RESEARCH DEPARTMENT OF CLINICAL, EDUCATIONAL
& HEALTH PSYCHOLOGY
Course Brochure for the part-time
Continuing Professional Development
Doctorate in Educational Psychology
(DEdPsy) in 2017
The professional Doctorate in Educational Psychology (DEdPsy) is a
continuing professional development programme for experienced
Educational Psychology Practitioners.
Entry Date: January 2017
An invitation to join our CPD
Doctorate in Educational Psychology (DEdPsy)
Are you interested in joining the 19th cohort of practising
Educational Psychologists who will be embarking on our
continuing professional development Doctorate programme in
January 2017?
Launched following extensive LA collaborative research in 1999,
the DEdPsy course at UCL aims to provide busy practitioners
with a supportive learning environment in which to obtain their
doctorate qualification, whilst maximising their contribution to the
advancement and development of professional practice and the
knowledge base in educational psychology.
This innovative and carefully structured programme offers course
members:
 an intellectually-stimulating experience
 a high level of support and constructive challenge in every
aspect of the course
 the enjoyment and motivation of belonging to a supportive,
high-performance group
 an opportunity for extensive personal and professional
development
 resourceful, supportive tutors with a sense of humour as well
as a diversity of professional expertise
 taught components tailored to research and practice needs
 the satisfaction of in-depth study and research
 increased professional pride in the potential and possibilities
of applied educational and child psychology
2
Programme Outline
The original design of the UCL
Doctoral programme was based on
information from a national survey
exploring the needs, expectations and
aspirations
of
practising
EPs.
Changes are made each year in
response to feedback from course
members, research advisers and
external examiners to ensure that we
provide the best possible learning
experience for a wide range of
practitioners, within our ever changing
professional context.
The course involves applied research,
practice and personal development
components and promotes psychology
as a powerful force for positive change
in peoples’ lives.
We aim to enable
psychologists to:
educational
• acquire new knowledge in the
field of child and educational
psychology
• become
creative
applied
researchers
with
an
understanding of a range of
research paradigms
• enhance
and
extend
their
professional skills
• develop sensitivity to constraints
on and possibilities for change
• extend expertise in uncovering
and creating opportunities for
organisational development.
Defining features of the programme
include a high level of flexibility,
opportunities to participate in highly
topical and innovative ‘Leading Edge
Day’ conferences and workshops,
and access to UCL and London’s
many fine learning facilities and
centres of excellence.
In addition,
feedback indicates a consistently high
standard of tutor support.
The course provision has been
extended to meet the needs of
increasing numbers of applicants
from Ireland and overseas and UKbased educational psychologists who
work in a range of contexts, including
independent consultancy and Local
Authority Services.
Principles and Core Values
As a tutor team, we aim to promote
the following principles and core values
throughout all aspects of the course:
• supporting
the
effective
application
of
psychological
theory and research in achieving
key outcomes for children
• respecting
course
members'
existing knowledge, skills and
expertise
• utilising the psychology of adult
learning
• providing both personal and
professional
development
opportunities
• promoting lifelong learning
• encouraging transparent decision
making
• encouraging co-operative as well
as individual learning
• promoting service/LA research
which combines
professional
relevance with academic rigour
• providing high-quality teaching
and support
• supporting equal opportunities
• promoting
accountable
and
evidence-based practice in child
and educational psychology
3
Course Content and Modes of
Attendance
The following curriculum objectives form
the cornerstones of the taught
components of the programme and of
each participant’s negotiated learning
and research plan, which is tailored to
individual, service and LA needs as
well as UCL requirements.
The curriculum:
(a) Applied research
• to acquire applied research skills
that will foster the development of
insight, knowledge, understanding
and expertise in a problem
area in an Educational Psychology
Service, the LA or in a wider multiagency context
• to acquire skills that can
enhance the understanding and
management of such problem
areas.
• to critically evaluate and monitor
interventions and strategies for
problem management.
(b) Professional practice
• to engage with cutting/leadingedge research and theory in
Educational Psychology
• to consider how to adapt this
knowledge to manage problems
faced
by
educational
psychologists in their everyday
professional practice
• to
critically
evaluate
and
extend/develop such aspects of
professional practice
• to enhance the quality of
participants’ work as reflective
practitioners
The psychology of adult learning and
the provision of effective learning
experiences
for
experienced
professionals are particular areas of
expertise at UCL. Learning activities
build on and utilise participants’ prior
knowledge of psychology
and
professional experience in educational
psychology.
Theory, research and
practice are integrated in the provision of
learning experiences. These provide
meaningful foci for the group in sharing
existing
knowledge and expertise,
developing the application of problem
and systems analysis strategies,
assimilating new psychological theory
and research, and evaluating the
appropriateness of resulting assessment
techniques, intervention approaches
and provision.
The curriculum is delivered through:
• Group
teaching
sessions
(including
a
joint
research
methods
workshop
with
colleagues on the initial training
Doctorate)
• Access to UCL’s excellent webbased
learning
environment
(Moodle), including our innovative
research methods course and Wiki
• Regular 1:1 tutorials with a
personal
tutor,
alongside
additional access to support and
advice about more specialist
research
methodologies
from
other tutors within the team
• Regular group opportunities to
discuss and share your developing
individualized research plan with a
supportive group of peers, and
tutors
• Annual progress review meetings
with your tutor and research
advisor where, with you, we aim to
ensure that satisfactory standards
of competence are attained and
that timely and specific advice and
support can be provided
• Leading Edge Psychology Days
and Workshops which include
nationally
known
keynote
speakers as well as practice
components, on topical areas
chosen by course members.
Additionally, towards the end of the final
year, participants are offered a ‘mock’
viva with feedback to assist them in
preparation for examination of their
thesis.
4
Attendance
Attendance at UCL for the taught
elements of the programme involves
16 scheduled days (5-6 per term) in
year 1 and 9 days (3 per term) for
each of years 2 to 4.
The timetabled days are planned to
coincide
as far
as
possible
with
periods
of low
service demand, such as the
beginnings and ends of school terms
and occasional half-term holidays.
(See:
http://www.ucl.ac.uk/educationalpsychology/dedpsy/outline.htm
for a summary of course days, content
and submissions in the current year).
Candidates are reminded that the
DEdPsy at UCL is an intensive 4-year
programme and, in addition to
attending the 43 timetabled days at
UCL over the course of the four years,
participants will need to commit up to 5
hours each week of term time to work
on their doctorate studies. Further time
may need to be allocated, in
negotiation with Educational Psychology
Service Managers, for data collection
and other work-place based research
activities.
Research and
Components
Assignment
At UCL, the summative assessment
requirements for the four-year DEdPsy
course for practising educational
psychologists are as follows –
(a) A research thesis of 30-40,000
words in length which makes a distinct
contribution to the knowledge of the
subject and which offers evidence of
originality shown by the discovery of
new facts and the exercise of
independent critical power.
(b)
Four
professional
practice
assignments of 7,000 words each,
which offer course members the
chance to illuminate, develop and
evaluate aspects of current or future
practice in Educational Psychology.
Three assignments must relate to the
following three core topics in applied
psychology:
• Psychological Assessment and
Intervention
• The Profession of Educational
and Child Psychology and its
Context.
• Personal Effectiveness in a
Professional Context
The fourth assignment may relate to
any of the above.
Examples of Topics
Practising educational psychologists
working on the four-year DEdPsy
course have taken full advantage of
the wide range of subject matter
available to them. Their assignment
topics, which are often at the cutting
edge of EP practice, have included:
Research Project topics:
• parenting styles in different cultural
groups
• Shared attention and autistic
spectrum disorder
• loneliness in childhood
• the impact of word level skills
training approaches on selfperceptions relating to reading
• the education of looked after
children
• psychology and expert witness
roles
• confabulation in childhood
• resilience
and
children’s
attributions of success and failure
• non-attendance
and
school
alienation
• teacher attributions and pupil
attainment
5
motivational interviewing
nursery-reception class transitions
hypnosis and children’s anxieties
gifted children
emotional well-being of children with
visual impairment
P
• evaluation of the Holding Hands
project for parents
•
•
•
•
•
Other forms of Assessment
In addition to the formal assessment of
assignments and the thesis, course
members receive detailed feedback on
their developing assignments and
research proposals, as well as being
encouraged to reflect on their own
learning and development needs.
Professional assignment topics:
• bereavement and children with severe
learning difficulties
• the role of the EP in supporting
children and young people with
medical needs
• child maltreatment, physical abuse
and school performance
• educational psychology and multiagency work
• race and ethnicity in foster home
placement
• the interpersonal effectiveness of
educational psychologists
• communication skills in the statutory
procedure for assessing special
educational needs
• critical event management, and gifted
children
• anti-racist discourses in education
• LA responses to the needs of
children of refugees and asylum
seekers
• play based assessment
• the effectiveness of social stories in
work with children who have autism
• neuropsychology and EP practice
• supporting pupils with working
memory difficulties
• personal effectiveness in promoting
partnerships with parents
• children of short stature
You can find a full list of research project
and professional assignment topics on
our website at:
http://www.ucl.ac.uk/educationalpsychology/resources/DEdPsy_thesis_as
signment_topics.pdf
This is very much a personalized
journey.
Why come to UCL? - Special
Features of the Programme
In addition to the features of the
programme described above, three
particular programme features offer
added benefits to course members.
These are:
1. Our approach to research
supervision
2. Leading Edge Days
3. Ongoing Programme Evaluation
1. Research Supervision
The work of each participant on the
CPD
Doctorate
programme
is
monitored, supported and evaluated by a
professional
tutor
in
Educational
Psychology from the UCL tutor team and a
Research Adviser who is a highly
experienced, senior member of the
profession with EPS management
experience (who offers advice on
professional issues and ensures a
continuing link with national and
professional perspectives).
This model of supervision has been
adapted from that employed by
universities in the USA which have a
long tradition of applied doctoral-level
training programmes. The rationale for
providing supervision through a small
team, rather than through a single
supervisor, relates to the broader focus
of applied research and the wider range
6
of skills and knowledge which are
relevant to the participants' areas of
interest. Our Research Advisers are
knowledgeable about the academic
standards required on the course and
between them, can provide a high level
of expertise across the range of relevant
knowledge and skills.
Tutors and research advisers review
participants’ progress through an annual
progress review meeting for each
course member and they also provide
feedback on participants’ written work at
the following stages:
• Thesis outline
• Yearly Progress Reports against
agreed objectives
• Second submissions of each of the
4 professional practice assignments
• Penultimate draft of entire thesis
Our Research Advisors:
Dr
Suzi
Iyadurai, Consultant
Educational & Child Psychologist
Dr Steve Huggett,
Director of Autism
Education
trust,
previously
Senior
Director
for
SEN/LDD, National
Strategies and PEP Gloucestershire
Dr Allan Sigston, Director of Learning
Services, EdisonLearning (US & UK),
formerly
Head
of
SEN
and
Psychology Services, Essex
Dr Helen Squibb, formerly Deputy
Director for Children’s Services,
Dorset County Council and PEP,
Southampton City Council.
2. Leading-edge Psychology
days and workshops
These days are organised primarily to
cater to the needs and interests of the
four year groups on the DEdPsy
programme, although the annual Leading
Edge days are also open to other EP
practitioners from across the country.
Both the Leading Edge days and
workshops involve both research and
practice components of selected topics
which are delivered by eminent
researchers
and
innovative EP
practitioners. Leading Edge days have
focused on numerous topics to date
including:
• Numeracy
• Cognitive behaviour therapy and
young people with emotional and
behavior difficulties
• Resilience and vulnerable children
• Neuropsychology and Educational
Psychology Practice
• Recent Developments in Dyslexia
• Metacognitive
Approaches
in
Learning
• Recent changes for children with
Autism Spectrum Disorder
• Well-being in Adolescence
• Multi-agency teams: value added?
• Promoting Mental Health in Schools
• Educational Psychologists working
for 16-25 year olds: what are the
possibilities?
• Parenting today: Bringing up children
in challenging times
• Recent advances in understanding
language
difficulties
and
their
implications for education
• The changing landscape of special
educational needs and disability
legislation
and
procedures:
implications
for
Educational
Psychologists
• Motivation and empowerment during
organisational change
A flyer from a recently held Leading Edge
Day is shown overleaf.
7
Continuing Professional Development in Educational Psychology
Educational psychologists and infant mental health?
Thursday 16th April 2015
PROGRAMME SUMMARY
Despite a history within Child Guidance clinics, the profession of
educational psychology has, particularly in the past year, been
focused primarily on the implementation of the SEND reforms.
However, the mental health agenda has continued to call to us. A
clear rationale for our work in this area is provided by the current
context, with the work around the parity between physical and
mental health the recognition of mental health needs within the new
SEND Code of Practice, and increased awareness of the
connection between emotional wellbeing and learning outcomes. Even more recently, and building
on the prevention and early intervention initiatives, a number of strands have led to the identification
of perinatal and infant mental health as areas in which commissioners now need to focus.
Whilst a recent focus has been on work with young people 16+, given that an EP’s responsibilities
start from birth, it is important to maintain close attention to advances in understanding infant mental
health. The focus of infant mental health is on the optimal social and emotional development of
infants and toddlers within the context of secure, stable relationships with caregivers (Zeanah &
Zeanah, 2001). This includes within-child factors, caregiver-infant relationships and environmental
factors. Is there then a role for EPs? Over recent years EPs have strongly embraced attachment
theory as a basis to inform many aspects of their work. This Leading Edge day provides an
opportunity for practising EPs to hear about current theory and practice from internationally
renowned researchers and innovative practitioners in the field of attachment and infant mental
health, to consider the implications of theory and research for the promotion of mental health and
well-being across the life span, and to learn about possibilities for intervention in this area.
Keynote speakers are:
Professor Pasco Fearon is Professor of Developmental Psychopathology at University College
London and joint Director of the UCL Doctoral Programme in Clinical Psychology. He is also the
Director of the Anna Freud Centre's Developmental Neuroscience lab, and a visiting member of the
faculty at the Child Study Center at Yale University. His research focuses on early child development
and particularly the role of attachment in risk for emotional and behavioural problems.
Professor Jane Barlow is Professor of Public Health in the Early Years at Warwick University.
Jane’s main research interest is the role of early parenting in the aetiology of mental health
problems, and in particular the evaluation of early interventions aimed at improving parenting
practices and reducing the risk of child maltreatment, particularly during pregnancy and the postnatal
period.
Dr Paul Ramchandani is a reader in child and adolescent psychiatry at Imperial College and is a
Consultant Child and Adolescent psychiatrist. His work involves the development and testing of
psychological interventions to prevent mental health problems in early life, with a focus on including
both mothers and fathers.
Dr Shami Rait is a Senior Educational Psychologist in Buckinghamshire. Shami completed the
Doctorate in Educational Psychology at UCL in 2011 and developed and evaluated a programme
adapted from Parent Child Interaction Therapy called the ‘Holding Hands Programme’. She is also
an accredited VIG guider.
Penny Rackett is an Educational Psychologist and Advanced VIG Supervisor in Suffolk. She is one
of the AVIGUK Directors and an AIMH committee member, and has co-developed two perinatal
infant mental health interventions using VIG.
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3. Ongoing Programme Evaluation
Each year we conduct a comprehensive
evaluation of all aspects of the DEdPsy
programme (from selection to programme
presentation, curriculum, access and
assessment).
Such
evaluation
provides
useful
feedback which we have incorporated into
the programme organisation and delivery.
Recent end of year evaluations have
highlighted the high level of satisfaction
expressed by the majority of current
programme members.
A small selection
received includes:
of
the
feedback
“My DEdPsy has been one of the
most rewarding things I have ever
done!”
(Year 4 course member)
“I enjoyed my first year and am feeling
positive about the rest of the course”
(Year 1 course member)
“Leading Edge days are excellent”
(Year 1 course member)
At a national level, the DEdPsy course at
UCL received recognition by the
Economic and Social Research Council
(ESRC) in January 2002 and again in
2005. It should be noted, however,
that the ESRC is unable to provide
funding for professional doctorate course
members at present.
Studying at UCL
University College London (UCL) is one
of
the
foremost
teaching and
research
institutions in
the
United
Kingdom.
It
was founded in 1826 to provide
higher education for all who could
benefit from it, regardless of religion,
race or class, and is both the longest
established and largest of the
various colleges and institutes that
make up the University of London.
The College was the first to admit
women to higher education on equal
terms with men, and also pioneered
the teaching of many subjects at
university
level,
including
psychology.
More than a third of the diverse 19,000
strong student community is engaged
in graduate studies, with almost half of
these pursuing research degrees. We
have hundreds of collaborative
research partners and an everexpanding worldwide network of more
than 107,000 UCL alumni helps to
maintain the university's international
reputation
for
innovation
and
excellence.
UCL is proud of its record of
academic distinction. It can count 29
Nobel Prize winners among former
academic staff and students, and our
academic community includes 53
Fellows of the Royal Society, 15 of
the Royal Academy of Engineering,
51 of the British Academy and 78 of
the Academy of Medical Sciences.
UCL has the highest number of
professors of any university in the
UK, with more than 920 established
and personal chairs, as well as the
joint highest number of female
professors.
Situated in the heart of Bloomsbury,
central London's huge array of
libraries, museums, public gardens,
cinemas, theatres, cafés, bars and
restaurants are all within easy reach.
The UCL campus provides graduate
students with many useful amenities,
including a university bookshop; a
language centre offering numerous
evening courses; a multi million pound
fitness suite; UCL's very own West
End Theatre, the Bloomsbury;
numerous fine and diverse museums
and collections and extensive well
resourced library facilities cited by
many current DEdPsy course
members as a particular asset to
research.
9
Psychology at UCL
The establishment at UCL in 1897 of
the first psychological laboratory in the
country (and the second in the world
after
Leipzig)
has
been
hailed as a
landmark in
the history of
British
psychology.
The most recent Higher Education
Funding Council research assessment
exercise confirmed the College’s
reputation
for
excellence
in
psychological research.
We pride
ourselves on maintaining strengths
across the whole range of the
discipline and have a long and
distinguished tradition in the teaching of
applied psychology. Our Department of
Clinical, Educational and Health
Psychology, within the Division of
Psychology and Language Sciences, is
orientated towards the future and
addressing the challenges of the rapidly
changing structures for services for
children.
The one-year professional training
Diploma in Educational Psychology,
introduced at UCL by Sir Cyril Burt in
1946, was the first of its kind in Britain.
Many of the educational psychologists
who trained at UCL now hold senior
positions in the profession, both in
Britain and abroad.
Particular
strengths of the initial and CPD
professional Doctorate teaching
programmes
in
educational
psychology at UCL include:
Attachment to a large research
department which ensures teaching
by
staff
engaged
in ongoing
psychological research
• Teaching
in
state–of–the- art
developments in psychology
• Commitment to the integration of
theory, research and practice in child
and educational psychology which is
reflected both in the programme
staffing and in the way in which
learning experiences are structured.
• An extensive UK programme of
continuing professional development
for
practising
educational
psychologists.
•
10
The CPD Doctorate Team
Dr Tony Cline BA, Dip
Psych, PhD, FBPsS,
C
Psychol.
(Codirector of DEdPsy
Programme)
)
Tony initially worked in inner city and
suburban areas around London as a teacher
in primary and secondary schools and as an
educational psychologist. He then spent eight
years as Principal Educational Psychologist for
the Inner London Education Authority.
Subsequently he moved into higher
education, firstly as Professional Director of
Training in Educational Psychology here.
After that at the University of Luton his posts
included Head of the newly established
Psychology Department and Head of the
Centre for Education Studies. In the newly
amalgamated University of Bedfordshire he
led an Advanced Postgraduate Certificate on
Special Educational Needs and English as
an Additional Language.
Tony's 100+ publications have covered a
wide
range
of
subjects,
including
psychological assessment, dyslexia, the
education of bilingual children and selective
mutism. His most recent research projects
with colleagues at the University of
Bedfordshire and elsewhere have focused on
the education of minority ethnic children in
mainly white schools (funded by the DfES),
routes into teaching (funded by the TTA),
young people’s representations of child
development (funded by ESRC) and
language brokering in schools (funded by
the Nuffield Foundation) He chaired the
Editorial Board of the National Association of
Special Educational Needs for six years. His
external training and consultancy work has
taken him to over 50 local education
authorities,
children's
services
and
professional associations in the last fifteen
years as well as to overseas teaching and
training commitments in Ireland, Thailand and
the USA.
Dr. Susan Birch MA,
PGCE, MSc, DEdPsy,
C Psychol (Co-director
of DEdPsy Programme
and Senior Educational
Psychologist,
Buckinghamshire)
Susan completed her first degree in
Psychology at Cambridge, gained a
PGCE in Oxford and taught in a London
comprehensive school for 2 years prior to
undertaking professional training at UCL
in 1996-7. Susan completed her Doctoral
training, again at UCL, in January 2005,
including using a Risk and Resilience
Framework to consider the educational
attainment of Children Looked After as a
research thesis.
She joined Buckinghamshire Educational
Psychology Service in 1997. Her current
interests include working with schools to
support the emotional health and wellbeing of children and young people and in
particular, in relation to ongoing work
under the umbrella of Targeted Mental
Health in Schools, including Nurture
Groups and the evaluation of the Pyramid
programme
as
delivered
within
Buckinghamshire.
Dr Sandra Dunsmuir BSc,
PGCE, MSc, PhD, FBPsS,
FHEA,
C
Psychol.
(Director of Educational
Psychology Group and
Honorary
Senior
Educational Psychologist,
Reading)
Sandra completed a first degree in
psychology and post-graduate teacher
training in London, and continued to work
in inner city primary schools and special
provision as a teacher between 1981 and
1985. Sandra finished her educational
psychology training at UCL in 1986.
Since then she has worked as an
educational
psychologist
in
Kent,
Croydon, West Berkshire and Reading.
Sandra has been involved with the
training of educational psychologists at
UCL since 1990, first as an Academic and
Professional
Tutor
on
the
MSc
programme, since 2006 as Co-Director of
the Doctorate in Educational and Child
Psychology and since 2015 as Director of
the Educational Psychology Group.
11
She is also Co-Director of the Cognitive
Behaviour Therapy (CBT) for Children and
Young People programme (Certificate,
Diploma and MSc courses are offered).
Her research interests include early literacy
development, and in particular the factors at
home and school that influence children's
attainment and progress in writing. She has
been involved in the development of
materials to support writing assessment and
intervention
for children
experiencing
difficulties. She is also interested in the use
of functional assessment to plan and
evaluate
interventions
for
pupils
experiencing difficulties with learning.
Publications and conference presentations
include: home-school relationships and
communication, parent-teacher trust, the use
of
information
and
communications
technology to support children's literacy
development,
cross-professional
collaborative working and use of outcomesbased cognitive behaviour therapy (CBT)
with children and young people. She has
been involved in the development of learning
resources
for
professional
training
programmes in educational psychology and
has led the development of an e-learning CD
on autistic spectrum disorders and a webbased course to support the development of
competencies in psychological testing.
Sandra is past Chair of the British
Psychological
Society
Division
of
Educational and Child Psychology (DECP)
and the National Forum for Educational
Psychology.
Dr. Roger Booker BSc,
MSc,
PhD,
C.Psychol.
(Academic & Professional
Tutor, DEdPsy Programme
and
Independent
Consultant/Executive
Coach)
After completing his PhD Roger taught in a
Nottingham primary school before training as
an EP at Manchester University. He then
worked for the Inner London Education
Authority until its dissolution in 1990,
thereafter becoming Principle Psychologist for
the London Borough of Greenwich. He then
moved to become Head of Educational
Psychology for Surrey and then Head of
Psychology and Assessment in the new
integrated children's service. In this role, in
addition to leading Surrey's 50 educational
psychologists, he led on the development
of integrated practice and assessment
models across education and social care,
chaired the Surrey CAMHS Partnership
(achieving Beacon Council Status for
Surrey in 2003) and led the Surrey strategy
to reduce reliance on Statements of
Special
Educational
Need
through
increased direct funding of SEN resources
to schools. He has written and presented
extensively
on
professional
service
management and the implications for
educational psychology of integrated
services
Roger left Surrey in July 2007 and now
works independently as a consultant and
Executive Coach for which he has gained
European Mentoring and Coaching
Council accreditation at the Tavistock
Consultation Service. Roger was Chair of
the mental health pressure group
YoungMinds
from
2000-2006
and
maintains a strong interest of child and
adolescent mental health. He has long
been associated with the Tavistock Clinic
where, until 2011, he co-directed a
management development programme for
psychologists and children’s service
managers. He now runs a Leadership
Programme at UCL for Principal and Senior
Eps. Roger has a strong interest in systems
thinking,
leadership
and
change
management, and the epistemological
foundations of EP work.
Dr. Phil Stringer BA,
PGCE,
MSc,
PhD,
C.Psychol, (Academic &
Professional
Tutor,
DEdPsy Programme and
District Senior Educational
Psychologist, Hampshire)
In addition to Phil’s role at UCL, he works
for Hampshire Educational Psychology,
where, since he joined the Service in
1997, he has held a number of senior
management roles including principal
educational psychologist. After a degree
in psychology and teaching in Newcastle
upon Tyne, he trained as an EP on the
UCL course. He then worked in Leicester,
returning to Newcastle to be a senior EP,
which included four years as an associate
12
tutor on the EP training
Newcastle University.
course
at
Phil has wide-ranging research and
professional interests, including dynamic
assessment and mediated learning, the
psychology of community,
impact
evaluation, and ethical dilemmas.
His
PhD, awarded by Southampton University
in 2002, was a study into why some people
become educational psychologists.
The majority of teaching on the programme is
carried out by members of the DEdPsy core
staff team (although lectures and seminars on
specialist topics are provided by psychologists
from a range of backgrounds and other
professionals).
Throughout his career, Phil has promoted
the value of writing about EP work, both as
an author in his own right and as an editor.
He was book review editor and then editor
of Educational Psychology in Practice, and
is now on the editorial board of Educational
and Child Psychology. He is former
representative
of
the
Division
of
Educational and Child Psychologists on the
British Psychological Society’s influential
ethics committee.
Dr. Andy Fugard BEng,
MSc, PhD. (Lecturer in
Educational Psychology
Research Methods and
Statistics,
University
College London)
Andy joined the UCL Educational
Psychology team in 2013. He holds a PhD
(University of Edinburgh) in how reasoning
processes vary along the broader autism
spectrum; an MSc (also from Edinburgh) in
Neuroinformatics; and a BEng in Computer
Science (Queen's University Belfast). His
current research aims to improve evidencebased decision making, e.g., modelling the
effectiveness of school and communityCAMHS based mental health interventions
and predictors of treatment resource needs
Before moving to the Ed Psych Group he
was a Research Fellow at the UCL/Anna
Freud Centre CAMHS Evidence Based
Practice Unit, where he worked on the
national evaluation of the Children and
Young People's Improving Access to
Psychological Therapies (CYP IAPT)
programme, and Research Lead at the
CAMHS Outcomes Research Consortium,
a grassroots learning collaboration of
mental health professionals from services
across the UK. Before that he was a
Postdoc at the University of Salzburg in
Austria where he did research on how
people reason under uncertainty.
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Fees and Funding
College composition fees cover all
elements of College and University
registration, tuition, supervision and
evaluation. Composition fees become
payable, in a single sum each year,
immediately students commence the
programme, and fee accounts must be
paid within two weeks of the date of
issue. In certain circumstances, by
negotiation, fees may be paid in termly
instalments.
Fees for the 2017 intake DEdPsy are
approximately:
We aim to make the selection process
as transparent as possible.
All
application forms and accompanying
references will be rated on the
following criteria:
Essential
•
•
UK/EU students:
£2,385 per year
Overseas students: £10,660 per year*
* Please note that this is for the part-time
overseas student option. Full-time overseas
students are also accepted, at an annual fee
of £20,000, where supervision arrangements
for later years can be put in place.
Fees are payable for each year of
formal registration.
Interested applicants are strongly
encouraged to seek support from their
employer (including support with
payment of programme fees). This
brochure highlights some of the
potential benefits to Services as well
as individual participants. Where an
applicant’s
employer
contributes
financial support an annual report on
the applicant’s progress will be made
to the employer if requested. This
report is open to the applicant.
•
•
•
•
Desirable
•
•
Application and Selection
At UCL we welcome applications
irrespective of age, disability, gender,
race, religion or sexual orientation.
The building in which the programme
is located offers wheelchair access and
applications from people with disabilities
will be welcomed.
A British Psychological Society
recognised Master’s (or equivalent
level) qualification in educational
psychology.
Two letters of reference supporting
the candidate’s ability to undertake
the DEdPsy. The opinion and
support of current employers will
be sought for applicants currently
employed by LAs or equivalent
organisations - one of the two
referees should be the head of
service in which the applicant is
working.
An appropriate Initial Research
Proposal which identifies a
provisional topic for the thesis.
Evidence of keeping up-to-date
with developments in psychology
Evidence of understanding of
current issues in educational
psychology and practice
Evidence of the ability to write
logically and clearly
•
•
Evidence of innovatory/creative
work in own professional practice
Evidence of recent involvement in
applied
small-scale
action
research carried out within present
service
Evidence of published paper(s) in
professional
journal(s)
and/or
conference presentations
Evidence of the agreement and
support of line manager/PEP to
embark on a 4-year CPD Doctoral
programme at UCL
(where
applicants are employed full-time
in an Educational Psychology
Service).
14
How to Apply
Candidates should apply using the
UCL Graduate Application Form,
downloaded from:
http://www.ucl.ac.uk/educationalpsychology/dedpsy/application.htm
The programme begins in early
January.
Normally
we
require
applicants
to
complete
and return their application including
their personal support statement
before 30th September. Places are
limited and are allocated on a first
come first served basis, so early
application is advised.
Interested parties are invited to contact
either
Dr
Susan Birch (email:
s.birch@ucl.ac.uk) or Dr. Tony Cline
(email: t.cline@ucl.ac.uk) to arrange
an
informal
telephone discussion
about the programme and the interview
procedure.
Further Information
DEdPsy Admissions
Educational Psychology Group
Department of Psychology
University College London
26 Bedford Way
London WC1H 0AP
Fax: + 44 (0)20 7679 5354
Email: eadmin@ucl.ac.uk
Website:
http://www.ucl.ac.uk/educationalpsychology/dedpsy/
Tel: +44 (0)20 7679 5307
Disclaimer: The information contained in this booklet is correct at the time of going to
press, but no guarantee can be given that it will not be amended before the
commencement of, or during, the degree programmes to which it refers
15