Educational Psychology DEdPsy
The CPD doctorate in educational psychology (the DEdPsy) is a flexible four-year (part-time) research degree tailored to meet the needs of qualified and practising educational psychologists with at least one year's experience.
UK tuition fees (2022/23)
Overseas tuition fees (2022/23)
Programme startsResearch degrees may start at any time of the year, but typically start in September.
Applications acceptedApplications are accepted on a rolling basis.
A minimum of an upper second-class UK Bachelor's degree or the overseas equivalent in a relevant subject. Applicants for the Professional Doctorates should note that additional requirements, including relevant work experience, will apply.
Details of the application process and the application form are available at www.ucl.ac.uk/educational-psychology/dedpsy.
If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Standard
UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level. International Preparation Courses
Further information can be found on our English language requirements page.
Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website.
International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.
About this degree
The carefully structured programme enables practising educational psychologists to explore complex real-life issues through combining a practical, applied focus with academic and research excellence. Students carry out high-quality applied research into important issues in the range of contexts within which EPs are employed, as well as further developing their own research skills and evidence-based practice.
Who this course is for
What this course will give you
Joining the programme offers practising educational psychologists the opportunity to study within UCL's internationally renowned Division of Psychology and Language Sciences. We are continually expanding upon our 100-year history of researching and teaching in psychology and 50 years' experience of innovative professional training delivery in educational psychology. The programme provides students with the opportunity to further develop their research skills and to reflect on their practice through a carefully tailored curriculum with excellent tutorial and administrative support. The examined assignments and thesis afford structured opportunities to investigate key areas of professional practice, frequently meeting a local professional need as well as satisfying academic requirements.
The foundation of your career
Our students continue their careers as practising educational psychologists in a range of contexts, including independent consultancy and local authority services. Feedback suggests that completing the DEdPsy supports them in their career progression, e.g. into university teaching posts or into promoted posts within professional educational psychology.
We accept students from across the UK and Ireland and in addition to the enriching experiences of meeting psychologists from different contexts, there are opportunities to network with students across the educational psychology group, and with others from different departments and institutions.
Teaching and learning
We distinguish between formative assessment, which is an essential support to learning, and summative assessment for accreditation purposes.
Two types of formative assessment and feedback are used:
- Self-assessment. We aim to encourage habitual self-evaluation and reflection on practice which we see as an essential basis both for immediate learning and for continuing professional development.
- Quality assurance assessment. This is carried out by the personal tutor and by external Research Advisor to ensure that satisfactory standards of competence are attained and that timely and specific advice and support can be provided.
Summative assessment for accreditation is designed to make sure that students have achieved the programme objectives. Students are assessed on:
a. A research thesis of not less than 30,000 (and normally no more than 40,000 words exclusive of footnotes, tables, bibliography and appendices) which makes a distinct contribution to the knowledge of the subject and offers evidence of originality shown by the discovery of new facts and the exercise of independent critical power. Objective 1, which relates to Research and Enquiry, will be assessed through examination of the research thesis.
b. Four assignments of 6,500 - 7,500 words each, which illustrate students’ ability to apply psychological principles to professional practice in educational psychology. Course objectives 2 and 3 will be assessed through the examination of these assignments. All assignments must relate to one of the following four aspects of psychology that have been found to have a distinct significance in professional practice, i.e. the topic of each assignment must fit under one of the following headings. One assignment (usually PPA3 or 4) is written to a different structure to support writing towards publication of a journal article.
- Psychological assessment and/or intervention
- The profession of educational psychology and its context
- Personal effectiveness in a professional context
- Equality Diversity and Inclusion
Research areas and structure
- Psychological therapy
- Health and wellbeing
- Children and adolescent development (atypical and typical)
- Educational interventions
This doctorate offers an innovative, research-rich learning path for qualified, practising educational psychologists. The thesis involves undertaking an original piece of professionally relevant research, to demonstrate students’ ability to apply scientific principles and undertake rigorous investigation in their own professional context.
The programme supports a broad approach to research and provides training in a range of paradigms and methods, delivered through a series of workshops led by research methods and statistics lecturers, and augmented by web-based learning. It aims to develop skills and confidence in:
- Critically appraising published research, to extend your knowledge and understanding of evidence-based practice.
- Designing and conducting investigations to address important research questions.
- Analysing quantitative and qualitative findings and drawing appropriate interpretations relevant to practice.
The selection of a thesis topic is a process in which personal interest, professional relevance and practical feasibility are all important. The thesis will need to meet doctoral criteria and make a distinct contribution to the knowledge of the field of educational and child psychology. The completed thesis includes a literature review which sets the scene for an empirical study. This follows the usual research article format and is of publishable quality. The final part of the thesis provides a critical appraisal of the research, drawing on and including key theoretical and epistemological considerations, ethical frameworks and professional implications.
The DEdPsy timetable is based on the calendar year (Jan - Dec) and not the academic year.
This is an intensive programme which takes a minimum of 4 years. In addition to the 49 timetabled days over the course of the 4 years, students are advised to commit around 5 hours each week for course work. Further time is also likely to be needed for data collection and other workplace-based research activities.
A total of 18 days (5 - 6 per term) is normally timetabled in the first year and 10 days (approx. 3 per term) in each of the subsequent three years.
A summary of the major curriculum components over the four years is as follows:
(A) Preparatory activities
- Working towards becoming a high performing team
- Assignment requirements for the course
- Research requirements for the course
- Academic writing skills
- Access to resources within and outside UCL, including library facilities
- Individual discussions about time and task management
- Reviewing the literature: literature searches; using electronic databases; selection and organisation of reviewed material, the use of reference management software, critical appraisal and synthesis of findings from selected studies
- Understanding epistemology
- Understanding and demonstrating ethical sensitivity, including the preparation of an ethics application
- Advanced research methods: research design; data collection and analysis; interpretation and discussion of findings (for qualitative, quantitative and mixed methods research).
These curriculum components are taught through group workshops, while individual tutorials (which may include research methods support) provide guidance and feedback on personal research planning and on thesis preparation. In addition, an empirical study review panel supports students in consolidating planning for the research project at an early stage in year 2 and tutor-facilitated course member group discussions about progress on individual research projects provide opportunities for joint peer review and problem-solving. There are also timetabled sessions on time management and preparing the thesis for submission.
Towards the end of the programme, students have a session with their tutor to support them in preparing for their viva. Progress throughout is monitored through annual Progress Reviews (with both the tutor and Research Advisor, RA).
(C) Professional practice
As all course members are experienced, practising educational psychologists, the curriculum is primarily delivered through group discussions exploring current professional issues. In addition, the Leading Edge days and workshops focus on key issues in educational psychology and provide an opportunity to review practice in the light of cutting edge psychology. Discussion in individual tutorials and in annual progress reviews (with both the tutor and RA) and feedback on written assignments provide additional input and support.
Fees and funding
Fees for this course
|Tuition fees (2022/23)||£2,950|
|Tuition fees (2022/23)||£13,230|
The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees.
For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs.
Funding your studies
Interested applicants are strongly recommended to seek support from their employer where relevant (including support with payment of programme fees). Where an applicant's employer contributes financial support, an annual progress report will be made to them on request.
For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website.
Value: UK rate fees, a maintenance stipend, conference costs and professional development package (3 years)Criteria Based on both academic merit and financial needEligibility: UK
Applications can be made from April for prospective students wanting to start the following January. Interviews will be held until November. See our website for further information.
Please note that you may submit applications for a maximum of two graduate programmes in any application cycle.
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