doctorate in educational psychology europe

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Doctoral Programmes

• Undergraduate Programmes
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Structured PhD in Bilingual Education

The UCD Structured PhD in Bilingual Education recruits doctoral students in the field of Bilingualism and Bilingual Education. Doctoral students enrolled in this programme will be associated to the new Lab in the School of Education which  is the focal point for international research projects in psycholinguistic  ucd.ie/education/research/lab/' page">https://www. ucd.ie/education/research/lab/ .The doctoral studies conducted in the Lab will be trained to use new research technology (Eye Tracking, self-paced reading), to test what happens to students' brain in real teaching/acquisition contexts and to investigate authentic language use .

Application process

• Please make direct contact with the Programme Director with your research proposal before making an online application. Research proposal in a topic area of interest to the School of Education. 
• Please apply online using the electronic system available here: registry/admissions/apply.html.' page" href="http://www.ucd.ie/registry/admissions/apply.html" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=http://www.ucd.ie/registry/admissions/apply.html&source=gmail&ust=1719402607892000&usg=AOvVaw0is5MKGlK0D1EDjrN3UuJH">http://www.ucd.ie/ registry/admissions/apply.html.
• Once you have applied online, please email the Director of the programme to state your application has been made onlin e. 
• If you would like to use our guidelines for writing a PhD proposal you can find them below. However, proposals that are not an exact match to the guidelines are also welcomed. PhD proposal template.
• H igh honours in an appropriate master’s degree (or equivalent) and/or evidence of other academic standing and/or relevant professional experience that demonstrates suitability for PhD study .
• Evidence of meeting the School’s English language requirements for PhD study. These are: IELTS of 7 total score, with no band below 6.5, or alternatively a masters’ degree graded at 2:1 or above, written in English and obtained from an English speaking institution in an English speaking country, within the past 3-years from date of application.
• Research proposal in the topic area of interest to the School of Education .
• Ap plicants who meet our admissions criteria and who have an agreed supervisor will be recommended for admission to the PhD programme . 

Structured PhD in Children and Youth Studies

The UCD Structured PhD in Children and Youth Studies offers students the opportunity to explore an issue of significant interest through research, that will lead to the generation of new knowledge adding to research, practice and policy. All topics relating to children, adolescents and young adults are welcomed, as are applicants from any disciplinary background.

The relevance of the PhD in Children and Youth Studies to improving the lives of young people makes this a challenging, exciting and rewarding graduate programme for people at any stage in their careers. Graduates bring with them an enhanced understanding of their research area plus a deep awareness of the complex and interdependent social issues facing contemporary childhoods and youth, to any professional role they may inhabit after the programme.

The PhD in Children and Youth Studies can be carried out full time over three to four years or part time over six years. There is also an accelerated option, where students can apply to transfer directly to the third year of the part time route, after successfully completing the two-year part time MSc in Children and Youth Studies. 

The production of a written thesis of around 80,000 words detailing the student’s original research study and how it has made a significant contribution to knowledge, remains the core objective of the PhD in Children and Youth Studies. Typically, the thesis will consist of, or lead directly to, peer reviewed publications in academic journals or a published monograph. In addition, students must complete thirty credits of taught modules at the School of Education or more broadly within the College of Social Sciences and Law. Those modules must include at least one research methods module and the other two may be any graduate level modules of choice.

A large range of supports are also available within UCD, for all graduate researchers. These include library study pods, training in many aspects of research and research management, and superb library facilities. UCD also has a state-of-the-art leisure centre with an Olympic swimming pool, a cinema, theatre, and a medical centre.

In addition, our students are supported in writing applications for grants and scholarships, and we have a very high level of success in attracting student awards from the Irish Research Council, and the National University of Ireland. Our students present their research at the All-Ireland doctoral conference, hosted annually by UCD and QUB, and they also present at international conferences. Many of our research students have won places on prestigious graduate summer schools.

Offering the gold standard in graduate education, UCD doctoral degrees are highly regarded all over the world. We welcome applications from all areas of Children and Youth Studies, and applicants of all nationalities. 

• Please make direct contact with the School  faculty  with your research proposal before making an online application. Research proposal in a topic area of interest to the School of Education. 
• Please apply online using the electronic system available here: http://www.ucd.ie/registry/admissions/apply.html
• Once you have applied online, please email the Director of the programme [[email protected]] to state your application has been made online. 
• If you would like to use our guidelines for writing a PhD proposal you can find them below. However, proposals that are not an exact match to the guidelines are also welcomed.  PhD proposal template
• Your application will be evaluated using the following criteria:
• High honours in an appropriate master’s degree (or equivalent) and/or evidence of other academic standing and/or relevant professional experience that demonstrates suitability for PhD study.
• Research proposal in topic area of interest to the School of Education.

6. Applicants who meet our admissions criteria and who have an agreed supervisor will be recommended for admission to the PhD programme.

Structured PhD in Education and Lifelong Learning

The UCD Structured PhD in Education is one of the most challenging, rewarding and exciting graduate programmes in Education. It has an international reputation, and graduates are currently employed as academics in leading universities, as teachers, as school principals, and as education policy makers and innovators in the public and private sector.

On the programme, students must complete a substantial thesis of typically around 80,000 words, detailing an original research study that has made a significant contribution to knowledge. The structured component is thirty credits of taught modules including at least one research methods module. The other two modules may be any graduate level modules of choice offered at the School of Education or more broadly within the College of Social Sciences and Law.

The PhD in Education can be carried out full time over three to four years or part time over six years. The production of a written thesis of around 80,000 words detailing the student’s original research study and how it has made a significant contribution to knowledge, remains the core objective of the PhD. Typically, the thesis will consist of, or lead directly to, peer reviewed publications in academic journals or a published monograph. 

Offering the gold standard in graduate education, UCD doctoral degrees are highly regarded all over the world. We welcome applications from all areas of educational research, and applicants of all nationalities.

• Please apply online using the electronic system available here: http://www.ucd.ie/registry/admissions/apply.html  after the thesis title has been agreed with the supervisor.
• If a Faculty member has formally agreed to supervise you (we may require email documentation), please state this in your application. If you do not have a supervisor before applying, we will attempt to match you to one after receiving your online application. Please note that it is optional for Faculty members to supervise PhD students. 

Applicants who meet our admissions criteria and who have an agreed supervisor will be recommended for admission to the PhD programme.

Professional Doctorate in Educational Psychology

Overview of the programme.

The Professional Doctorate in Educational Psychology will prepare students to work as educational psychologists. It involves taught components, extensive professional placement experience and the conducting of research at doctoral level. The research will involve the completion of a 30,000 word thesis. The course is being offered full-time over three years. Some modules will be delivered online and there will also be online tutorial support. This course is being offered at Level 10 within the National Framework for Qualifications (NFQ) and will carry a total of 270 Credits. As a professional training course, application will be made to the Psychological Society of Ireland (PSI) for accreditation when it has commenced.

Application Date has been extended until March 7th 2024

It is anticipated that there will be 17 funded places on the programme for the 2024 intake:

HSE CHO8 (Laois/Offaly, Longford/Westmeath, Louth/Meath): sponsor 5 places HSE CHO5 (South Tipperary/Waterford/Wexford/Carlow/Kilkenny): sponsor 5 places The National Educational Psychology Services (NEPS): bursary for 7 places in: Blanchardstown,  Naas, Cavan, James Joyce St, Dublin, Letterkenny, Navan, Wexford.

Learning Outcomes

The course aims to provide trainee educational psychologists with the theoretical framework and the practical experience necessary to work as professional psychologists within a variety of contexts, including educational and healthcare setting, to critique relevant research and to conduct research at doctoral level.

Students on the D Ed Psych course will:

• Critically examine the discipline of Educational Psychology and the varying roles and responsibilities of educational psychologists.
• Demonstrate a critical understanding of the main theories of Child Development, including: neuropsychological, cognitive, motor, perceptual, social and emotional, linguistic and numerical development in the context of explaining human functioning and dysfunctioning in a variety of contexts.
• Examine a range of disabilities/special educational needs in relation to aetiology, assessment and diagnosis, as well as the main educational and therapeutic interventions used to support persons with disabilities/special educational needs.
• Become familiar with models of curriculum development, with particular emphasis on curriculum modification for students with special educational needs.
• Examine the discourse, assumptions, policy and legislation underpinning educational provision for students with disabilities/special educational needs, with particular emphasis on inclusive education.
• Critically examine perceived models of best practice in relation to the organisation of provision for students with disabilities and special educational needs with a particular emphasis on an inclusive whole-school approach to such organisation.
• Explore a range of issues in the Sociology of Education, such as intelligence, disability, ethnicity, gender and social disadvantage, from a sociologial and a sociak osychological perspective.
• Gain an understanding of schools as systems, of school cultures and of systems theory in the context of organisational psychology.
• Become familiar with the main approaches to counselling and develop basic counselling skills.
• Acquire the skills to formulate and evaluate holistic individualised education programmes, relating to care, education and behaviour.
• Become thoroughly proficient in the administration of key tests of cognitive ability, school attainment and social, emotional and behavioural functioning and become aware of the issues involved in administering such tests to persons of various ages, presenting with a variety of disabilities/special educational needs and from a variety of socio-economic and cultural backgrounds.
• Become fully aware of the main issues involved in the conducting of psychological assessments and the production of reports of such assessments, including; informed consent, information gathering and the communication of results.
• Become competent in interpreting psychological profiles, in writing clear, coherent and relevant reports and in formulating appropriate recommendations.
• Demonstrate a thorough knowledge of the ethical and professional issues involved in the practice of Educational Psychology.
• Demonstrate a competent ability to critically evaluate and compare theories, conceptual models and research, with particular relevance to the application of such theories, models and research to the professional practice of Educational Psychology.
• Be able to design and conduct a substantial piece of original research at doctoral level that can inform the practice of Educational Psychology and be able to report the findings of their research in an accessible format that is of a standard suitable for publication in national and international refereed journals.
• Complete a doctoral thesis that makes an original contribution to knowledge and that is relevant to the practice of Educational Psychology.

Module Components Of Professional Doctorate In Educational Psychology

Year One Full-time

• Inclusion and Equality in Education
• Child Development Theory Applied to Practice
• Educational Psychology Practice 1
• Psychological Theories and Interventions
• Educational Psychology Practice 2
• Research Methods

Year Two Full-time

• Educational Psychology Practice 3
• Educational Psychology Practice 4
• Advanced Research Methods Qualitative and Quantitative
• Research Thesis Preparation

Year Three Full-time

• Educational Psychology Practice 5
• Research Thesis Preparation and Submission

Assessment Procedures

There is a variety of assessment procedures employed on the course including; essay-based assignments, research assignments, completion of professional placement portfolios, individual and group presentations, observed administration of test instruments, supervised professional practice in schools and in psychological services, and the completion of a doctoral thesis of 30,000 words. For the award of Doctorate, the research must make an original contribution to knowledge and contain material of a standard appropriate for publication in peer-reviewed journals.

Entry Requirements

The Professional Doctorate in Educational Psychology Course is open to graduates who, prior to application, hold a first or second class honours (minimum 2.1)  degree in Psychology or a qualification in Psychology that is deemed to be equivalent, and who meet the requirements for Graduate Basis for Registration with the Psychological Society of Ireland or equivalent. An applicant cannot be considered for entry to the course unless the results of his or her Psychology degree/diploma are confirmed and available. Applicants must also have at least two years of professional experience, excluding placement experience gained as part of acquiring professional qualifications. Periods of continuous professional experience of less than three months full-time employment will not be considered as counting towards these two years minimum requirement.

Applicants will be shortlisted for interview. In judging applicants’ suitability, an account will be taken of academic qualifications, professional experience and interpersonal skills, as well as communication and presentation skills. Previous research experience and perceived potential to conduct research at the doctoral level will also be important factors. Consideration of overall personal suitability for the role of educational psychologist and the quality of references are also integral elements of the selection process.  All applicants will be required to submit a Research Proposal as part of the application process - guidelines available at   Link Here .  Please note that the research proposal must be submitted as part of the online application process and must be submitted by the application deadline.

Successful applicants will have to go through a Garda clearance procedure prior to final acceptance on to the course. Professional conduct on the course is governed at all times by the Code of Ethics of the Psychological Society of Ireland (PSI).

Please click here to apply

Research and Professional Development Planning (RPDP)

School of education.

Doctorate in Educational Psychology

This Professional Doctorate programme will equip you with the necessary knowledge and skills to qualify as a practicing Educational Psychologist.

• Career prospects
• Fees and funding
• Entry requirements
• How to apply

This fully funded, doctorate programme aims to provide you with an advanced level of knowledge in educational psychology and, upon completion of the course, you will be qualified to practice as an Educational Psychologist.

You will also be eligible to apply for registration as a practitioner psychologist with the Health and Care Professions Council (HCPC), and to the British Psychological Society (BPS) for Chartered EP status.

You will spend each year of study in practical fieldwork placements in local authority (LA) Educational Psychology Services as well as attending university-based sessions within the Cardiff University Centre for Human Development (CUCHDS) - our dedicated developmental psychology centre.

This programme provides you with the opportunity to develop your critical and reflective skills to the relevant theories and approaches which comprise the subject. By the end of the three years, you should:

• Have a detailed knowledge of educational psychology, its key theories and the findings which support or challenge those theories.
• Have an ability to use your knowledge of the subject in original and creative ways.
• Have the ability to conduct research within different paradigms.
• Be able to apply your research findings in creative, novel ways.
• children as they develop from babies though to adults
• the parents, carers, teachers and other professionals who contribute to the development of the children in their care
• the organisations and systems within local authorities which employ educational psychologists.

The programme provides a wide-ranging overview of issues and practices in educational psychology. Within this broad framework, you will be encouraged to develop your own particular strengths and theoretical perspectives.

Programme aims

The aim of the programme is to offer knowledge and expertise for a career as an educational psychologist (EP), via doctorate-level study. Completion of the programme confers eligibility to apply for registration as a practitioner psychologist with the Health and Care Professions Council (HCPC) and to the British Psychological Society (BPS) for Chartered EP status.

Applicants should note the following:

• Cardiff University has in place a Policy for Determining Applicants’ Fitness to Practise and Eligibility to Pursue Regulated Programmes of Study. This policy will be followed where information is disclosed or received about applicants, which suggests that a fitness to practise assessment is required.
• Eligibility to enrol on the programme, if offered a place, is dependent upon satisfactory completion of an Enhanced Disclosure and Barring Service (DBS) Check, i.e., one that does not reveal any information that suggests a trainee would be unsuitable for work with children, young people and vulnerable adults.
• The HCPC carries out its own health and character checks to determine whether individuals are fit to practise and can be included on the Register. So passing all elements of this programme does not guarantee automatic inclusion on the HCPC’s Register.

Distinctive features

• Fully funded by the Welsh Government, with trainees receiving a bursary for all three years
• You will undertake three placements across Wales and England, which are negotiated prior to commencing the course. This provides you with greater flexibility and enables you to plan and prepare effectively
• This programme is underpinned by a psychologically informed framework for educational psychology practice called COMOIRA (The Constructionist Model for Informed and Reasoned Action: Rhydderch & Gameson, 2008; 2010; 2017) which was developed within the Cardiff DEdPsy Programme itself
• Based within the Cardiff University Centre for Human Development (CUCHDS) , an active, psychological and stimulating research environment
• Gradual approach to carrying out and reporting research, an element of the Programme which trainees have reported to be ‘well scaffolded’ and ensures that they are equipped to fulfil the requirements of the thesis and to pursue research post-qualification
• Small, cohesive group of tutors who have a diverse range of experiences and professional backgrounds within the field of educational psychology

The Doctorate in Educational Psychology programme is a three-year full time professional training course comprising of both university and practice elements. The term commences each year on September 1 and runs through until approximately the end of July.

As well as attending university based sessions, each trainee will experience three different placements within LA Educational Psychology Services (one each year). University sessions and placements are generally undertaken in ‘blocks’.

• Year 1 starts with pre-induction activities that aim to broaden experiences and knowledge within the field of educational psychology. This is followed by approximately twelve weeks of university based activities and teaching. In February of Year 1, trainees will commence their first year placement. This placement ends in approximately June, at which point trainees return for more university based activities.
• During Year 2 and 3 , trainees spend most weeks on placement, with a week of university based activities planned in term one and two. During term three, trainees finish placement in approximately June, and then return for more university based activities.

Trainees are assessed through various submissions each year. These include academic assignments, research tasks (including a final thesis) and a fieldwork portfolio.

Approach to learning

Trainees and tutors bring to the programme a wealth of experience and knowledge. It is the task of the programme to build on this expertise. It is assumed that all those involved, as a consequence of their undergraduate and/or postgraduate studies, come to the programme with a comprehensive knowledge of psychology.

During each year trainees are supported to be responsible for their personal growth, to develop further their psychological knowledge and understanding, to use such knowledge and understanding to underpin all the work they do, and to reflect actively on the experiences they have in the field and in the University.

Throughout the programme, the emphasis is on psychological perspectives on problems and issues. With the support of the programme, trainees will be expected to:

• adopt a change-focused approach
• view issues/problems holistically
• recognise the interactive nature of contributory factors.
• understand the importance of the process in reaching solutions to problems, as well as the end-product
• locate assessment, intervention and evaluation firmly within the change-focused process
• work to develop psychological formulations in collaboration with children and young people, parents, school staff and other service users
• demonstrate the extent to which theory underpins practice
• demonstrate an understanding of the ethical implications of actions.

The programme team takes pride in the diversity of the teaching approaches used, something which has been positively evaluated by our trainees. At the core, we take a constructivist approach - supporting students to construct meaning based on their prior knowledge and experience, developing ‘sense making thinking’ but also ensuring that learning is social and that our learners are key agents in this process.

As well as sessions led by the programme team, teaching also includes collaboration with professional speakers, alumni and stakeholders from a variety of disciplines and contexts

Course content

Teaching on the Educational Psychology Professional Doctorate programme consists of six themes:

• Research Methods in Educational Psychology
• Processes and Methods of Assessment
• The Psychology of Learning: Managing Change
• The Psychology of Behaviour: Managing Change
• Understanding and Working with Organisations, Systems and Groups: Managing Change
• The Role of the Educational Psychologist (EP): Managing Change

Additionally, a rich and varied programme of mini conferences is provided each year, which allows for flexibility in addressing the constantly changing context of educational psychology practice. Each conference ensures that there is an appropriate mix of speakers, including national level speakers, service users, alumni and professionals working in the field. Topics have included:

• Post-16 Work
• Responding to Crises
• Tribunal and Expert Witness Work
• Bilingual Issues and Cross Cultural Issues
• Children in Care
• Welsh Language Issues
• Working with SLD / PMLD and special schools

Supervision

To aid continuity, all trainees are allocated a member of the programme team as their professional tutor upon commencing the course. The professional tutor provides supervision, guidance and support relating to both university and placement activities. Trainees are able to seek and organise supervision with their professional tutor as and when required. The programme team aim to stay in contact. Additionally, trainees are allocated with a separate research tutor, who will support them with research related work, including their final thesis.

Whilst trainees have named supervisors, they can also approach and seek supervision from any member of the programme team.

The programme team are aware that undertaking the three-year doctorate can at times be challenging for trainees, both practically and emotionally. As such, they strive to provide a supportive and non-judgmental ethos, where trainees can seek and receive pastoral support as and when required.

The programme team embrace the BPS guidelines for supervision, offering this as a psychological process that enables a focus on personal and professional development ensuring a confidential and reflective space for the trainee to consider their experiences and learning, as well as their responses to these. This is understanding of supervision is integrated with COMOIRA, providing a congruent approach to supervision whilst recognising that there will be individual needs.

In addition to university based supervisors, trainees are also allocated a fieldwork supervisor (FWS) on each fieldwork placement. This FWS supervises the trainee’s work and development on placement and links with the trainee’s professional tutor at the University. The University provides training for all FWS.

In Year 1, there is continuous assessment of theoretical and practical work. In Year 2, as well as continuous assessment of practical work, a small scale research report and related documents are assessed. In Year 3, there is continuing assessment of practical work and trainees submit a 35,000-45,000 word research portfolio, including a thesis.

The Doctorate in Educational Psychology programme is situated within the Cardiff University Centre for Human Development (CUCHDS) , and trainees will find themselves part of a simulating, active research environment, situated alongside masters and PhD students undertaking cutting edge research with members of the public.

The Doctorate in Educational Psychology programme itself is committed to producing high quality, relevant and robust research in the field of educational psychology. Trainees on the Programme are encouraged to explore and advance their own interests and expertise through research as part of their thesis as well as completing focused, commissioned research for local authority partners.

The programme provides a gradual approach to carrying out and reporting research over the three years. Trainees have reported that this aspect of the programme is ‘well scaffolded’ and ensures that they are equipped to fulfil the requirements of the thesis and to pursue research post-qualification.

Below are examples of recent research titles from Cardiff University Doctorate in Educational Psychology Programme Trainees:

Collaborative research projects

• Pupil Perceptions of the Impact of the ELSA Programme on their Wellbeing.
• What factors enable or obstruct successful implementation of PALS?
• What are pupils’ views on EP involvement?

Small scale research projects

• Teachers’ perception of well-being in a through-school.
• Supporting parents post-diagnosis: An evaluation of workshops provided for parents of children with a recent Autism Spectrum Condition diagnosis.
• Social media, ‘Fear of Missing Out’ & primary school children: An exploration of primary school children’s social media use, their fear of missing out (FOMO), their perceptions of social media use & constructing ways forward.

Thesis projects

• “Being an Autism Parent”: Mothers’ experience from initial concerns about their daughters to a diagnosis of autism spectrum disorder: An interpretive phenomenological analysis.
• Teenage Partner Violence: Young people’s views on awareness, prevention, intervention and regaining one’s sense of wellbeing.
• A Proposed Model for Predicting the Willingness of Mainstream Secondary Teacher’s to Support the Mental Health Needs of Pupils.

Successful graduates will meet all of the HCPC’s Standards of Proficienc y and the BPS’s Required Competencies for Practitioner Psychologists. They are also eligible to apply for registration as Practitioner Psychologists with the HCPC and for Chartered status with the BPS.

Most educational psychologists in England and Wales currently work within Local Authorities. However, the profession is increasingly diversifying with a growing number of educational psychologists practicing independently or working within broader contexts such as the health sector.

All Cardiff University Educational Psychology Professional Doctorate programme graduates to date have found suitable employment, mostly working as educational psychologists in Local Authorities in England and Wales.

The Doctorate in Educational Psychology programme is fully funded by the Welsh Government, with trainees receiving a bursary for all three years. We occasionally offer self-funded places on this course, however, the application and selection process for these places is the same.

From September 2022 those trainees in receipt of Welsh Government Funding are required to remain working in Wales for two years post qualification.

See our latest PhD studentships and projects and find out more about other funding opportunities .

Tuition fees

Students from the uk.

Get the latest information on postgraduate fees.

Students from the EU, EEA and Switzerland

Students from the rest of the world (international).

We will be accepting applications from Monday 4 November 2024 until Friday 13 December 2024. Unfortunately, applications received outside these dates will be automatically rejected.

Applicants will be required to submit an application form using the online application system for the Doctorate in Educational Psychology.

To begin your application, please ensure that the application period is open and fill in the ‘Apply’ form.

Applicants will need to provide evidence that:

• they have obtained their qualifications or expect to by 31 December
• they are eligible for Graduate Basis for Chartered membership (GBC)
• they have relevant work experience. Please provide a breakdown of each period of employment and voluntary work with the corresponding number of hours per week spent in this role. This is often best presented in table format.

Please ensure that you complete the Personal Statement on the application form. The Personal Statement is essential in helping us to understand your skills, qualities and experiences and how you have applied psychology through your previous work experience. Please note that the Personal Statement will be used as part of the selection process and applications without a completed Personal Statement will be rejected.

In addition, applicants will need to provide an academic reference and a work experience reference.

Please contact Doctorate in Educational Psychology Enquiries to request the relevant forms and a guide to completing your application.

Open evenings

The 2023 open evenings have now taken place.

Please view the open evening presentation for further details.

All applicants must have the following entry requirements:

• a qualification in psychology which confers eligibility for the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS), usually by the December preceding the start of the programme.
• one years’ experience working with children and young people (aged 0-25), based on full-time employment in educational, social services or community settings.

Qualifications and experience need to be obtained by 31 December.

English language requirements

IELTS with an overall score of 7.5 will be required.

Please read our English language requirements for more details.

Administrative contact(s)

Doctorate in educational psychology enquiries.

• Email [email protected]
• Telephone +44 (0)29 2087 5393

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UCL Educational Psychology

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

Entry requirements and information for european union (eu) and overseas candidates.

The following webpage gives information about applying to the DECPsy Programme as an international student. It offers guidance on our shortlisting requirements as well as specifics on our placement arrangements, fees and how to apply. Please read it carefully - further information about the programme can be found on the DECPsy homepage .

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

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

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

A minimum of one year's full-time equivalent (35 hours per week) work experience is required, 9 months of which must have been completed by the closing date for applications. You need to give the month and year in which any period of work started and finished and state how many full week equivalents were completed in the period, e.g. full time for 3 months would be 12 weeks, half-time for 3 months would be 6 weeks. You should give a clear description of what the work entailed and what your responsibilities were. See our work experience section for further, detailed, guidance on work experience.

• A good command of written and spoken English

This is essential and is assessed both at initial application and (in detail) through activities undertaken in the interview process. Applicants whose first language is not English must submit with their application recent evidence that their spoken and written command of English is of the required standard. The only acceptable English qualification for this programme is the International English Language Testing System (IELTS), Academic Version. An overall grade of at least 8.0, with a minimum of 8.0 in each of the sub tests, is required. This is equivalent to Level 5 proficiency within UCL’s English language requirements for graduate study: https://www.ucl.ac.uk/prospective-students/graduate/english-language-requirements

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

• Knowledge of psychological theory and research on children's development and learning and the ability to apply it to school and other practice contexts. It is better to focus on one or two clear and reflective examples where you have information from a specific recent research article and can describe convincingly how you applied it in your work, than to make vague references, e.g. to 'using behaviourist principles' or 'drawing on Piaget's work'.
• Detailed understanding of the role of educational psychologists, the different levels at which they work and changing contexts of practice. You need to show that you have detailed knowledge about the range of work educational psychologists do, obtained from a variety of credible sources, and that your commitment to the profession is sufficiently strong that you can be relied upon to invest the effort needed to complete a challenging and intensive 3 year training programme. In addition to reading relevant publications from the BPS and other sources, applicants often contact Educational Psychology Services in the area in which they live to seek opportunities to talk to an educational psychologist.
• Ability to identify skills/ knowledge especially relevant to training as an educational psychologist, and to explain their relevance. These may have been developed through professional, voluntary or personal experience but you need to able to provide a clear description of the skills involved and a logical explanation of their relevance to training as an educational psychologist. These may include multi-agency/team working skills in working with peers and colleagues, ability to speak a community language, knowledge of communities under-represented in the profession, and so on.
• Clear, concise and coherent written communication skills. This will be judged from your personal statement and will include consideration of spelling, grammar and punctuation as well as clarity of expression and coherence of argument.

Placements For all trainees, the first year of training is primarily based within the University, with placements provided in linked Local Authorities and supervised by UCL Practice Tutors. These Educational Psychology Services are located in inner and outer London, both north and south. A small group of trainees will be placed in each service, with placements allocated in order to minimise travel time as far as possible.

In years 2 and 3 the majority of overseas or EU trainee undertake an unpaid placement in a UK Educational Psychology Service, supervised by one of the UCL course tutors.*

• £23,186 per annum

*In exceptional circumstances, overseas trainees organise a placement of 260 days (approximately 3 days per week) for years 2 and 3 in their home country. The placement will need to be arranged with a supervisor who is eligible for Chartered Educational Psychology status with the British Psychological Society (or equivalent with the Psychological Society of your home country).

Please note that September 2023 entry is now closed and we are no longer accepting applications.

Please click here to view our overseas application form

Please email your completed application and supporting documentation to [email protected]

Please note that interviews can be arranged in person or via Zoom for overseas applicants. All references should be received directly from the referee themselves, by email to the above address.

Student Experience

Hear a recent overseas graduate speak about her experiences on the programme:

Lacretia, graduate from Singapore

View further information about the programme on our homepage.

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