The programme is designed to develop academic knowledge, research ability and professional competence during the course of training. In addition to undertaking a range of learning activities at the university, trainees are required to undertake at least 300 days of professional placement work under supervision and to complete a substantial empirical research project.
To be awarded the Doctorate in Educational and Child Psychology, you will need to attain a satisfactory standard in the following assessments:
Three portfolios of professionally-related work (one for each year). The portfolios contain:
records of placement experiences, self-evaluations of developing competencies in relation to the programme objectives for the placement, together with key pieces of supporting evidence and appraisals/observation records completed by the Placement Supervisor and UCL Tutors in relation to the Health Professions Council's Statements of Proficiency for Educational Psychologists.
A professional development record containing self evaluation, peer and tutor evaluation carried out at the end of each PBL unit.
5 x 4,000 word Case Reports
These integrate theory and practice, demonstrate developing professional competence across a range of different types of work and show reflection on the inter-related influences of psychological, professional and ethical considerations on practice. The focus of four of these reports is as follows:
A Problem Analysis for an Individual Child or Young Person.
A Service-Related Research Report.
An Evidence-Based Practice Review Report
An account of the use of Cognitive Behaviour Therapy with a child/young person
The focus of the remaining report may be selected by you, subject to approval by the Programme Tutors, to form the basis of an individualised PBL unit in Year 3.
2 x 3 hour written examinations using problem-solving questions and PBL case scenarios to test the application of
knowledge and understanding to professional practice. One paper will be taken in each of the first two years of the programme. The examinations offer an efficient and focused way in which you can demonstrate your knowledge and understanding and your ability to apply it. In the course of their professional practice educational psychologists are often asked questions to which they must assemble coherent and defensible answers based on their knowledge of psychological theory and research. The examinations therefore have high face validity in terms of the practice demands you will face.
In revising for the examinations you will have an opportunity to collate and consolidate the knowledge you have acquired in a number of selected areas of key importance to educational psychology practice. You will be stimulated to develop your thinking in these areas and engage in reflection on relationships between theory, research and practice. You will be encouraged to work with others on the course in study/revision groups. Course members typically find such groups to be a supportive, effective and enjoyable aspect of their preparation.
Assessment of Research Skills is by a thesis of 25,000-40,000 words which makes a distinct contribution to the
knowledge of the subject and offers evidence of originality shown in the discovery of new facts and/or the exercise of independent critical power. The thesis is presented in 3 parts, the first two in the form of papers that could be submitted for publication in a peer reviewed journal. The third part is not intended for publication but to give you a forum to reflect on the learning that has occurred in carrying out the major research project. The first paper will systematically review and critique the literature relevant to the research topic, while the second paper will report on the research you have carried out.
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