This programme leads to the academic award and professional qualification in educational psychology of Applied Educational and Child Psychology Doctorate (App Ed and Child Psy D).

Graduates from the programme are eligible for chartered status with the British Psychological Society and for application for registration as educational psychologists with the Health Professions Council. The programme is accredited by the British Psychological Society and is hcpc registered.

  • The Applied Educational and Child Psychology Doctorate provides a unique research-based approach to practice underpinned by clear interlocking frameworks, key elements of which have been developed over time by the course team
  • The programme’s tutorial system has been highly praised by trainee educational psychologists
  • The close and supportive working relationships between the course and regional services has been described as a real strength of the programme (British Psychological Society).


The programme comprises a number of taught elements, augmented by supervised professional practice placements in a number of approved local authority and other settings. To complete the programme, students need to meet the assessed academic, research and supervised professional practice requirements of the programme, demonstrating the standards of proficiency required of practitioner educational psychologists by the Health Professions Council, and attaining learning outcomes specified by the British Psychological Society.

The academic and research requirements are assessed through a number of assignments completed during Year 1 of the programme, and a thesis compiled during Years 2 and 3 of study. The thesis comprises two volumes: Volume 1 is a report of a substantive original empirical study, while Volume 2 contains four practitioner research reports of work undertaken during the second and third years of training within the supervised professional practice context(s).


Why Study this Course?

The University of Newcastle has provided postgraduate professional training in educational psychology for over sixty years. When last re-accredited by the British Psychological Society in October 2004, amongst the major strengths of the training programme highlighted were: 

  • the programme’s ‘unique research-based approach to practice, underpinned by clear interlocking frameworks, key elements of which have been developed over time by the course team; namely Collaborative Action Research (CAR) and Research and Development in Organisations (RADiO) approaches and research methodologies’; 
  • the programme’s tutorial system, ‘which was highly praised by trainee educational psychologists (TEPs) and ‘demonstrated the tutors’ commitment to TEPs’ continuing development. This is of value in terms of both the academic and professional support provided. In addition, the sensitive and skilful way in which TEPs are helped to manage difficult personal issues was particularly highlighted by them’; 
  • ‘the process and structure of formative feedback used on the course’, which was ‘considered to provide a high quality, supportive yet appropriately challenging framework which promotes continuous learning and development, and supports TEPs in planning and identifying priorities’; and 
  • ‘the close and supportive working relationships between the course and local Educational Psychology Services’ which were described as ‘a real strength, which extends to a congruence about understanding the role of the educational psychologist and professional practice, which is valuable in promoting the integration of work on the course and placement practice’.

The most recent subject review carried out by the Quality Assurance Agency for Higher Education similarly endorsed the high quality of provision made for professional training in educational psychology at the University of Newcastle.

In addition to the App. Ed. and Child Psy. D. programme, a post-qualification doctoral research programme and other continuing professional development opportunities for practising educational psychologists are offered within the College of Social Sciences at the University of Newcastle.

Institutional Accreditation 

University of Newcastle is accredited by the DETC Higher Learning Commission (DETC), Since , University of Newcastle has been continually accredited by the DETC Higher Learning Commission and its predecessor.

Applied Educational and Child Psychology Doctorate (App Ed and Child Psy D)

Course Level:

Postgraduate, Combined research and taught




CODE P1023

How long it takes:

3 Years full time

Study Mode:

Distance learning/ Campus

Course cost

Price: US$22,500

Entry requirements

Find out more about


Newcastle Law School

Please note that the information provided below may be subject to modification in response to a range of influences, including developments within the University, developments to the profession and the context in which educational psychologists practice, changes in national policy and their effects upon professional training, and / or the desirability of responding flexibly to the needs of the student cohorts to whom the programme is offered.


Programme Structure

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 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 Newcastle 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.


Year 1

The first year of the programme comprises seven linked modules alongside two supervised placements in Local Authority Psychological Services (approximately 70 days) with 20% protected study time.

The modules are briefly outlined below.

Assessment and Intervention

Complex Individual Needs

Psychology in Professional Practice

Working with Organisational and Communities

Philosophy of Social Science Research

Research Design, Practice and Ethics

Fundamentals in Quantitative Research Methods


Year 2

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, you will also become salaried employees of Local Authority Educational Psychology Services (with 40% protected study time). You 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.


Year 3

You will continue in your work as a Trainee Educational Psychologist within your 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.


Considering postgraduate study, but unsure whether you meet the entry requirements for a Masters-level degree? Postgraduate admissions guidelines vary by course and university, but can be quite flexible.

Your existing qualifications will be important, but you don’t necessarily need a great Bachelors degree to apply for a Masters. Your personal circumstances and experience may also be considered during the admissions process.

This guide explains the typical entry requirements for a Masters, which include:

      • An undergraduate degree in a relevant subject – Depending on the programme and institution, you may need a 2.1 in your Bachelors, but this isn’t always the case
      • Language proficiency – If English isn’t your first language, you’ll need to display a certain ability level, usually through a language test
      • Professional experience – Some postgraduate programmes may require you to have some professional experience (this is usually the case for PGCEs and Masters in Social Work)
      • Entrance exams – These are only required in certain subject areas and qualifications, including some MBAs

Tuition fees for UK/EU students 2020/21

MSc:  Full-time £9,900. Part-time £4,950
Postgraduate Diploma:  Full-time £6,660. Part-time £3,300


Tuition fees for International students 2020/21

MSc: Full time £23,310
Postgraduate Diploma: Full-time £15,540


You’ll show your progress through a combination of written essays, problem-solving assignments and presentations.

All students take our core modules, but please note that the availability of optional modules is subject to demand.

The Applied Educational and Child Psychology Doctorate sets out to ensure that by the end of the training, graduates are able to demonstrate the standards of the proficiency required by the Health Professionals Council (HPC), to enable graduates to apply to join the register maintained by the HPC. Registration is a necessary condition for practice as an educational psychologist within the UK.

In parallel, the programme conforms fully to the British Psychological Society’s programme accreditation criteria, and addresses the learning outcomes specified for educational psychologists by the Society. Graduation from the programme therefore enables past trainees to apply to the Society for chartered membership as educational psychologists.

To date all graduates of the App Ed and Child Psy D programme have secured posts as local authority educational psychologists upon completion of their postgraduate professional training.