Welcome & Introduction
The UCL team of tutors welcome you to University College London and to the profession of
Educational Psychology. This course is accredited by the British Psychological Society and
recognised by the Department for Education and Skills for the professional training of
educational psychologists. The overall aim of our programme is enable educational
psychologists in training to effectively integrate theory and practice and become skilled and
accountable professional practitioners, eligible for Chartered status with the British
Psychological Society following a further year of supervised practice. You are expected to
join the British Psychological, if you are not already a member, and to apply for affiliate
membership of the Division of Educational and Child Psychology. The British Psychological
Society is the professional body that regulates training and practice in psychology in the UK.
As an educational psychologist in training you are required to follow the BPS Code of
Conduct and ethical guidelines, of which you are given a copy at the start of the course.
At UCL you will be referred to as an educational psychologist in training (EPiT), rather than
a ‘trainee’. This reflects our commitment to an adult learning model in which we relate to
you as a junior professional colleague who has much to learn in becoming a qualified
educational psychologist but who also already has a wide range of relevant skills and
experience to contribute. The publication, in 2000, of the report of the DfEE Working Party
on the Role and Training of Educational Psychologists represented a landmark and a
stimulus for the further development of the profession, in which you will have a part to play.
2005/2006 is going to be an extremely demanding and challenging year, but a fascinating
and highly enjoyable one as well. This year is all about learning and we believe that it is
important from the outset to establish an ethos that will promote effective and enjoyable
learning. In Dweck & Leggett’s (1988) terms we want to encourage an ‘Improving’
orientation to all the tasks which lie ahead throughout the year.
LEARNER ORIENTATION TO TASKS
IMPROVING
PROVING

See purpose of task to acquire skills.

See purpose of task to demonstrate
ability.

Prefer challenging tasks.

Prefer easy tasks.

Give undivided attention towards task.

Divide attention between task and
worry/anticipation of outcome.

Process task at a deep level.

Process task at superficial level.

Active learners.
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Passive learners.

Positive emotions.

Negative emotions.

Respond to difficulty with heightened interest or
determination and increased effort.

Defensive withdrawal of effort in
the face of difficulty.
From Dweck, C. S. & Leggett, E. L., (1988), A Social-Cognitive Approach
to Motivation & Personality, Psychological Review, 95 (2) 256-273.
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In introducing the framework presented in Figure 1 at the start of our Programme Handbook
we want to communicate the importance we attach to it. We also want to communicate two
other important beliefs which underpin our course. Firstly the belief that all our professional
practice as educational psychologists, and our reflection on this practice should be firmly
grounded in psychological theory and research. Secondly, our belief that we should be
explicit about our expectations, so you are not faced with having to uncover a ‘hidden
curriculum’ or to second guess what is required of you. We hope that this will promote
supportive working relationships and constructive dialogue as we embark on our shared
process of improvement and learning.
This Programme Handbook brings together much of the course documentation to which you
will need to refer during your year at UCL. The Handbook, together with other supporting
documentation is available on the website www.psychol.ucl.uk/edpsych. From the timetable
you will see that sessions have been identified when there will be opportunities to discuss
and ask questions about particular aspects of the course - e.g. research projects or the
placements. The Programme Handbook should be read in conjunction with the UCL
Student handbook which is given to you when you register.
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Programme Overview
The MSc in Educational Psychology extends over one calendar year, commencing on 1st
September. The overall aim of the programme is to enable educational psychologists in
training to effectively integrate theory and practice and to become competent, creative and
accountable professional practitioners, eligible for Chartered Status with the British
Psychological Society following a further year of supervised practice. A crucial element is
the supervised placement experience which is sequenced across the training year with
taught sessions, research and independent study to promote an appropriate balance in the
integration of theory and practice. Close to the start of the programme, a one day per week
placement in a central London school (the ‘Local Schools’ Placement) under the supervision
of a UCL Professional Tutor provides initial opportunities to apply newly acquired knowledge
and skills. Later a two day per week placement in an LEA psychological service over a five
month period offers graded exposure to a broader range of challenges. This is linked to
learning programmes, independent research and tutorial support at UCL. Finally a period of
skill and knowledge consolidation is followed by the second LEA placement - a block
placement of seven weeks which allows a complementary focus to the earlier emphasis on
work with individual children - this time on organisational and service delivery issues and
work with other agencies. Placements are arranged through the London EPiTs Placement
Scheme and in negotiation with individual educational psychologists in training, taking
account of practical considerations (such as travelling time from home, which we strive to
keep within or close to 1 hour) as well as their training needs and developing professional
interests.
Research has an important place in the UCL programme. MSc course members have
opportunities to become involved in the on-going research work of the group. Work is
currently being undertaken in the following areas:



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Inclusive education for pupils who have special educational needs
Developing emotional intelligence in primary and secondary aged pupils
Assessing and promoting children’s writing skills
Professional consultation and decision making strategies
Commissioned research projects are designed and planned in the Autumn Term and carried
out in the Spring Term in small teams with tutor support. The UCL approach attempts to
incorporate many of the features of the applied research which is actually needed in LEA
psychological services - it addresses real practice issues, involves team work with
colleagues, necessitates negotiation with other interested parties, requires research designs
and methods of analysis which are rigorous but realistic given a limited time frame and
demands clarity and concision in justifying and reporting conclusions. Our aim is to provide
educational psychologists in training with a model of research which, subsequently, they can
realistically apply in practice.
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The Overall Pattern of the Year
September
Introductory days at UCL.
Initial course assignments, reading and visits.
Observation placement with an experienced educational psychologist.
October-November
Skill and Knowledge sessions at UCL (3 days/week).
Independent study (1 day/week).
Supervised placement in London schools (1 day/week).
December-March
First LEA placement (2 days/week).
Team research projects in LEAs (1 day/week).
Skill and Knowledge sessions at UCL (3 days/fortnight).
Independent study (1 day/fortnight).
April-May
Integration and consolidation programme (UCL and Independent study).
Summative Assessment and Progress Evaluation.
May-July
Second LEA placement (full time).
July
National course for educational psychologists in training.
Summative Assessment and Progress Evaluation.
Integration and consolidation programme/Preparation for first post (UCL and Independent
study).
August
Integration and consolidation programme/Preparation for first post (Independent study).
Programme Aims & Objectives
The UCL curriculum is based on the British Psychological Society’s core curriculum for
training programmes for educational psychologists. It incorporates and extends the
modified structure developed by the Division of Educational and Child Psychology Training
Committee’s standing Committee on Core Curriculum and Competencies (1995).
Within the overall aim outlined in the Programme Overview, the programme is structured to
address the following aims within each curriculum area:
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Interpersonal Effectiveness and Communication
To extend the available range of effective professional skills:
 Interpersonal professional skills required to manage a variety of encounters with
clients/customers.
 Communication skills (written, oral, non-verbal) and group facilitation skills; including
skills in the effective design, organisation and presentation of INSET.
 Skills of self-reflection which will assist educational psychologists in training in becoming
thoughtful practitioners, who recognise the value of constructive feedback, self-evaluation
and continuing professional development.
Foundations for Professional Practice
To provide coherent frameworks for:
 Guiding client contacts (e.g. negotiation, consultation, assessment, intervention) and to
develop key skills for carrying out these activities.
 Problem and systems analyses of a range of client concerns.
 Generating and testing hypotheses in relation to children’s cognitive, language, literacy
and numeracy, social and emotional development, facilitating critical evaluation of current
approaches to assessment and intervention.
Professional Practice in Context
To ensure that educational psychologists in training appreciate:
 The ethics and values contained in Professional Codes of Conduct and are able to apply
relevant principles to all aspects of their work.
 The legislative framework for professional practice and the range of organisational
context within which educational psychology and other services for children are provided.
Assessment Approaches and Techniques
To develop skills in:
 Selecting approaches appropriate to the purposes of an assessment, based on the
knowledge of the strengths and limitations of different approaches.
 Carrying out a range of key assessment techniques (e.g. skills in interviewing,
observation, test administration and interpretation, assessment of learning
environments).
Formulating Professional Action for Children
To develop skills in:
 Selecting approaches appropriate to the needs of a child in a particular context, based
on a knowledge of the strengths and limitations of different approaches.
 Implementing a range of key intervention approaches (which may entail direct work with
children and indirect work involving teachers/carers).
Research and Enquiry
To develop the research skills and expertise in data analysis needed to:
 Design and carry out studies to address practice issues and contribute to the
development of professional knowledge
 Interpret critical research literature and evaluate implications for practice
The programme aims outlined above are addressed through six curriculum units. The
specific learning objectives addressed within each curriculum unit are detailed in the
following tables:
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