Expand+Essential Requirements
By the closing date for applications, applicants must have:

1. A minimum upper second class honours (2.1) degree in psychology or an equivalent psychology qualification, recognised by the Psychological Society of Ireland or...

Hide-Essential Requirements
By the closing date for applications, applicants must have:

1. A minimum upper second class honours (2.1) degree in psychology or an equivalent psychology qualification, recognised by the Psychological Society of Ireland or equivalent, as conferring eligibility for Graduate Membership.

2. An equivalent of two year's relevant full-time experience working in the field of education and/or psychology. Please note, periods of continuous professional experience of less than three months full-time employment will not count towards the two years minimum experiential requirement.

Additional Desirable Qualifications and Experience
A majority of successful applicants to date had more than the minimum requirements. Additional desirable qualifications and experience include the following:

• Additional relevant academic qualifications in psychology and/or education.

• Additional and varied work experience; work with children, special groups, specialist teaching or care work.

• Research expertise as demonstrated by the completion of higher degrees with research components or involvement in research activities.

Expand+The Doctorate in Educational and Child Psychology (DECPsy) is a highly sought-after three-year, full-time professional training course for candidates interested in pursuing a career as an educational psychologist. This course will equip candidates wi...

Hide-The Doctorate in Educational and Child Psychology (DECPsy) is a highly sought-after three-year, full-time professional training course for candidates interested in pursuing a career as an educational psychologist. This course will equip candidates with the necessary competencies to work in a range of autonomous and collaborative professional roles that are performed by educational psychologists (EPs) in a variety of contexts and with a range of client groups. The overall aim of the DECPSY programme is to enable trainee educational psychologists (TEPs) to effectively integrate theory and practice and become skilled and accountable professional practitioners. The doctorate programme will enable candidates to acquire an advanced knowledge and understanding of psychological theory, methods, evidence, research and practice. Moreover, it will provide candidates with the ability to apply psychological methods, insights and interventions in work with a wide array of clients, problems and contexts.

As a new professional training course, application has been made to the Psychological Society of Ireland (PSI) for accreditation of the DECPsy.

Educational Principles

The programme utilises approaches to learning that are problem-based and collaborative. Learners are provided with opportunities to construct knowledge in an active, collaborative manner by working through real-life case studies and examples, thereby linking psychological theory and research to professional practice.

Those involved in the delivery of the programme recognise that they are engaging with adult professional learners and aim to employ methods that will afford adult learners a robust learning experience. Teaching and learning experiences provide broad and balanced coverage of the working contexts of educational psychologists

The programme has in place a personal tutor system, and students will have access, at all stages throughout the programme, to a designated tutor who will take lead responsibility for mentoring and supporting the professional development of each trainee.

Learning Outcomes
On completion of the programme, students will be able to:

1.Demonstrate an advanced knowledge and a critical understanding of educational and child psychology theories, research and practice.

2.Conduct high quality research which contributes to the practice and profession of educational and child psychology.

3.Select and competently use a range of evidence based psychological skills, techniques, assessment and intervention strategies and approaches relevant to the field of education and child psychology.

4.Utilise educational and child psychology theoretical models, frameworks and paradigms to underpin practice in a wide variety of roles with different client groups within the ethical, legal, national and local frameworks for educational psychology practice.

5.Undertake a range of autonomous and collaborative professional roles that are, or could be, performed by educational psychologists in relation to a range of contexts and client groups.

6.Effectively communicate psychological knowledge and insights.

7.Identify, critically appraise and apply research evidence relevant to practice.

8.Manage a personal learning agenda and self-care, and engage in monitoring of professional effectiveness and impact.

9.Engage in partnerships and effective collaboration with the interacting systems of families, schools, communities and other agencies, to bring about positive change for children and young people.

10.Develop insight into personal attitudes and beliefs and how these can impact on the provision of an equal and inclusive service to a diverse range of clients.

Expand+The professional doctorate has a nominal value of 270 ECTs. The programme includes a combination of taught modules, professional placements and research. Taught Components: The programme is sufficiently flexible in content and structure to adapt read...

Hide-The professional doctorate has a nominal value of 270 ECTs. The programme includes a combination of taught modules, professional placements and research. Taught Components: The programme is sufficiently flexible in content and structure to adapt readily to current and future needs and to the emergence of new knowledge in educational psychology and related fields. Taught modules will be typically delivered by qualified educational psychologists (EPs) and EP practitioners, in four day blocks over the first two years. In addition to taught modules, a variety of workshops and seminars are organised for trainees and delivered by experienced practitioners e.g. Cognitive Behaviour Therapy, Video Interactive Guidance, Assistive Technology, Dynamic Assessment. One day per week is normally assigned to study.

taught modules are as follows:

Year 1

Philosophy, Epistemology and the Profession of Educational Psychology
Psychology and Education for Exceptional Children and Young Adults
Biological, Neuropsychological, Social, Emotional and Developmental Bases of Behaviour (1 and 2)
Cognition and Learning (1 and 2)
Psychological and Psycho-Educational Assessment
Professional Issues and Ethics in Educational Psychology
Research Methods

Year 2

Research and Evidence Based Practice
Presentation Skills and the Psychology of Interpersonal Communication
Interventions and Problem Solving within a Consultative Framework
Systems and Organisational Psychology

Placement: Professional placements, totalling 300 days, are organised in a variety of settings. The professional placements provide extensive opportunities for the exercise of a wide range of professional roles and competencies. Detailed placement handbooks are provided to trainees in advance of each placement. Trainees typically attend placements for 3-4 days per week. Where possible, trainees will be placed close to their home base. In addition to professional placements, trainees also undertake a 20 day School Placement in Semester 1. This placement will provide opportunities for trainees to carry out shadowing and observation in varied educational contexts.

Expand+Research: For the award of Doctorate, the research thesis must make an original contribution to knowledge and contain material of a standard and form appropriate for peer-reviewed publication. Trainees will develop their knowledge and understanding o...

Hide-Research: For the award of Doctorate, the research thesis must make an original contribution to knowledge and contain material of a standard and form appropriate for peer-reviewed publication. Trainees will develop their knowledge and understanding of the nature of educational research showing in depth understanding of the range of research orientations and methods used in educational and professional educational psychology research. Trainees will be supported through this process through regular supervision and the provision of advanced research methods workshops over the three years. It is envisioned that trainees will conduct a thorough literature review in their area of interest in Year 1. In Year 2 trainees will focus on obtaining ethical approval and data collection. In Year 3 the emphasis will be on data analysis and thesis write up.