{"id":600,"date":"2020-02-28T12:10:11","date_gmt":"2020-02-28T12:10:11","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?page_id=600"},"modified":"2024-10-02T11:30:38","modified_gmt":"2024-10-02T11:30:38","slug":"study-educational-psychology-at-southampton","status":"publish","type":"page","link":"https:\/\/blog.soton.ac.uk\/edpsych\/study-educational-psychology-at-southampton\/","title":{"rendered":"Study Educational Psychology at Southampton"},"content":{"rendered":"

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The University of Southampton has offered training in educational psychology for over 45 years. The current three year professional doctorate, positioned within the university’s Department of Psychology, is approved by the Health and Care Professions Council and accredited by the British Psychological Society.<\/span><\/p>\n

How is the course organised?<\/span><\/strong><\/span><\/p>\n

Year 1
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Trainees are placed for a day and a half a week in a school to learn assessment and casework skills (supervised by a field tutor, a practising educational psychologist who works in the school’s local authority) and attend sessions at the university for two and a half days a week. A further day per week is allocated for research and study.<\/span><\/p>\n

Year 2
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Trainees are placed in a local authority educational psychology service for three days a week and attend sessions at the university on most Mondays. Trainees also develop their thesis during this year, from initial proposal through to the start of data collection.<\/span><\/p>\n

Year 3
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Trainees are placed in a different local authority educational psychology service for three days a week and attend sessions at the university once a month. Trainees develop their thesis during this year through to submission and examination.<\/span><\/p>\n

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What makes Southampton different?<\/span><\/strong><\/span><\/p>\n

A strong focus on research and support for publication.
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In Year 1 trainees receive weekly teaching on research methods and work in groups with a Local Authority on a research project. Our Dissemination and User Engagement module in Year 2 takes them through the process of preparing this work for publication up to journal submission.<\/span><\/p>\n

Recent trainee and tutor publications<\/span><\/strong><\/p>\n

Beck, E., Sargeant, C. & Wright, S. (2023)<\/span> Exploring the impact of gender identity and stereotypes on secondary pupils\u2019 computer science enrolment interest (2023). International Journal of Gender, Science and Technology, 15<\/em>(1), 48\u201371.<\/span><\/p>\n

Brar, S. & Sargeant, C. (2023)<\/span> How to tackle poor teacher wellbeing for primary school teachers in England? Strategies to enhance teacher wellbeing and work conditions in teaching practice. DECP Debate, 185, 7<\/span><\/em>-14. DOI: 10.53841\/bpsdeb.2023.1.185.7<\/a><\/span><\/span><\/p>\n

Edwards, H., Wright, S., Sargeant, C.,<\/span> Cortese, S. & Wood-Downie, H. (2023) Research Review: A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults. J Child Psychol Psychiatr, 65:<\/em> 4-17. https:\/\/doi.org\/10.1111\/jcpp.13855<\/a><\/p>\n

Fisher, E., Wright, S., & Sargeant, C. (2024) What do measures of gender identity tell us about gender identity over time? British Journal of Developmental Psychology, <\/em>https:\/\/doi.org\/10.1111\/bjdp.12491 <\/a><\/p>\n

Gu, J. & Wright, S. (2023)<\/span> Does Reading Aloud to a Dog Improve Children\u2019s Reading Outcomes? An Academic Critique DECP Debate, 185, 22<\/span><\/em>-41. DOI: 10.53841\/bpsdeb.2023.1.185.22<\/a><\/span><\/span><\/p>\n

Harris, N. & Wright, S. (2023)<\/span> Precision Teaching for maths: An academic critique (2023). DECP Debate, 186, 6<\/span><\/em>-17. DOI: 10.53841\/bpsdeb.2023.1.186.6<\/a><\/span><\/span><\/p>\n

Jones, R., Kreppner, J., Marsh, F.<\/span> & Hartwell, B. (2023) Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people\u2019s perceptions and experiences, Emotional and Behavioural Difficulties, 28<\/em>:2-3, 182-197, DOI: 10.1080\/13632752.2023.2255403<\/a><\/p>\n

Markland, B., Sargeant, C., & Wright, S. (2023)<\/span> Teachers\u2019 beliefs: How they shape the support offered to trans-spectrum young people. Teaching and Teacher Education, 124<\/span><\/em>. DOI: https:\/\/doi.org\/10.1016\/j.tate.2023.104019<\/span><\/span><\/p>\n

Timney, C., Wright, S.<\/span> & Sargeant, C. (2023)<\/span> \u201cIf You\u2019re Not Yourself, Who are You Going to be?\u201d an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review (2023). Journal of Homosexuality,<\/em> DOI: 10.1080\/00918369.2023.2246616<\/a><\/span><\/p>\n

For a full list, visit the publications page<\/a> of our research blog (with free article downloads).<\/span><\/p>\n

A two placement model.
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We believe that trainees’ placement experience should prepare them for work in any Local Authority. Accordingly, trainees at Southampton complete two separate placements in Year 2 and Year 3 rather than one placement spanning both years.<\/span><\/p>\n

A nine day Diversity Placement.
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In Year 2 trainees complete a blocked placement with an organisation which works with diverse and vulnerable populations. Some recent choices include: Autism Berkshire, Barnardo’s, LAC, CAHMS, Gypsy, Roma & Traveller Teaching and Learning Provision, Southampton Hospital School and Youth Offending Services.<\/span><\/p>\n

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Where are trainees placed?<\/span><\/strong><\/span><\/p>\n

Southampton belongs to the SEEL (South-East England and London) consortium of universities offering doctoral training in educational psychology. Placements are arranged in collaboration with these universities within the geographical area covered by the consortium, taking into account your preferences. For more information see the SEEL website<\/a>. <\/span><\/p>\n

How do I apply for a place?<\/span><\/strong><\/span><\/p>\n

Applications for educational psychology training in England are managed centrally by the Association of Educational Psychologists. You should make your application at their website<\/a> and specify Southampton as one of your choices of university. <\/span>Applications for the following year’s intake typically open towards the end of October and should be submitted by the start of December, with interviews taking place in March.<\/span><\/p>\n

The Southampton course is currently offering 16 places per cohort.<\/span><\/p>\n

What will I need to demonstrate in my application and interview?<\/span><\/strong><\/span><\/p>\n

To be shortlisted for interview, there are two minimum requirements which must be met:<\/span><\/p>\n