Master of Educational Psychology/Doctor of Philosophy

Students completing the Master of Educational Psychology/Doctor of Philosophy should have:

• a grounding in the theoretical, conceptual and empirical foundations of professional practice in educational psychology, and the opportunity for students to develop skills relevant to professional practice through supervised professional experience.
• the opportunity to undertake a substantial piece of original research in professional educational psychology.

Students undertake the following subjects in this order

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Year 2

Points undertaken in the thesis will vary depending on whether you are enrolled full time or part time.

Year 3

Points undertaken in the thesis will vary depending on whether you are enrolled full time or part time.

Year 4

Points undertaken in the thesis will vary depending on whether you are enrolled full time or part time.

An applicant may be eligible for selection into the Master of Educational Psychology/Doctor of Psychology if the applicant has:

• successfully completed a degree with honours at H1 level in Psychology from a university or tertiary institution approved by the Faculty, or equivalent.

The personal suitability of applicants for professional training, as assessed by referee's reports and/or personal interviews, will also be taken into account. Entry is also subject to supervision and resource availability.

Each candidate, when applying for admission to the course, and at the commencement of each year after admission to the course, must obtain the approval of the School for his or hers proposed studies. Any change to the approved studies must be authorised by the School.

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.