All programmes are conceptualised as credit-bearing: in the case of research programmes, a minimum of 51% of credits must relate to research activity.

The doctoral programme in Applied Educational and Child Psychology is positioned as both a postgraduate professional training programme and a higher research degree. 180 of the 540 credits required for the doctoral award are built up each year, of which, in the first year, 60 are configured as ‘research’ credits (relating to the assessed requirement of the three Research modules), while in each of Years 2 and 3, the 180 credits awarded for successful completion of Volumes 1 and 2 of the thesis are also positioned as ‘research’ credits.

Accreditation

Accreditation of certificated prior learning apply to this programme solely in the case of the three Year 1 research modules. Each module accounts for 20 credits (a total of 60 credits for the three modules). For these modules, subject to trainees producing evidence of an appropriate match in both level and content between their previous studies and the Birmingham research module(s) for which they are seeking exemption, accreditation of certificated prior learning and credit transfer may be approved. Accreditation of certificated prior learning is not offered for other modules or components of the programme, since the inter-relationship between the University-based learning and teaching and supervised practice requirements of the programme would render an adequate match with prior certificated learning improbable and too complex to assess with the requisite rigour.

The first year of the programme comprises seven linked modules alongside two supervised placements in Local Authority Psychological Services. The modules are briefly outlined below.

Assessment and Intervention

This module focuses upon psychological theory and research relating to the process of cognitive development and learning throughout the developmental lifespan, with particular emphasis upon childhood and adolescence. The implications for instructional design and assessment derived from these theoretical underpinnings are explored within a hypothesis-testing approach to psycho-educational assessment, within which a range of approaches to assessment and intervention are introduced.

The module adopts a broad remit, including normative, curriculum referenced, criterion referenced and dynamic approaches to assessment of cognitive development, attainment, language, learning style and thinking skills, motivational and affective factors, and of learning environments. It also focuses on the processes of social and emotional development within the lifespan development process. Again, a wide range of psychological paradigms and research evidence, and their applicability are explored, as they relate to the mental health and psychological well-being of children and young people. Monitoring, assessment and intervention methods relevant to work at individual, group and institutional levels are presented and applied in the context of primary, secondary and tertiary prevention of common developmental and intra- and inter-personal difficulties.

Complex Individual Needs

This module presents an opportunity for trainee educational psychologist to update, extend and apply the knowledge of the developmental psychology of childhood and adolescence which they bring to the programme from their prior studies of psychology. Against this background, the nature and impact on development of disabilities and special education needs are examined. Here the emphasis rests heavily upon analysis of theoretical paradigms and research evidence relating to the aetiology and impact of disabling conditions, and to the quality of evidence available to inform the selection of intervention methods of choice, if disadvantage and disability are to be minimised. Particular attention is paid to balancing social and medical models of disability, and their implications for practice, and to working with children and young people and their carers in ways that maximise their engagement in a collaborative problem-solving process.

Psychology in Professional Practice

This module is planned to support the development of students’ knowledge and understanding of the complex environment within which educational psychology services are delivered. Relevant legislation and policy are reviewed, as are the roles, accountabilities and working practices of the agencies and professional disciplines who share responsibility for supporting the care and development, health and learning of children and young people. The module gives extensive consideration to the public education system and to schools, their structure, staffing, culture, curricula, pedagogic practices and assessment arrangements, preparing trainees for their role as applied psychologists working from the Foundation Stage to post-16 education.

Within this context, the module explores the role and function of contemporary psychological services and the applicability of psychological theory and research to the primary task of promoting children’s development and learning, both through direct work with individual children and groups of children, and through advisory, consultative and research-based work with teachers and others responsible for children’s welfare and learning. Key dimensions of the role such as consultation and supervision, self-presentation, and professional discourses are addressed, drawing upon a number of key theoretical paradigms such as Personal Construct Psychology, the theory and practice of Self-Organised Learning, principles of Democratic Communication, and Socio-Cultural Activity Theory.

Importantly, the module provides a key grounding in the standards of conduct, performance and ethics required of practitioner psychologists, and educational psychologists in particular, by the Heath Professions Council and British Psychological Society.

Research Training.

There are three modules in which trainees participate alongside other full-time and part-time research students in the School, including the qualified Educational Psychologists participating in the post-qualification Ed. Psych. D. programme. The first module, entitled ‘Identity and Epistemology’, addresses the philosophical and methodological bases for research. A second module, ‘Designing Research’ is concerned with practical aspects of research design and the development of research instruments such as questionnaires and interviews. The third module, ‘Using Sources: Producing Analysis’ aims to support the development of skills of data collection and qualitative and quantitative analysis, and the reporting of research findings.

Working with Organisational and Communities

This module considers the Educational Psychologists role in applying psychology at an organisation level. It is concerned to ensure an ecological orientation to practice at all levels, and to exploring community influences upon children’s developmental needs and the development of culturally and contextually relevant interventions attuned to the needs and resources of the communities which schools serve. The module prepares trainee Educational Psychologists to contribute to organisational development, with particular reference to their involvement in school improvement.

Supervised Professional Practice Placements in Year 1.

Fieldwork ‘A’ is undertaken within one of the West Midlands Educational Psychology Services, under the supervision of one of the Field Tutors, who are likely to draw upon support from other designated practising educational psychologists within their employing Local Authority. All of the Educational Psychologists involved in placement supervision will normally have undertaken specific training to prepare for this role.

The placement includes time in schools and nurseries, visits to special provision, practice of skills, and experience of casework and consultation within the Psychological Service setting, along with a small scale collaborative project in a school or early years setting, undertaken by a pair or small group of trainees. The placement starts early in the Autumn Term and concludes in the following Spring. Two days in each week are devoted to Fieldwork ‘A’: this includes time for supervision.

Fieldwork ‘B’ is a block placement of approximately ten weeks’ duration. The placement starts after Easter, having been preceded by a two-day introductory visit prior to the Easter break. Supervision is undertaken by a designated member of the host Educational Psychology Service, with the Field Tutor maintaining close liaison, support, monitoring and assessment roles complementing the support offered by the Local Authority placement supervisor.

Trainee Educational Psychologists gain valuable experience of life as an applied psychologist on a full-time basis within their host Service during Fieldwork ‘B’. The placement offers opportunities for trainees to extend their range of skills and experience. While the detail of the personal learning agreement for the placement will be dependent upon both the practices of the Service and the particular needs and interests of the trainee, a minimum number of substantive tasks must be undertaken.

Cumulatively, the supervised professional practice undertaken during Fieldwork ‘A’ and ‘B’ should ensure that every trainee has opportunities to:

• apply knowledge and skills introduced during University-based lectures and seminars;
• gain experience of practice within two contrasting Educational Psychology Services;
• develop a portfolio of practice relating to assessment and intervention with individuals and groups of children and young people within a range of settings;
• gain experience of working across the age continuum, and with children, young people and families from differing cultural, linguistic and religious backgrounds; and
• contribute to research, staff training, project and development work within schools and other relevant settings.

The second year of the programme marks a significant shift in the professional identity of students, in the approaches to teaching and learning, and in the role relationships between the University, the student and the Educational Psychology Service in which supervised professional practice is undertaken.

In Years 2 and 3, while still registered as full-time postgraduate research students of the University on the App. Ed. and Child Psy. D. programme, trainee EPs normally also become salaried employees of Local Authority Educational Psychology Services. Trainees will therefore normally need to secure an appropriate post as a trainee educational psychologist prior to the first day of September of the second year of training. From the University’s perspective, progression and development of learning are viewed within a spiral curriculum, with each successive year affording further opportunities for trainees to consolidate, apply and extend the knowledge and skills developed in earlier stages of the programme. Additionally, each successive year opens up new domains of study and professional practice.

Year 2 of the curriculum amplifies the focus on: 

• low incidence / complex needs and disabling conditions; 
• work in more specialised educational settings such as special schools and units; 
• working in settings other than schools; 
• working with children at the lower end of the age continuum and their carers, and related experience in health, education and social care settings which accommodate the needs of children under two years of age; 
• family-based work; 
• therapeutic intervention; 
• collaboration with other professional groups and agencies; and 
• work at the organisational development level in schools and / or other community settings.

Placement learning in Year 2

As was the case during Fieldwork ‘A’ and ‘B’ in Year 1, University tutors will maintain close liaison with the student and designated supervisor within the Educational Psychology Service, and will make visits to the Service in which the student is working as a trainee Educational Psychologist. A key function of early contacts between supervisor, tutor and the trainee Educational Psychologist will be to negotiate a Personal Learning Agreement for the trainee, in which: 

• 40% of the time is safeguarded as protected study time; 
• the respective roles and responsibilities of the trainee, the placement supervisor and employing EPS, and the tutor and the University, are clearly specified; and 
• a range of activities which the trainee will undertake in order to meet both the requirements of the University, and the expectations of the Local Authority are clarified and recorded.

The Personal Learning Agreement will then form the basis of the ongoing dialogue between student, supervisor and University tutor.

University-based Teaching and Learning in Year 2

There will be relatively little ‘formal’ lecture-based delivery in Years 2 and 3. Rather, ‘academic’ learning will predominantly take the form of tutor-supported inquiry-based learning which relates specifically to the supervised professional practice and research requirements of the programme. The University’s extensive ‘E-Library’ and web- CT resources comprise significant elements of the structured support for learning.

Only a small proportion of the ‘40% study time’ will be allocated to time-tabled lectures and other teaching activities within the University. Trainees will be expected to attend the University for nine days each term. This time will be allocated to:

• University-based personal professional development tutorials relating to supervised professional practice, and progress with the research and assessed written requirements of the programme, along with any other matters relevant to the needs of the student;
• lectures and seminars; and
• trainee-led presentations, seminars and workshops, in which trainees can present their work and share feedback with peers, exchange-based learning can be facilitated, and group consultation approaches can be applied to support both individual and group development.

In Years 2 and 3 trainees are likely to work closely with two designated tutors from the University, one of whom maintains a lead role in placement liaison and support for the overall personal professional development of the student, and the second of whom acts as research supervisor.

Students continue in their work as Trainee Educational Psychologists within their employing EPS.

Arrangements for Year 3 mirror those established in Year 2, in that a Personal Learning Agreement for the year will be negotiated during the first tutor visit to the employing EPS at the start of the academic year. As was the case in Year 2, within the placement context, inquiry-based learning will be well supported by access to the University’s Information Services and a range of web-CT resources.

Overall, the third year of the programme aims to provide opportunities for knowledge and skill consolidation, along with some opportunity for intensive involvement within a specialised field. The choice of specialism will need to be locally negotiated, to take account of the interests and development needs of each trainee on the one hand, and the needs and capacities of the employing Service and the opportunities available within the Local Authority.

A further distinctive feature of Year 3 is the increased emphasis upon applications of organisation psychology, and the role of the EP as an external consultant working to promote organisational learning, development and change within large, diffuse and complex organisations, and to contribute to policy development.

The specific focus of this work, and the context in which it is undertaken will necessarily depend upon the opportunities available within each employment context.

University-based Teaching and Learning in Year 3

20% of time in Year 3 is safeguarded as protected study time. Much of this time is directed toward reading to support placement practice, alongside th write-up of the thesis.

A maximum of four days each term are scheduled for University-based learning and teaching. Here, sessions focus on supporting exchange-based learning within the cohort of trainees, and upon more specialised dimensions of practice to support the specialised work experience, and organisational and community psychology applications within thrainees’ practice placements.