Master of Educational Psychology

This program is a professional qualification for psychologists who wish to work in educational settings (including schools, TAFE colleges, universities, or those associated with hospitals, or business and industrial organizations, either as staff members or as private practitioners). Academic and professional studies are integrated to allow for maximum flexibility in their application.

For International applicants:

Please note applicants who wish to be considered for this course and have international qualifications, must provide confirmation from the Australian Psychological Society (APS) confirming eligibility for Associate Membership.
More information about your eligibility can be located via their website www.psychology.org.au

• demonstrate an understanding of contemporary issues in human development theory, particularly differential development, learning processes and social processes in development;
• understand exceptional development and approaches to providing for children and adolescents with exceptional needs;
• use assessment and observation procedures and interpret findings to gain accurate information on the cognitive, social, emotional and personality development of children and adolescents; use professional approaches to interact with others with regard to interviewing, counselling and assessment;
• compose reports to other professionals, parents, and organizations;
• apply knowledge of approaches to intervention, development, interactive processes, and assessment to the treatment of children and adolescents with identified problems, and where necessary to make appropriate referrals;
• contribute in multidisciplinary professional teams and co-ordinate programs for meeting developmental needs;
• evaluate critically and interpret research and theory in this field, and carry out research and program evaluation of their own;
• understand and apply ethical principles and procedures;
• develop a wide range of practical professional skills in appropriate educational settings.

• completed an approved degree with honours in psychology; or
• completed an approved equivalent qualification in psychology and is eligible for Associate Membership of the Australian Psychological Society.

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

In all courses

1. The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
2. The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
   
   In courses requiring students to undertake practicum placements
   
4. The ability to undertake professional practice placements independently, including:
   a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
   b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
   c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
   d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
   e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
   f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
   g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.

Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.