Educational and Child Psychology Doctor of

Course description

This is a three-year, full-time course approved by the Health and Care Professions Council (HCPC). It is accredited by the British Psychological Society (BPS) and recognised by the Department for Education as a professional training course in educational psychology.

All our graduates are eligible to apply for registration with the HCPC as a practitioner educational psychologist and join the British Psychological Society's Division of Educational and Child Psychology.

Selection criteria

The selection process is competitive. A good command of English language is essential to meeting the communication skills required to practise as an educational psychologist. Oral and written communication skills are assessed as part of the selection criteria.As this is a research degree, it is also also important that you can communicate in writing to a very high standard. For this reason we would encourage you to demonstrate pride and competence in your written application.

A distinctive feature of the Sheffield course is its foundation on five core principles: relationality, sustainability, anti-oppressive practice, collaboration, and criticality. Candidates who are best suited to our programme are likely to reflect these values in both their written applications and interviews.It is worth noting that in the initial application and interviews we value the application of psychology and its principles across a wide range of paid and unpaid roles, as well as in both professional and personal experiences. 

Our shortlisting process

We use a two-stage shortlisting process, scored against a rubric. Stage one is an initial review of the more clearly evidenced parts of your application, your academic background, and the countable aspects of your relevant knowledge and practical experience. This first stage helps us identify the stronger applications to take forward.

Stage two is a fuller review of those applications, looking in more depth at the qualities and experience that take longer to assess. Both stages count towards your overall score.

Across the two stages, we're looking at:

• Academic background:  the range, level, and relevance of your studies (Stage 1)
• Special knowledge:  skills and knowledge of use to psychological services, such as specialist techniques, therapeutic or advisory work, and experience with vulnerable children (Stages 1 & 2)
• Relevant practical experience: the breadth and depth of your experience across different educational and non-educational settings, including cross-cultural contexts (Stages 1 & 2)
• Working with others as an agent of change:  your experience of working collaboratively, including service users, community groups, and organisations beyond your own, taking responsibility, from supervised roles through to leadership (Stage 2)
• Work output and resilience:  evidence of stamina, voluntary work, study alongside work, autonomy, and awareness of your own wellbeing under pressure (Stage 2)
• Quality of written communication:  how clearly your application is presented, and the coherence, depth, and reflection in your personal statement, including how you relate psychological theory to practice (Stage 2)

At interview, you are assessed using a rubric that runs across the whole interview. Your responses are not marked question by question, but considered together across all your answers. We will be looking for evidence that you:

• Draw on psychology: use psychological theory to make sense of situations, and keep up with current research, policy, and new developments within the educational psychology profession .
• Understand power and the dynamics of relationships: build good working relationships, make sure people are heard, and work well alongside children, families, and colleagues.
• Think critically and cope with complexity: weigh up different points of view, sit with uncertainty, and reason through dilemmas and / or concerns without forcing quick answers.
• Work from clear values: are guided by strong values and work with people (co-production) rather than doing things to or for them.
• Commit to fairness and inclusion: treat people fairly, value difference, reflect honestly on your own assumptions, and stay alert to inequity in the wider system.
• Communicate well: express ideas clearly and coherently, and connect warmly with people.
• Understand and apply safer working practices: understand yours and others safeguarding duties, exercise sound judgement, and work with others within professional and personal boundaries.
• Show a commitment to lifelong learning and improvement: reflect honestly on your strengths and development areas, backed by real examples, showing that reflection leads to change.

Format of the interviews

Interviews are usually held in February or March each year and involve one-day events.

We generally invite about five shortlisted candidates per day at the interviewing stage.

On the day, the format includes an unseen written task, for which you will be sent some stimulus material in advance. The interview itself will comprise approximately seven questions, along with a scenario-based activity. This activity involves a discussion with one member of the interview panel, observed by the rest of the panel. Further details will be sent to you should you be invited to interview.

Individual interviews take place in the afternoon with the interview panel, which is made up of two members of the course team, two Educational Psychologists from partnership / neighbouring local authorities and a parent / carer with experience of working with educational psychologists.

The structure of the interview day is intended to provide candidates and members of the course team information that will allow for an informed choice about which candidates are offered a place on the course given offers of a place and whether candidates feel the Sheffield is the right fit for them. 

Equality, diversity and inclusion

We particularly welcome suitably qualified applicants from ethnically / culturally diverse backgrounds as they are currently underrepresented in Educational Psychology Services.

Inclusion at Sheffield

Modules

This course doesn't follow a modular structure, instead it focuses on five foundational principles throughout.

There may be changes before you begin your studies. As you progress through your course, we’ll confirm additional details of what you will study.

Assessment

Essays, practical work folders and a dissertation including research portfolio.

Entry requirements

Find full entry requirements on the Association of Educational Psychologists (AEP) website -  in 'Candidate Specifications'. This includes information about nationality, residency and English language requirements.

Disclosure and Barring Service

As this course involves working with children and young people, you'll need to obtain an Enhanced Disclosure from the Criminal convictions and Disclosure and Barring Service (DBS) prior to your training starting.

Additional costs for DBS checks