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Application and selection
For potential 2013 applicants information only: All applicants considering UCL as one of their (maximum of 3) course centres during future application cycles should read this website thoroughly, paying particular attention to our entry criteria below. You can also download the Teaching Agency's Educational Psychology Training Entry Handbook below - please note when reading page 16 of the Training Entry Handbook that UCL does not require any additional information. Click here to download the Teaching Agency Educational Psychology Training Entry Handbook (pdf): We are unable to offer individual advice to potential candidates by telephone or email - all the information you need is on this site and http://www.education.gov.uk/schools/careers/careeropportunities/b00201184/educational-psychology/training. If you need further online application help click here - or alternatively, contact: Liz Robinson For information about whether your qualifications meet the Graduate Basis for Chartered Membership requirement for entry onto the course please contact the British Psychological Society (BPS): British Psychological Society Tel: 0116 254 9568 Details about accredited undergraduate psychology courses can also be found on the BPS website. The Teaching Agency also operates a Qualifications Hotline Entry Criteria Competition for places is very strong. The following advice is offered to assist candidates in improving their chances of securing a place. Please note that the number of applications received each year (last year 292 applications for 11 funded places) precludes the provision of advice to individual applicants or campus visits. Applicants are expected to show independence in applying this advice to their own situation and making a judgement. Please do not call or e-mail for individual advice, for example, on types of work experience, as it is not our policy to provide for anyone what we cannot provide to all. Essential Shortlisting Requirements • Good honours degree in Psychology that confers Graduate Basis for Chartered Membership of the British Psychological Society. A 2:1 or equivalent is required to demonstrate that applicants possess the academic competencies required for doctoral level study. • ...have a realistic appreciation of what the role and work of an educational psychologist involves • ...have demonstrated competence and professionalism in working in contexts and with client groups that are frequently encountered by educational psychologists in their work • ...have demonstrated commitment in acquiring and, where appropriate, applying relevant skills and knowledge preparatory to training Relevant work experience may be gained in a wide range of roles (see below for some examples; please note that these are not exhaustive). Some work experience or combinations of work experience allow applicants better opportunities to acquire the necessary appreciations and competencies. • Educational Psychology Assistant • Teacher • Portage Worker • Learning Support Assistant • Speech and Language Therapist • Care Worker • School or Children's Nurse • Assistant Clinical Psychologist working with children • Connexions Advisor • Social Worker • Family Worker • Play/Art Therapist • Educational Social Worker • Child Psychotherapist • FE Lecturer (16-19 years) • Assistant Occupational Therapist • Assistant Physiotherapist • Counsellor • Children's Centre Worker • Youth Worker • Research Work • Learning Mentor Working as an Assistant in an educational psychology service is an example of work experience that is likely to allow applicants good opportunities to gain a realistic appreciation of the role of work through working alongside a number of EPs over a period of time. Work will be undertaken with clients in contexts where the EPs in their service are also working and will require a high level of professionalism and competence. Such experience should allow candidates to provide evidence that they have acquired and applied skills and knowledge of direct relevance to preparing for training as an educational psychologist. Assistant Educational Psychologist posts are usually advertised in the Times Educational Supplement. Work experience will be less valuable where it has: • ...not brought
applicants into contact in any significant way with the work of educational psychologists. • ...not involved
contexts and client groups frequently encountered by educational psychologists. • ...not required
application of psychological theory and research or further acquisition of knowledge and skills relevant to training as an EP. • ...not required
the demonstration of competence and professionalism. These aspects are often more difficult to evidence through work experience which is exclusively part-time, short term or voluntary, or which occupies only a small number of hours per week. This is because requirements for commitment, perseverance and responsibility may be less clear and more difficult to demonstrate than in the case of sustained periods of paid employment occupying a substantial proportion of the working week. Desirable Shortlisting Criteria Different applicants may be more or less successful in learning from similar work opportunities and in communicating the relevance of their experience in a convincing manner. It is important that ALL applicants present clear arguments in their 2 page personal statement for the appropriateness and relevance of their experience. We suggest that you specifically address each of the following points: • 1) Knowledge you have gained of the organisation and operation of schools and pre-school provision and of the most important current issues within children services. Be concise and stick to the most important points / issues but present a clear argument as to why you consider these to be most important. • 2) Knowledge of psychological theory and research on children's development and learning and the ability to apply it to practice contexts. It is better to focus on one or two clear and reflective examples where you have information from a specific recent research article than to make vague references, e.g. to 'using behaviourist principles'. • 3) Knowledge about the work of Educational Psychologists and evidence of commitment to the profession. You need to show that you have detailed knowledge about the range of work educational psychologist do, obtained from a variety of credible sources and that your commitment to the profession is sufficiently strong that you can be relied upon to invest the effort needed to complete a challenging and intensive 3 year training programme. In addition to reading relevant BPS and other publications applicants often contact Educational Psychology Services in the area in which they live to seek opportunities to talk to an educational psychologist. Due to the volume of such requests many services are unable to offer opportunities to 'Work Shadow' an Educational Psychologist although some services provide open evenings where EPs are available to talk with prospective applicants. In some cases EP services may be more amenable to an offer to undertake voluntary work for the service for a one week period or more. Requests to services to meet with an EP, work shadow or undertake voluntary work should be made by letter or e-mail and should contain information which demonstrates that you have the right qualifications, have already done substantial research on the role of an EP and are a serious applicant for professional training. • 4) Ability to identify skills/ knowledge especially relevant to training as an educational psychologist and explain their relevance. These may have been developed through professional, voluntary or personal experience but you need to able to provide a clear description of the skills involved and a logical explanation of their relevance to training as an educational psychologist. • 5) Clear and coherent written communication skills. This will be judged from your personal statement. Word processed personal statements are to be preferred as they allow more opportunity for the level of re-drafting and editing that characterise the best applications. They are also easier to read. Our admissions procedures have been devised in accordance with UCL Equalities policies covering equal opportunity, disability, race, sexual orientation, and religious beliefs. Detailed information on each policy and the ways in which they are implemented and monitored can be found at http://www.ucl.ac.uk/hr/equalities/ It is UCL policy that in the recruitment, selection, education and assessment of students the only consideration must be that the individual meets, or is likely to meet the requirements of the programme or course. The requirements being met, no student will be discriminated against on the basis of their sex, sexual orientation, race, colour, ethnic origin, nationality (within current legislation), disability, marital status, caring or parental responsibilities, age, or beliefs on matters such as religion and politics. We welcome applications irrespective of age, disability, gender, race, religion or sexual orientation. The building in which the course is located offers wheelchair access and applications from people with disabilities will be welcomed. Helpful relevant information is also contained in the Health Profession Council publication: A disabled person's guide to becoming a health professional. It is our policy to encourage potential applicants from black and ethnic minority communities who are currently under represented in the profession. As a member of a minority ethnic group (African Caribbean), UCL Tutor Beverley Graham would like you to know that she is more than happy to be consulted by prospective applicants from minority ethnic groups. Essential Requirements for Admission
Different arrangements for application, fees and placement in years 2 and 3 apply to overseas applicants - please visit the overseas applications page for information. In conjunction with the other London initial educational psychology training providers, UCL ceased running annual Open Evenings in 2007, as all the information needed for the application process and about the course can be found here on our website. If you have any further queries about our course please visit our FAQs page. We aim to make our selection process as transparent and stress-free as possible. At all stages applicants are assessed in relation to explicit criteria which are shared with you. All application forms are carefully assessed by course tutors who are also qualified educational psychologists. Moderation of the selection of applicants for interview is carried out by representatives of Principal Educational Psychologists in London and the South East of England Those invited to interview will receive information about the further criteria which will be assessed, so you know what we are looking for and can hopefully perform to your best. The following selection activities will be used:
All members of interview teams are qualified educational psychologists and teams always include representative principal educational psychologists. The half day which each interviewee will spend at UCL, will also allow discussion with staff and open access to the opinions of the current group of educational psychologists in training. We want you to be able to hear from them whether their training experience actually matches our aspirations for it! Site last modified 14th May 2012 |
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 News, Downloads and Useful LinksThe closing date for UK funded applications was 3 February 2012 and all funded places for September 2012 entry have been offered and accepted. |
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