Additional Information

The programme meets the Health and Care Professions Council (HCPC) education and training standards – the statutory regulator for practitioner psychologists in the UK, and has full accreditation from the British Psychological Society (BPS).

The course is also accredited by the British Association for Behavioural and Cognitive Psychotherapies (BABCP) – Level 1 (for all trainees) and Level 2 (for a subset of trainees), alongside the Association of Family Therapy and Systemic Practice (AFT) – Foundation Level (for all trainees).

On successful completion of the programme trainees are awarded the Doctorate in Clinical Psychology. The award confers eligibility to apply for registration with the HCPC to practise as a clinical psychologist in the UK, and graduates are able to apply for full membership of the Division of Clinical Psychology from the BPS.

Trainees are full-time professionals in the NHS, registered students at King's College London and key stakeholders whilst training. Throughout the training programme, trainees are encouraged to synthesise and reflect on different aspects of their learning and work as part of their professional development and integration of their personal and professional aspects. Key contributors to this process are the use of clinical supervision, discussions in teaching workshops, meetings with personal tutors and appraisers, and reflections in their logbook and clinical assessments.

Trainees help to shape the Programme's development and evolution through representation and participation in the majority of the Programme committees. There are also a number of opportunities for trainees to begin working as partners and leaders whilst training via involvement in working parties and groups focused on priorities within clinical psychology training.

The Programme has a number of support systems in place to help ensure that trainees are well supported and to create a stimulating and rewarding environment for trainees to develop personally and professionally during their training.

• Before joining the Programme, each new trainee is contacted by their ‘buddy’ (one of the current first year trainees) to facilitate their transition onto the Programme.
• Trainees will be line managed by a Clinical Director on the Programme
• Each trainee is allocated a personal support tutor and mentor – a qualified clinical psychologist available for confidential advice and support who is available to meet at least once per term throughout training. The personal support tutor, where possible, is matched to trainee career interests to allow for mentoring alongside pastoral support.
• Each trainee is also allocated a clinical tutor who will visit them on placement throughout the three years to maximise continuity, support and development.
• Each trainee is allocated an appraiser from within the Programme team to support progression across all aspects of the Programme.
• Each trainee is allocated a research tutor from the Programme team to support them with any questions or concerns about any aspect of their research.
• Reflective practice groups and themed reflective case discussions run throughout training, which provide an opportunity for trainees to reflect on training and the impact of clinical work.
• Dedicated reflective spaces are offered to trainees from racially and ethnically minoritised (REM) backgrounds. These spaces aim to offer support in a safe environment.
• Trainees’ identifying as White will be invited to attend a dedicated reflective space to consider the impact of their identity in training.
• A support group is available for trainees with childcare responsibilities, which includes drop-in meetings with clinical tutors.
• Orientation meetings are scheduled in the timetable to facilitate transition into the following year of study. At the end of the final year there is an exit meeting to allow trainees to reflect with the Programme Team about their experiences of the training programme.
• Trainees with disability support needs can book a confidential appointment with a Disability Adviser at King’s College London Disability Support . This will help develop an Inclusion Plan which summaries aspects your disability and provides recommendations of support strategies to ensure we can best support you throughout your training experience.

As a course, we care about the psychological well-being of our trainees and aim to ensure we can best support trainees who may be experiencing difficulties or have additional support needs. We recognise that whilst training you are likely to experience periods of increased stress given the various pressures that need to be managed across different components of the course, as well as any additional stressors including physical and mental health concerns, or other personal factors that may impact on well-being. We have a number of sources of support available to our trainees as well as resources and signposting of services.

• How to apply
• Fees or Funding

UK Tuition Fees

Home applicants who meet the above entry requirements criteria are eligible for an NHS funded place and are not required to pay tuition fees.

International Tuition Fees 2023/24

Full time tuition fees: £31,260 per year

International Tuition Fees 2024/25

Full time tuition fees: £33,450 per year

These tuition fees may be subject to additional increases in subsequent years of study, in line with King’s terms and conditions.

If you receive an offer for this programme, you will be required to pay a non-refundable deposit to secure your place. Deposit payments are credited towards the total tuition fee payment.

The International deposit is £2000.

• If you receive an offer before March, payment is due by 20 March.
• If you receive an offer between 1 March and 20 May, payment is due within one month of receiving the offer.
• If you receive an offer between 21 May and 15 July, payment is due within two weeks of receiving the offer.
• If you receive an offer between 16 July and 15 August, payment is due within one week of receiving the offer.
• If you receive an offer from 16 August onwards, payment is due within three days of receiving the offer.

If you are a current King’s student in receipt of the King's Living Bursary you are not required to pay a deposit to secure your place on the programme. Please note, this will not change the total fees payable for your chosen programme.

Please visit our web pages on fees and funding for more information.

• Study environment

Base campus

Denmark Hill Campus

Home to the Institute of Psychiatry, Psychology & Neuroscience

The Doctorate is intensive, running for three years full-time. The programme consists of academic, clinical and research components, and trainees are required to pass in all areas..

Academic teaching, research supervision and clinical supervision are mainly carried out by members of the Department of Psychology or other departments within the Institute of Psychiatry, or by clinical psychologists working within King's Health Partners, giving the programme an overall cohesion and sense of community. The Programme also receives specialist contributions to its academic teaching from invited outside speakers and experts.

For departmental and Institute research interests visit the IoPPN webpages.

In each year, trainees spend three days per week on supervised clinical placements (Tuesdays to Thursdays, 9:00 – 17:00) with Mondays and Fridays dedicated to teaching and research. Trainees undertake six 6-month placements. The four ‘core’ areas of the programme are Adult and Child Mental Health, (year 1) and Older Adults and Intellectual Disability (year 2). The third year comprises two specialist or supplementary placements.

Attendance at all course components is mandatory. Trainees are also expected to undertake their own independent learning.

The length of the Programme cannot be reduced through the accreditation of prior learning or experience. All trainees are required to complete the full Programme of training in order to qualify and while on the Programme, all trainees take annual holiday entitlement within set time periods to fit in with teaching and placement attendance requirements.

Academic Curriculum

The Curriculum comprises of teaching streams that are led by academic clinicians and NHS service-based specialist clinicians. This curriculum is revised through consultation processes with NHS specialists, trainees, service users and NHS commissioners. A foundational theme that sits across all the teaching streams is that of culture, diversity, equality, and inclusion. The specific teaching streams fall under the following headings:

• CBT Fundamentals
• Adult General
• Adult Addictions
• Adult Anxiety
• Adult Forensic
• Adult Psychosis
• Clinical Health Psychology
• Clinical Skills
• Clinical Neuropsychology
• Culture, Equality, Diversity & Inclusion
• Family Therapy
• Intellectual Disability & Neurodevelopmental Disorders
• Additional Therapy Approaches
• Professional Issues
• Reflective Practice & Reflective Case Discussions
• Research, Assessment and Methodology
• Supervision

The programme delivers teaching based on research, theoretical literature, practice-based experience and lived experience (expert by experience and carer input). Teaching is provided in lectures, workshops, seminars and tutorials. Methods of delivery include, discussions, polls, case examples, role-plays, video displays, and didactic teaching. This is designed according to the material to be covered and the stage of training. Trainees are encouraged to contribute to the process; significant aspects of learning and development will come from each other.

Clinical Practice Placements

Trainees undertake six 6-month placements. The four ‘core' areas of the Programme are Adult and Child mental health (year 1) and Older adults and Intellectual disability (year 2); the third year comprises two specialist or supplementary placements. The majority of placements are located within South London and are accessible via public transport links. Trainees prior experience and future career preferences are taken into consideration in placement allocation.

The third year comprises two specialist or supplementary placements. There is a wide, exciting range of specialist placement opportunities for trainees to choose from, at South London and Maudsley NHS Foundation Trust (SLaM), King’s College Hospital NHS Foundation Trust (KCH), Guy’s and St Thomas’ Hospital NHS Foundation Trust (GSTT) and in other organisations. SLaM provides the widest range of NHS mental health services in the UK.

Placements are offered in a variety of specialisms and settings, including primary care, secondary care, inpatient, secure settings and non-statutory organisations. We are fortunate to have many national services across the Trusts, meaning that trainees have access to a number of specialist placements. Placements may be based in the community or hospital settings.

By May of the final year, trainees are required to submit a doctoral level research thesis of between 25,000 to 55,000 words.

The thesis is comprised of:

• Service-Related Project
• Empirical Project
• Systematic Review

The Service-Related Project is completed in the first year, supervised by a clinical placement supervisor. Trainees gain experience of conducting an NHS-related project that will inform service development. Recent projects have directly investigated issues of equality and diversity in service provision.

The Empirical Project and Systematic Literature Review are completed in the second and third year, supervised by a main and second supervisor. Staff in the Department of Psychology and wider Institute of Psychiatry, Psychology and Neuroscience offer research expertise and supervision in a wide range of clinical topics. Most trainees are able to choose their research topic based on their interests and learning needs, and to co-create a research project with their supervisors. Trainee research is supported by the rich research environment at King’s, including close links with the department of Biostatistics & Health Informatics.

A developmental, competency-based approach is taken to assessment, combining formative and summative assessment methods. Please note that a number of the summative assessments undertaken by trainees in the third of training will be dependent on their pathway (either BABCP Level 2 or AFT Intermediate).

The failure of two placements, or of an examination resit, or resubmitted/resat case studies, case conferences or assessments of clinical competence, or the viva examination, will constitute a Programme failure. No lesser exit award is available under the Programme.

Summative Assessments (all trainees)

• Qualifying examinations are held in June of the first year. The pass mark is 50% and trainees who fail are allowed to re-sit on one occasion in August.
• Case Conferences : In the first year of training, trainees are asked to present a case that demonstrates their CBT knowledge and skills. In the second year of training, trainees are asked to present a case where they have worked with more than one person in the room, and to offer a systemic formulation and treatment plan to assess their knowledge and skills in systemic practice.
• Case Studies : Early in the second year of training, trainees will need to submit a CBT case study that will demonstrate theory practice links and reflection on their learning and development as CBT therapists.
• All six practice placements are graded Pass/Fail by placement supervisors.
• The research thesis is assessed at a viva by two external examiners.
• Research Progress Report rainees submit a report on their research progress every 6 months, which is formally reviewed by their supervisor and a panel of research tutors; a satisfactory outcome of the review is required for progression.

Head of group/division

Professor Katharine Rimes

Contact for information

Kayleigh Rawlings, Programme Coordinator

[email protected]

Important Information:

Before contacting the programme, please note we are unable to offer individual advice on how to create a successful application or advise on what route applicants should take. There are many different routes onto the Doctorate, therefore the pathway undertaken should be the applicant’s choice, based on their interests and career aims.

Contact email

Further Resouces

• DClinPsy Clearing House Profile
• KCL-DClinPsy information about applying (padlet.org)
• Twitter: @KingsDClinPsy
• Entry requirements

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Educational Psychology Funded Training (EPFT) scheme

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About the scheme

The Educational Psychology Funded Training (EPFT) scheme provides government funding in partnership with employers for 204 trainee educational psychologists. It is a six year commitment made up of a three-year doctorate degree course, followed, by a period of employment immediately after graduation as an educational psychologist within a local authority (or alternative setting which supports the statutory work within a local authority) within England for at least three years. If you do not complete the training course or if you fail to spend the three years immediately after graduation employed as an educational psychologist within a local authority, or in a capacity which supports the statutory work of a local authority service, in England  you may have to repay some or all of the funding associated with your training place.

The Department for Education (DfE) works with the participating universities to manage the funded element of the EPFT scheme.

The Association of Educational Psychologists (AEP) hosts and administers the online application process. The payment of an administration fee is required to start your application. The administration fee is currently set at £30 and is regularly reviewed. The fee covers the running costs of managing the EPFT system. 

The participating universities, in partnership with employers, are responsible for selection of the successful applicants. Employers also offer practice placements in years two and three.

The information on this page concerning availability of funding and eligibility requirements has been supplied by the DfE. The AEP is not in a position to offer definitive advice on funding matters. If the information on this page does not address your specific circumstances adequately, then you should seek further advice and guidance directly from the DfE. However, you should be aware that the DfE are unable to assist on queries relating to your nationality or immigration status. If your query relates to these, you should contact the Home Office.

Universities and Training Places

There are 204 places under the EPFT scheme available in September 2024. The universities offering the doctorate for 2024 are:

Candidate Specifications

In this section:.

• Entry requirements
• Nationality/residency requirements

Graduate Basis for Chartered Membership (GBC)

Overseas qualifications, proof of graduate basis for chartered membership (gbc).

• Applicants with a 2:2 class degree

If English is not your first language

Relevant work experience.

• UK Residents who are temporarily overseas

Entry Requirements

To be eligible to apply through the EPFT scheme you must

• have a psychology degree (2:1 (‘upper second’) or above)  or  have completed an approved conversion course  or  a Master’s degree,  AND  be eligible for the British Psychological Society (BPS) Graduate Basis for Chartered Membership (GBC).  You must have the qualification that grants you eligibility for GBC before the application deadline*.  If the qualification that grants you eligibility for GBC is not from the UK or Ireland, you will be required to enter your BPS membership number at the application stage (see below)
• be able to demonstrate that you have gained a minimum of one year’s full-time (i.e. 37 hours a week for 52 weeks or part-time equivalent) experience working with children and young people within an educational, health, social care, youth justice, childcare or community setting by the application deadline. This can be made up of all paid employment or at least nine months full-time equivalent paid employment and the equivalent of three months sustained relevant voluntary experience. Any additional paid/voluntary experience over the one-year minimum requirement should also be included
• have permission to work in England for the duration of the course and for at least three years after completing the course. If you are uncertain of your immigration status you should contact the Home Office at: https://www.gov.uk/contact-ukvi-inside-outside-uk
• satisfy the nationality/residency requirements

* A candidate will still be eligible if they can provide formal evidence of graduand status at the time of application. This could be in the form of a communication from your university confirming your award status. This evidence should be forwarded to your chosen doctorate course providers directly.

Nationality & Residency Requirements

The residency requirements for the funded scheme are harmonised with Student Finance eligibility. You can find their residency criteria here:  Student finance: Eligibility - GOV.UK (www.gov.uk)

EU Candidates

The following guidance has been published by the DfE for EU citizens wishing to apply. These guidelines come into effect from the 2021 intake onwards.

• Studying in the UK: guidance for EU students - GOV.UK (www.gov.uk)
• New eligibility rules for home fee status and student finance for the 2021 to 2022 academic year (publishing.service.gov.uk)  [PDF]
• Access to Student Finance from Academic Year 2021/22: FAQs - Education in the media (blog.gov.uk)

British Nationals in Hong Kong and UK nationals in British Overseas Territories

The following resources are available for those holding BNO passports, or UK nationals in British Overseas Territories:

• British nationals (overseas) in Hong Kong - GOV.UK (www.gov.uk)

To be eligible for the GBC of the British Psychological Society you  must  have one of the following:

• acquired a qualification in psychology (usually a Bachelor (Honours) degree) which has been approved by the British Psychological Society as conferring eligibility for GBC
• undertaken an appropriate British Psychological Society accredited conversion course

Academic qualifications awarded in the Republic of Ireland that confer eligibility for Graduate Membership of the Psychological Society of Ireland (PSI) are also recognised for GBC.

You  do not  have to be a member of the BPS to apply for the EPFT scheme if you hold qualifications accredited by the BPS or the PSI that confer eligibility for the GBC.

If you were awarded your psychology degree by a university in the UK or the Republic of Ireland but are unsure whether you are eligible for GBC, please contact the BPS for advice on 0116 254 9568 or emailing  [email protected] . Alternatively, a full list of the accredited undergraduate courses can be found on the BPS website: www.bps.org.uk/find-course

If you obtained some or all of your required qualifications overseas you will need to obtain confirmation that you are eligible for GBC, usually through the process of applying successfully to the BPS for Graduate Membership. Further details can be found on the BPS website:  www.bps.org.uk . When applying for an EPFT place you must enter your BPS membership number and provide evidence that you are eligible for GBC membership of the BPS. Further details can be found either on their website:  www.bps.org.uk , or by contacting their Partnerships and Accreditations Team (PACT) on 0116 252 9563 or emailing  [email protected] .

You must have completed the qualification that grants you eligibility for GBC before the application deadline. If you are shortlisted for interview by a university, you will be required to bring written confirmation of your eligibility for GBC to your interview. A letter confirming your eligibility from the director of the relevant degree course or from the BPS is acceptable evidence.

Applicants with a 2:2 degree

Some universities may accept an application if you hold a 2:2 (‘lower second’) degree. In this case you must have both extensive experience and completed further professional development. You should consult with your chosen universities before applying if you hold a 2:2.

A good command of written and spoken English is essential. If your first language is not English, you must be able to provide recent evidence in your application form that your spoken and written command of English is of the required standard. The only acceptable English qualification for the course is the International English Language Testing System (IELTS), Academic. An overall grade between 7.0 and 8.0, with a minimum of 7.0 in each of the sub-tests, is required.

You must complete the application form and references in English.

Universities will expect you to have the equivalent of a minimum of one year’s full-time experience of working with children and young people within an educational, health, social care, youth justice, childcare or community setting by the application deadline. This can consist solely of paid employment or a combination of at least nine months full-time (or equivalent) paid employment and the equivalent of three months full-time sustained relevant voluntary experience. For these purposes, ‘one year full-time’ would usually be taken to mean at least 37 hours per week for 52 weeks. Thus, someone working part-time for 18.5 hours a week would usually require two years’ employment to meet the ‘one year full-time equivalent’ requirement.

Relevant work experience overseas will be considered as part of your application.

University course requirements may vary slightly. Therefore, before completing your application we advise that you read the guidance on the websites of the institutions that you are interested in.

Universities will be looking for knowledge and understanding of:

• the UK education system
• application of psychological theories

UK Resident who are temporarily overseas

If you are a UK resident who is temporarily travelling or working abroad you can apply for an EPFT scheme place. You must be able to attend an interview in person if invited. However, if you are currently living overseas you must be able to satisfy the nationality/eligibility requirements in order to be eligible for funding.

The Department for Education (DfE) is responsible for funding the EPFT scheme.

Under the EPFT scheme, funding allocated to successful candidates covers tuition fees for all three years of the course, and a bursary for the first year, all of which will be paid to the university by the DfE on the candidate's behalf.

First Year Bursary

Second and third year bursary/salary arrangements, self-funded training places, alternative sources of funding.

In your first year, the university will pay the bursary directly to you. The amount you will be paid is:

• £16,266 per annum if your course is outside London
• £16,715 per annum if your course is in London 

Arrangements for the second and third years of training vary. Most employers offer practice placements during which you are paid a bursary, while a small number offer employed posts where you are paid a salary.

Individual universities determine whether to offer places for self-funding students and, if so, how many. If you are interested in applying for a self-funded place, you must contact the relevant university directly. The DfE does not cover any of the costs for self-funded trainees.

You must apply for a self-funded place directly to the university offering such places,  not  through the EPFT online application system. You can apply for both EPFT scheme and self-funded places but you must inform the AEP if there is any change to the status of your EPFT scheme application.

The EPFT scheme is currently the only funded Educational Psychology training scheme in England.

Can I defer my entry?

Are part-time and fast track routes available, can i apply if i have a criminal conviction, what is the process for applicants with disabilities, what happens if i withdraw my application, can i defer my employment at the end of training, what if i have long-term absence from the course (over three months including sickness and maternity leave), do i need a teaching qualification or experience, can i apply if my psychology undergraduate qualification was acquired abroad, can i practise in the uk if i am an internationally qualified educational psychologist, or will i need to complete the doctorate, is there an age limit to applying for an epft place, how likely is it that government funding for educational psychology training will continue.

• I am starting my conversion course in September, can I apply for the 2024 intake? / I’m in my third year of my psychology degree, can I apply for the 2024 intake?

Where will my practice placements be in years two and three? Or can I choose a practice placement close to home?

The high demand for EPFT places means that deferred entry is not possible.

At present, educational psychology and EPFT funding is available only as a full-time three-year course.

All courses involve work with children, so if you are successful in your application you will be subject to a Disclosure and Barring Service (DBS) criminal record check organised by the university. More information on the DBS check can be found at:  www.gov.uk/government/organisations/disclosure-and-barring-service

If you have any concerns about what information the DBS check will reveal you should raise this with the university.

Please note, if you have convictions it may prevent you from being accepted on the EPFT programme. Should you reach the shortlisting stage a decision regarding your application will be considered on a case by case basis, in consultation with programme directors and Principal Educational Psychologists (PEPs).

If you have a disability it is suggested that you contact the university before you apply to ascertain how they can best meet your needs. You should do this at the earliest opportunity to allow universities sufficient time to make any necessary arrangements.

Should you want to withdraw your submitted application prior to accepting an offer then you must do this by the online system. If you withdraw you will not be able to submit a second application in the same year. The AEP will hold your information until the close of the application year.

Waiving of the obligation to seek employment as an educational psychologist, in England, for at least three years after qualifying is only possible under exceptional circumstances. Extended travel or gap years do not count as exceptional circumstances.

In the event that a long-term absence results in your needing to repeat an academic year, there is no guarantee that the course will still be running at the establishment you were previously studying at when you return from your absence. 

There is no longer a requirement to have a teaching qualification, although work experience of the education system is valued by course directors.

If you acquired some or all of your qualifications abroad, the British Psychological Society will be able to advise you if they are eligible for BPS Graduate Basis for Chartered Membership (GBC). They can be contacted at  www.bps.org.uk or on +44 (0) 116 254 9568.

The Health and Care Professions Council will be able to advise you, they can be contact via their website www.hcpc-uk.org or on +44 (0) 845 300 6184.

There is no age limit. For more information on this please visit www.aep.org.uk/ epft-report .

The cost of the training is currently split between the Department for Education and employers (namely, local authorities, some private enterprises and schools). 

The DfE have agreed to commission Educational Psychology training for three cohorts, beginning their training in September 2024, September 2025, and September 2026. The third of these cohorts, beginning their training in 2026, will be subject to funding being agreed. There is also an option to extend for a further 12 months, at DfE’s sole discretion.

I am starting my conversion course in September, can I apply for the 2024 intake? / I’m in my third year of my psychology degree, can I apply for the 2024 intake?

The high demand for EPFT places means that it is not possible to make any conditional offers. You must have completed the qualification that grants you eligibility for GBC before the application deadline.

Practice placement vary each year, as the course is dependent on local educational psychology services and school partnerships providing a placement plus a bursary or salary. These would ordinarily be in:

• Local Authority Educational Psychology Services
• School partnerships
• Other Educational Psychology Services

We would also recommend you contact the university (s) you are thinking of applying to, as they will be able to advice you on where their placements are commonly available. It is sometimes possible because of the consortia arrangements, that if you’re on a course some distance from you family, to request a practice placement closer to home. For example, if you are at the University of Nottingham, but your family is in Cumbria, the University of Nottingham on your behalf can approach Manchester to see if there are any placements in Cumbria. This isn’t guaranteed, and you will not be able to transfer university as the course content and awarding bodies vary.

Trainees are able to express their preferences and most universities have practice placement panels, which try as best as they can to accommodate these.

Application Guidance

Applicants should note:

• The AEP will not accept any requests to alter university choices after the closing date.
• Successful submission of an application online does not constitute confirmation of eligibility for entry. 
• Once an application is submitted no further changes can be made. A submitted application can be cancelled. However, applicants who choose to cancel their applications will not be permitted to re-apply for the same entry year.  

Referees unable to complete a reference online

Data protection and references, procedure for processing applications, shortlisting and interviews, offers under the epft scheme.

All applicants need to ensure that they submit two references: an academic and a relevant work experience reference. We do not expect referees to provide highly detailed and extensive references and a focus on the criteria outlined below will be sufficient. It is important that referees are able to confirm that you are known to them and that they provide a brief statement relating to suitability of your academic skills or experience relevant to training as an Educational Psychologist.

Academic Reference We anticipate that the majority of applicants will be able to provide an academic reference from an academic known to them. However, in the rare circumstances where this is not possible a reference written by another professional colleague would be acceptable so long as this focuses explicitly on academic skills. It is important that in these circumstances the referee addresses the academic competence criterion, this could be by commenting on CPD you have undertaken and how you use your psychological knowledge and research/evaluation skills.

Academic referees are asked to provide an assessment of the applicant, particularly in the following areas:

• Confirmation of knowledge of the applicant
• Opinion of the applicant’s academic competence
• Any notable achievements
• Suitability to train as an Educational Psychologist

Work Experience Reference Your current or most recent employer should provide a relevant experience reference. It may be helpful to know that references are required to proceed beyond the initial shortlisting stage but it is the confirmation of suitability rather than the detail that is important. [To fulfil safeguarding requirements please note that if you are temporarily working in a role that does not include relevant experience with children or young people, or have been working somewhere less than 3 months, you can ask a third referee to provide a reference in addition to your current employer].

Relevant experience referees are asked to provide an assessment of the applicant, particularly in the following areas:

• Overview of range of experience in current role
• Ability to work as a member of a team
• Creativity, problem solving skills and evidence of use of psychology

Where possible, referees should complete an online reference. If this is not possible we may make alternative arrangements for them to provide their information via email or post. We can upload this information directly onto the application system. Referees are asked to contact us about this at  [email protected]  as soon as possible. Please note: AEP support is available Monday to Friday, 9am–5pm. We aim to respond within two working days.

The AEP operates in compliance with data protection legislation. The General Data Protection Regulation (GDPR) gives you a right to access the data we hold about you. However, GDPR also imposes on us a duty of confidentiality to third parties, which includes referees. We are not able to disclose references without the permission of the referee. We will not process requests to view a reference until the application deadline has passed. If you would like to view your reference before this time, please contact your referee directly.

Your completed application can be accessed by your chosen universities as soon as you have submitted it. However, universities are unable to see which other institutions you have selected.

Shortlisting and interviews will take place after the application deadline and be completed by the interviewing deadline. If you are shortlisted you will be called for an interview directly by the university or universities concerned.

If you are unsuccessful in your application, the university will update the status of your application on the online system to let you know their decision.

The participating universities will make all offers for EPFT scheme places by 12pm, 20th March 2024. If one or more universities offer you a place your status on the online application system will be updated to show that you have been made an offer and you should also receive a separate notification by email or letter from the university.

Applicants are permitted to accept only one EPFT scheme place, all others must be rejected. Participating universities will not automatically be made aware that an applicant has accepted an offer elsewhere and, therefore, rejected their offer. To do this you must respond to each individual offer through the online system. Please note that you do not have to give a reason for your decision.

You will have 7 days from receiving your offer to accept or decline an EPFT scheme place.

If you do not respond within 7 days you will be considered to have withdrawn from the application process. The scheme place will be offered to another applicant.

Once you have accepted an offer of an EPFT scheme place this decision is final and cannot be changed.

Deadlines (2024 intake)

Application Start Date Monday 18 th September 2023 (midday)

References Deadline Tuesday 28 th   November 2023 (5pm)

Application Deadline Wednesday 29 th  November 2023 (5pm)

Interviewing and Shortlisting Deadline: Wednesday 13 th March 2024 (5pm)

Offer Release: Wednesday 20 th March 2024 (midday)

Candidates will have 7 days from receiving an offer to accept or decline an EPFT place.

Association of Educational Psychologists

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John Lithgow takes on the role of the new kid in school for a PBS special celebrating arts education

This image released by PBS shows actor John Lithgow, right, with Yoli, as they work on a screen print drawing during the filming of “Art Happens Here With John Lithgow,” premiering April 26. (Antonio Diaz/PBS SoCal via AP)

This image released by PBS shows actor John Lithgow, right, with Estrella at the Debbie Allen Dance Academy during the filming of “Art Happens Here With John Lithgow,” premiering April 26. (Antonio Diaz/PBS SoCal via AP)

FILE - John Lithgow poses for a portrait to promote during the Sundance Film Festival in Park City, Utah, on Jan. 28, 2019. Lithgow stars in the new PBS series “Art Happens Here With John Lithgow,” premiering April 26. (Photo by Taylor Jewell/Invision/AP, File)

• Copy Link copied

At 78, John Lithgow’s acting career is not slowing down. He appeared in the best picture nominee “Killers of the Flower Moon” and starred with Jeff Bridges in the FX series “The Old Man.” Recently, the two-time Academy Award nominee and multiple Emmy, Tony and Golden Globes-winning actor played the new kid in school. He learned dance, ceramics, silk-screen printing and vocal jazz ensemble with Los Angeles-area high school students. It was filmed for “Art Happens Here with John Lithgow,” airing Friday on PBS with the goal of promoting arts education.

Lithgow, who has an undergraduate degree from Harvard and was a Fulbright Scholar at the London School of the Arts, spoke with The Associated Press about going back to school.

Answers have been edited for clarity and brevity.

AP: One argument about education is students need to prioritize math and science and learn to code. Arts education is a bonus but not a priority. What do you say to that?

LITHGOW: You’ve got to get kids excited about learning and eager to get to school. If there is something at school which is entirely theirs, something that is a creative project where they are really and truly expressing themselves...they’re going to want to get to school. I think arts education is a huge part of that. I also think sports is a big part of that.

AP: You act. You’ve performed in comic operas and conducted music. You’ve written books and paint. For “Art Happens Here,” you lean into being a novice, what’s the takeaway message?

LITHGOW: Creating a show like this is to try to persuade people just to wake up. I mean, you’ve got to think about the children, especially after the children have endured two years of a pandemic. Two years of pandemic has been hard on all of this, all of us, but they’ve been catastrophic for kids. Kids are not used to going to school. They lost two years, and two years in the life of a child is an eternity.

AP: How did you decide which classes to take?

LITHGOW: I wanted it to be things that I’m not good at or had very little experience with, if any. I didn’t want to do any theater. I wanted to do things that were technically difficult. I wanted to insert myself into a situation where I still had a lot to learn or a lot to remember. I wanted to be with a bunch of bright kids who were having a lot of fun with the new kid in class and trying to bring him up to speed.

AP: What kind of reaction did you get from the students?

LITHGOW: They weren’t particularly dazzled by my presence. Not a lot of them, to my dismay, really knew who I was, until somebody mentioned “Shrek,” you know? And that was only my voice. But they were very game, and they were such superb kids. Look, these were kids who had decided to go to ceramics class. They had decided to go to dance class. They had decided to go to the LA County High School of the Arts to study voice. They were serious about what they did, and they knew this was well-intentioned.

AP: What did you think of the experience?

LITHGOW: It was incredible fun. It was very hard work because these were rigorous things. It’s not easy showing up to do a documentary every morning for two months, but it’s fun. It’s a very good thing that we captured my own insecurity. I knew it was important for me to look like the fool and for the kids to look like the experts and...watch me fail and fail until I had a tiny measure of success — and to try to capture that joy. Because joy is what it was all about.

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Course type

Qualification, university name, postgraduate educational psychology in london.

6 degrees at 3 universities in London.

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Psychology of Education MSc

Ucl (university college london).

The Psychology of Education MSc will introduce students to key theoretical issues in the Psychology of Education, critically analysing Read more...

• 5 years Customised degree
• 1 year Full time degree: £11,800 per year (UK)
• 2 years Part time degree: £5,900 per year (UK)

Professional Educational, Child and Adolescent Psychology DEdPsy

The DEdPsy facilitates an understanding of the role of Educational Psychologists (EPs) as applied psychologists working with children and Read more...

• 3 years Full time degree: £17,795 per year (UK)

Education (Psychology) MA

The Education (Psychology) MA will introduce students to key theoretical issues in the psychology of education, critical analysis of Read more...

Developmental and Educational Psychology MSc

This programme offers a comprehensive research training in developmental and educational psychology. It is recognised by the Economic and Read more...

Educational Neuroscience MA

Birkbeck, university of london.

Offered jointly by Birkbeck and UCL's Institute of Education, our Master's degree in educational neuroscience will provide you with Read more...

• 1 year Full time degree: £12,150 per year (UK)
• 2 years Part time degree: £6,075 per year (UK)

Professional Doctorate in Child, community and educational psychology (M4)

Tavistock & portman nhs foundation trust and tavistock consulting.

This highly regarded professional doctorate training course is accredited by the University of Essex. You will cover core requirements Read more...

• 3 years Full time degree

Course type:

Qualification:, related subjects:.

John Lithgow takes on the role of the new kid in school for a PBS special celebrating arts education

Besides being an accomplished actor, John Lithgow is a Harvard graduate who was a Fulbright Scholar at the London School of the Arts

At 78, John Lithgow's acting career is not slowing down. He appeared in the best picture nominee “Killers of the Flower Moon” and starred with Jeff Bridges in the FX series “The Old Man." Recently, the two-time Academy Award nominee and multiple Emmy, Tony and Golden Globes-winning actor played the new kid in school. He learned dance, ceramics, silk-screen printing and vocal jazz ensemble with Los Angeles-area high school students. It was filmed for “Art Happens Here with John Lithgow,” airing Friday on PBS with the goal of promoting arts education.

Lithgow, who has an undergraduate degree from Harvard and was a Fulbright Scholar at the London School of the Arts, spoke with The Associated Press about going back to school.

Answers have been edited for clarity and brevity.

LITHGOW: You’ve got to get kids excited about learning and eager to get to school. If there is something at school which is entirely theirs, something that is a creative project where they are really and truly expressing themselves...they’re going to want to get to school. I think arts education is a huge part of that. I also think sports is a big part of that.

LITHGOW: Creating a show like this is to try to persuade people just to wake up. I mean, you’ve got to think about the children, especially after the children have endured two years of a pandemic. Two years of pandemic has been hard on all of this, all of us, but they’ve been catastrophic for kids. Kids are not used to going to school. They lost two years, and two years in the life of a child is an eternity.

LITHGOW: I wanted it to be things that I’m not good at or had very little experience with, if any. I didn’t want to do any theater. I wanted to do things that were technically difficult. I wanted to insert myself into a situation where I still had a lot to learn or a lot to remember. I wanted to be with a bunch of bright kids who were having a lot of fun with the new kid in class and trying to bring him up to speed.

LITHGOW: They weren’t particularly dazzled by my presence. Not a lot of them, to my dismay, really knew who I was, until somebody mentioned “Shrek,” you know? And that was only my voice. But they were very game, and they were such superb kids. Look, these were kids who had decided to go to ceramics class. They had decided to go to dance class. They had decided to go to the LA County High School of the Arts to study voice. They were serious about what they did, and they knew this was well-intentioned.

LITHGOW: It was incredible fun. It was very hard work because these were rigorous things. It’s not easy showing up to do a documentary every morning for two months, but it's fun. It’s a very good thing that we captured my own insecurity. I knew it was important for me to look like the fool and for the kids to look like the experts and...watch me fail and fail until I had a tiny measure of success — and to try to capture that joy. Because joy is what it was all about.

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IOE - Faculty of Education and Society

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Doctorate in Professional Educational, Child and Adolescent Psychology Open Evening

11 November 2021, 6:00 pm–8:00 pm

Would you like to make a difference to children and young people, their families, schools and their communities as an Educational Psychologist?

This event is free.

Event Information

Availability.

Find out about joining the profession and the IOE's doctorate training programme at this online open evening.

At this open event you will have the opportunity to learn about:

• the course philosophy, structure and organisation
• recent developments in educational psychology training
• how to apply for training and funding
• the process of selection
• relevant reading and pre-course experiences.

You will also be able to speak directly with current trainees on the course and ask questions to programme leaders.

Related links

• Educational Psychology (Professional Educational, Child and Adolescent Psychology) DEdPsy
• Department of Psychology and Human Development

Related News

Related events, related case studies, related research projects, press and media enquiries.

UCL Media Relations +44 (0)7747 565 056

• Graduate School of Education and Psychology Newsroom

GSEP Mourns the Loss of Professor Emeritus Barbara Ingram

It is with deep sadness that we share the news of the passing of Barbara Ingram, professor emeritus at the Graduate School of Education and Psychology. 

Dr. Ingram served as a full-time faculty member at GSEP for 44 years, tracing her start back to the School of Professional Studies in 1978. A licensed psychologist and tenured professor of psychology, she earned a BA from Cornell University, two master’s degrees (an MEd from Boston College and an MA from the University of Southern California), and a PhD from the University of Southern California. An expert in clinical case formulation skills, she was the author of Clinical Case Formulations: Matching the Integrative Treatment Plan to the Client, as well as the chapter on “Case Formulation and Treatment Planning” in the APA Handbook of Clinical Psychology. She was a member of the Society for the Exploration of Psychotherapy Integration (SEPI) and a founding member of the Unified Psychotherapy Movement—clinicians, researchers, and theoreticians who seek to enhance practitioners’ capacity to draw from diverse approaches, processes, techniques, and research findings. She was also honored as a recipient of the Howard A. White Award for Teaching Excellence, Pepperdine University’s highest award for teaching. 

Dr. Barbara Ingram served with excellence within Pepperdine University and with distinction in the field of psychology, as evidenced by her scholarship, pedagogy, and service to the community. She was a beloved wife, stepmother, grandmother, aunt, and friend. 

Remembering Dr. Ingram, GSEP associate dean of psychology Robert deMayo shares, "Barbara was an outstanding teacher and mentor to generations of students in Psychology. She loved her students and brought passion and brilliance to her teaching. She advocated for the essential role of faculty in creating shared governance at our university and used her voice to speak for those who felt silenced. She was a cherished friend and made a lasting imprint on so many lives at Pepperdine University. May her memory be a blessing to our community.”

Her colleague and close friend, clinical professor Dr. Anat Cohen, shares, “Barbara was the first person who welcomed me to Pepperdine’s Encino campus. Over the years, we developed a friendship that I have always cherished. Barbara was generous with her time, and she was funny and full of energy. You could always count on her uncompromising honesty and brilliant mind. Barbara was a friend and mentor to me, and I know she will be missed by many people in our community whose lives she touched."

We are planning an online memorial for our community. Details to follow. For those who wish to send condolences to Dr. Ingram’s family and her beloved husband Paul, please send cards, notes, or letters to: Robert deMayo, Associate Dean of Psychology, Pepperdine GSEP, 6100 Center Drive, Los Angeles CA 90045; [email protected] . The office of the GSEP associate dean of psychology will forward all correspondence to Dr. Ingram’s family

We offer our deepest condolences to Dr. Ingram’s family, friends, and loved ones and keep them in our hearts. Please join us in praying for comfort for her family and remembering Dr. Ingram as a beloved and valued member of our Pepperdine community.

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