Doctor of Educational Psychology

The Doctor of Educational Psychology course trains students in professional areas of the discipline of educational psychology. The program has three broad emphases: training, through classroom teaching, in the theoretical, conceptual and empirical knowledge relevant to the practice of educational psychology and in the skills relevant to various areas of professional practice; supervised practical experience in the application of knowledge and skills; and research training, including the conduct of a thesis. A major objective of the course is to train educational psychologists to have a strong academic and research orientation in their professional activities.

Graduates of the Master of Educational Psychology are not eligible for entry to the course.

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 a strong grounding in the theoretical and empirical basis of educational psychology;
• demonstrate highly developed skills in professional practice;
• participate at a high level in the systematic analysis of practical problems in educational psychology;
• undertake a substantial piece of original research in educational psychology that is informed by knowledge of educational psychology practice and by a high level of professional skill in educational psychology.

• has completed an approved degree with honours at H2A level or above in psychology, or an approved equivalent; or
• is currently enrolled in the Master of Educational Psychology degree and has successfully completed the following three subjects at H2A level or above: 476656 Research Methods; 476652 Counselling Skills for Educational Psychologists; and 476649 Working with Groups: The Individual in the Social Context.

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.