MA Educational Psychology
Graduate Taught (level 9 nfq, credits 120)
Professional training in Educational Psychology is generally available at two levels, Master's level and Professional Doctorate level, and both options are available at UCD School of Education. The MA in Educational Psychology is the standard professional qualification in many jurisdictions. However, within the Irish context, the professional placement experience available within the MA in Educational Psychology programme is unlikely to enable graduates to avail of the full range of available career options post-qualification, such as in Irish healthcare settings. The MA in Educational Psychology programme is, therefore, more likely to be applicable to international applicants rather than Irish applicants. For information on the Professional Doctorate in Educational Psychology, see here.
The MA in Educational Psychology involves taught components, extensive professional placement experience and the conducting of a research project. The programme encourages students to become autonomous learners and critical thinkers who will progress, change and develop the profession nationally and internationally.
Who should apply?
Full Time option suitable for:
Domestic(EEA) applicants: Yes
International (Non EEA) applicants currently residing outside of the EEA Region. Yes
Graduates who, prior to application, hold a first or second class honours degree in Psychology or a qualification in Psychology that is deemed to be equivalent, and who meet the requirements for Graduate Basis for Registration with the Psychological Society of Ireland or equivalent.
Students on the MA in Educational Psychology Course will:
Critically examine the discipline of Educational Psychology and the varying roles and responsibilities of educational psychologists.
Demonstrate a critical understanding of the main theories of Child Development, including: neuropsychological, cognitive, motor, perceptual, social and emotional, linguistic and numerical development in the context of explaining human functioning and dysfunctioning in a variety of contexts.
Examine a range of disabilities/special educational needs in relation to aetiology, assessment and diagnosis, as well as the main educational and therapeutic interventions used to support persons with disabilities/special educational needs.
Become familiar with models of curriculum development, with particular emphasis on curriculum modification for students with special educational needs.
Examine the discourse, assumptions, policy and legislation underpinning educational provision for students with disabilities/special educational needs, with particular emphasis on inclusive education.
Critically examine perceived models of best practice in relation to the organisation of provision for students with disabilities and special educational needs with a particular emphasis on an inclusive whole-school approach to such organisation.
Explore a range of issues in the Sociology of Education, such as intelligence, disability, ethnicity, gender and social disadvantage.
Gain an understanding of schools as systems, of school cultures and of systems theory in the context of organisational psychology.
Become familiar with the main approaches to counselling and develop basic counselling and communication skills.
Acquire the skills to formulate and evaluate holistic individualised education programmes, relating to care, education and behaviour.
Become thoroughly proficient in the administration of key tests of cognitive ability, school attainment and social, emotional and behavioural functioning and become aware of the issues involved in administering such tests to persons of various ages, presenting with a variety of disabilities/special educational needs and from a variety of socio-economic and cultural backgrounds.
Become fully aware of the main issues involved in the conducting of psychological assessments and the production of reports of such assessments, including; informed consent, information gathering and the communication of results.
Become competent in interpreting psychological profiles, in writing clear, coherent and relevant reports and in formulating appropriate recommendations.
Demonstrate a thorough knowledge of the ethical and professional issues involved in the practice of Educational Psychology.
Demonstrate a competent ability to critically evaluate and compare theories, conceptual models and research, with particular relevance to the application of such theories, models and research to the professional practice of Educational Psychology.
Be able to design and conduct a piece of original that can inform the practice of Educational Psychology and be able to report the findings of their research in an accessible format that is of a standard suitable for publication in national and international refereed journals.
Complete a research project that makes an original contribution to knowledge and that is relevant to the practice of Educational Psychology.