Educational and Child Psychology

This professional training course will give you the skills, competencies and HCPC registration required to practise as an educational psychologist. We teach you the theory and support your practice, so you’ll be well prepared for your future career.

Course description

This is a three-year, full-time course approved by the Health and Care Professions Council (HCPC). It is accredited by the British Psychological Society (BPS) and recognised by the Department for Education as a professional training course in educational psychology.

All our graduates are eligible to apply for registration with the HCPC as a practitioner educational psychologist and join the British Psychological Society's Division of Educational and Child Psychology.

Selection criteria

The selection process is competitive. A good command of English language is essential to meeting the communication skills required to practise as an educational psychologist. Oral and written communication skills are assessed as part of the selection criteria.As this is a research degree, it is also also important that you can communicate in writing to a very high standard. For this reason we would encourage you to demonstrate pride and competence in your written application.

Factors considered at the shortlisting stage are:

• Range and quality of academic background

• Range, quality and relevance of work and voluntary experience

• Extent of professional productivity in recent years

• Extent of leadership demonstrated in professional and personal projects

• Possession of special knowledge of any contexts relevant to the profession

• Quality of written communication.

Factors considered at the interviewing stage are:

• Evidence of the ability to apply psychological or educational theory to current practice

• Knowledge of modern developments in applied education and psychology

• Ability to analyse a problem/issue from a variety of perspectives

• Understanding the tensions and dilemmas arising from working in an advisory capacity

• Evidence of emotional flexibility in professional situations

• Evidence of the capacity to communicate across cultural boundaries and awareness of equal opportunity issues

• Evidence of skills in self-reflection

• Evidence of socially skilled performance in group situations in professional life

• Effective communication skills as demonstrated in the interview

• Quality of written communication

Format of the interviews

Interviews are usually held in February or March each year and involve one-day events.

We generally invite about five shortlisted candidates per day at the interviewing stage.

The format of the day involves an unseen written task, a group task, informal group discussion about the course with two members of staff and opportunities for shared lunch with trainees if they are available on the day.

Individual interviews take place in the afternoon with the interview panel, which comprises of two members of the course team, two principal or senior educational psychologists from partnership/neighbouring local authorities or from private/independent providers and a parent with experience of working with educational psychologists.

The structure of the interview day is intended to provide candidates and members of the course team information that will allow for an informed choice about which candidates are given offers of a place and whether or not candidates wish to take up the offer. At least one principal educational psychologist attends the final selection meeting along with all members of the course team.

Equality, diversity and inclusion

We particularly welcome suitably qualified applicants from Black, Asian, Minority, Ethnic (BAME) backgrounds as they are currently underrepresented in Educational Psychology Services.

Modules

This programme is non-modular, but will include a focus on these broad areas:

• Promoting Development and Education

• Person and Professional Values, Ethics and Skills

• Diversity and Cultural Difference

• Consultation

• Psychological Assessment and Formulation

• Psychological Intervention and Evaluation

• Service Delivery and Organisational Change

• Training and Development

• Research and Inquiry

• Transferable Skills