Doctorate in Educational, Child and Adolescent Psychology
Academic Year 2018/19
A programme specification is required for any programme on which a student may be registered. All programmes of the University are subject to the University's Quality Assurance and Enhancement processes as set out in the DASA Policies and Procedures Manual.
Programme Title |
Doctorate in Educational, Child and Adolescent Psychology |
Final Award |
Doctorate in Educational, Child and Adolescent Psy |
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Programme Code |
PSY-DCH-ED |
UCAS Code |
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HECoS Code |
100496 |
ATAS Clearance Required |
No |
Health Check Required |
No |
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Portfolio Required |
Interview Required |
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Mode of Study |
Full Time |
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Type of Programme |
Research |
Length of Programme |
3 Academic Year(s) |
Total Credits for Programme |
540 |
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Exit Awards available |
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INSTITUTE INFORMATION
Awarding Institution/Body |
Queen's University Belfast |
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Teaching Institution |
Queen's University Belfast |
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School/Department |
Psychology |
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Framework for Higher Education Qualification Level |
Level 8 |
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QAA Benchmark Group |
Psychology (2010) |
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Accreditations (PSRB) |
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British Psychological Society |
Date of most recent Accreditation Visit 19-01-18 |
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British Psychological Society, Health Professions Council (HPC) |
Date of most recent Accreditation Visit 06-03-12 |
REGULATION INFORMATION
Does the Programme have any approved exemptions from the University General Regulations N/A |
Programme Specific Regulations Professional Standards and award of the doctoral programme.: |
Students with protected characteristics N/A |
Are students subject to Fitness to Practise Regulations (Please see General Regulations) No |
EDUCATIONAL AIMS OF PROGRAMME
Fulfil the wide range of roles that are or could be performed by educational psychologists, working in different contexts and agencies, with a variety of professions and for different client groups (child, family, school, community, institution).
Decide using a broad evidence and knowledge base how to assess, formulate and intervene psychologically from a range of possible models and modes of intervention.
Adopt a critical and scholarly approach to educational, child and adolescent psychology, and in particular to the theoretical and empirical bases of their own professional practice, so that their decisions can be informed by a scientific and evidence-based approach.
Apply innovative practice in educational psychology and make a substantial and original contribution to the development of the profession.
Use effective oral, written and personal communication skills such as will enable them to fulfil their professional role.
Work with different religious, cultural and ethnic groups in ways which are sensitive and understanding, which take into account equal opportunities policy and practice, and which provide to all, their best endeavours and application of their skills.
Apply assessment and intervention strategies which will enable them to work at different levels and with different groups, including the wide variety and range of skills which may be required of educational psychologists.
Work in high priority areas of educational psychological work particularly those relating to statutory functions.
Contribute to the development of the profession through finding their own areas of specialization and interest.
Deal with challenges of the future, so that they will adapt and develop their skills in ways that will benefit their profession and the children with whom they work.
LEARNING OUTCOMES
Learning Outcomes: Cognitive SkillsOn the completion of this course successful students will be able to: |
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Communicate professional knowledge and recommendations effectively orally or in writing. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Use a critical approach as way of enhancing standards and improving practice. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Generate solutions to problems at the level of the individual, group, organization or community |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Learning Outcomes: Transferable SkillsOn the completion of this course successful students will be able to: |
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Use self-awareness to monitor personal and professional effectiveness |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Exercise personal and professional responsibility, autonomously and ethically. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Recognize limits of professional expertise and competence. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Conduct effective research relevant to service issues, in applied settings under time constraints. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Apply a critical understanding of research and practice to improve service delivery. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Generalize psychological skills over various situations, settings and client groups. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Learning Outcomes: Knowledge & UnderstandingOn the completion of this course successful students will be able to: |
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Respond effectively to service needs as they arise. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Recognize the limits of their own professional competence and the range of applicability of the models and methods used. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Have a commitment to professional development. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Understand professional ethics as a means of promoting fairness, particularly with regard to disadvantaged groups. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Use high quality research skills in practice |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Apply a critical approach to all aspects of work as means of providing the basis for improvement in practice. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Know how to generalize psychological skills and to integrate them effectively in practice. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Use a broad range of psychological expertise and competences, based on academic knowledge and professional skills. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Understand how to use an evidence base and reflective practice to inform professional skills. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Understand how Educational Psychologists work in various settings to promote the education, well-being and development of children and young people. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Learning Outcomes: Subject SpecificOn the completion of this course successful students will be able to: |
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Communicate psychological research, theory, practice and opinion. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Work in a critically reflective and ethical way. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Evaluate psychological research and intervention. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Use psychological intervention methods. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Evaluate psychological research and intervention. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Use psychological formulation methods. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Use psychological assessment methods. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
Apply psychological knowledge effectively using interpersonal skills and psychological methods in order to promote the education, development and well-being of children and young people. |
Teaching/Learning Methods and Strategies Lectures, seminars, tutorials, workshops, problem-based learning, placements, research. Methods of Assessment Essays, portfolio submissions, placement appraisals, research submissions, vivas and yearly reviews. |
MODULE INFORMATION
Programme Requirements
Module Title |
Module Code |
Level/ stage |
Credits |
Availability | Duration |
Pre-requisite |
Assessment | |||||
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S1 |
S2 |
Core |
Option |
Coursework % |
Practical % |
Examination % |
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Adolescence and Mental Health |
PSY9033 |
8 |
30 |
YES |
YES |
12 weeks |
N |
YES |
50% |
50% |
0% |
|
Specialist Interest: Elective |
PSY9034 |
8 |
30 |
YES |
YES |
12 weeks |
N |
YES |
50% |
50% |
0% |
|
Promoting Change in Complex Systems |
PSY9035 |
8 |
30 |
YES |
YES |
24 weeks |
N |
YES |
50% |
50% |
0% |
|
Professional, Legal, Social and Historical Contexts |
PSY9006 |
8 |
45 |
YES |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
|
The Learning Environment at home and school |
PSY9007 |
8 |
45 |
YES |
YES |
12 weeks |
N |
YES |
50% |
50% |
0% |
|
The Developing Child in the Educational Context |
PSY9008 |
8 |
45 |
YES |
YES |
12 weeks |
N |
YES |
50% |
50% |
0% |
|
Research and Inquiry (1) |
PSY9009 |
8 |
45 |
YES |
YES |
24 weeks |
N |
YES |
100% |
0% |
0% |
|
Research and Inquiry (3) |
PSY9036 |
8 |
90 |
YES |
YES |
24 weeks |
N |
YES |
100% |
0% |
0% |
|
Health and Mental Health of Children |
PSY9038 |
8 |
45 |
YES |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
|
Vulnerable Groups |
PSY9039 |
8 |
45 |
YES |
YES |
12 weeks |
N |
YES |
100% |
0% |
0% |
|
Developing child within the family system |
PSY9040 |
8 |
45 |
YES |
YES |
24 weeks |
N |
YES |
100% |
0% |
0% |
|
Research and inquiry (2) |
PSY9041 |
8 |
45 |
YES |
YES |
24 weeks |
N |
YES |
100% |
0% |
0% |
|
Notes
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