Programme specification: Educational Psychology (D Ed Psy) in 2024/25

Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a practitioner psychologist. (http://www.hpc-uk.org/)

Accredited against the requirements for the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS). (http://www.bps.org.uk/)

Since a key component of Educational Psychology is the study of learning and teaching, the programme will demonstrate and utilise a wide range of learning/teaching methods and strategies. Precise methods are indicated for each of the individual Units of the Programme. In general terms, the programme moves from university delivered content to supervised professional practice in local authorities.
The structure of the programme is mandated by the British Psychological Society and requires that after year 1 which promotes academic knowledge and develops research competence, 60% of years 2 and 3 is spent in supervised professional placement and applied research. At the same time, years 2 and 3 require the conduct of doctoral level research leading to a dissertation submission.

The teaching programme includes small group teaching, independent reading, guided reading, seminars, individual tutorials and visiting speakers.

Other approaches will be designed to develop critical faculties in regard to research publications, by the use of analytical assignments involving review and application of theory.
Professional practice in the field through supervision is designed to create an understanding and knowledge of different systems (e.g. school, local authorities, multi-agency, family, voluntary sector) and to highlight the relevance of ethics and codes of conduct.

These will include formative and summative assessments, with a grade being entered for each taught Unit of the programme. In most cases, written work will be submitted.
In the case of professional development areas, self reporting and supervisor reports will follow a formal system, determined by the course team, to produce a verifiable grade. These assessments will draw on observation of practical application of knowledge appropriate for the field of Educational Psychology.

In order to achieve competence in these areas, students need to demonstrate and be assessed on each of the component skills. Creating these skills is primarily to be achieved by the observation, documentation and reflection on the professional experiences of the course placements and the interactive learning produced by close supervision with the involvement of university tutors.

The evidence of this process is a Professional Practice Portfolio (PPP) detailing the experiences of the student in the workplace. This portfolio is to be cumulative throughout the three year programme, mainly, although not exclusively, expressed within the Units designated as Professional Practice. The task of the Course Director and supervisors is to ensure that a sufficiently broad range of experiences is provided and that the student is given the correct level of support to navigate these experiences.

This has to be done by thorough and continuing professional preparation, by advice and support during the placement/professional practice and by guidance on the recording of these experiences, and how they relate to evidence informed practice and theory.

On the surface, this looks like traditional personal tutorial supervision but requires a sensitivity to the unique range of experiences of the student occurring at different levels (individual-group- organisational-community), as mandated by the British Psychological Society. This will be achieved by continuing close working of the University and workplace supervisor, throughout the three year programme.

The PPP provides an ongoing record of all practical work a student has engaged in, and of the student's own self-appraisal of the value of that work,including personal learning derived from it.

Within their PPPs students will be expected:

• to assess the extent to which their practical work is developing in sufficient breadth and depth to achieve its purpose
• to assess whether their theoretical understanding and knowledge is sufficient to inform their practice
• to assess whether their interpersonal and organizational skills are compatible with effective professional practice

The PPP will be characterised by evidence of clear organisation, high quality of professional work, reflection on practice, and a developing understanding of wider professional issues. Throughout the PPP it is expected that students will show evidence of reflection on their development, i.e. evaluative, critical commentary with explicit reference to the background literature, Government policy initiatives and research evidence. Overall assessment of performance will be based on a grading of the portfolio work, a written and graded report from the fieldwork supervisors and the overall assessment of the University supervisor.

In order to achieve competence in these areas, students need to demonstrate and be assessed on each of the component skills. Creating these skills is primarily to be achieved by the observation, documentation and reflection on the professional experiences of the course placements and the interactive learning produced by close supervision with the involvement of university tutors.

The evidence of this process is a Professional Practice Portfolio (PPP) detailing the experiences of the student in the workplace. This portfolio is to be cumulative throughout the three year programme, mainly, although not exclusively, expressed within the Units designated as Professional Practice. The task of the Course Director and supervisors is to ensure that a sufficiently broad range of experiences is provided and that the student is given the correct level of support to navigate these experiences.

This has to be done by thorough and continuing professional preparation, by advice and support during the placement/professional practice and by guidance on the recording of these experiences, and how they relate to evidence informed practice and theory.

On the surface, this looks like traditional personal tutorial supervision but requires a sensitivity to the unique range of experiences of the student occurring at different levels (individual-group-organisational-community), as mandated by the British Psychological Society. This will be achieved by continuing close working of the University and workplace supervisor, throughout the three year programme.

The PPP provides an ongoing record of all practical work a student has engaged in, and of the student's own self-appraisal of the value of that work, including personal learning derived from it. Within their PPPs students will be expected:
• to assess the extent to which their practical work is developing in sufficient breadth and depth to achieve its purpose
• to assess whether their theoretical understanding and knowledge is sufficient to inform their practice
• to assess whether their interpersonal and organizational skills are compatible with effective professional practice
The PPP will be characterised by evidence of clear organisation, high quality of professional work, reflection on practice, and a developing understanding of wider professional issues. Throughout the PPP it is expected that students will show evidence of reflection on their development, i.e. evaluative, critical commentary with explicit reference to the background literature, Government policy initiatives and research evidence.
Overall assessment of performance will be based on a grading of the portfolio work, a written and graded report from the fieldwork supervisors and the overall assessment of the University supervisor. The final rating will be second marked by another member of the team based on the documentation provided.

Intellectual development can be characterised within two stages.
Stage 1 (Year 1) A broad knowledge of psycho-educational theory, research and practice applicable to professional educational psychology which demonstrates linkages to wider social and cultural experiences and knowledge. A competent grasp of the ethical issues associated with professional practice, and educational research. Ability to deliver a professional service to a wide range of users, drawing upon an awareness of the social/cultural context, current knowledge base, along with an understanding of what constitutes effective psychological intervention in response to client needs.
Stage 2 (Years 2 and 3) Ability to plan research, critique the relevant literature, develop a methodology, present to an audience, and conduct research in a field of enquiry which impacts upon educational practice. The dissertation will contribute to the knowledge base within professional educational psychology and will be designed in a way to influence decision making and policy formulation.