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Professional Educational, Child and Adolescent Psychology at the
UCL Institute of Education
Pedagogical Approach
The programme design is based on Bronfenbrenner's evolving work. This theoretical framework helps Trainees to conceptualise the complexities of the child's interactions with the system and contexts within which they develop and learn and within Educational Psychology is practised and applied.
Bronfenbrenner's Bioecological Model emphasises the importance of proximal processes and how these can vary due to the personal characteristics of an individual, the wider contexts in which the individual is located and the time period in which the proximal processes take place (the chronosystem).
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This model helps Trainees to conceptualise the multiple symbiotic influences of organisations, including the political system and relevant legislation, and how these impact on an individual's development and the models of service delivery employed by EPs and their role partners.
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We embrace a wide range of different psychological perspectives, including the social constructivist approach, and is based on an interactionist psychological perspective. Thus, working with others, an emphasis is given to analysing needs and problems in context, in order to develop shared understanding and identify appropriate action.
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‘The innovative approach to teaching and learning, by blending theory and practice......and the depth and breadth of the curriculum is commended, as it reflects contemporary educational psychology practice.’
--- BPS (2018)