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UCD School of Education

Scoil an Oideachais UCD

MA in Educational Psychology (MAEP)

MA in Educational Psychology (MAEP)
Course Code
Major Code
2 year, Full-time
Closing date of Entry
1st February

Ms Ann Owens





The MA in Educational Psychology (MAEP) Course is a professional training course, designed to prepare students to work as educational psychologists. The course is full-time and is conducted over two academic years, carrying a total of 120 ECTS credits (60 credits for Year 1 and 60 credits for Year 2), leading to the award of the MA in Educational Psychology.  The course is accredited by the Psychological Society of Ireland (PSI). It involves attendance at lectures and tutorials, engagement in supervised professional practice and the completion of a research project.


Learning Outcomes

The course aims to provide trainee educational psychologists with the theoretical framework and the practical experience necessary to work as professional psychologists within a variety of educational contexts.

Students 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, including: intelligence, disability, ethnicity.
  • 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.
  • Be able to evaluate research undertaken in the fields of Education and Educational Psychology, acquire research skills and engage in substantive research, with the aim of producing a research paper in publishable format.

Assessment Procedures

There is a variety of assessment procedures employed on the course including; essay-based assignments, class presentations, debate, research assignments, completion of professional placement portfolios, supervised professional practice in schools and in psychological services and the completion of a research project which is presented in publishable journal article format.

Courses & Programmes