School of Psychology

School of Psychology

Professional Training anda Career as an Educational Psychologist

An Introductory talk by John Gameson - October 2011

Professional Director - DEdPsy Professional Training Programme

and Senior Educational Psychologist, Blaenau Gwent County Borough Council

Programme website at - http://www.cardiff.ac.uk/psych/dedpsy

Professional Training and a Career as an Educational Psychologist - Introductory Talk - JG - October 2011 2

Main Questions What is an educational psychologist (EP)? Where do EPs work? What do EPs do? What does the Cardiff DEdPsy Initial Training Programme provide? What are the entry requirements for the three-year DEdPsy

programme? What are the main features of the Cardiff DEdPsy selection process? Where are EPs trained? What procedures govern applications for places? What are the funding arrangements? How can you find out more about the job?


What is an educational psychologist (EP)?

An applied psychologist trained/specialising in educational issues - usually working with the 0 to 19 age range and their families/schools etc.

Strategic application of psychology to promote psychological/emotional well being and educational opportunity for all.

Flexible change-focused, problem-solving and hypothesis-testing approaches in response to a wide variety of issues and concerns, including (but not only) special needs. Focus on:

collaborative work to empower/enable people; and understanding, facilitating and managing change.


Where do EPs Work?

Local Authorities (LAs) Social Services Health Authorities Further Education Higher Education Local Communities Private Practice


What do EPs do? -1Systemic and Organisational Work

Helping with LA planning and policy formulation. (e.g., literacy, early years, behavioural support plans and special provision).

Supporting schools in the development of their policies. (e.g., behaviour management, child protection and bullying).

Collaborating with others in the development of multi-agency policies.(e.g., mental health, child protection and social inclusion).

Training for teachers and others. (e.g., stress management, thinking skills and self esteem).

Research and Development. (e.g., surveys, evaluation work and information packs for parents, teachers and others).

Organisational development and group work to promote educational opportunity and psychological welfare for all children and young people.(e.g., school improvement, positive behaviour management and personal development for all).


What do EPs do? - 2 ‘Indirect’ Work with Parents, Teachers & Others

Consultative meetings in many different contexts with adults who have concerns about individuals or groups in their care, school, class etc. (children, adolescents or young adults).

These approaches are intended to enable or empower the adults to:

retain ‘ownership’ of their issues and concerns; and understand and manage the issues and concerns more confidently

and effectively. They might include:

consultation sessions, problem-solving meetings and/or solution-oriented work focusing on understanding and promoting change;

advice and guidance to individuals and groups; and review meetings (statutory and non-statutory).


What do EPs do? - 3 ‘Direct’ Work with Individual Children, Adolescents and Young Adults (mostly aged 0 to 19)

Counselling and therapy, including solution-oriented work, in response to a wide range of issues/problems. (e.g., learning, social, emotional and/or behavioural problems).

Psychological and educational assessment. Writing reports and implementing/evaluating intervention strategies or

special provision. Statutory assessments and formal psychological advice to the LA. Work related to child protection procedures and the Children Act. Specialist work related to a wide range of disabilities.(e.g., sensory

impairments, physical disabilities, severe and complex learning difficulties, specific learning difficulties/dyslexia, speech and language problems and autistic spectrum disorders).


The Cardiff Programme is based on: the Health Professions Council’s (HPC’s) Standards of

Education and Training (SET); the HPC’s Standards of Proficiency (SoP); the British Psychological Society’s (BPS’s) standards

for Doctoral programmes in educational psychology in England, Northern Ireland and Wales; and

The BPS’s Required Competencies (RCs) for educational psychologists who are eligible for Chartered Membership.

What does the Cardiff DEdPsy Initial Training Programme provide? - 1


Trainees who successfully complete the programme will be eligible:

for Chartered Status with the BPS; and to apply for registration with the HPC as an educational

psychologist, which is an essential requirement for practitioner psychologists.

However, applicants should note the following. Cardiff University has in place a Policy for Determining

Applicants’ Fitness to Practise and Eligibility to Pursue Regulated Programmes of Study. This policy will be followed where information is disclosed or received about applicants, which suggests that a fitness to practise assessment is required.



Eligibility to enrol on the programme, if offered a place, is dependent upon satisfactory completion of an Enhanced Criminal Records Bureau (CRB) Check, i.e., one that does not reveal any information that suggests a trainee would be unsuitable for work with children, young people and vulnerable adults.

The HPC carries out its own health and character checks to determine whether individuals are fit to practise and can be included on the Register. So passing all elements of this programme does not guarantee automatic inclusion on the HPC’s Register.



The programme is designed to provide a wide-ranging overview of issues and practices in educational psychology. There is a balance struck between developing professional skills and competencies and developing an understanding of the theories and process issues, which inform good practice.




The programme consists of: university-based sessions (blocked weeks); investigative visits (pre-induction weeks) and practical

fieldwork placements in Local Authority settings and Educational Psychology Services (blocked weeks);

reading and directed study (blocked weeks); research projects, both collaborative and individual; and private study time.



Arrangements across the three years are likely to be as follows (approximate percentages).

Year 1 - University - including research (60%) Fieldwork - including investigative visits (40%)

Year 2 - University - (33%) Fieldwork - including research (67%)

Year 3 - University (28%) Fieldwork - including research (72%)




It is important to note that: the programme begins each year on 1st September;

trainees are expected to engage fully in programme activities during all of the weeks listed on the Year Plan (including Reading and Directed Study weeks); and

the year ends on the Friday of the last week of term 3 listed on the Year Plan.



The following themes underpin University-based sessions.

Research Methods in Educational Psychology. Processes and Methods of Assessment. The Psychology of Learning: Managing Change. The Psychology of Behaviour: Managing Change. Understanding and Working with Organisations,

Systems and Groups: Managing Change. The Role of the Educational Psychologist: Managing

Change.



All trainees on the Cardiff programme: have placements in local authority psychology services in Wales

and some counties in southern England (arranged by the programme staff, in consultation with local authorities and trainees themselves) during all three years of their programme and do not need to find employment during years 2 and 3;

have three separate fieldwork placements in different local authorities across the full term of the programme; and

cannot opt out of these arrangements, for example, to seek employment in any of the three years.



The tutors have been developing ‘COMOIRA’ - the Constructionist Model of Informed, Reasoned Action. This is an innovative model for applying psychology, where psychological theory and research lie at the centre of a flexible process that can inform all the different tasks in which EPs can become involved.

It will be used by the trainees on their fieldwork placements and in group investigations, but is more than simply a fieldwork tool. The programme team is keen to use COMOIRA in all aspects of work on the programme including professional supervision sessions and group consultations. COMOIRA is in a process of dynamic development and will continue to influence all aspects of the programme.


Gameson, J., Rhydderch, G., Ellis, D. and Carroll, H.C.M. (2003). Constructing a flexible model of integrated professional practice: part 1, conceptual and theoretical issues. Educational and Child Psychology, 20, 4, 96-115.

Gameson, J., Rhydderch, G., Ellis, D. and Carroll, H.C.M. (2005). Constructing a flexible model of integrated professional practice: part 2, process and practice issues. Educational and Child Psychology, 22, 4, 41-55.

COMOIRA References


Rhydderch, G. and Gameson, J. (2010). Constructing a flexible model of integrated professional practice: part 3, the model in practice, Educational Psychology in Practice, 26, 2, 123-149.

Gameson, J. and Rhydderch, G. (2008). The Constructionist Model of Informed and Reasoned Action (COMOIRA). in B. Kelly, L. Woolfson and J. Boyle (Eds.), Frameworks for Practice in Educational Psychology: A Textbook for Trainees and Practitioners. London: Jessica Kingsley.

COMOIRA References


COMOIRA References

Electronic copies of the three COMOIRA papers, and the chapter in the Frameworks book, are available on request from the Programme Administrator:

Email: [email protected]

Telephone: 02920 875393


What are the entry requirements for the Cardiff DEdPsy Programme starting September 2012? - 1

Currently, applicants must be eligible for the Graduate Basis for Chartered Membership (GBC), formerly the Graduate Basis for Registration (GBR), of the British Psychological Society (BPS) and must provide written confirmation of this before 31st December 2011.

To be eligible for GBC applicants must either have: undertaken a qualification in psychology (usually a Bachelor (Honours)

degree) which has been approved by the BPS as conferring the Graduate Basis for Chartered Membership (GBC); or

passed the Society's Qualifying Examination; or undertaken an appropriate Society approved conversion course.

Further details can be found on the BPS website.



Applicants must be able to demonstrate that they have benefited from direct, relevant and appropriate work with children and young people (0-19) within educational, childcare or community settings, that has:

helped to prepare them for training as an educational psychologist; been sufficient and sustained, showing continuity and commitment; and included being supervised/managed by an appropriate responsible professional.

The programme team is not in a position to comment on the suitability of particular experiences.

The programme team is most interested in the use applicants have made of their experiences to prepare themselves for training as applied psychologists of the highest quality in education contexts.



Applicants who undertook their psychology degrees at a university in the UK or Republic of Ireland, and who are unsure whether they are eligible for GBC, should contact their respective course directors who should be able to confirm whether they have GBC or not. A full list of undergraduate accredited courses is available from the British Psychological Society (BPS). Applicants will be required to provide written confirmation of eligibility for GBC.



Applicants who studied overseas will be required to demonstrate that they are eligible for GBC and should apply to the BPS for Graduate Membership. Eligibility for GBC will be considered automatically when applying for Membership and decisions on both will be communicated at the same time. Please note that applicants are responsible for confirming GBC and applications for Graduate Membership can take several months to process.


What are the main features of the Cardiff DEdPsy selection process? - 1

Two stage selection process Stage 1 (27th and 28th February 2012) - Individual

interviews (about 20 minutes) and a writing task for all suitable applicants (49 in 2011).

Stage 2 (Monday 12th March 2012) - A range of selection activities (all day) for a short list of approximately 24 applicants.


The programme team is looking to recruit trainees who: have made good use of their relevant experiences of working

with children and young people in education, child care or community settings to prepare themselves for professional training as an educational psychologist of the highest quality;

have a good understanding of the needs of children and/or young people, especially in educational contexts;

have a good understanding of schools, local authority education systems and/or children’s services, and the broader systems to which they relate;

are able to apply psychology appropriately in their work with children, young people and adults; continued…



The programme team is looking to recruit trainees who: have a good understanding of the key issues and debates in

education; have a good understanding of the role and function of

educational psychologists; have maintained a keen interest in psychology itself (since the

programme will not involve the re-teaching of undergraduate psychology);

have a good understanding of the key issues and developments in the profession of educational psychology;

have excellent interpersonal skills and manage their interactions with others sensitively; continued…



The programme team is looking to recruit trainees who: have excellent self-management skills and can demonstrate

these skills in stressful and complex situations, e.g., the selection process;

can reflect on their own experiences in order to identify salient aspects of learning;

are able to communicate effectively to a high standard - orally and in writing;

would participate enthusiastically in all aspects of the programme and be open to new learning and experiences; and

would also be willing to undertake placements in any area of Wales or in parts of England.



Where Are EPs Trained?

Birmingham Bristol Cardiff East London Exeter Institute of Education, London Manchester

Newcastle Nottingham Sheffield Southampton Tavistock Clinic, London University College, London

From September 2009 all programmes have been monitored, evaluated and regulated by the Health Professions Council (HPC), in conjunction with the BPS.

There are currently 13 HPC approved/BPS accredited programmes in England and Wales


What procedures govern applications for places? - 1

The Children’s Workforce Development Council (CWDC) is managing a Clearing House System - but only for training programmes in England.

Cardiff University now has a separate application process for places on the Cardiff DEdPsy.

Further details are published on our DEdPsy web pages at:http://www.cardiff.ac.uk/psych/dedpsy


What procedures govern applications for places? - 2

For information about the 2012 programmes in England see the CWDC website: http://www.cwdcouncil.org.uk/educationalpsychology/


What are the funding arrangements? - 1

Currently, each funded trainee on the Cardiff DEdPsy programme receives from the WLGA:

a training grant/bursary (£14,000) for all three years of the programme; and fee elements of £11,000 in Year 1 and £5000 in each of Years 2 and 3.

No additional funds are provided for travel expenses etc. but many EPSs now pay the costs of travel for journeys that trainees make on EPS business during placement.

Trainees on the Cardiff DEdPsy Programme are not employed during any of the three years of their training and, therefore, do not accrue pension and other entitlements during this time.



From September 2008, all new trainees on the Cardiff DEdPsy programme have had to pay a fee supplement in all three years.

This is required to make up the difference between the currently static central funding and the University fees, which will increase each year.

The fee supplements for trainees starting in September 2011 are £2,600 in Year 1 and £1,300 in each of Years 2 and 3.

It is likely that fee supplements for the 2012-2015 cohort will be higher.



Trainees on the Cardiff DEdPsy programme must successfully complete all programme requirements each year in order to progress to the next year.

Funding in a subsequent year depends on successful completion of the previous year.



The Cardiff DEdPsy programme has now started to offer places to a limited number of candidates who meet all selection criteria and wish to self-fund.

Self funders have to pay the full fees (including fee supplements) but the School of Psychology has offered a bursary this year.

It is likely that up to two places will be offered to suitable candidates who wish to self fund during the 2012-2015 programme.

All prospective self funding candidates must meet all of the DEdPsy stringent selection criteria and programme requirements and no special allowances are made for them.



For information about the funding arrangements for training programmes in England, please visit the CWDC website at:

http://www.cwdcouncil.org.uk/educationalpsychology/



It is expected that the 3 years of training will be continuous. Any breaks in training will have to be justified and will normally only be allowed in case of: maternity/paternity leave; certificated sickness; and some other unavoidable emergency.



Funded trainees who withdraw from the programme will no longer be eligible for the training grant/bursary and may be required to reimburse all payments made.

Funded trainees who withdraw from the programme, or fail to progress, will not be eligible for any further funding under the scheme.

Funded trainees who are required to repeat any part of the programme will not be eligible for additional funding for the repeated period.

Any trainee who is required to repeat any part of the programme is also likely to have to pay fees for the repeated period.

At present the Cardiff programme does not offer any award for trainees who may not successfully complete the full programme. This includes successful completion of the thesis.



Upon successful completion of the training programme, ‘funded’ trainees may be required, as is currently the case, to complete two years of employment as an educational psychologist within a Local Authority in England or Wales.

Failure to undertake this may result in the recovery of all or a part of the training grant/bursary.

In this event, each case would be considered on an individual basis.



There are currently no conditions attached to the WLGA central funding for trainees on the Cardiff programme

However, at any time in the future, this situation could change, resulting in funded Cardiff trainees: having all their fieldwork placements in Wales; and being obliged to apply for vacant EP posts in Wales, and

possibly work in Wales, for two years after they qualify.


Arrangements are different in Scotland where two universities deliver training: University of Strathclyde and University of Dundee.

Arrangements are also different in Northern Ireland where Queen’s University Belfast delivers training.

Please see the CWDC’s website and/or check with the relevant universities in Scotland and Northern Ireland for further information.



How can you find out more? For information and links to other sites, visit our website

http://www.cardiff.ac.uk/psych/dedpsy Contact an Educational Psychology Service (EPS) and

ask to shadow/interview an EP. Read the journal ‘Educational Psychology in Practice’

which all members of the Association of Educational Psychologists (AEP) receive quarterly and which may also be available in University libraries.

Read the journal ‘Educational and Child Psychology’ which members of the Division of Educational and Child Psychology (DECP) receive quarterly and which may also be available in University libraries.

Documents

School of Psychology