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DEdChPsy Educational and Child Psychology / Programme details

Year of entry: 2024

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Programme description

The Doctorate in Educational and Child Psychology is approved by the Health and Care Professions Council (HCPC) as a three-year full-time initial professional training programme for educational psychologists.

The six programme units are designed to provide effective coverage of the required core curriculum for training in educational psychology provided by the British Psychological Society (BPS). These units are:

• Professional skills; 
• Development (Age 0-25); 
• The context of children's learning; 
• Research in educational and child psychology; 
• Mental health and well-being.

Graduates can apply to the HCPC to be registered to practise as an Educational Psychologist.

A practitioner is not legally allowed to practise using the title Educational Psychologist without being registered with the HCPC.

An MPhil exit award may be made for candidates who do not complete the full programme, but this award does not confer eligibility to apply to the HCPC for registration as a practitioner psychologist.

Special features

Education has been a discipline of study at Manchester since 1890.

Our students come from all over the globe, and our qualifications are recognised internationally.

The School of Environment, Education and Development (SEED) is a unique interdisciplinary collaboration between the disciplines of Architecture, Education, Geography, International Development and Planning, Property and Environmental Management.

What unites us is a shared commitment to highlight and address the uneven relationships between societies, economies and the environment.

Our PhD and professional doctorate research community, grouped around a range of dynamic centres and themes, is central to the SEED research agenda across all our disciplines.

In order to further this agenda, we need fresh input and clear thinking from a fully engaged, curious, critical, socially aware PGR community.

Additional programme information

Humanities Doctoral Academy

Our Humanities Doctoral Academy combines the strengths of our four schools to bring expertise, knowledge, support and high-quality services for postgraduate researchers.

We are a community of academic leaders and postgraduate researchers across all levels in the Faculty of Humanities. The Doctoral Academy Hub houses our specialist professional service teams who support postgraduate researchers throughout the programme journey. This includes admissions, registration, student experience, progression, examination, and graduation. We collaborate closely with other University directorates including Manchester Doctoral College, Researcher Development team, and the corresponding Doctoral Academies in the Faculty of Science and Engineering and the Faculty of Biology, Medicine and Health. Together we provide the best experience and support for your studies and research.

Teaching and learning

Practical work is a central component of the programme and learning outcomes specific to placement activity are identified.

You will undertake supervised practical placement activity, overseen by programme staff, for one day per week in Year 1 until December and then two days per week in Year 1 thereafter.

These placements are normally within the Northwest.

There is a requirement for 130 days' placement in Years 2 and 3.

Further details about how you may pursue assistant educational psychologist posts or bursary placements are provided during year one of the programme. All our academic supervisors are research active and will support you to work on challenging research problems and develop rigorous, creative and original research. Alongside specialist research supervision on the programme you can also access wider research collaboration opportunities. These include MIE research groups and wider University networks such as autism@manchester.

You can expect to meet with your supervisor at least once a month to discuss progress on your project.

As a postgraduate researcher, you'll have access to a large and diverse community of internationally recognised academic experts offering an environment that will stimulate intellectual debate and development. We provide additional financial support for several activities related to your professional doctorate, including:

• presenting at international conferences;
• attending workshops that provide relevant professional opportunities;
• conducting fieldwork in the UK and overseas.

Coursework and assessment

For assessment purposes, the programme is divided into four parts:

• three research-based assignments of 10,000 words each; a reflective practice assignment and an Educational Test User Portfolio;
• a professional practice portfolio of 20,000 words, submitted in Year 3;
• three practice placement supervisor reports and four tutor observations of placement practice;
• a written thesis comprising two academic papers, plus a dissemination evaluation with satisfactory oral defence (viva voce).

Related research

In the 2021 Research Excellence Framework (REF2021) the Education submission at Manchester was ranked in the top 10 in the UK in terms (by grade point average) among the 38 departments assessed under Unit of Assessment 23.

87% of our research was judged to be in the highest two categories (4*) 'world-leading' or (3*) 'internationally excellent'.

Our research environment was also judged to be strong, with 100% judged to be (4*) 'world-leading'.

Programme collaborators

Research is commissioned through regional and national collaborations with a range of stakeholders.

We work closely with NWPEP to generate placements and NORMIDSW and SEEL to deliver placements nationally.

What our students say

Discover what it's really like to conduct postgraduate research at The University of Manchester on our student spotlights page.

Find out more about what it's like to undertake a postgraduate research degree at Manchester on our Humanities PGR blog . 

MIE is in the University's Ellen Wilkinson building, which is centrally located on the University's Oxford Road campus, close to the Main Library, Alan Gilbert Learning Commons and the Students Union.

The University of Manchester Library

Manchester is home to one of the UK's five National Research Libraries - one of the best-resourced academic libraries in the UK and widely recognised as one of the world's greatest research libraries.

Find out more about libraries and study spaces for postgraduate research students at Manchester. 

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service.

For more information, email  [email protected]

Apply online or call our hotline

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Educational and Child Psychology Prof Doc

This course is in clearing

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This course does not participate in the generic Postgraduate Open Evenings and it has its own Open Event. 

Overseas Applicants: Applications for September 2024 closed on 21 March 2024. Please check later in the year for our next intake in 2025. 

Home Applicants: Please check here for more information and deadlines.

This course provides full-time professional training leading towards registration with the Health and Caring Professions Council (HCPC) as an Educational Psychologist (this is a protected title). During the programme, trainees will participate in University-based teaching and learning, modular assessments, research culminating in a doctoral thesis and professional practice placements in Local Authorities and other settings relevant to educational psychologist work.

This course will equip you to work as an educational psychologist in Local Authority children's services, educational psychology teams, Child and Adolescent Mental Health Services (CAMHS), voluntary agencies or independently. We are driven by our determination to work towards social justice for vulnerable young people and their families and children with special educational needs and to advocate for their rightful place in society. The Professional Doctorate in Educational and Child Psychology programme at UEL aims: To ensure trainees:

• develop the Standards of Proficiency required to work as safe and effective educational psychologists  
• understand the implications of the HCPC's standards of conduct, performance and ethics
• develop autonomous practice and reflective thinking
• develop appropriate research skills as a basis for evidence-based practice and practice-based evidence
• respect the rights and needs of service users through a commitment to equal opportunities and the principles of beneficence, autonomy and social justice.
• become competent and creative educational psychologists able to work effectively in educational and community settings

In reflecting the ethos of the University of East London the programme is committed to:

• applying psychology to make a positive difference to children and young people and their families
• using a broad range of assessment instruments with due consideration to their relevance to the client, their needs and likely interventions
• applying and keeping up to date with research evidence in child development and educational psychology
• listening to the child's perspective and involving children and young people in decision-making
• valuing the role of parents and carers in the education of children with additional needs
• promoting the inclusion of children and young people with special educational needs into mainstream schools
• exercising duty of care about safeguarding children
• reflecting our multicultural and diverse society 
• promoting equal opportunities which recognise differences of race, disability, gender, sexuality, age, religious, cultural and socio-economic status
• carrying out research that promotes participation and is of benefit to communities 

We are looking for practitioners who are seeking to extend their use of psychology with children, young people and families.  You will need the Graduate Basis for Certification with the BPS and relevant experience. Full details of the application requirements and processes are available from  The Association of Educational Psychologists . In recent years, around half of our students have been teachers or assistant educational psychologists, while other professions represented have included teaching assistants, mental health and clinical practitioners, youth workers and social workers. Many have postgraduate qualifications as well as a depth of relevant paid experience.

The course meets both the Health and Care Professions Council (HCPC) standards and the Division of Educational and Child Psychology -  British Psychological Society (DECP) criteria for three-year training. Successful applicants are expected to confirm their fitness to study and practice at the start of the programme. Potential applicants need to be aware of these requirements before application. Once on the programme, trainees are expected to maintain their health and well-being throughout 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. The programme is doctoral level and the overall credit rating for this course is 540 credits. This is a national standard for professional doctorates. If for some reason you are unable to achieve this credit you may be entitled to an intermediate award, the level of the award will depend on the amount of credit you have accumulated. You can read the full University student policies and regulations on the UEL website. Because the title of educational psychologist is protected it is important to be clear that any award other than that achieved by successful completion of the full Doctorate programme will not entitle you to use the title educational psychologist. The title can only be used following successful completion and subsequent registration with the HCPC. The AEP also place stipulations related to completion in the contract for a funded place.

You cannot apply directly to UEL for this programme because there is a national  system for applying to train to be an educational psychologist.

Full details of the application requirements and processes (including key dates) are  available from the Association of Educational Psychologists .

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Call our Clearing number between 9am and 5pm, Monday to Friday, to apply through Clearing.

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Course options

• September 2024

Professional Doctorate

Entry requirements, academic requirements, accepted qualifications.

2.1 psychology degree or masters psychology (conversion) with GBC accreditation from the British Psychological Society (BPS) plus 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 within an educational, health, social care, youth justice, childcare or community setting (by the application deadline) plus English Language.

Documents required:

• a) Evidence of Graduate Basis of Chartership (GBC) or Graduate Basis for Registration (GBR) from the British Psychological Society (BPS) (email or letter from BPS)
• b) One University reference on headed paper
• c) One relevant professional reference on headed paper from Line Manager from which comments on their suitability for the course.

Applications will be not considered if any of these documents are missing

International Qualifications

We accept a wide range of European and international qualifications in addition to A-levels, the International Baccalaureate and BTEC qualifications. Please visit our International page for full details.

English Language requirements

Overall Academic IELTS 7.0 with a minimum of 6.5 in Writing and Speaking; minimum 6.5 in Reading and Listening (or recognised equivalent).

If you do not meet the academic English language requirements for your course, you may be eligible to enrol onto a pre-sessional English course . The length of the course will depend on your current level of English and the requirements for your degree programme. We offer a 5-week and an 10-week pre-sessional course.

Disclosure and Barring Service (DBS)

Applicants for this course are required to complete a Student Suitability Declaration and an Enhanced Disclosure and Barring Service (DBS) check. You need to complete this process prior to starting the course. Further information about DBS.

Health check

Applicants for this course are required to complete an occupational health check .

Mature applicants and those without formal qualifications

As an inclusive university, we recognise those who have been out of education for some time may not have the formal qualifications usually required. We welcome applications from those who can demonstrate their enthusiasm and commitment to study and have the relevant life/work experience that equips them to succeed on the course. We will assess this from the information provided in your application or may request additional information such as a CV or attendance at an interview. Please note that some courses require applicants to meet the entry requirements outlined.

Admissions policy / Terms of Admittance

We are committed to fair admissions and access by recruiting students regardless of their social, cultural or economic background. Our admissions policy sets out the principles and procedures we use to admit new students for all courses offered by the university and its partners.

Further advice and guidance

You can speak to a member of our Applicant Enquiries team on +44 (0)20 8223 3333, Monday to Friday from 9am to 5pm. Alternatively, you can visit our Information, Advice and Guidance centre.

Prof Doc Educational and Child Psychology

Prof doc educational and child psychology, home applicant, full time.

• Home Applicant
• Full time, 3 years
• fees paid under contract with Department for Education. UK Self-Financing = Year 1, £19,080, Yr 2 & 3, £9,490 fees paid under contract with Department for Education. UK Self-Financing = Year 1, £19,080, Yr 2 & 3, £9,490

Fees, funding and additional costs

EU, EEA and Swiss Nationals starting a course from September 2021, will no longer be eligible for Home fees. However, such nationals benefitting from Settled Status or Citizens' Rights may become eligible for Home fees as and when the UK Government confirms any new fee regulations. Further information can be found at UKCISA .

Tuition fees are subject to annual change. Fees for future years will be published in due course.

Home students

Postgraduate loans scheme.

£10,280 to fund your Masters Programme under the Postgraduate Loans (PGL) scheme

Postgraduate Loans (PGL)

The Postgraduate Loan (PGL) provide non-means-tested loans of up to £10,906 to taught and research masters students.  It will be paid to students as a contribution towards tuition fees, living costs and other course costs. Applications are made directly through  Student Finance England  

Eligibility

Whether you qualify depends on: •    if you've studied a postgraduate course before •    your course •    your age •    your nationality or residency status

Full eligibility can be found on the Government's Postgraduate Loan webpage .

Please take a look at the  Postgraduate Loans  for an overview of the new funding.

Postgraduate Scholarship

Apply for a 50 per cent discount on your tuition fees! You can get a 50 per cent discount on course fees through a UEL Postgraduate Scholarship. The scholarship is open to full-time and part-time UK and EU students of taught postgraduate courses. *Exclusions apply.

Find out more about full eligibility criteria and how to apply .

Terms and conditions apply.

Our scholarships and bursaries can help you

How we can help you

Did you know that with a postgraduate qualification, you can expect to earn more than someone who only holds an undergraduate degree?

If you want to build new skills, change career paths, or further your career prospects, a postgraduate degree can help you. Our range of scholarships and bursaries will make financing your education that much easier. Below is some of the funding available to support you in your studies:

• Alumni Discount   - up to 15% fee waiver *exclusions apply. Please see the Alumni Discount page  for information.
• Early Payment Discount  - 5% fee waiver
• Asylum Seekers scholarship   - 100% fee waiver
• Civic Engagement - £1,000
• Hardship Bursary - up to £2,000
• Sport Scholarships   - Up to £6,000

How to pay your fees

There are a number of ways you can pay your fees to UEL

• Online payment facilities
• By telephone
• In person at our Docklands or Stratford campus
• Bank transfer

Full information on making payments can be found  on our Finance page .

If you wish to discuss payments to the University, please contact our Income Team on 020 8223 2974 or you can email  [email protected]

Ideas for funding your postgraduate study

Below are some ideas on how to fund your postgraduate study:

•     Apply for a  Postgraduate Loan  
•     Take advantage of  UEL scholarships and bursaries
•     Ask your employer to sponsor your study
•     Study part-time so you can work at the same time (applicable to courses that have a part-time mode)
•     Look at  UK Research and Innovation funding options

The Student Money Advice and Rights Team (SMART) are here to help you navigate your finances while you're a student at the University of East London. We can give you advice, information and guidance on government and university funds so that you receive your full funding entitlement. Live chat: Click the live chat icon in the bottom left of the screen Phone: 020 8223 4444

International students

Living costs for international students.

As part of the Tier 4 student visa requirements, UK Visas and Immigration (UKVI) estimate that you will need £1,265* per month to cover your living costs. It includes expenses for accommodation, food and drink, travel within London, textbooks, entertainment, clothing, toiletries and laundry. Most Tier 4 students are required to show they have sufficient funds to cover the first nine months of the course before they start - a total of £11,385 - in addition to the tuition fees. You can find more information about the specific requirements of the Tier 4 student visa. The amount that you will spend can vary depending on your lifestyle. The UKCISA International Student Calculator can help you plan and manage your money.

* Please note the Immigration Rules are subject to change and this figure is likely to be increased by UKVI year on year. Please therefore check our ISA page for more information at the time of preparing your visa application.

How to pay your fees - international students

Deposits and paying by instalments International students are required to pay a  deposit  before being issued a Confirmation of Acceptance for Studies (CAS). Your remaining balance will be paid in five monthly instalments over your first term. The first of these instalments must be paid when completing your enrolment on arrival at UEL. Please follow the payment instructions on our Make a Payment page . After the required payment has been made, you will be asked to complete the online International Student Reply Form to confirm your acceptance of our offer and of our terms of admittance and fee policy.

Our International team at UEL are available for advice and guidance on studying in London, fees, scholarships and visa requirements. Email:  [email protected]

Additional costs

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. Accommodation and living costs are not included in our fees. 

Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to, or be required to, buy your own copy of key textbooks.

Computer equipment

There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences.

Free WiFi is available on each of our campuses.

In the majority of cases, coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.

Travel costs are not included but we do have a free intersite bus service which links the campuses and halls of residence.

For this course, you will be:

• involved in processes of making, as a means of exploration, experimentation, and understanding your practice, by using a diverse range of media and materials
• required to purchase your own copy of books, for required reading
• required to produce physical artefacts for assessment 
• able to participate in optional study visits and/or field trips

However, over and above this you may incur extra costs associated with your studies, which you will need to plan for. 

To help you budget, the information below indicates what activities and materials are not covered by your tuition fees:

• personal laptops and other personal devices 
• personal copies of books 
• optional study visits and field trips (and any associated visa costs)
• printing costs
• your own chosen materials and equipment
• costs of participating in external events, exhibitions, performances etc.

The costs vary every year and with every student, according to the intentions for the type of work they wish to do. Attainment at assessment is not dependent upon the costs of materials chosen.

Learn about applying

Important information about your application, uk full-time starting sept.

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our Applicant Engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

UK Part-time starting Sept

How to apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to apply Places on many courses are limited and allocated on a first-come first-served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am - 5pm). Read our  guide to applying  for further information. Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm) +44 (0)20 8223 3333

International Full-time starting Sept

Submitting your application please read and consider the entry and visa requirements for this course before you submit your application. for more information please visit our  international student advice pages .  .

How to Apply We accept direct applications for international students. The easiest way to apply is directly to UEL by clicking on the red apply button. Please be sure to  watch our videos  on the application process.

When to Apply Please ensure that you refer to the international admissions deadline . We advise you to apply as early as possible to give yourself the best chance of receiving an offer.

International students who reside overseas Please ensure that you have read and considered the entry requirements for this course before you submit your application. Our enquiries team can provide advice if you are unsure if you are qualified for entry or have any other questions. Please be sure to read about the  Tier 4 visa requirements .

Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone.

+44 (0)20 8223 4354 Need help? Contact our applicant engagement team (Monday - Friday, 9am - 5pm)

+44 (0)20 8223 3333

About our foundation years

Our Foundation Year courses are perfect for you if you... 

• are returning to education after a long time, or you don't have the qualifications for direct entry into our degree programmes
• are thinking of re-training and would like an introduction to the area
• are an international student wanting an additional year to adapt to the UK academic system
• are still evaluating which degree pathway at UEL is the right one for you

Please note: Foundation years can only be studied full-time. However, you can transfer to part-time delivery once you have completed your foundation year. Please apply to the full-time option if you wish to study in this way.

What makes this course different

Funded by the Department of Education

This is a highly sought-after three-year, full-time course. It currently offers 16 places per year funded by the Department of Education. Graduates have an employment success rate close to 100%.

Only 1 of 14 courses in the country

This is one of only 14 courses in the country which will give you the protected title of a Practitioner Psychologist within Educational Psychology. This means you can apply for registration with the Health and Care Professions Council and are eligible for Chartered Psychologist status with the British Psychological Society.

We've been teaching this course since the 1970s

In that time the academic team have issued a challenge to each trainee educational psychologist to be "the best EP you can be". Nearly 200 Educational Psychologists have qualified at UEL at Doctoral level since 2006.

We have been teaching this course since the 1970s

Course modules, educational psychology theory & practice 1 core module.

The module aims to develop a critical understanding of theoretical approaches to group processes and promote diversity, anti-oppressive practice, and inclusivity through the integration of critical and community psychology, intersectionality, and decolonising perspectives. It emphasizes the importance of professional values, skills, self-awareness, and critical reflection for effectively working with diverse and minoritised groups in the community. Additionally, the module explores approaches to Experiential Practice rooted in systemic family therapy and dynamic assessment, while also supporting the growth of practitioner-researchers by assisting in the development of their own research proposals.  

Professional Practice Placement in Educational and Child Psychology 1 Core Module

70 days on Local Authority of equivalent placement, activities as outlined in module specifications.

Educational Psychology Theory & Practice 2 Core Module

In this module, Year 2 trainees will build on the learning and placement activities covered in Year 1. Trainees will develop their systemic theoretical understanding and will apply this to working with school and family systems. There will be a focus on theoretical approaches to processes involved in working as part of a group or team as well as those involved in working with groups. The module revisits Educational Psychology frameworks for practice as well as the concept of resilience as it applies to families and groups. 

Trainees will develop their knowledge and understanding of different groups within the community and how to work with individuals from diverse backgrounds. They will also develop their understanding of the impact of inequality, socioeconomic and cultural status and disadvantage and the implications for access to resources and services. Trainees will build on their knowledge of Dynamic Assessment. As part of this module, Year 2 Trainees will also develop their skills in designing and carrying out a research project.

Professional Practice Placement in Educational and Child Psychology 2 Core Module

130 days on Local Authority of equivalent placement, activities as outlined in module specifications

Educational Psychology Theory & Practice 3 Core Module

This module aims to support trainees to extend learning from years 1 and 2. There is a focus on theory and practice relating to complex systems and organisations. Trainee Educational Psychologist (TEPs) will develop knowledge and skills related to contemporary frameworks for practice including those associated with creative problem solving, systems thinking and organisational change. Emphasis is placed on understanding organisational dynamics and relationships in professional practice. Relevant issues for Educational Psychologist (Eps) such as power distribution, diversity, inequality and bias will be examined using critical perspectives. 

Professional Practice Placement in Educational and Child Psychology 3 Core Module

NOTE: Modules are subject to change. For those studying part time courses the modules may vary.

Download course specification

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What we're researching

Dr Lucy Browne is interested in research regarding SEMH and attachment.  Her thesis research was on the topic of emancipatory research with children in Pupil Referral Units, taking a critical psychology perspective using a Foucauldian-informed approach.  Lucy has also carried out action research into mindfulness-based approaches as well as the use of Video Enhanced Reflective Practice (VERP) with teachers and teaching assistants.  Lucy is interested in the rights and systems of support for children in care and has carried out a case study in a school looking at staff, foster carer and children's views.  Lucy has also conducted comparative research in America to consider school systems to support children in care in England and in America. Dr Helena Bunn uses a positive psychology stance in her qualitative, quantitative and action research projects. Whilst her research outputs focus on a variety of professional issues, she is particularly interested in complex medical needs in education, adverse childhood experiences - resilience - education triad and educational transitions. In 2019-2020, Helena has finalised My New School - a multi-cycled, inter-organisational, co-participatory action research project and has intensified her inquiry into SEN segregation systems and influences. She is also interested in whether and at what point features such as special educational needs and complex medical needs identification can be considered significant traumatic events, as part of her exploration into psychological growth and resilience in education. Dr Pandora Giles' doctoral research took a personal construct approach to investigating parents' experiences of Children's Centres and the early years continues to be an area of interest for her. She enjoys supervising trainee educational psychologist research on a diverse range of topics. Her main focus is on participatory approaches to research and she has published in this area. Pandora is the Deputy Editor of the open access periodical Educational Psychology Research and Practice (EPRaP) and a co-facilitator of the Participatory Approaches to Research Special Interest Group (PARSIG). Dr Mary Robinson has a keen interest in Early Years education and in supervision in Educational Psychology and related professions.  Her doctoral research was in the use of recursive models in supervision as changes in educational policies and assessment are incorporated into practice.   Her current interest is in supporting the development of action research in links between Educational Psychologists in Training and local Educational Psychology services and she is exploring joint work with the NurtureUK in developing a parent focused version of the Boxall Profile Dr Janet Rowley has an interest in emotional processes in learning and her doctoral research was a mixed-methods study on emotion regulation strategies in learning contexts. Janet is also interested in involving service-users in research projects.  She has been involved with Dr Pandora Giles in a participatory research project finding out EPs' responses to a film made by members of a Youth Forum on their experiences of EP involvement.  Janet has also recently carried out a participatory research project on the views of ethnic minority parents of children with SEND on a narrative therapeutic group approach. Dr Miles Thomas is Research Lead on the Doctorate Programme. He is interested in research methodology including qualitative and critical approaches. He is also a Senior Specialist EP role (SEMH) in an LA and has a particular interest in SEMH research. He is co-author of the Handbook of Solution Focused Brief Therapy and has undertaken and supervised a range of research relating to solution focused work. He is Editor of  Educational Psychology Research and Practice (EPRaP)  

EPRaP will give you a sense of some of our research activities and interests. It also contains many papers from our trainees.

Your future career

There is a national shortage of educational psychologists and graduates of our programme are in great demand.  Our programme is designed to give you the opportunity to:  

• Qualify as a practitioner educational psychologist with the HCPC
• Become a creative applied psychological practitioner
• Apply psychology to make a positive difference to children, families, carers and schools
• Apply best educational psychology practice, based on research evidence and professional experience (practice-based evidence) 
• Become a self-reflective practitioner and continue to develop personally and professionally through your career

We are focused on community involvement and we train people to work for local authorities. Some will go on to work privately but the vast majority will end up being public servants. We want to train educational psychologists who can work effectively across diverse communities. We therefore actively seek applications from underrepresented groups. What every one of our graduates will take with them is a sense of our values - an awareness and understanding of diversity, a commitment to social justice, beneficence and promoting autonomy. Please note a trainee place is an exempted occupation from 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 of your offence in relation to the university place that you are applying for. Evaluation of information is based on strict confidentiality and discretion.

Explore the different career options you can pursue with this degree and see the median salaries of the sector on our  Career Coach portal .

Useful links  

• Association of Educational Psychologists   
• The British Psychological Society 
• Educational Psychology Research and Practice at UEL 
• UCL Educational Psychology bursary placements 

How we support your career ambitions

We offer dedicated careers support, and further opportunities to thrive, such as volunteering and industry networking. Our courses are created in collaboration with employers and industry to ensure they accurately reflect the real-life practices of your future career and provide you with the essential skills needed. You can focus on building interpersonal skills through group work and benefit from our investment in the latest cutting-edge technologies and facilities.

Career Zone

Our dedicated and award-winning team provide you with careers and employability resources, including:

• Online jobs board for internships, placements, graduate opportunities, flexible part-time work.
• Mentoring programmes for insight with industry experts 
• 1-2-1 career coaching services 
• Careers workshops and employer events 
• Learning pathways to gain new skills and industry insight

Mental Wealth programme

Our Professional Fitness and Mental Wealth programme which issues you with a Careers Passport to track the skills you’ve mastered. Some of these are externally validated by corporations like Amazon and Microsoft.

We are careers first

Our teaching methods and geographical location put us right up top

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• London on our doorstep

What you'll learn

The course involves campus-based learning and teaching, self-directed learning, research and placement in Educational Psychology Services (EPS) and other employment settings, where you will work under supervision. In your first year, you will spend most of the first two terms on campus, completing  two modules related to Professional Practice as an EP. Topics include Consultation,  Values and Ethics. You will also spend time on placement developing skills with  children and young people. In your second year, you will take on a bursary-supported placement for three days of the week. During the autumn term, you will complete a module at the University on research - to complete your research proposal on the placement. Throughout the year you will also take a module in Developing the Competent and Reflective Practitioner in Simple Systems and you will begin the research for your thesis. In the third year, you will continue in your placement, as well as completing a module in Developing the Critical and Reflective Practitioner in Complex Systems. You will complete your research and write up your thesis.

We consistently review our courses to ensure we are up to date with industry changes and requirements from our graduates. As a result, our modules are subject to change. 

How you'll learn

To be a practitioner you need to know how to help children and young people build resilience and confidence so that they can succeed in school, at home and in their community. This will involve working directly with children and young people as well as supporting parents, teachers and other responsible adults. You will have regular individual and small group support from your academic and professional tutor at UEL as well as from fieldwork tutors and supervisors on placement. Practice placements constitute a crucial and integral part of the training for educational psychologists in all three years. Trainees will be on placements throughout their training, working with a range of client groups and, increasingly, will develop skills and knowledge across the three years to enable them to work effectively and ethically with complex cases. The year-long placement modules support trainees' development on bursaries by progressively building their experience of service delivery and working effectively as a practitioner in different contexts with a range of client groups and issues. Each trainee is assessed extensively using the Placement Assessment Report and Portfolio at the end of each year's placement by their placement supervisor, there is also an end-of-year progress review conducted by the trainees' academic and professional tutor.  In your second and third years, when you will usually be placed in a Local Authority Educational Psychology Service, you will be expected to undertake a piece of research on an important area of concern. This will involve what we call 'real-world research'.  For example, one of our students recently undertook research on students excluded from secondary schools.  As educational psychologists, we are committed to facilitating high-quality adult learning. You will be expected to engage as a professional trainee at the doctoral level. Our trainees have varied knowledge and experience and we, therefore, recognise the need to offer differentiated experiences. We encourage reflection, autonomy and commitment. We are highly supportive as an academic team and we pride ourselves on promoting the wellbeing of our trainees.  The course involves campus-based learning and teaching, self-directed learning, research and placement in Educational Psychology Services (EPS) and other employment settings, where you will work under supervision. In your first year, you will spend most of the first two terms on campus. The focus is on working with children and young people. You will complete year-long academic and placement modules. We currently arrange placements in Year 1 with partner local authorities in London and the South East Region. These are supported by fieldwork tutors who work in the Local Authority. You will also complete a group research project in the LA setting. In your second year, you will complete year-long academic and placement modules. The focus is more on applying psychology at the group level. You will also take on a bursary-supported placement for 130 days (usually three days each week). During the autumn term, you will complete a research proposal. Your research thesis commences in Year 2 for submission in Year 3 (35,000 words +/- 10%). In the third year, there is a focus on complex systems and organisational change. You will complete year-long academic and placement modules. You will usually continue in the same placement. You will complete your research and write up your thesis.

The programme team

• Dr Mary Robinson (programme director)
• Dr Miles Thomas (programme director)
• Dr Helena Bunn (academic and professional tutor)
• Dr Lucy Browne (academic and professional tutor)
• Dr Pandora Giles (academic and professional tutor)
• Dr Janet Rowley (academic and professional tutor)
• Claire Correia, research administrator
• Maha Anis, course administrator

Module leaders  

• PY8111 Dr Mary Robinson
• PY8112 Dr Helena Bunn
• PY8113 Dr Janet Rowley
• PY8114 Dr Pandora Giles
• PY8115 Dr Lucy Browne
• PY8116 Dr Miles Thomas

How you will be assessed

Students are assessed in three main areas: professional skills, academic ability and research skills. These skills are integrated throughout the programme and are evident in all pieces of assessed work. We use a range of assessment methods, including, essays, reports and presentations (individual and group), all of which meet a range of different learning styles and best meet the learning outcomes. To obtain the degree of Professional Doctorate in Educational and Child Psychology all aspects of the assessment procedure in all three years must be passed.  

Campus and facilities

Our campus and the surrounding area.

Our historic Stratford campus is located in one of the best-connected areas of London: close to Stratford's thriving town centre, the 2012 Olympic Park, and just 15 minutes from London's West End.   Stratford’s facilities include a state-of-the-art library and learning centre, the majestic great hall and specialist laboratories and computing services. The School of Education and Communities, and Centre for Clinical Education in Podiatry, Physiotherapy and Sports Science are housed in new buildings. There is also a campus restaurant and bookshop, and a Students' Union café-bar.   Westfield Stratford City - Europe's largest indoor shopping mall - is just one of Stratford's attractions, alongside many other shops, cafés, bars and restaurants. There are two multiscreen cinemas, a theatre, an arts centre and much more.

Who teaches this course

This course is delivered by the School of Psychology.

The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Mary Robinson

Dr Miles Thomas

Dr Helena Bunn

Pandora Giles

Dr Janet Rowley

Lucy Browne

Related courses

This course is part of the Counselling and Wellbeing subject area.

Prof Doc Counselling Psychology

Study counselling psychology and get professional training to become a clinician in the NHS, the voluntary sector or in private practice.

Prof Doc Clinical Psychology

The Prof Doc in Clinical Psychology provides a training programme with academic teaching and clinical work placements based mainly in the NHS.

MPhil PhD Psychology

Studying for a PhD with UEL's School of Psychology will push you to the limit - and you'll be supported all the way by our world-class academic staff.

TERMS AND CONDITIONS Modal

Terms of Admittance to the University of East London

The Terms of Admittance govern your contractual relationship with the University of East London ("UEL"). A contract between you, the Student, and us, UEL, is entered into once you accept an offer of a place on a programme at UEL and this contract is subject to consumer protection legislation. You are entitled to cancel this contract within 14 days of enrolment onto your programme.

1) Student enrolment

Enrolment at UEL is the process whereby you officially become a UEL student. The enrolment process requires you to:

• Ensure that we are holding the correct personal details for you
• Agree to abide by our regulations and policies
• Pay your tuition fees/confirm who is paying your tuition fees

You are expected to enrol by the first day of your academic year (click on "Discover") which will be notified to you in your enrolment instructions. Failure to enrol by the deadline contained in our Fees Policy (for most students by the end of the second week of teaching) may lead to the cancellation of student status and all rights attached to that status, including attendance and use of UEL's facilities. If you do not complete the formal process of enrolment but, by your actions, are deemed to be undertaking activities compatible with the status of an enrolled student, UEL will formally enrol you and charge the relevant tuition fee. Such activities would include attendance in classes, use of online learning materials, submission of work and frequent use of a student ID card to gain access to university buildings and facilities. Late enrolment charges may be applied if you do not complete your enrolment by the relevant deadline.

2) Tuition fees

Your tuition fee is determined by:

• the programme you are studying;
• if you are studying full or part-time;
• whether you are a UK/EU or International student; and when you started your studies with us.

We will tell you the tuition fee that you are due to pay when we send you an offer as well as confirm any additional costs that will be incurred, such as bench fees or exceptional overseas study trips. Unregulated tuition fees (where the UK government has not set a maximum fee to be charged) are generally charged annually and may increase each year you are on the programme. Any annual increase will be limited to a maximum of 5% of the previous year's fee. Regulated tuition fees (where the UK government has set a maximum fee to be charged) may also be subject to an annual increase. Any annual increase will be in line with the increase determined by the UK government. You will be notified of any increases in tuition fees at re-enrolment in the programme. Further information on tuition fees and payment options is contained in our Fees Policy .

3) Student ID Cards

To produce an ID card, we need a recent photograph of you that is not obscured and is a true likeness. We will either ask you to send us/upload a photograph in advance of enrolment or take one of you at the point of enrolment. The photograph will be held on our student records system for identification purposes by administrative, academic and security/reception staff. By accepting these Terms of Admittance you are confirming that you agree to your photograph being used in this way. If you object to your photograph being used in this way please contact the University Secretary via email at gov&[email protected] . You are required to provide proof of your identity at initial enrolment and prior to the issue of your UEL student ID card. This is usually a full and valid passport but instead of this you may bring two of the following:

• A (full or provisional) driving licence showing current address
• An international driving licence
• An original birth certificate (in English)
• A debit or credit card (one only)
• A benefit book or benefit award letter (dated within the last 3 months)
• An Armed Forces Identity card
• A police warrant card

You are required to carry and display your student ID card whilst on UEL premises and must keep it safe so that it is not misused by others.

4) Proof of qualifications

You are required to produce evidence of having satisfied the entry requirements for your programme. Such evidence must be in the form of the original certificates or certified notification of results from the examining body. All qualifications must be in English or supported by an official certified translation. If you fail to provide evidence of having satisfied the requirements for the programme you are liable to be withdrawn from the programme.

5) Non-academic entry requirements

You may need to demonstrate that you have met non-academic entry requirements prior to enrolment by providing additional information to UEL. For example, if you:-

• are under 18 years of age at the time of initial enrolment,
• are applying to a programme that requires health clearance for study as stated in the programme specification,
• have declared a relevant criminal conviction,
• will be studying a programme that involves contact with children and/or vulnerable adults or leads to membership in a professional body that deals with children and/or vulnerable adults.

You will not be permitted to enrol and any offer will be withdrawn if UEL deems that you are unsuitable for study following assessment of this additional information in line with published policies. These policies will be provided to you when the additional information is requested.

6) Criminal convictions

UEL has a responsibility to safeguard staff, students and the wider community. You are required to inform UEL of any relevant criminal convictions you have and provide further information relating to these as requested. This includes any relevant criminal convictions received whilst studying at UEL. UEL will assess all information received in line with published policies and may remove you from a programme if the conviction makes you unsuitable for study in UEL's opinion. Failure to declare a relevant criminal conviction or provide further information about you may result in expulsion from UEL.

7) Providing false information to UEL

If you are discovered to have falsified or misrepresented information presented to UEL at application, enrolment or during your studies, you may be expelled from UEL.

8) Continued enrolment and student status

You are expected to abide by all UEL policies and regulations, both those in force at the time of first and subsequent enrolment and as later revised and published from time to time. UEL reserves the right to make reasonable changes to its policies and regulations and any substantial amendments will be brought to your attention. You are also required to take personal responsibility for your studies; this includes undertaking all studies in support of your programme as prescribed by UEL. Key policies include: Manual of General Regulations This describes the general regulatory framework of UEL and gives information about how UEL confers its degrees, diplomas and certificates. It includes important information about academic performance requirements for continued study. Engagement Attendance Policy This outlines UEL's expectations of students in relation to attendance on and engagement with taught programmes. These students are expected to attend all scheduled classes and engage fully with learning materials and resources provided to them - failure to do so may result in withdrawal from module(s) and/or the programme. Code of Practice for Postgraduate Research Degrees The purpose of this code is to provide a framework for the successful organisation and implementation of good practice in all matters relating to postgraduate research degrees at UEL. It aims to ensure that all students are effectively supported and supervised so that the full scope and potential of their research is realised; that their thesis is submitted within regulatory periods and that they complete their programme with a suitable and sufficient portfolio of research and employment-related skills and competencies. Health and Safety Policy This describes the structures and processes by which UEL protects the health and safety of its staff, students and visitors. It confirms that students will receive sufficient information, instruction and induction in relation to health and safety. All students should take reasonable care of their health and safety. They must abide by UEL’s rules and regulations and cooperate with supervisors to enable them to fulfil their obligations. Students must not interfere intentionally, or recklessly misuse anything provided for health and safety. UEL has consulted with its students and staff and has adopted a No Smoking Policy to safeguard the health and well-being of its community. Students are required to comply with this policy which restricts smoking to designated shelters and prohibits the use of electronic cigarettes within any UEL building or near building entrances. For further information on our Healthy Campus initiatives and support please visit the Health and Safety pages . Student Disciplinary Regulations and Procedures (incorporating the student code of conduct) This code is more than a list of things that we should and should not do: it reminds us that we should always consider how our behaviour affects others. The code applies:

• to all students;
• at all sites throughout our estate, and;
• when we represent UEL on business beyond our campus, both in real (face-to-face) and virtual environments.

And outlines expectations of students:

• verbal and physical behaviour should always be polite and respectful;
• behaviour should not impair the engagement, learning or participation of others;
• anti-social behaviour by individuals and groups will not be tolerated.

9) Changes to scheduled programmes

UEL will take all reasonable steps to ensure that the programme of study that you have accepted will conform to the programme specification published on our website and will ensure that the necessary resources required to enable you to meet the required learning outcomes and pass the relevant assessments are available. In order to ensure that our programmes are current and relevant, they are subject to regular review. From time to time, to ensure the maintenance of academic standards and/or compliance with professional body requirements, it may be necessary to amend a module or make adjustments to programme content. Major changes to programmes that in the reasonable opinion of UEL, will have a significant impact on students will involve consultation with students already enrolled on the programme when the changes are proposed. Once any changes are confirmed, UEL will notify all students and applicants of the changes. When UEL reasonably considers that the change may only impact one or more cohorts on the relevant programme, UEL may decide to only consult with the relevant cohort. In the event that we discontinue a programme, we will normally permit existing students to complete the programme within the typical duration of study. In these circumstances, UEL will use reasonable endeavours to continue the programme for existing students without making major changes. If this is not possible, we will support students in changing to another UEL programme on which a place is available, and for which the student is suitably qualified, or assist with transfer to another HEI to complete the programme elsewhere.

10) Changes to these terms

We may change these terms from time to time where, in UEL's opinion, it will assist in the proper delivery of any programme of study or in order to:- (a) Comply with any changes in relevant laws and regulatory requirements; (b) Implement legal advice, national guidance or good practice; (c) Provide for new or improved delivery of any programme of study; (d) Reflect market practice; (e) In our opinion make them clearer or more favourable to you; (f) Rectify any error or mistake; or (g) Incorporate existing arrangements or practices. No variation or amendment to these Terms of Admittance may be made without our prior written agreement. In the event that we agree to transfer you to an alternative programme of study, the transfer will be considered to be a variation to the Terms of Admittance, which shall otherwise remain in full force and existence. If we revise the Terms of Admittance, we will publish the amended Terms of Admittance by such means as we consider reasonably appropriate. We will use reasonable endeavours to give you notice of any changes before they take effect.

11) Data Protection

UEL is committed to adhering to its obligations under the Data Protection Act 2018 and will act as a Data Controller when it processes your personal data. You can find our registration to the Data controller register on ico.org.uk . UEL processes your personal data to fulfil its contractual and legal obligations to students. Personal data that we process about you includes:

• Your contact details and other information submitted during the application and enrolment processes;
• Details of courses, modules, timetables and room bookings, assessment marks and examinations related to your study;
• Financial and personal information collected for the purposes of administering fees and charges, loans, grants, scholarships and hardship funds;
• Photographs, and video recordings for the purpose of recording lectures, student assessments and examinations and for the purposes of university promotion that is in our legitimate interest but still fair to you;
• Information about your engagement with the University such as attendance data and use of electronic services such as Moodle, Civitas and YourTutor;
• Contact details for next of kin to be used in an emergency;
• Details of those with looked-after status or those who have left the care system for the provision of support;
• Information related to the prevention and detection of crime and the safety and security of staff and students, including, but not limited to, CCTV recording and data relating to breaches of University regulations;

This is not an exhaustive list, for further information please refer to our fair processing notice pages on uel.ac.uk. In all of its data processing activities, UEL is committed to ensuring that the personal data it collects stores and uses will be processed in line with the data protection principles which can be summarised as:

• Being processed lawfully, fairly and in a transparent manner;
• Collected for specified, explicit and legitimate purposes;
• Adequate, relevant and limited to what is necessary;
• Accurate and, where necessary, kept up to date;
• Kept in a form which permits identification of data subjects for no longer than is necessary;
• Processed in a manner that ensures appropriate security of the personal information;
• Be accountable for, and be able to demonstrate compliance with, the six principles above.

Student Responsibilities You must ensure that:

• All personal data provided to UEL is accurate and up-to-date. You must ensure that changes of address etc. are notified to the Student Hub.
• Students who use UEL's computing facilities may process personal data as part of their studies. If the processing of personal data takes place, students must take responsibility for that processing activity to ensure that it is in line with the data protection principles above.
• Students who are undertaking research projects using personal data must ensure that:
• The research subject is informed of the nature of the research and is given a copy of UEL's Fair Processing Notice and this Data Protection Policy.

12) Legal basis for use of data

By agreeing to these Terms of Admittance and enrolling at UEL, you are agreeing to the terms and conditions of a contract for the use of your personal data relating to your enrolment, and if appropriate, registration and ongoing participation in a programme of study. Your personal or special category data will be collected, processed, published and used by UEL, its online learning and teaching services and/or its partners and agents in ways which support the effective management of UEL and your programme of study, to allow for the delivery of bursary schemes and to support improvements to student experience and progression, and are consistent with: The terms of the Data Protection Act 2018; Any notification submitted to the Information Commissioner in accordance with this legislation; and compliance with any other relevant legislation. You have fundamental rights associated with how organisations use your personal data. Further information on data protection and use of your personal data can be found in our Data Protection Policy and on uel.ac.uk.

13) Intellectual property

You are entitled to the intellectual property rights created during your time studying at UEL that would belong to you under the applicable law. There are some programmes where the assignment of certain types of intellectual property to UEL is appropriate. UEL will require the assignment to it of intellectual property rights relating to postgraduate research that is part of an ongoing research programme. Where the nature of the research programme means that some assignment of intellectual property rights to UEL is appropriate, we will take what steps that we can to ensure that your interests are protected. UEL will take reasonable endeavours to ensure:-

• the scope of the assignment is narrow, and is restricted to what is necessary, for example, to protect UEL’s legitimate interests in the intellectual property created as party to a research programme;
• the application of the assignment is clearly defined so that it is clear to you in which circumstances the assignment will apply;
• where the assignment of the intellectual property is appropriate in the circumstances, we will take all reasonable steps to ensure that the rights of the parties are evenly balanced (for example, your work being acknowledged in a publication and, where appropriate, subject to an appropriate revenue sharing scheme)
• where UEL claims ownership of intellectual property rights in relation to a taught programme of study, such treatment of those rights will be made clear in the published information relating to that programme.

14) How we communicate with you

UEL will communicate with you via a variety of channels, including postal letters, e-mail, SMS text messages and online notices. To enable this, we request that you provide us with your e-mail address, postal address, and contact telephone number when you first enrol. Throughout your studies, it is important that you keep your contact details up to date. You can view and edit this information by logging into our student portal, UEL Direct at https://uel.ac.uk/Direct . We will create a UEL e-mail account for you after you enrol. Your e-mail address will be your student number, prefixed with a ‘u’ and followed by ‘@uel.ac.uk’ – e.g.: [email protected]. UEL will use this e-mail address to communicate with you and it is important that you regularly check and manage this mailbox for important updates and information. You can access your email account, plus information about our services, news and events by logging into our Intranet, intranet.uel.ac.uk. At the login screen, enter your email address (as above) and password. Your default UEL password will be your date of birth, formulated as DD-MMM-YY, e.g. 31-jan-84. Your UEL email account and associated UEL IT accounts will be deleted not more than 6 months after you graduate or withdraw from your programme of study (if earlier).  

15) University of East London Students' Union

The University of East London Students' Union (UELSU) represents students at UEL. By enrolling at UEL you are automatically granted membership of both UELSU and the National Union of Students (NUS). If you wish to opt out from this membership, please inform UELSU in writing at either [email protected]  or by writing to Chief Executive, UELSU, University of East London, Docklands Campus, 4-6 University Way, London E16 2RD. UELSU provides a range of services and support to students and can provide advice and representation on any matter affecting the contract between you and UEL. For further information on this support, please visit www.uelunion.org

16) Students studying at partner institutions

If you are undertaking a programme of study at a partner institution you will need to generally abide by the above terms and also those of the partner institution. Further information and support in understanding these terms is available from the Academic Partnership Office -  [email protected] .

17) International students - additional responsibilities

All international students must also comply with UK Visa and Immigration requirements. All international students are required to hold a valid visa which permits study in the UK or hold a Tier 4 visa/have applied for a Tier 4 visa with a Confirmation of Acceptance for Studies issued by UEL. Students who are being sponsored under a Tier 4 student visa must also understand and comply with the responsibilities of their student visa and cooperate with UEL in fulfilling our Tier 4 duties .

18) Equality, Diversity and Inclusion

UEL is committed to working together to build a learning community founded on equality of opportunity – a learning community which celebrates the rich diversity of our student and staff populations and one in which discriminatory behaviour is challenged and not tolerated within our community. Within the spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all regardless of gender, ethnicity, sexual orientation, age, disability or religion/belief (or lack of). In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. For further information on this inclusive approach to education please visit our Student Policies page .

19) Complaints

We welcome feedback on our programmes and services and facilitate this in a variety of ways, including programme committees, module evaluation forms and surveys. However, if you are dissatisfied with a particular service or programme or the manner in which it has been delivered, you must let the person responsible for that service know as we will always try to resolve matters at the earliest opportunity via informal conciliation. If you are unsure who to approach, please e-mail The Hub who will be able to direct your concerns appropriately. If you remain dissatisfied with a service or programme, or the manner in which it is delivered, you should refer to our formal complaints procedure to have the matter formally addressed. In addition, once you have enrolled on your programme, you will also have access to the Advice and Information Service offered by UELSU. This access is not available to students studying at partner institutions.

20) Cancellation

If you wish to cancel this contract within 14 days of enrolment in your programme, you must do so in writing. Any fees that you have paid will be refunded – please see the Fees Policy for further information on obtaining a refund.

21) Further guidance

If any of the information in these Terms of Admittance or related policies is unclear or if you have any questions, please contact The Hub for guidance on +44 (0) 208 223 4444 .

22) Right to advice

This is a consumer contract and you are able to obtain independent advice in relation to its terms and conditions from UELSU as well as your local Citizens Advice Bureau.  

23) General

Neither you nor UEL will be liable for failure to perform their obligations under these Terms of Admittance if such failure arises from unforeseeable events, circumstances or causes outside of that party's reasonable control. Examples of such events include, but are not limited to, war, terrorism, industrial disputes, natural disasters, fire and national emergencies. Only you and UEL are parties to these Terms of Admittance. No other person shall have any rights under the Contracts (Rights of Third Parties) Act 1999 to enforce any term of these Terms of Admittance. Failure or delay by you or UEL to exercise any right or remedy provided under this contract shall not constitute a waiver of that or any other right or remedy, nor shall it prevent or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall prevent or restrict the further exercise of that or any other right or remedy. These Terms of Admittance are governed by the law of England and Wales and you and UEL agree to submit to the exclusive jurisdiction of the courts of England and Wales.

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• Postgraduate study
• Postgraduate taught courses

Educational and Child Psychology

Explore this course:.

School of Education, Faculty of Social Sciences

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.

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

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.

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

Inclusion at Sheffield

Course open day

We host an annual open day for educational and child psychology. Find out when our next one is and register your interest . If you're applying for entry in 2024 and have any queries about the application process please contact  [email protected] .

University open days

An open day gives you the best opportunity to hear first-hand from our current students and staff about our courses. You'll find out what makes us special.

Upcoming open days and campus tours

3 years full-time

A mix of placement, private study and teaching from tutors. Your usual weekly pattern will be:

• Year 1: Two days teaching, one day private study, two days work placement
• Year 2: One day teaching, one day private study, three days work placement
• Year 3: One day teaching or research, one day private study, three days work placement

Placements during Years 2 and 3 might be within the Yorkshire and the Humber region.

The course allows for periods of independent study time across all three years of training to enable you to complete the academic demands of the course.

You'll develop personal and communication skills (both oral and written), which underlie the work of the Educational Psychologist. These include:

• interviewing skills consultation skills
• skills in communicating across institutional and professional boundaries ensuring a culturally competent professional practice
• skills in managing groups for training, therapeutic work and co-ordination of understanding purposes written communication
• skills to a wide range of audiences.

You will also develop critical approaches to theory and practice, research and publication skills, having regard to HCPC, BPS and University ethical guidelines. Also, to develop knowledge of how to analyse programmes and policies at a local level and disseminate the results.

Our aims and objectives broadly encapsulate the HCPC Standards of Proficiency (SOPs) for Practitioner Psychologists and BPS Required Learning Outcomes stated within the Standards for the accreditation of educational psychology training in England, Northern Ireland & Wales (BPS, 2018) against which trainees’ academic progression on the course including their placement competencies is determined.

You will gain knowledge of the full range of theoretical approaches and procedures involved in collecting information for assessment purposes and to use them in the context of children’s services.

You will understand and work within the full range of contexts of professional practice and within the statutory frameworks and regulatory guidelines relevant to the welfare of children and Children’s Services. This includes the professionally generated guidelines produced by professional bodies as well as those from statutory bodies and includes guidelines relevant to the provision of services to young people with all types of special needs and vulnerabilities.

You will become familiar with those areas of psychology relevant to the growth and function of individuals, families and organisations as far as they provide theoretical frameworks for understanding and managing behaviour and learning in children and young people.

The programme will help you to develop understanding and skills in intervention in social and emotional situations and to design and manage individual and group programmes to help children and young people and those who live and work with them. You will learn to work with vulnerable children in ways supported by a clear framework of inclusive values and equal opportunities for all children and young people.

You will learn about the origins of common learning and behaviour difficulties and approaches to your assessment and intervention.

This course is organised around both an integrated curriculum model and adult learning model. Tutorials are integral to the course so that you have regular feedback.

In general, the amount of structure in the curriculum is high early in the course, and gradually reduces over the three years towards the end of the course.

The integrated curriculum as an approach enables us to introduce important ideas and areas of work to trainees early on in the programme and then to revisit them a number of times as the programme progresses.

We now use the British Psychological Society (BPS) competencies areas to ensure you clearly understand how a seminar relates to your overall learning journey. The trainee progression tracker is a person-centered document that enables you to map and orientate your learning to the required outcomes of the professional training in educational psychology.   

Essays, practical work folders and a dissertation including research portfolio.

School of Education

We're proud to welcome a vibrant and diverse community, with students based locally, nationally and internationally. Our research has a direct impact on educational theory, policy and practice; we're supporting the development of children, families, schools and learning communities.

Our seminars are interactive and everyone is encouraged to take part. The course director knows every student personally, and you will get a lot of individual support across all of your modules.

Our team of tutors at the School of Education comprises of experts in early childhood education, policy and practice, psychological theory of education, and languages and education. Many of our academic staff are internationally recognised in their specialist areas.

Entry requirements

An undergraduate honours degree in psychology that is recognised by the BPS for graduate membership.

You must also have over one year of full-time (or equivalent) experience of working with children within educational, childcare or community settings.

Disclosure and Barring Service

As this course involves working with children and young people, you'll need to obtain an Enhanced Disclosure from the Criminal convictions and Disclosure and Barring Service (DBS) prior to your training starting.

Additional costs for DBS checks

Disclosure and Barring Service (DBS) checks

We only offer the course via the Educational Psychology Funded Training (EPFT) scheme. Self-funded places are not available. 

The annual fee for your course includes a number of items in addition to your tuition. If an item or activity is classed as a compulsory element for your course, it will normally be included in your tuition fee. 

There are some additional items which are not included in the tuition fee. These are listed below:

• Any resubmission or extension fees
• Accommodation and living costs
• Optional books or texts – personal copies will not be included in the tuition fee
• Electrical equipment e.g. laptops, digital cameras and calculators
• Resitting exams including professional accreditation exams
• Travel, accommodation and living costs when on placement
• General printing and photocopying, including for dissertations and coursework
• Other charges for the Sheffield Graduate Award, replacement identity cards/ transcripts/ degree certificates, late registration
• Disclosure and Barring Service (DBS) and non-UK clearance (see below)

Disclosure and Barring Service (DBS), Work Health Assessment, Safeguarding Training and Non-UK Clearance

As this course leads to a professional qualification and involves working with children and young people, Trainee Educational Psychologists will be required to undertake a Disclosure and Barring Service (DBS) Enhanced Disclosure and Work Health Assessment and complete Safeguarding training. The anticipated cost for these for 2023 entry is £48*.

Trainee Educational Psychologists who have already paid for a previous DBS Enhanced Disclosure and signed up to the DBS update service (Enhanced level - Children's barred list) may pay a reduced fee (anticipated cost £10*).

Trainee Educational Psychologists who have spent three consecutive months or more abroad in the past five years must provide evidence of a clean criminal record (non-UK clearance) from the relevant country (or countries) and will be required to pay the appropriate fee(s).

Further information will be provided to offer holders before the start of the course.

*As we use external companies to undertake safeguarding training and DBS checks these fees may be subject to change. Should you decide to withdraw your application we are unable to offer a refund.

Bursaries for placements

You will be allocated placements during Year 1 that will be sourced by tutors. In Years 2 and 3 you will be supported to locate either a bursary or employment-based placement.

We only offer the course via the Educational Psychology Funded Training (EPFT) scheme. Self-funded places are not available.

Applications to the EPFT scheme for entry in September 2024 have closed.

Applications for entry in September 2025 will open in September 2024.

More information

[email protected] +44 114 222 8177

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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.

To find out more please see our terms and conditions .

Optional modules availability

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

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.

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Department of Education

University | A to Z | Departments

• Postgraduate study

PhD in Psychology in Education

• Education home
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• PhD in Applied Linguistics
• PhD in Education
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Programme Leader:   Sebastian Suggate

The PhD in Psychology in Education is available to be studied in 3 modes: part-time, full-time, and  distance learning . 

In order to apply for a PhD place, we ask that you first submit an application form.  We cannot accept a CV or any other documentation in place of a formal application.  When you apply for a PhD place, you must submit a research proposal about 1,500 words in length. More information about the PhD application and admissions process can be found on the How to apply and FAQ  pages . Apply now for the PhD in Psychology in Education Apply now for the PhD in Psychology in Education (Distance Learning)

The PhD in Psychology in Education is designed to enhance specialised knowledge through academic study and research.

The programme aims to enable students to gain a solid grounding in research methodology, and to successfully carry out a substantial piece of academic research.

Entry requirements

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline although candidates with other evidence of ability to succeed at PhD level will also be considered.

If English is not your first language, we do expect you to be able to demonstrate a high level of proficiency.  The minimum requirement for PhD in Psychology in Education is IELTS 7.0 with no less than 6.5 in Reading, Writing, Listening and Speaking.  For further information please see  English language requirements .

Apply now for the PhD in Psychology in Education

Apply now for the PhD in Psychology in Education (Distance Learning)

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Course type

Qualification, university name, postgraduate child psychology.

64 degrees at 43 universities in the UK.

Customise your search

Select the start date, qualification, and how you want to study

About Postgraduate Child Psychology

Child Psychology is the perfect course of study for those interested in the cognitive process behind the way in which children relate to and develop their understanding of the world around them. There’s a number of courses available from the year long MSc to the DEdPsy which takes approximately 3 years.

Related subjects:

• Child Psychology
• Applied Psychology
• Behaviour Therapy
• Behavioural Psychology
• Clinical Psychology
• Cognitive Psychology
• Criminal Psychology
• Developmental Psychology
• Educational Psychology
• Forensic Psychology
• General Psychology
• Human Sexuality
• Occupational Psychology
• Organisational Behaviour
• Organisational Psychology
• Psychological Counselling
• Psychology Specialisations
• Social Psychology
• Sports Psychology

• Course title (A-Z)
• Course title (Z-A)
• Price: high - low
• Price: low - high

Clinical Child Psychology MSc (12 months)

Anglia ruskin university.

Work towards a clinical career with children, or take the next step towards a doctorate by studying a Masters in Clinical Child Read more...

• 12 months Full time degree: £9,300 per year (UK)
• 28 months Part time degree: £4,650 per year (UK)

MSc Developmental Science

University of east anglia uea.

This MSc in Developmental Science combines research methods training with in-depth study of the subject as a whole. It will allow you to Read more...

• 1 year Full time degree: £8,250 per year (UK)
• 2 years Part time degree: £4,125 per year (UK)

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)

MSc Psychology of Child Development

University of central lancashire.

Our MSc Psychology of Child Development course is designed to advance your knowledge of child psychology. It’s ideal for graduates in Read more...

• 1 year Full time degree: £9,000 per year (UK)
• 3 years Part time degree: £3,000 per year (UK)

Psychology in Education - MSc

Cardiff metropolitan university.

Course Based within one of the largest centres for teacher education and training in the UK, the MSc in Psychology in Education looks Read more...

• 1 year Full time degree: £11,000 per year (UK)
• 2 years Part time degree: £5,513 per year (UK)

Prof Doc Educational and Child Psychology

University of east london.

This course provides full-time professional training leading towards registration with the Health and Caring Professions Council (HCPC) Read more...

• 3 years Full time degree: £19,080 per year (UK)

Applied Educational Psychology Doctorate (DAppEdPsy)

Newcastle university.

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

• 36 months Full time degree

Psychology (Applied Educational Psychology Doctorate) DAppEdPsy

University of nottingham.

Prepare yourself for a professional career in educational psychology. Our doctorate focuses on the link between theory and practice. The Read more...

• 3 years Full time degree: £11,195 per year (UK)

DEdPsy Educational Psychology

University of strathclyde.

The DEdPsy is a flexible research degree designed to meet the needs of practising Educational Psychologists (EPs) with at least one year’s Read more...

• 24 months Full time degree: £4,786 per year (UK)

Developmental Psychology - MSc

University of kent.

To understand any psychological phenomenon fully you must first understand how it develops. Study the Developmental Psychology MSc at Kent Read more...

• 1 year Full time degree: £9,800 per year (UK)
• 2 years Part time degree: £4,900 per year (UK)

Child and Adolescent Psychotherapy DPsych

Ucl (university college london).

In year one, students receive direct teaching on research methodologies and the critical evaluation of research findings. They carry out Read more...

• 4 years Full time degree: £6,035 per year (UK)

Applied Developmental Psychology (MSc)

Liverpool hope university.

About the Course The MSc in Applied Developmental Psychology focuses on cultivating developmental psychologists who are equipped to Read more...

• 12 months Full time degree: £9,000 per year (UK)
• 27 months Part time degree

Human Resource Development (Top-up) MSc

University of portsmouth.

You're a passionate and qualified Human Resource (HR) practitioner looking to progress your career. You've already successfully achieved Read more...

• 9 months Part time degree: £4,000 per year (UK)

MSc Applied Child Psychology

Nottingham trent university.

This Applied Child Psychology Masters degree combines an in-depth look and critical evaluation of the advanced study of psychological Read more...

• 1 year Full time degree: £8,600 per year (UK)
• 2 years Part time degree: £4,300 per year (UK)

Doctorate in Educational Psychology - (DEdPsych)

University of southampton.

Join the University of Southampton, a global top 100 research-intensive university on this three year DEdPsych Doctorate in Educational Read more...

• 3 years Full time degree

Mental Health (Youth/Interdisciplinary Mental Health) MSc

University of birmingham.

Our interdisciplinary Mental Health MSc focuses on Youth Mental Health, integrating the latest research and policy into teaching and Read more...

• 1 year Full time degree: £10,530 per year (UK)
• 2 years Part time degree: £5,265 per year (UK)

MSc Developmental Psychology

Sheffield hallam university.

Course summary Gain research skills and a professional level of understanding in psychology Study development through the human Read more...

• 1 year Full time degree: £10,310 per year (UK)

Family and Child Psychology MSc

University of chester.

Our exciting course focuses on contemporary issues in family and child psychology, exploring critical issues as families and society Read more...

• 1 year Full time degree: £8,505 per year (UK)
• 2 years Part time degree: £3,488 per year (UK)

Clinical Child Psychology MSc (15 months)

• 15 months Full time degree: £9,300 per year (UK)
• 32 months Part time degree: £4,650 per year (UK)

Psychodynamics of Human Development PG Dip

Our psychodynamics of human development course provides an understanding of human development through the theoretical and clinical issues Read more...

• 2 years Online degree: £8,130 per year (UK)
• 2 years Part time evening degree: £8,130 per year (UK)

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PhD Psychology programme

The University of Edinburgh has one of the top-ranked Psychology departments in the UK for research.

Psychology at Edinburgh brings together world-class researchers approaching the scientific study of mind and behaviour through a range of topics - from language development to dementia, personality to paranormal beliefs. The department benefits from a vibrant postgraduate community and strong interdisciplinary links with colleagues in medicine, informatics, linguistics, biology and public health.

You may also be interested in the psychology programmes offered by the School of Health in Social Science:

Postgraduate research programmes in Clinical Psychology, Counselling & Psychotherapy

Research interests

When to apply, help with your application, funding opportunities for research students, visiting research students, our research community.

Our PhD students are actively encouraged to join in the regular meetings to discuss research, books and papers.

Find out more about our research seminars and reading groups

We have 22 Child Psychology PhD Projects, Programmes & Scholarships

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Child Psychology PhD Projects, Programmes & Scholarships

PhD students of Child Psychology explore the biological, social, and cognitive influences that shape young minds. Your research into the early stages of human psychological development will culminate in a dissertation that should make a substantial contribution to the field.

What’s it like to study a PhD in Child Psychology?

During your PhD, you’ll generally conduct original research by working with children and families in a variety of settings that might include schools, hospitals, or laboratories. You might collect data using a variety of methods, such as questionnaires, neuroimaging, and eye-tracking technology.

Possible research areas include:

• Language acquisition
• Literacy and communication
• Mathematical ability
• Memory development
• Developmental disability
• Mental illness in children

Many students will propose their own research project, but there are also numerous advertised PhDs available in Child Psychology.

You’ll complete at least three years of independent research overseen by your supervisor, culminating in an extended thesis which you’ll defend in an oral examination. You may also be expected to attend additional training provided by the department. For some programmes, you may conduct research as part of a larger team.

Entry Requirements

The most common entry requirement for PhD programmes in Psychology is a an upper second-class Bachelors degree in a relevant subject, though a Masters is often desirable. Applicants with a lower classification of undergraduate degree will usually only be considered if they also hold a Masters with a Merit or Distinction.

PhD in Child Psychology funding options

The Research Council responsible for funding Psychology PhDs in the UK is the Economic and Social Research Council (ESRC). It provides fully funded studentships that include coverage of your tuition fees, along with a stipend to cover living expenses. Advertised Psychology PhDs will often have studentships attached. Students proposing their own research project may be able to apply for a studentship after being accepted onto a programme.

Many Psychology PhD programmes, however, will only accept self-funded students. Options for independently financing your PhD include the UK government’s doctoral loan , part-time employment alongside your studies and support from charities or trusts.

PhD in Child Psychology careers

A PhD in Child Psychology will equip you with numerous transferable skills such as academic writing and publishing, data analysis, critical thinking and abstract reasoning. Many graduates will go on to careers in teaching, academia or higher education. You might choose to take up a post as a lecturer or postdoctoral researcher at a university, for example. The skillset you’ll earn will also be invaluable in numerous non-academic sectors, such as marketing, human resources, government and media.

It’s worth noting that while you’ll graduate in with an expertise in the field of Child Psychology, your PhD alone will not automatically qualify you to practice as a Child Psychologist in the UK. This requires registration with the Health and Care Professions Council (HCPC). There are several vocational courses in the field accredited by the HCPC, such as the Doctorate in Educational and Child Psychology (DEdChPsy).

Supporting the supporters: Examining how to assist parents as they support their child’s participation in sport (ref: SF24/HLS/SER/MCCULLOGH)

Phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Self-Funded PhD Students Only

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

The use of picture books to increase toddlers’ willingness to consume unfamiliar food.

Language development in early childhood: precursors of the transition to literacy, language development in early childhood: exploring the quality of interactions with adults and peers, improving the wellbeing of parents of children with cancer through an online psychosocial support intervention, funded phd project (uk students only).

This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

MRes - The impact of personalised FIFA player cards on exercise motivation and physical performance in youth football players: An exploratory gamification intervention (SAS0194)

Structured phd in child and youth research, funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

Social Sciences Research Programme

Social Sciences Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Synthesizing evidence on different outcome scales: development of mapping methods for analysing childhood obesity data

Investigating the relationship between digital media use and children’s mental health, investigating causal effects of neurodevelopmental and mental health problems in childhood on adult physical health, the role of language use and self-concept in psychosocial interventions for people living with dementia, self-funded mscr- early executive function development, living with allergy during the transition to secondary school, “getting on with it”: ensuring safe and compassionate supervision and thinking spaces for practitioners in child protection practice, children’s cognitive development: how is it affected by traffic-related air pollution in and around schools.

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Filtering Results

100 Best universities for Child Psychology in the United Kingdom

Updated: February 29, 2024

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Below is a list of best universities in the United Kingdom ranked based on their research performance in Child Psychology. A graph of 7.18M citations received by 198K academic papers made by 130 universities in the United Kingdom was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. University College London

For Child Psychology

2. University of Cambridge

3. King's College London

4. University of Oxford

5. University of Manchester

6. University of Edinburgh

7. University of Bristol

8. University of Birmingham

9. University of London

10. University of Sheffield

11. University of Nottingham

12. University of Southampton

13. University of Glasgow

14. University of Liverpool

15. Cardiff University

16. University of Leeds

17. University of Sussex

18. Imperial College London

19. Newcastle University

20. University of Warwick

21. University of York

22. Birkbeck, University of London

23. University of Exeter

24. University of Kent

25. University of Reading

26. Durham University

27. Goldsmiths, University of London

28. University of Aberdeen

29. University of Leicester

30. Bangor University

31. Lancaster University

32. Ulster University

33. Queen's University Belfast

34. St George's, University of London

35. University of Surrey

36. University of Wales

37. Loughborough University

38. London School of Economics and Political Science

39. City, University of London

40. Swansea University

41. University of Bath

42. University of East Anglia

43. University of Stirling

44. University of Essex

45. University of Central Lancashire

46. Royal Holloway, University of London

47. University of St Andrews

48. University of Strathclyde

49. University of Hertfordshire

50. University of Dundee

51. University of Plymouth

52. Keele University

53. Nottingham Trent University

54. Queen Mary University of London

55. Brunel University London

56. University of Hull

57. University of Portsmouth

58. University of Roehampton

59. Northumbria University

60. Liverpool John Moores University

61. Manchester Metropolitan University

62. University of Salford

63. University of the West of England

64. Oxford Brookes University

65. Sheffield Hallam University

66. Coventry University

67. Aston University

68. University of Huddersfield

69. Glasgow Caledonian University

70. University of East London

71. Leeds Beckett University

72. London South Bank University

73. De Montfort University

74. University of Lincoln

75. Bournemouth University

76. University of Wolverhampton

77. University of Brighton

78. University of Bradford

79. University of Greenwich

80. Anglia Ruskin University

81. Staffordshire University

82. University of South Wales

83. Middlesex University

84. University of Westminster

85. University of Bedfordshire

86. University of Derby

87. Edge Hill University

88. Canterbury Christ Church University

89. University of Sunderland

90. Teesside University

91. Kingston University

92. London Metropolitan University

93. Queen Margaret University

94. University of Northampton

95. University of Chester

96. York St John University

97. University of the West of Scotland

98. Edinburgh Napier University

99. Cardiff Metropolitan University

100. Heriot-Watt University

The best cities to study Child Psychology in the United Kingdom based on the number of universities and their ranks are London , Cambridge , Oxford , and Manchester .

Psychology subfields in the United Kingdom

Fully funded PhD position in developmental psychology

The Physical Cognition Lab at the Centre for Brain and Cognitive Development (CBCD) in London is offering a 3-year fully funded PhD position in developmental psychology. The CBCD is a world-leading international research centre exploring the links between brain and behavioural development ( https://cbcd.bbk.ac.uk/ ). The work in the Physical Cognition lab reflects a unique integration of theory and methods drawn from developmental psychology, cognitive neuroscience, and artificial intelligence, where we use state-of-the-art concepts and technologies to discover the developmental interplay between brain and behaviour.  

This position will include working in the newly developed Toddlerlab: a dedicated 5-story research facility developed for studying toddler and preschool development in naturalistic environments. The project includes working in the CAVE virtual reality lab for young children, all fitted with motion capture, head-mounded eye-tracking and wearable EEG and fNIRS .  

Supervisor:    Dr. Ori Ossmy ( www.oriossmy.com )

Project Description

This PhD project will run as part of a 4.5-year Leverhulme Trust funded research programme exploring the behavioural, neural, and computational origins of human planning and problem solving and how they are affected by the source of information.   The preschool years (3- to 5-year-olds) are a particularly important developmental period because they correspond to a phase of very rapid development in the planning, self-control, and multi-tasking skills necessary for complex problem solving.  

This PhD position is part of a group that   integrates developmental psychology, neuroscience, and computer science to determine developmental changes in how action planning unfolds moment to moment (from gathering perceptual information, to neural processing, to action execution) and how the   sensory modality   affects those changes.   Our key motivating hypothesis in this project is that changes in children's sensory modalities lead to developmental changes in action planning by calibrating a real-time interactive system of perceptual, neural, and motor processes, which in turn facilitates high-level planning at a later age. We test three specific hypotheses with three aims:  

(AIM1) Test changing relations longitudinally between information gathering and action planning.   We hypothesize that efficient and adaptive planning emerges from developmental changes in when and how children gather sensory information. Specifically, we predict an earlier shift in information gathering with development that leads to better planning. For example, when using tools such as hammering a peg with a handle that points toward the non-dominant hand, children must plan a few steps ahead by grasping the hammer with a nonhabitual, underhand grip that allows for a smooth transition to an efficient, overhand grip to pound. Our hypothesis leads to the prediction that children's ability to plan their grip ahead of time relies on whether they learned to gather information about the hammer and the peg before acting. (AIM2) Test the relations between sensory modality and action planning.   We hypothesize that the source of perceptual information determines the effects of information gathering on planning. Specifically, we will test two predictions which follow this hypothesis. First, we predict that   eliminating haptic information   will force children to use earlier visual\perceptual cues and will enhance planning; and second, we predict that adding   predictive   auditory information will lead to more planning ahead and less trial-and-error testing. (AIM3) Test developmental relations between information gathering and high-level planning.   We hypothesize that information gathering during action planning at an early age predicts high-level planning at a later age. Specifically, we predict that   individual differences   in the manner and timing of information gathering during action planning will correspond to individual differences in performance in high-level planning tasks.

Significance  

This project proposes a shift away from current theories of planning development which focus on a topdown approach. We will establish a new bottom-up theory by combining perception-action perspective, ecological systems approach, and traditionally disparate disciplines to deepen our understanding of processes underlying planning and how these depend on sensory experiences. If, as we suggest, planning development depends on the ability to gather information, then models of planning development will need to account for the sensory input. Understanding the relations between experiences and planning also has implications for the design of children’s environments such as daycare settings, classrooms, and playgrounds to facilitate learning opportunities.  

Moreover, we will innovate an assessment for planning using a psychometric function including multiple measures (efficiency/flexibility/stability/generalizability) rather than a binary measure (success/failure).   We will also create virtual environments that provide a platform for examining developmental changes in cognitive priors, object representations, reasoning, and learning processes.  

Finally, we will generate unique data that will advance research in behavioural and developmental science, neuroscience, animal research, artificial intelligence, robotics, and educational psychology through sharing of data, stimuli and analyses (Databrary/OSF/GitHub)

Requirements

We are looking for a highly-motivated candidate with strong background in experimental psychology, programming skills, and a desire to make an impact in the intersection of developmental psychology, cognitive neuroscience, and artificial intelligence.

The candidate must have evidence of outstanding undergraduate academic performance and ideally have (or be predicted to obtain) a strong Master’s degree in Psychology, Neuroscience, Computer Science, or any cognate field (candidates will be asked to demonstrate how their background provides solid foundations to allow them to focus on the core aspects of this studentship).

Candidate must also demonstrate solid foundations in academic writing and presenting, independently organising aspects of their research (e.g. through a previous dissertation if not publications)..

Further details about the project may be obtained from:   Dr. Ori Ossmy ( [email protected] )

Further information about PhDs at BBK is available from:

Birkbeck Psychological Sciences:  https://www.bbk.ac.uk/study/2022/phd/programmes/RMPPSYCH

Applications are to be made through the standard MPhil/PhD application process described in the web link above. Candidates applying for this position must make it clear in their personal statement and answer the “funding source” question on the form that they are applying for the Leverhulme-funded studentship.

Closing date for applications is:   May 1st, 2024

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PhD by Distance Learning

The University of Birmingham's College of Life and Environmental Sciences now offers PhD by Distance Learning.

This means that wherever you are in the world, you may now be able register with the University of Birmingham for your Doctoral qualification but undertake the majority of your studies in your home location.

Why study by distance learning? 

The main advantage of studying by distance learning is the flexibility. Financial and practical implications of moving closer to the campus make distance learning a more feasible option and could allow you to combine study with other commitments, including work and family.  Similarly, your research could be related to your area of residence and therefore moving would be detrimental to your capacity to carry out the research.

Is the distance learning route for you? 

The distance learning route to PhD study is not for everyone.  You have to have a very clear idea of your project and be able to motivate yourself.  Undertaking PhD study off campus can sometimes be quite isolating, so the ability to proactively seek out connections from within relevant research communities is important.  This route is well-suited to those who have a research project associated with their work or particular interests and where resources are available locally, over via the internet, to support your research e.g. appropriate archives and data collections.

How will I be supported? 

You will receive the same level of support and supervision as on-campus students.  The only difference is that supervisory sessions will take place via audio and visual communication services such as Skype or Facetime, rather than in person.

What is the cost?

We charge an annual tuition fee which is the same as our standard on-campus PhD but includes:

• Economy class flights to and from Birmingham for the compulsory two-week campus visit in September
• Accommodation at the University for the compulsory two-week campus visit in September
• Economy class flights to and from Birmingham at the end of the study period for the three-day PhD viva examination
• Accommodation at the University for the three-day viva examination

How often will I need to be on campus?

Although you may be able to undertake the majority of your study at an off campus location, you will be fully funded to make one compulsory visit to the University.  This will enable you to meet your supervisory team, undertake intensive research skills training and make a start on your doctoral studies. You will then be invited to attend the University for annual ‘in-person’ meetings which give you the opportunity to interact with other doctoral students both socially and academically, undertake important progress meetings and carry out necessary training. You will also generally be required to be present on campus for your viva voce.

Am I eligible?

Before we can offer you a place it is important that you have agreement from your potential supervisor and that they are satisfied that you will be able to undertake the PhD on an off campus basis. This may mean that slightly different entry requirements apply, such as English language and more extensive research skills training. Agreements will also need to be reached regarding some of the more practical aspects of undertaking the PhD in this way (for example attendance requirements, suitability of the chosen residency etc). It is important that arrangements are discussed early so that all parties involved know what to expect and to ensure you are able to successfully complete your studies. 

Can I study by distance learning anywhere?

Distance Learning courses can be undertaken from anywhere in the world, including the UK. 

However, it is worth noting that supervisory sessions for Distance Learning students will take place via audiovisual communications, such as Skype or Facetime, rather than in person. 

While we have found that these 21st Century methods have proved popular, for those applicants who would prefer to visit the campus for face-to-face meetings with their supervisor, the traditional part-time study option may be more appropriate. 

How to apply?

Find the programme that you wish to apply for in our course finder and click on the 'Apply' button. 

As part of the application process, we will ask you to provide evidence to demonstrate that you have the time, commitment, facilities and experience to study for a PhD by Distance Learning. Please be prepared to provide evidence, and details, of the following:

• Examples of your postgraduate research experience and ability to work independently e.g. papers/presentations at professional and academic conferences or publications in professional journals or previous completion of an independent research project, etc. 
• Full reasons (academic and personal) for registering for the distance learning mode of study rather than by standard full or part-time on-campus options. In particular, how you will be able to carry out your project in your chosen location. 
• Access to local library facilities (where needed)
• Access to IT facilities
• Access to communications, including e-mail, and audiovisual communication media e.g. Skype and Facetime
• Access to facilities to support any study-related disability (where appropriate)

Please visit the course finder for a full list of subject areas available to study via distance mode.

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Jennifer Grisham: 2024-25 University Research Professor Q&A

UKNow is highlighting the University of Kentucky’s 2024-25 University Research Professors. Established by the Board of Trustees in 1976, the professorship program recognizes excellence across the full spectrum of research at UK and is sponsored by the Office of the Vice President for Research.   

LEXINGTON, Ky. (July 9, 2024) — Jennifer Grisham, Ed.D., professor in the Interdisciplinary Early Childhood Education program and faculty director of the Early Childhood Laboratory in the University of Kentucky College of Education has been honored as a 2024-25 University Research Professor.

Since joining UK in 1995, Grisham has worked to improve outcomes for young children with disabilities and their families. Her work focuses on authentic assessment strategies, multitiered systems of support for differentiating instruction, and individualized instruction to children with disabilities in everyday activities and routines. Grisham has generated $15 million in federal funding and $11 million in state funding to support her research and graduate student education.

Since 2009, Grisham has supported research and education abroad experiences in Guatemala. She is cofounder of a children’s home and preschool program in Guatemala City called Hope for Tomorrow.

Grisham spoke with UKNow about her latest honor as a University Research Professor in this Q&A.

UKNow: What does it mean to you to be recognized as a University Research Professor? 

Grisham: Because of UK’s R1 status, I am very honored to be recognized in this manner. In the College of Education, there are many productive researchers and so I am humbled that I was chosen from among them. The financial award will allow me to conduct a project that will further my research agenda.

UKNow: How will the professorships program advance your research?

Grisham: I co-authored an assessment and curriculum system and have been investigating its validity, usability and capacity to improve outcomes for young children. The professorship will allow me to bring together U.S. and international researchers who are interested in advancing this work in other locations.

UKNow: How does your research address challenges facing Kentucky?

Grisham : There is an increase in the number of young children who are diagnosed with developmental delays. This is due to several factors including the high rate of children born addicted to drugs, trauma associated with substance use disorders and high rates of poverty in our state. Kentucky is faced with challenges in how to support children with developmental delays in inclusive early childhood settings. The research that I conduct is intended to address the myriad of challenges that Kentucky’s early childhood teachers face in supporting young children with diverse learning needs in their classrooms.

UKNow: What impact will your research have on Kentucky?

Grisham: I hope that my research will result in more inclusive early childhood practices in Kentucky. My research aims to assist teachers in including children with developmental delays in preschool settings.

About the University Research Professors Each year, the University of Kentucky Board of Trustees approves a cohort of faculty as University Research Professors . The distinction recognizes excellence in work that addresses scientific, social, cultural and economic challenges in Kentucky and the world. College leadership developed criteria for excellence within their area of expertise and then nominated faculty who excelled at these criteria. Each University Research Professor receives a one-year award of $10,000 and participates in other events planned around the program.

As the state’s flagship, land-grant institution, the University of Kentucky exists to advance the Commonwealth. We do that by preparing the next generation of leaders — placing students at the heart of everything we do — and transforming the lives of Kentuckians through education, research and creative work, service and health care. We pride ourselves on being a catalyst for breakthroughs and a force for healing, a place where ingenuity unfolds. It's all made possible by our people — visionaries, disruptors and pioneers — who make up 200 academic programs, a $476.5 million research and development enterprise and a world-class medical center, all on one campus.   

In 2022, UK was ranked by Forbes as one of the “Best Employers for New Grads” and named a “Diversity Champion” by INSIGHT into Diversity, a testament to our commitment to advance Kentucky and create a community of belonging for everyone. While our mission looks different in many ways than it did in 1865, the vision of service to our Commonwealth and the world remains the same. We are the University for Kentucky.   

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