phd coaching psychology

International University of Professional Studies

Students and professionals who select our Professional Coaching & Human Development doctoral program will be on the cutting edge as the profession of coaching moves to university degree status, and will have the opportunity to learn from some of the best known pioneers of this evolving field. Designed with the busy professional in mind, our program provides a great deal of flexibility in training opportunities, one-on-one mentoring, and distance learning. Those who earn their Ph.D. in our Professional Coaching & Human Development program will not only prepare themselves to become the finest of coaches, but will gain a competitive advantage as this burgeoning field continues to grow.

Professional Coaching and Human Development

Want to be a Professional Coach?

IUPS presents this FREE introductory video on professional coaching, with well-respected mentor and coaching instructor,  Lloyd Thomas, PhD , author of: 

Total Life Coaching: 50+ Life Lessons, Skills, and Techniques to Enhance Your Practice . . . and Your Life .   

Lloyd Thomas IUPS 1080 HD 1.79GB

Masters Program:  45 Credits (30 Credits in Required Courses, 15 Credits in Electives​)

Doctorate Program:  90 Credits (50 Credits in Required Courses, 40 Credits in Electives)

Combined Masters/Doctorate Program:  120 Credits (50 Credits in Required Courses, 70 Credits in Electives)

Course credits toward your degree may be earned in the following ways:

Many students earn course credits by having their mentor assign books to read on the course topic, and writing papers or completing projects that demonstrate their understanding of the assigned material. Credits can also be obtained by attending conferences, workshops, retreats, or online courses from established academic institutions.  Students may request and submit for IUPS approval (through their mentors), permission to earn credits through external programs.  Students also have the opportunity to assist in designing their own electives, allowing for education customization.

A key criteria for earning credits is for students to demonstrate how learning this subject matter impacts their lives personally and professionally. Integration of course material is of paramount importance at IUPS. 

Course #     Credits      Required Core Courses for Masters

PCH 500          3         The Essential Foundation of Coaching PCH 501          3         Theories of Counseling PCH 502          3          Human Development & Personality Theory PCH 507          3          The Spiritual Dimension of Coaching PCH 508          2          Awareness of Cross-Cultural Issues PCH 509          2          Psychopathology PCH 570          2          Legal and Ethical Issues in Coaching PCH 580          2          Practicum/Fieldwork PCH 590        10          Thesis

Course#     Credits     Required Core Courses for Doctorates

PCH 600          5        The Essential Foundation of Coaching PCH 601          5        Theories of Counseling PCH 602          5        Human Development & Personality Theory PCH 607          5        The Spiritual Dimension of Coaching PCH 608          3        Awareness of Cross-Cultural Issues PCH 609          2        Psychopathology PCH 670          2        Legal and Ethical Issues in Coaching PCH 675          3        Research Methods in Coaching PCH 680          5        Practicum/Fieldwork PCH 690        15        Dissertation Research Project

Below are examples of electives that one may consider taking as part of this degree program. Students, in concert with their mentors shall determine which electives are most relevant to their educational aspirations.

Course #       Credits       Courses

PCH 610        1 - 5        Advanced Career Coaching Skills: The Life Purpose Process PCH 612        1 - 5        Advanced Personality Theory

PCH 613        1 - 5        Consciousness Studies PCH 614        1 - 5        Alignment and Embodiment of Values and Ethics PCH 615        1 - 5        Body-Centered Psychotherapy PCH 616        1 - 5        Clinical Neuropsychology PCH 617        1 - 5        Coaching the Mid-life Transition PCH 619        1 - 5        Coaching with the Enneagram PCH 620        1 - 5        Communication & Team Building PCH 621        1 - 5        Community Psychology PCH 622        1 - 5        Conflict Resolution PCH 623        1 - 5        Conscious Relationships PCH 624        1 - 5        Consulting Skills PCH 625        1 - 5        Cross-Cultural Coaching PCH 626        1 - 5        Death and Dying – Grief and Loss PCH 627        1 - 5        Eco-Psychology PCH 628        1 - 5        EMDR (Eye Movement Desensitization & Reprocessing) Certification PCH 633        1 - 5        Family and Marital Therapy PCH 634        1 - 5        Family Business Coaching PCH 635        1 - 5        Gestalt Therapy PCH 636        1 - 5        Human Sexuality Counseling PCH 637        1 - 5        Hypnotherapy Certification PCH 638        1 - 5        Introduction To Adult Developmental Coaching PCH 639        1 - 5        Introduction To Coaching the Entrepreneur and the Small Business PCH 640        1 - 5        Introduction To Executive Coaching and Development PCH 642        1 - 5        Introduction To Transpersonal Coaching PCH 643        1 - 5        Intuition in Business PCH 645        1 - 5        Organizational Psychology PCH 646        1 - 5        Strategies for Transformation PCH 647        1 - 5        Stress Management PCH 750        1 - 5        Workshops, Retreats, Conferences

PCH 751        1 - 5        NLP ( Neuro-L inguistic P rogramming) Coaching

PCH 752        1 - 5        Advanced NLP (Neuro-Linguistic Programming)

Professional Coaching & Human Development Course Descriptions 

(Please note: All Doctoral coursework (600 courses) involve more advanced research and in-depth study.)

REQUIRED CORE COURSES

PCH 500/600   The Essential Foundation of Coaching This comprehensive and foundational course covers a wide range of competencies and best practices in coaching methods and models.   PCH 501/601   Theories of Counseling This course introduces students to the underlying theories of counseling for the purpose of deepening a coach's capacity to work with clients. The bulk of the course focuses on the acquisition of basic helping skills necessary for working with clients, such as: basic response skills, relationship-building, empathic listening, and sensitivity.   PCH 502/602   Human Development & Personality Theory The processes and significant transition points in child, adolescent, and adult development are considered in this course and can be of immeasurable assistance  when coaching clients. This course also examines various theories and research focusing on intrinsic motivation, emotions, locus of control, pro-social behavior, self-concept, and personality change.   PCH 507/607   The Spiritual Dimension of Coaching This course offers an experiential exploration into the positive impact of letting go of the limiting, suffering and fear-based state of being completely identified with the mind, and what lies beyond that contracted state. Students are guided toward the opportunity of having a direct experience of being truly present — in the Now, and how being present can transform one’s experience of life. In addition, the course addresses the essentials of self-inquiry, covering the teachings of some of today’s finest consciousness teachers, including Eckhart Tolle, Byron Katie and more.   PCH 508/608   Awareness of Cross-Cultural Issues This course acquaints students with the importance of taking into account and respecting the individual client's cultural experience. Topics covered include the psychological implications of being a member of a minority group, questions about the universality of the human experience, and implications of a multi-cultural society, and the phases of acculturation clients may be experiencing.   PCH 509/609   Psychopathology Exploring the paradigms of mental and emotional dysfunction is the focus of this course. The emphasis is on the evaluation of psychological disturbances, using case studies to examine different disorders for the purpose of knowing why and when to refer certain clients to qualified mental health practitioners.   PCH 570/670   Legal and Ethical Issues in Coaching All coaches face risks. Those who face the greatest risks are those who are the least informed and educated. This course will provide: (1) an understanding of ethics as defined by a variety of codes applicable to coaches, including a focus on the ICF Code of Ethics; (2) an overview of the legal issues of which coaches should be aware; and (3) information about risk management techniques.   PCH 675   Research Methods in Coaching This course assists students in preparing for their dissertation project by examining research methods that can be employed.   PCH 580/680   Practicum/ Fieldwork Students are required to do case presentations based on their experience in coaching clients (professionally or under supervision), effectively demonstrating the core competencies of coaching.   PCH 590/690   Thesis/ Dissertation Research Project Students are required to produce original experimental or heuristic research, or a work of excellence project, of publishable quality.    

ELECTIVE COURSES

Elective courses may be recommended by the university to ensure the student receives a well-rounded education and students are encouraged to take electives that focus on their core areas of educational interest. Alternative electives to the courses below may be designed by students and submitted to their mentor and the university for approval, truly giving students to opportunity to customize their education. In addition, with prior university approval, students can receive course credits for certain relevant workshops and conferences attended.     PCH 612   Advanced Personality Theory This course offers students an opportunity to explore at a deeper level, the work of personality theorists of their choosing (Freud, Jung, Adler, Fromm, Skinner, Maslow, Rogers, Frankl and May, etc.)   PCH 614   Alignment and Embodiment of Values and Ethics Studies the cognitive, social, behavioral, and corporate processes affecting individual, group, and organizational judgments in morally questionable situations. Through analysis, students understand what factors give rise to and influence ethical issues and how organizational values precipitate ethical behavior.   PCH 615   Body-Centered Psychotherapy This course covers Body Centered Psychotherapy, which deals with information stored in the body in the form of images, memories and emotions. Blocked feelings get stuck in the physical body and block a person's energy flow. Held-in or stuck emotions not only cause emotional suffering, but physical pain, glandular imbalances, tension and often disease.   PCH 616   Clinical Neuropsychology This course focuses on major neurological syndromes with an emphasis on differential diagnosis. Common or significant neurological conditions are presented to allow recognition of psychological manifestations of neurological diseases. Other topics include the neurological examination, various syndromes and disorders, and neuropharmacology.   PCH 617   Coaching the Mid-life Transition This course is designed for both experienced and relatively new coaches who are either working with mid-life clients in career coaching or on other goals.  It will serve as a workshop where we inquire into midlife and soul-coaching as they occur, particularly during the ages of 35-65.     PCH 619   Coaching With The Enneagram The Enneagram is a century-old tool used in the spiritual direction tradition that has been newly rediscovered and applied to spiritual and personal development.  Learn how to use it for your own development as a coach as well as how to use it with your clients.  Discussion, self-assessment, case practice included.     PCH 620   Communication & Team Building This course examines major theories and approaches to building effective work teams, and their application to current management theory and practice. Students explore the role and effectiveness of work teams in today’s organizational culture and communication climate.   PCH 621   Community Psychology This course covers principles of psychology applied to real-life, community issues. Methodologies and techniques are explored, with emphasis upon the transpersonal approach. Review and understanding of actual programs addressing a variety of community issues such as youth violence, traffic safety, and productivity in the workplace are covered.   PCH 622   Conflict Resolution Explores the skills and techniques necessary for conflict mediation. Students study communication techniques, problem identification and disagreement management skills, techniques for achieving agreement or settlement, and intake skills.   PCH 623   Conscious Relationships This experiential course teaches how to coach couples in creating a conscious loving relationship — a powerful and meaningful way to significantly improve health, love-life and overall well-being. Learn how to assist two people couples to consciously agree to relate on a "higher" level, while utilizing clear communication methods.   PCH 624  Consulting Skills This course explores the nature of consulting as a learning and helping process between an individual and a group, focusing on the interpersonal skills and processes that make up the helping process. Using classic works from Peter Block, Ronald & Gordon Lippitt, and Edgar Schein, this course is designed for anyone who does consulting, even though they may not call themselves a consultant.   PCH 625   Cross-Cultural Coaching This is an advanced course designed for participants who have already completed the basics of coach training.  In this course, participants learn to recognize differences among cultures, cultural assumptions of coaching, the coach’s own cultural background, and how these factors impact cross cultural coaching.  Practicalities, resources, and creating a global coaching practice will also be covered. Classes take place weekly for 1 hour, over 4 consecutive weeks. 

PCH 626   Death and Dying – Grief and Loss This course explores students’ own relationships to death, grief, and loss. Presents issues and techniques for counseling and care of self as counselor.

PCH 627   Eco-Psychology This course explores the consequences of the split between person and planet and how healing this split may take place.   PCH 628   EMDR (Eye Movement Desensitization & Reprocessing) Certification This course provides credit for students who successfully complete both parts 1 & 2 of the EMDR basic training program. EMDR (Eye Movement Desensitization and Reprocessing) is a complex approach to psychotherapy that integrates many of the successful elements of a range of therapeutic approaches in combination with eye movements or other forms of rhythmical stimulation in ways that stimulate the brain’s information processing system.   PCH 633   Family and Marital Therapy The family is the central building block of modern life although its nature and form are continually changing. One of the primary tasks of human services is to help families adapt to these changes. This course explores the nature of families and human systems and some of the approaches to therapeutic change within them. The theoretical works of Bateson, Satir, Haley, Hoffman, Minuchin, and Nagy are highlighted. The goal of the course is to offer a framework for thinking about families and understanding the nature of family processes.   PCH 634   Family Business Coaching This course is designed to serve the needs of coaches who want to apply their coaching skills to coaching the family business.  While an understanding of basic issues in the family business will be useful to participants, they will not be necessary for someone who joins this course.   PCH 635   Gestalt Therapy This course explores Gestalt therapy, a holistic therapy with a great spiritual foundation based, in part, on teachings from Buddhism and Taoism. The basic experiment of Gestalt therapy, attending to our awareness moment by moment, is rooted in Buddhist mindfulness. In neither Gestalt therapy nor Buddhist meditation is awareness considered merely a mental activity; rather it is a complete creative experience in the present that can include a focus on feeling the actual, coming to our senses, listening to our bodies and attending to our breathing.   PCH 636   Human Sexuality Counseling This course on human sexuality presents an investigation of sexuality within the larger context of the human experience. Emphasis is placed on the study of human sexual development, dimensions of sexual behavior, sex education, pleasure, health issues, sex therapy, ethical and legal aspects of sexuality, and art & sexuality.   PCH 637   Hypnotherapy Certification This course provides credit for students who successfully complete a hypnosis certification training program approved by the university.

PCH 638   Introduction To Adult Developmental Coaching This course will focus on the changing reality that adults face and explore the developmental challenges that traditionally appear in each decade of life from the 20s to 100 and beyond.  Learn how the developmental spiral helps explain the fact that so many challenges seem to appear time and time again.  Discover how coaching can help adults successfully navigate through their challenges while creating a life of excitement, fulfillment and joy.

PCH 639   Introduction To Coaching the Entrepreneur and the Small Business This course is designed for new and experienced coaches who want to achieve success and mastery in the skills and strategies required for successfully coaching the entrepreneur and the small business.  The training may include teleconferencing calls,  practice on case examples from participants; practices, written exercises,  and role plays.   PCH 640   Introduction To Executive Coaching and Development Learn the basics of executive coaching and development:  kinds of coaching you can do, special issues facing executives and their coaches, how performance coaching and executive development differ, how assessments and data gathering support the efforts, contracting with clients, etc.  This course will discuss practical issues and use outside readings as well as case studies and assigned practice to boost your skill as an executive coach.    PCH 642   Introduction To Transpersonal Coaching This course will explore ancient traditions within a contemporary context and discover truths that have transcended time. A variety of techniques that you can use to extend your own spirit-filled journey and use with your clients will also be taught.  Explore ancient wisdoms where East meets West, the past meets the present and in so doing we travel to wholeness. 

PCH 643   Intuition in Business This experiential course teaches students how to apply their intuitive abilities specifically to business issues, whether in large corporations, small businesses, or sole proprietorships. Students explore the application of intuition to organizational mission, personnel matters, staff training and development, new product development, mergers, downsizing and bankruptcy, and other areas of business making.   PCH 645   Organizational Psychology Explores the theory and practice of industrial and organizational psychology. You will examine the dynamics of organizational life and develop an understanding of the individual, interpersonal and group behaviors in work settings. Methods of assessment and intervention will be covered.   PCH 646   Strategies for Transformation This course will review strategies that allow for transformation and covers exercises on designing a life, the six cognitive stages of change, the prerequisites for transformation, and spiritual aspects of transformation — all integrated for a deep understanding of the transformation process. PCH 647   Stress Management  Principles for working with the physiological basis of stress by heightening kinesthetic awareness of the stress response and utilizing focused intentionality, imagery, and non-habitual movement to reduce physical tension are covered in this course. This is an experientially-based learning experience, integrating the approaches of Moshe Feldenkrais and F.M. Alexander with transactional analysis, Gestalt therapy and Ericksonian hypnosis.   PCH 750   Workshops / Retreats / Conferences 1 - 15 Workshops and retreats are held on varying topics in desirable locations such as Maui and San Diego. Students are notified of upcoming opportunities. Students are also encouraged to attend workshops, retreats and conferences relevant to their coursework. With prior approval and subsequent papers written on that which is gained from such events, students can receive credit.  

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Applied Positive Psychology and Coaching Psychology MPhil PhD

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Studying for an MPhil/PhD with UEL's School of Psychology will push you to the limit - and our world-class academic staff will support you.

The School of Psychology has a thriving research community with a solid theoretical and applied research tradition. Our research integrates cross-disciplinary expertise in a wide array of topics related to positive psychology and coaching psychology.

If you are an international student, please contact the International office and visit their pages . For general enquiries related to the MPhil/PhD in Applied Positive Psychology and Coaching Psychology, please contact Ilona Boniwell .

Find out more

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Course options

• September 2024

Entry Requirements

Academic requirements, accepted qualifications.

Master's degree in a related subject. Bachelor's degree with minimum Upper Second Class (2:1) or equivalent in a related subject. Applicants will need to provide an academic reference.

International Qualifications

We accept a wide range of European and international qualifications in addition to A-levels, the International Baccalaureate and BTEC qualifications. Please visit our International page for full details.

English Language requirements

• Overall Academic IELTS 6.5 with a minimum of 6.0 in Writing and Speaking; minimum 6.0 in Reading and Listening (or recognised equivalent).

If you do not meet the academic English language requirements for your course, you may be eligible to enrol onto a pre-sessional English course .

The length of the course will depend on your current level of English and the requirements for your degree programme. We offer a 5-week and an 10-week pre-sessional course.

Mature applicants and those without formal qualifications

As an inclusive university, we recognise those who have been out of education for some time may not have the formal qualifications usually required. We welcome applications from those who can demonstrate their enthusiasm and commitment to study and have the relevant life/work experience that equips them to succeed on the course. We will assess this from the information provided in your application or may request additional information such as a CV or attendance at an interview. Please note that some courses require applicants to meet the entry requirements outlined.

An interview is required with a member of the academic teaching team. Further information will be provide on receipt of an application.

Admissions policy / Terms of Admittance

We are committed to fair admissions and access by recruiting students regardless of their social, cultural or economic background. Our admissions policy sets out the principles and procedures we use to admit new students for all courses offered by the university and its partners.

Further advice and guidance

You can speak to a member of our Applicant Enquiries team on +44 (0)20 8223 3333, Monday to Friday from 9am to 5pm. Alternatively, you can visit our Information, Advice and Guidance centre.

MPhil PhD Applied Positive Psychology and Coaching Psychology

Mphil phd applied positive psychology and coaching psychology, home applicant, full time.

• Home Applicant

MPhil PhD Applied Positive Psychology and Coaching Psychology, home applicant, part time

Mphil phd applied positive psychology and coaching psychology, international applicant, full time.

• International Applicant

MPhil PhD Applied Positive Psychology and Coaching Psychology, international applicant, part time

• Full time, 3 years
• 5740 Per year Pound 5740 Per year
• 2870 Per year Pound 2870 Per year
• 15340 Per year Pound 15340 Per year
• 7670 Per year Pound 7670 Per year
• 6020 Per year Pound 6020 Per year
• 3010 Per year Pound 3010 Per year
• 16100 Per year Pound 16100 Per year
• 8050 Per year Pound 8050 Per year

Fees, funding and additional costs

EU, EEA and Swiss Nationals starting a course from September 2021, will no longer be eligible for Home fees. However, such nationals benefitting from Settled Status or Citizens' Rights may become eligible for Home fees as and when the UK Government confirms any new fee regulations.  Further information can be found at UKCISA .

Tuition fees are subject to annual change. Fees for future years will be published in due course.

Home students

Postgraduate loans scheme.

£10,280 to fund your Masters Programme under the Postgraduate Loans (PGL) scheme

Postgraduate Loans (PGL)

The Postgraduate Loan (PGL) provide non-means-tested loans of up to £10,906 to taught and research masters students.  It will be paid to students as a contribution towards tuition fees, living costs and other course costs. Applications are made directly through  Student Finance England  

Eligibility

Whether you qualify depends on: •    if you've studied a postgraduate course before •    your course •    your age •    your nationality or residency status

Full eligibility can be found on the Government's Postgraduate Loan webpage .

Please take a look at the  Postgraduate Loans  for an overview of the new funding.

Postgraduate Scholarship

Apply for a 50 per cent discount on your tuition fees! You can get a 50 per cent discount on course fees through a UEL Postgraduate Scholarship. The scholarship is open to full-time and part-time UK and EU students of taught postgraduate courses. *Exclusions apply.

Find out more about full eligibility criteria and how to apply .

Terms and conditions apply.

Our scholarships and bursaries can help you

How we can help you

Did you know that with a postgraduate qualification, you can expect to earn more than someone who only holds an undergraduate degree?

If you want to build new skills, change career paths, or further your career prospects, a postgraduate degree can help you. Our range of scholarships and bursaries will make financing your education that much easier. Below is some of the funding available to support you in your studies:

• Alumni Discount   - up to 15% fee waiver *exclusions apply. Please see the Alumni Discount page  for information.
• Early Payment Discount  - 5% fee waiver
• Asylum Seekers scholarship   - 100% fee waiver
• Civic Engagement - £1,000
• Hardship Bursary - up to £2,000
• Sport Scholarships   - Up to £6,000

How to pay your fees

There are a number of ways you can pay your fees to UEL

• Online payment facilities
• By telephone
• In person at our Docklands or Stratford campus
• Bank transfer

Full information on making payments can be found  on our Finance page

If you wish to discuss payments to the University, please contact our Income Team on 020 8223 2974 or you can email  [email protected]

Ideas for funding your postgraduate study

Below are some ideas on how to fund your postgraduate study:

•     Apply for a  Postgraduate Loan  
•     Take advantage of  UEL scholarships and bursaries
•     Ask your employer to sponsor your study
•     Study part-time so you can work at the same time (applicable to courses that have a part-time mode)
•     Look at  UK Research and Innovation funding options

The Student Money Advice and Rights Team (SMART) are here to help you navigate your finances while you're a student at the University of East London. We can give you advice, information and guidance on government and university funds so that you receive your full funding entitlement. Live chat: Click the live chat icon in the bottom left of the screen Phone: 020 8223 4444

International students

Living costs for international students.

As part of the Tier 4 student visa requirements, UK Visas and Immigration (UKVI) estimate that you will need £1,265* per month to cover your living costs. It includes expenses for accommodation, food and drink, travel within London, textbooks, entertainment, clothing, toiletries and laundry. Most Tier 4 students are required to show they have sufficient funds to cover the first nine months of the course before they start - a total of £11,385 - in addition to the tuition fees. You can find more information about the specific requirements of the Tier 4 student visa. The amount that you will spend can vary depending on your lifestyle. The UKCISA International Student Calculator can help you plan and manage your money.

* Please note the Immigration Rules are subject to change and this figure is likely to be increased by UKVI year on year. Please therefore check our ISA page for more information at the time of preparing your visa application.

How to pay your fees - international students

Deposits and paying by instalments International students are required to pay a  deposit  before being issued a Confirmation of Acceptance for Studies (CAS). Your remaining balance will be paid in five monthly instalments over your first term. The first of these instalments must be paid when completing your enrolment on arrival at UEL. Please follow the payment instructions on our Make a Payment page . After the required payment has been made, you will be asked to complete the online International Student Reply Form to confirm your acceptance of our offer and of our terms of admittance and fee policy.

Our International team at UEL are available for advice and guidance on studying in London, fees, scholarships and visa requirements. Email:  [email protected]

Additional costs

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. Accommodation and living costs are not included in our fees. 

Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to, or be required to, buy your own copy of key textbooks.

Computer equipment

There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences.

Free WiFi is available on each of our campuses.

In the majority of cases, coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.

Travel costs are not included but we do have a free intersite bus service which links the campuses and halls of residence.

For this course, you will be:

• involved in processes of making, as a means of exploration, experimentation, and understanding your practice, by using a diverse range of media and materials
• required to purchase your own copy of books, for required reading
• required to produce physical artefacts for assessment 
• able to participate in optional study visits and/or field trips

However, over and above this you may incur extra costs associated with your studies, which you will need to plan for. 

In order to help you budget, the information below indicates what activities and materials are not covered by your tuition fees:

• personal laptops and other personal devices 
• personal copies of books 
• optional study visits and field trips (and any associated visa costs)
• printing costs
• your own chosen materials and equipment
• costs of participating in external events, exhibitions, performances etc.

The costs vary every year and with every student, according to the intentions for the type of work they wish to do. Attainment at assessment is not dependent upon the costs of materials chosen.

Learn about applying

Important information about your application, uk full-time starting sept.

How to Apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to Apply Places on many courses are limited and allocated on a first come first served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am -5pm). Read our  guide to applying  for further information. Need help? Contact our Applicant Engagement team (Monday - Friday, 9am-5pm) +44 (0)20 8223 3333

UK Part-time starting Sept

How to Apply Apply directly to UEL by clicking on the apply button. For further information read our  Guide to Applying . When to Apply Places on many courses are limited and allocated on a first come first served basis. We advise you to apply as early as possible to give yourself the best chance of receiving an offer. Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone. +44 (0)20 8223 4354 Already applied? You can track the progress of your application by contacting our Applicant Engagement team on +44 (0)20 8223 3333 (Monday - Friday, 9am -5pm). Read our  guide to applying  for further information. Need help? Contact our applicant engagement team (Monday - Friday, 9am-5pm) +44 (0)20 8223 3333

International Full-time starting Sept

Submitting your application please read and consider the entry and visa requirements for this course before you submit your application. for more information please visit our  international student advice pages .  .

How to Apply We accept direct applications for international students. The easiest way to apply is directly to UEL by clicking on the red apply button. Please be sure to  watch our videos  on the application process.

When to Apply Please ensure that you refer to the international admissions deadline . We advise you to apply as early as possible to give yourself the best chance of receiving an offer.

International students who reside overseas Please ensure that you have read and considered the entry requirements for this course before you submit your application. Our enquiries team can provide advice if you are unsure if you are qualified for entry or have any other questions. Please be sure to read about the  Tier 4 visa requirements .

Advice and guidance Our  Information, Advice and Guidance team  provide impartial advice on courses, entry requirements, pre-entry and access programmes in person and via the telephone.

+44 (0)20 8223 4354 Need help? Contact our applicant engagement team (Monday - Friday, 9am-5pm)

+44 (0)20 8223 3333

About our foundation years

Our Foundation Year courses are perfect for you if you... 

• are returning to education after a long time, or you don't have the qualifications for direct entry into our degree programmes
• are thinking of re-training and would like an introduction to the area
• are an international student wanting an additional year to adapt to the UK academic system
• are still evaluating which degree pathway at UEL is the right one for you

Please note: Foundation years can only be studied full time. However you can transfer to part-time delivery once you have completed your foundation year. Please apply to the full-time option if you wish to study in this way.

What makes this course different

Research excellence

92 per cent of our research rated 'World-leading' or 'internationally excellent' (REF, 2021)

82% of students felt their research skills developed during their course

Postgraduate students score our academic staff highly in terms of support and the quality of their teaching.

50 years of experience

We're one of the oldest and largest psychology departments in the country, with over 50 years' experience of teaching.

Course modules

Independent research.

PhD candidates will be undertaking their own research in communication with their supervisor.

NOTE: Modules are subject to change. For those studying part time courses the modules may vary.

Download course specification

PDF, 241.7kb

What we're researching

Some areas of research related to Positive Psychology and Coaching Psychology within the School of Psychology include existential positive psychology interventions, personal growth, the integration of positive psychology and coaching, arts and psychological wellbeing, creativity in positive psychology and coaching, positive education and coaching in education, health and wellbeing. 

Your future career

Explore the different career options you can pursue with this degree and see the median salaries of the sector on our  Career Coach portal.

How we support your career ambitions

We offer dedicated careers support, further opportunities to thrive, such as volunteering and industry networking. our courses are created in collaboration with employers and industry to ensure they accurately reflect the real-life practices of your future career and provide you with the essential skills needed. You can focus on building interpersonal skills through group work and benefit from our investment in the latest cutting edge technologies and facilities.

Career Zone

Our dedicated and award-winning team provide you with careers and employability resources, including:

• Online jobs board for internships, placements, graduate opportunities, flexible part-time work.
• Mentoring programmes for insight with industry experts 
• 1-2-1 career coaching services 
• Careers workshops and employer events 
• Learning pathways to gain new skills and industry insight

Mental Wealth programme

Our Professional Fitness and Mental Wealth programme which issues you with a Careers Passport to track the skills you’ve mastered. Some of these are externally validated by corporations like Amazon and Microsoft.

We are careers first

Our teaching methods and geographical location put us right up top

• Enterprise and entrepreneurship support 
• We are ranked 6th for graduate start-ups 
• Networking and visits to leading organisations 
• Support in starting a new business, freelancing and self-employment 
• London on our doorstep

What you'll learn

A PhD is an original and distinct contribution to the knowledge of the field of study. It is often essential for those wishing to follow an academic or research career in organisations. PhD research can be carried out in all subject areas.

How you'll learn

All postgraduate research students are supervised by at least two research-active staff. Your supervisors will support your programme of research through regular meetings and reviews. The PhD course usually takes a minimum of 36 months (full-time) or 60 months (part-time) to complete. At the end of your PhD, you will be required to submit an 80,000-word thesis summarising your research. You will then have to undergo an oral examination (a viva) on your thesis.

How you will be assessed

Research proposals give us a better understanding of the area you want to study for a PhD. You don't have to follow a predetermined structure when writing your proposal. Still, it is a good idea to include a title that describes the aims and scope of your research and information on how your ideas fit in with the research interests of UEL. Other essential elements include relevant academic literature, how your research will advance knowledge in this area and a possible methodology. You should also have a timescale for your research. To find out more about how to write your research proposal, see our research proposal guidance .  

Campus and facilities

Our campus and the surrounding area.

Our historic Stratford campus is located one of the best-connected areas of London: close to Stratford's thriving town centre, the 2012 Olympic Park, and just 15 minutes from London's West End.   Stratford’s facilities include a state-of-the-art library and learning centre, the majestic great hall and specialist laboratories and computing services. The School of Education and Communities, and Centre for Clinical Education in Podiatry, Physiotherapy and Sports Science are housed in new buildings. There is also a campus restaurant and bookshop, and a Students' Union café-bar.   Westfield Stratford City - Europe's largest indoor shopping mall - is just one of Stratford's attractions, alongside many other shops, cafés, bars and restaurants. There are two multiscreen cinemas, a theatre, an arts centre and much more.

Who teaches this course

This course is delivered by School of Psychology

The teaching team includes qualified academics, practitioners and industry experts as guest speakers. Full details of the academics will be provided in the student handbook and module guides.

Ilona Boniwell

Related courses

This course is part of the Psychology subject area.

MPhil PhD Psychology

Studying for a PhD with UEL's School of Psychology will push you to the limit - and you'll be supported all the way by our world-class academic staff.

MSc Integrative Counselling and Coaching

The MSc Integrative Counselling and Coaching is the only postgraduate course in the UK, maybe the world, that offers integration of counselling and coaching practices.

TERMS AND CONDITIONS Modal

Terms of Admittance to the University of East London

The Terms of Admittance govern your contractual relationship with University of East London ("UEL"). A contract between you, the Student, and us, UEL, is entered into once you accept an offer of a place on a programme at UEL and this contract is subject to consumer protection legislation. You are entitled to cancel this contract within 14 days of enrolment onto your programme.

1) Student enrolment

Enrolment at UEL is the process whereby you officially become a UEL student. The enrolment process requires you to:

• Ensure that we are holding correct personal details for you
• Agree to abide by our regulations and policies
• Pay your tuition fees/confirm who is paying your tuition fees

You are expected to enrol by the first day of your academic year (click on "Discover") which will be notified to you in your enrolment instructions. Failure to enrol by the deadline contained in our Fees Policy (for most students by the end of the second week of teaching) may lead to the cancellation of student status and all rights attached to that status, including attendance and use of UEL's facilities. If you do not complete the formal process of enrolment but, by your actions, are deemed to be undertaking activities compatible with the status of an enrolled student, UEL will formally enrol you and charge the relevant tuition fee. Such activities would include attendance in classes, use of online learning materials, submission of work and frequent use of a student ID card to gain access to university buildings and facilities. Late enrolment charges may be applied if you do not complete your enrolment by the relevant deadline.

2) Tuition fees

Your tuition fee is determined by:

• the programme you are studying;
• if you are studying full or part-time;
• whether you are a UK/EU or International student; and when you started your studies with us.

We will tell you the tuition fee that you are due to pay when we send you an offer as well as confirming any additional costs that will be incurred, such as bench fees or exceptional overseas study trips. Unregulated tuition fees (where the UK government has not set a maximum fee to be charged) are generally charged annually and may increase each year you are on the programme. Any annual increase will be limited to a maximum of 5% of the previous year's fee. Regulated tuition fees (where the UK government has set a maximum fee to be charged) may also be subject to an annual increase. Any annual increase will be in line with the increase determined by the UK government. You will be notified of any increases in tuition fees at re-enrolment onto the programme. Further information on tuition fees and payment options are contained in our Fees Policy .

3) Student ID Cards

To produce an ID card, we need a recent photograph of you that is not obscured and is a true likeness. We will either ask you to send us/upload a photograph in advance of enrolment or take one of you at the point of enrolment. The photograph will be held on our student records system for identification purposes by administrative, academic and security/reception staff. By accepting these Terms of Admittance you are confirming that you agree to your photograph being used in this way. If you object to your photograph being used in this way please contact the University Secretary via email at gov&[email protected] . You are required to provide proof of your identity at initial enrolment and prior to the issue of your UEL student ID card. This is usually a full and valid passport but instead of this you may bring two of the following:

• A (full or provisional) driving licence showing current address
• An international driving licence
• An original birth certificate (in English)
• A debit or credit card (one only)
• A benefit book or benefit award letter (dated within the last 3 months)
• An Armed Forces Identity card
• A police warrant card

You are required to carry and display your student ID card whilst on UEL premises and must keep it safe so that it is not misused by others.

4) Proof of qualifications

You are required to produce evidence of having satisfied the entry requirements for your programme. Such evidence must be in the form of the original certificates or certified notification of results from the examining body. All qualifications must be in English or supported by an official certified translation. If you fail to provide evidence of having satisfied the requirements for the programme you are liable to be withdrawn from the programme.

5) Non-academic entry requirements

You may need to demonstrate that you have met non-academic entry requirements prior to enrolment by providing additional information to UEL. For example, if you:-

• are under 18 years of age at the time of initial enrolment,
• are applying to a programme that requires health clearance for study as stated in the programme specification,
• have declared a relevant criminal conviction,
• will be studying a programme that involves contact with children and/or vulnerable adults or leads to membership of a professional body that deals with children and/or vulnerable adults.

You will not be permitted to enrol and any offer will be withdrawn if UEL deems that you are unsuitable for study following assessment of this additional information in line with published policies. These policies will be provided to you when the additional information is requested.

6) Criminal convictions

UEL has a responsibility to safeguard staff, students and the wider community. You are required to inform UEL of any relevant criminal conviction you have and provide further information relating to these as requested. This includes any relevant criminal convictions received whilst studying at UEL. UEL will assess all information received in line with published policies and may remove you from a programme if the conviction makes you unsuitable for study in UEL's opinion. Failure to declare a relevant criminal conviction or provide further information about you may result in expulsion from UEL.

7) Providing false information to UEL

If you are discovered to have falsified or misrepresented information presented to UEL at application, enrolment or during your studies, you may be expelled from UEL.

8) Continued enrolment and student status

You are expected to abide by all UEL policies and regulations, both those in force at the time of first and subsequent enrolment and as later revised and published from time to time. UEL reserves the right to make reasonable changes to its policies and regulations and any substantial amendments will be brought to your attention. You are also required to take personal responsibility for your studies; this includes undertaking all study in support of your programme as prescribed by UEL. Key policies include: Manual of General Regulations This describes the general regulatory framework of UEL and gives information about how UEL confers its degrees, diplomas and certificates. It includes important information about academic performance requirements for continued study. Engagement Attendance Policy This outlines UEL's expectations of students in relation to attendance on and engagement with taught programmes. These students are expected to attend all scheduled classes and engage fully with learning materials and resources provided to them - failure to do so may result in withdrawal from module(s) and/or the programme. Code of Practice for Postgraduate Research Degrees The purpose of this code is to provide a framework for the successful organisation and implementation of good practice in all matters relating to postgraduate research degrees at UEL. It aims to ensure that all students are effectively supported and supervised so that the full scope and potential of their research is realised; that their thesis is submitted within regulatory periods and that they complete their programme with a suitable and sufficient portfolio of research and employment-related skills and competencies. Health and Safety Policy This describes the structures and processes by which UEL protects the health and safety of its staff, students and visitors. It confirms that students will receive sufficient information, instruction and induction in relation to health and safety. All students should take reasonable care for their health and safety. They must abide by UEL’s rules and regulations and co-operate with supervisors to enable them to fulfil their obligations. Students must not interfere intentionally, or recklessly misuse anything provided for health and safety. UEL has consulted with its students and staff and has adopted a No Smoking Policy to safeguard the health and well-being of its community. Students are required to comply with this policy which restricts smoking to designated shelters and prohibits the use of electronic cigarettes within any UEL building or near building entrances. For further information on our Healthy Campus initiatives and support please visit the Health and Safety pages . Student Disciplinary Regulations and Procedures (incorporating the student code of conduct) This code is more than a list of things that we should and should not do: it reminds us that we should always consider how our behaviour affects others. The code applies:

• to all students;
• at all sites throughout our estate, and;
• when we represent UEL on business beyond our campus, both in real (face-to-face) and virtual environments.

And outlines expectations of students:

• verbal and physical behaviour should always be polite and respectful;
• behaviour should not impair the engagement, learning or participation of others;
• anti- social behaviour by individuals and groups will not be tolerated.

9) Changes to scheduled programmes

UEL will take all reasonable steps to ensure that the programme of study that you have accepted will conform to the programme specification published on our website and will ensure that the necessary resources required to enable you to meet the required learning outcomes and pass the relevant assessments are available. In order to ensure that our programmes are current and relevant, they are subject to regular review. From time to time, to ensure the maintenance of academic standards and/or compliance with professional body requirements, it may be necessary to amend a module or make adjustments to programme content. Major changes to programmes that in the reasonable opinion of UEL, will have a significant impact on students will involve consultation with students already enrolled on the programme when the changes are proposed. Once any changes are confirmed, UEL will notify all students and applicants of the changes. When UEL reasonably considers that the change may only impact one or more cohorts on the relevant programme, UEL may decide to only consult with the relevant cohort. In the event that we discontinue a programme, we will normally permit existing students to complete the programme within the typical duration of study. In these circumstances, UEL will use reasonable endeavours to continue the programme for existing students without making major changes. If this is not possible, we will support students in changing to another UEL programme on which a place is available, and for which the student is suitably qualified, or assist with transfer to another HEI to complete the programme elsewhere.

10) Changes to these terms

We may change these terms from time to time where, in UEL's opinion, it will assist in the proper delivery of any programme of study or in order to:- (a) Comply with any changes in relevant laws and regulatory requirements; (b) Implement legal advice, national guidance or good practice; (c) Provide for new or improved delivery of any programme of study; (d) Reflect market practice; (e) In our opinion make them clearer or more favourable to you; (f) Rectify any error or mistake; or (g) Incorporate existing arrangements or practice. No variation or amendment to these Terms of Admittance may be made without our prior written agreement. In the event that we agree to transfer you to an alternative programme of study, the transfer will be considered to be a variation to the Terms of Admittance, which shall otherwise remain in full force and existence. If we revise the Terms of Admittance, we will publish the amended Terms of Admittance by such means as we consider reasonably appropriate.;We will use reasonable endeavours to give you notice of any changes before they take effect.

11) Data Protection

UEL is committed to adhering to its obligations under the Data Protection Act 2018 and will act as a Data Controller when it processes your personal data. You can find our registration to the Data controller register on ico.org.uk . UEL processes your personal data fulfil its contractual and legal obligations to students. Personal data that we process about you includes:

• Your contact details and other information submitted during the application and enrolment processes;
• Details of courses, modules, timetables and room bookings, assessment marks and examinations related to your study;
• Financial and personal information collected for the purposes of administering fees and charges, loans, grants, scholarships and hardship funds;
• Photographs, and video recordings for the purpose of recording lectures, student assessment and examinations and for the purposes of university promotion that is in our legitimate interest but still fair to you;
• Information about your engagement with the University such as attendance data and use of electronic services such as Moodle, Civitas and YourTutor;
• Contact details for next of kin to be used in an emergency;
• Details of those with looked after status or those who have left the care system for the provision of support;
• Information related to the prevention and detection of crime and the safety and security of staff and students, including, but not limited to, CCTV recording and data relating to breaches of University regulations;

This is not an exhaustive list, for further information please refer to our fair processing notice pages on uel.ac.uk. In all of its data processing activities, UEL is committed to ensuring that the personal data it collects stores and uses will be processing in line with the data protection principles which can be summarised as:

• Being processed lawfully, fairly and in a transparent manner;
• Collected for specified, explicit and legitimate purposes;
• Adequate, relevant and limited to what is necessary;
• Accurate and, where necessary, kept up to date;
• Kept in a form which permits identification of data subjects for no longer than is necessary;
• Processed in a manner that ensures appropriate security of the personal information;
• Be accountable for, and be able to demonstrate compliance with, the six principles above.

Student Responsibilities You must ensure that:

• All personal data provided to UEL is accurate and up-to-date. You must ensure that changes of address etc. are notified to the Student Hub.
• Students who use UEL's computing facilities may process personal data as part of their studies. If the processing of personal data takes place, students must take responsibility for that processing activity to ensure that it in line with the data protection principles above.
• Students who are undertaking research projects using personal data must ensure that:
• The research subject is informed of the nature of the research and is given a copy of UEL's Fair Processing Notice and this Data Protection Policy.

12) Legal basis for use of data

By agreeing to these Terms of Admittance and enrolling at UEL, you are agreeing to the terms and conditions of a contract for the use of your personal data relating to your enrolment, and if appropriate, registration and ongoing participation on a programme of study. Your personal or special category data will be collected, processed, published and used by UEL, its online learning and teaching services and/or its partners and agents in ways which support the effective management of UEL and your programme of study, to allow for the delivery of bursary schemes and to support improvements to student experience and progression, and are consistent with: The terms of the Data Protection Act 2018; Any notification submitted to the Information Commissioner in accordance with this legislation; and compliance with any other relevant legislation. You have fundamental rights associated with how organisations use your personal data. Further information on data protection and use of your personal data can be found in our Data Protection Policy and on uel.ac.uk.

13) Intellectual property

You are entitled to the intellectual property rights created during your time studying at UEL that would belong to you under the applicable law. There are some programmes where the assignment of certain types of intellectual property to UEL is appropriate. UEL will require the assignment to it of intellectual property rights relating to postgraduate research that is part of an ongoing research programme. Where the nature of the research programme means that some assignment of intellectual property rights to UEL is appropriate, we will take what steps that we can to ensure that your interests are protected. UEL will take reasonable endeavours to ensure:-

• the scope of the assignment is narrow, and is restricted to what is necessary, for example to protect UEL’s legitimate interests in the intellectual property created as party to a research programme;
• the application of the assignment is clearly defined, so that it is clear to you in which circumstances the assignment will apply;
• where the assignment of the intellectual property is appropriate in the circumstances, we will take all reasonable steps to ensure that the rights of the parties are evenly balanced (for example, your work being acknowledged in a publication and, where appropriate, subject to an appropriate revenue sharing scheme)
• where UEL claims ownership of intellectual property rights in relation to a taught programme of study, such treatment of those rights will be made clear in the published information relating to that programme.

14) How we communicate with you

UEL will communicate with you via a variety of channels, including postal letter, e-mail, SMS text message and online notices. To enable this, we request that you provide us with your e-mail address, postal address, and contact telephone number when you first enrol. Throughout your studies, it is important that you keep your contact details up to date. You can view and edit this information by logging into our student portal, UEL Direct at https://uel.ac.uk/Direct . We will create a UEL e-mail account for you after you enrol. Your e-mail address will be your student number, prefixed with a ‘u’ and followed by ‘@uel.ac.uk’ – e.g.: [email protected]. UEL will use this e-mail address to communicate with you and it is important that you regularly check and manage this mailbox for important updates and information. You can access your email account, plus information about our services, news and events by logging into our Intranet, intranet.uel.ac.uk. At the login screen, enter your email address (as above) and password. Your default UEL password will be your date of birth, formulated as DD-MMM-YY, e.g. 31-jan-84. Your UEL email account and associated UEL IT accounts will be deleted not more than 6 months after you graduate or withdraw from your programme of study (if earlier).  

15)University of East London Students' Union

The University of East London Students' Union (UELSU) represents students at UEL. By enrolling at UEL you are automatically granted membership of both UELSU and the National Union of Students (NUS). If you wish to opt out from this membership, please inform UELSU in writing at either [email protected]  or by writing to: Chief Executive, UELSU, University of East London, Docklands Campus, 4-6 University Way, London E16 2RD. UELSU provides a range of services and support to students and can provide advice and representation on any matter affecting the contract between you and UEL. For further information on this support, please visit www.uelunion.org

16) Students studying at partner institutions

If you are undertaking a programme of study at a partner institution you will need to generally abide by the above terms and also those of the partner institution. Further information and support in understanding these terms is available from the Academic Partnership Office -  [email protected] .

17) International students - additional responsibilities

All international students must also comply with UK Visa and Immigration requirements. All international students are required to hold a valid visa which permits study in the UK or hold a Tier 4 visa/have applied for a Tier 4 visa with a Confirmation of Acceptance for Studies issued by UEL. Students who are being sponsored under a Tier 4 student visa must also understand and comply with the responsibilities of their student visa and co-operate with UEL in fulfilling our Tier 4 duties .

18) Equality, Diversity and Inclusion

UEL is committed to working together to build a learning community founded on equality of opportunity – a learning community which celebrates the rich diversity of our student and staff populations and one in which discriminatory behaviour is challenged and not tolerated within our community. Within the spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all regardless of gender, ethnicity, sexual orientation, age, disability or religion/belief (or lack of). In pursuing this aim, we want our community to value and to be at ease with its own diversity and to reflect the needs of the wider community within which we operate. For further information on this inclusive approach to education please visit our Student Policies page .

19) Complaints

We welcome feedback on our programmes and services and facilitate this in a variety of ways, including programme committees, module evaluation forms and surveys. However, if you are dissatisfied with a particular service or programme or the manner in which it has been delivered, you must let the person responsible for that service know as we will always try to resolve matters at the earliest opportunity via informal conciliation. If you are unsure who to approach, please e-mail The Hub who will be able to direct your concerns appropriately. If you remain dissatisfied with a service or programme, or the manner in which it is delivered, you should refer to our formal complaints procedure to have the matter formally addressed. In addition, once you have enrolled onto your programme, you will also have access to the Advice and Information Service offered by UELSU. This access is not available to students studying at partner institutions.

20) Cancellation

If you wish to cancel this contract within 14 days of enrolment onto your programme, you must do so in writing. Any fees that you have paid will be refunded – please see Fees Policy for further information on obtaining a refund.

21) Further guidance

If any of the information in these Terms of Admittance or related policies are unclear or if you have any questions, please contact The Hub for guidance on +44 (0) 208 223 4444 .

22) Right to advice

This is a consumer contract and you are able to obtain independent advice in relation to its terms and conditions from UELSU as well as your local Citizens Advice Bureau.  

23) General

Neither you nor UEL will be liable for failure to perform their obligations under these Terms of Admittance if such failure arises from unforeseeable events, circumstances or causes outside of that party's reasonable control. Examples of such events include, but are not limited to, war, terrorism, industrial disputes, natural disaster, fire and national emergencies. Only you and UEL are parties to these Terms of Admittance. No other person shall have any rights under the Contracts (Rights of Third Parties) Act 1999 to enforce any term of these Terms of Admittance. Failure or delay by you or UEL to exercise any right or remedy provided under this contract shall not constitute a waiver of that or any other right or remedy, nor shall it prevent or restrict the further exercise of that or any other right or remedy. No single or partial exercise of such right or remedy shall prevent or restrict the further exercise of that or any other right or remedy. These Terms of Admittance are governed by the law of England and Wales and you and UEL agree to submit to the exclusive jurisdiction of the courts of England and Wales.

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How to Get a Ph.D. in Positive Psychology

In order to find a satisfactory answer to this question, we asked:

• this question in our positive psychology Facebook community
• all the people whom we know and are currently doing a Ph.D. within the field of positive psychology
• Dr. Martin Seligman , Lisa Sansom, and Louis Alloro

After putting all of their responses to this question together, we feel like we’re in a good position to give you a satisfactory answer to this question.

Doctoral Programs in Positive Psychology

Option 1: claremont graduate university (cgu).

The Quality of Life Research Center at Claremont Graduate University offers two streams of Ph.D. positions:

• one in Positive Developmental Psychology
• one in Positive Organizational Psychology

Please visit their website or send an e-mail to  [email protected] if you want to find out more.

Option 2: University of East London (UEL)

Although it’s not as clear as CGU’s program, apparently there is a possibility of doing a Ph.D. at the  University of East London  as well. You can follow the link and fill in the form for further inquiry.

I will ask the current lecturers of the MAPP program at the UEL for more information and update this page accordingly.

Option 3: Get the Ph.D. position in a field of your own choice

Lisa Sansom remarked that “at the Ph.D. level, it’s more about your supervisor than the actual name of the program. Marty’s Ph.D. students at Penn don’t, as far as I know, get a Ph.D. in positive psychology but that is what they are studying effectively. Same with Barb and Sonja and most of the big names. Find the supervisor who is working and researching in the field you want to spend several years of your life and go there.”

This means that if you know which branch of positive psychology (e.g. subjective wellbeing , mindfulness , resilience , positive psychotherapy  etc.) you like to do research into, you should find a positive psychology researcher who is active in that field by using this list and then contact him or her about the possibilities for doing a Ph.D. under their guidance.

What is a Ph.D. Exactly?

A Ph.D. is a research degree while BSc and MSc (or BA and MA) are taught degrees. In a research degree, students learn through research and take full responsibility for their learning. In other words, a Ph.D. is a relatively big research project that the research student conducts independently with only the supervision of a senior research professor at the university.

Such research projects lead to a thesis of publishable quality of roughly about 80,000 words.  The research and hence the thesis should make an original scientific contribution to the field of its study.

What does a Ph.D. in Psychology Look Like?

A Ph.D. in psychology usually takes three years full-time, and up to six years when studied part-time. What you need to consider about a Ph.D. in positive psychology, is that at the Ph.D. level, positive psychology merges with psychology in general. So, you do not need to find a university specializing in positive psychology.  In fact, even universities that do not teach positive psychology at BSc or MSc level, conduct some research on various topics that are directly related to positive psychology.

Know your Outcome

However, before you make a final decision, think carefully about the topic of your research. It would be hard to spend three years researching a topic that you’re not truly passionate about.

Download 3 Free Positive Psychology Exercises (PDF)

Enhance wellbeing with these free, science-based exercises that draw on the latest insights from positive psychology.

Download 3 Free Positive Psychology Tools Pack (PDF)

By filling out your name and email address below.

Choosing a University

Make sure that you choose a university that is suitable for you in all respects. Gather as much information as possible beforehand. Find out about their facilities, accommodation (if required) and most importantly about their research culture.

Also, learn about your potential supervisor (e.g. about his/her research experience, publications and methods) and arrange to meet your supervisor (or at least contact him/her by email) even before applying for the course, to see if they are willing to supervise your proposed topic. Be aware of miscalculating what is required of you.

How to get Funding or a Scholarship?

Securing the necessary funding for your Ph.D. is another vital step in achieving your research ambitions and there are various funding systems.

Obviously, one method is raising your own private funds (self-funding), but most people rely on studentships granted by the university or a research body (e.g. Medical Research Council in the UK) that supports the university. Your chosen university can provide details of such grants.

Make sure that you understand the available funding systems, the eligibility criteria for each scheme and the extent of the support provided by each arrangement, before applying for the course.

An important point to remember is the fact that Ph.D.’s supported by studentships, grants or scholarships usually relate to a specific topic. Such subject matters could cover a wide spectrum or can be associated with a narrowly defined area. This will limit your choices, so you need to search far and wide to find the studentship that supports your favorite topic.

17 Top-Rated Positive Psychology Exercises for Practitioners

Expand your arsenal and impact with these 17 Positive Psychology Exercises [PDF] , scientifically designed to promote human flourishing, meaning, and wellbeing.

Created by Experts. 100% Science-based.

Further Resources

Visit the following websites to see a selection of advertised studentships and additional information about Ph.D. places.

• http://www.jobs.ac.uk/phd
• http://www.findaphd.com
• Positive Psychology Degree

That’s all there is to it!

We wish you the best of luck in finding a Ph.D. position within the field of Positive Psychology! If there’s anything that we can help you with please don’t hesitate to ask.

All the best!

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Article feedback

What our readers think.

In this article post, Martin Seligman mentioned a list of Phd professionals in relevant related fields of positive psychology. Do you happen to have that list so that readers such as myself can find out more about their work in different institutions?

I have found this link for you! There you can see who is currently an active positive psychology researcher.

I hope this helps! Kind regards, Julia | Community Manager

Nirwan University, Jaipur (NUJ) has a strong commitment to high quality research and aims to enhance the professional competence of the scholars. The University offers Ph.D. (Doctor of Philosophy) Programme to the eligible scholars, who are interested in doing research. Every candidate is expected to follow the procedures laid down for fulfilling the requirements of Ph.D. Programme of the University & University Grant Commission (UGC).

I hold a PhD in psychology, an MS in counseling psychology, and post-doc work in marriage and family therapy – do I need to pursue further studies in positive psychology to obtain a license to practice as a positive psychotherapist?

Hi Jacqueline,

The requirements to become licensed and practice as a therapist tend to differ between locations. Generally, yes, you need to complete a number of practicum hours, be supervised by another licensed therapist, and obtain a license to begin practicing. To help, we recently released a comprehensive guide on becoming a therapist to help you figure out these requirements. You can learn more about the guide here .

Hope this helps!

– Nicole | Community Manager

Hi , i want to know more about funding system .. I’m from Egypt and i want really have PhD in positive psychology but have some issues with it’s fees

I’m an m.sc psychology post graduate from India. I do not have funds for my PhD. I would like to do my PhD in positive psychology. How do u suggest me to go about it.

yes , wonderful to be part of this affirmation community .Appreciative enquiry is the leading topic and relevant topic today .I live in India and I want to pursue Ph.D. in this field . How can some one help me

I am interested in positive psychology in changing the lives of the severely mentally ill. I believe a real connection with positive life will lead against what exists in Australia as a culture of failure, abominably referred to as “mental health” ( what I call ‘Pantosis’) As you would understand low expectations lead to low outcomes. Please contact that I may more substantially raise awareness of ability to overcome for the neglected and assigned; those who are said to be psychotic.

Pointer: consult your GP whether there are any sort of IAPT solutions (Improving Access to Mental Treatment) in your area.

Mr zolfagharifard salam.etelat dar morede gereftane paziresh PHD dar reshteye positive psychology mikham.che tor mitunam ba shoma tamas dashte basham?sepasgozar

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Degree Options

The doctoral concentration in Coaching offers an interdisciplinary approach to integrating research-based coaching theory with professional practice in organizational and individual coaching. Students are encouraged to consider how the material resonates with, challenges or adds new dimensions to their professional and personal experiences (work life, teaching and consulting, formal coaching practices, and community). Core theories underpinning the principle practices of individual and organizational coaching will be studied; and through research, participants will integrate theory with practice in individual and organizational contexts.

Why Coaching?

An increasing demand for professional coaching practitioners in the social and business environments has informed the design and content of this graduate-level certificate program. Our graduate-level coaching program is one of the first in America to offer academic credit towards a graduate degree (MA or PhD). This program is designed to cultivate coaches who practice with personal and professional mastery, and are grounded in evidence-based work.

Coaching Highlights:

• Prepares coaching practitioners and scholars with grounding in the foundational theories in the field of coaching
• Fosters the development of situationally-responsive professional judgment and ethical practices
• Supports learner’s transfer of prior professional education and knowledge into the coaching framework
• Provides a structure and framework from reflective learning to coaching practice

Program Benefits:

• Instruction encompasses theory, practice and reflective learning
• Graduates develop a framework for approaching and customizing coaching interventions
• Resources and opportunities for research, scholarship, and contributions to the growing literature of coaching

The doctoral concentration in Coaching  is available for any PhD or EdD students enrolled in the School of Leadership Studies or students in the PhD in Media Psychology.

For students looking for an ICF Level 2 accredited coaching education provider to prepare for professional coach credentialing, please see our  EBC Certificate Program . This program’s academic hours transfer to the Master’s and Doctoral Programs.

• EdD in Leadership for Change
• PhD in Media Psychology

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College of Applied Human Sciences: School of Sport Sciences

Coaching and Teaching Studies, -->PhD -->

WVU is the only institution in West Virginia to offer a doctorate degree (PhD and EdD) majoring in Coaching and Teaching Studies.

Our doctoral programs provide a high-quality and meaningful educational experience that enables each learner to succeed in achieving their chosen academic and career goals. Furthermore, the related experiences promote the development of learners as analytical thinkers who are confident in the application of the scientific method and who can excel professionally as educators and researchers.

The PhD is a research doctorate, the purpose of which is to prepare program graduates for careers as researchers in university, government, not-for-profit and industry settings. As its primary learning outcome, program graduates develop the competencies needed to lead innovation in the field through their contributions as independent researchers. Our PhD students also acquire complementary experiences and skill sets that enhance their professional readiness in teaching, service, administration and clinical practice.

The EdD is a professional doctorate, the purpose of which is to prepare program graduates for careers as organizational leaders across a range of school, university and community-based settings. As its primary learning outcome, program graduates develop the competencies needed to facilitate organizational change using data-based approaches to problem solving and decision-making. Our EdD students also acquire complementary skill sets that enhance their professional readiness in teaching, service, administration and clinical practice.

Your Degree Plan

The PhD in Coaching and Teaching Studies is a research doctorate, the purpose of which is to prepare program graduates for careers as researchers in university, government, not-for-profit and industry settings

• Plan of Study

Our curriculum is designed to prepare researchers, teachers and professional leaders to address critical issues in the field by developing research skills, engaging in reflective teaching and expanding knowledge.

Qualifying Exam During the first semester of coursework, all doctoral students will be required to take and pass an oral qualifying exam based on assigned reading lists.

Comprehensive Exam Prior to proposing their dissertation to their committee, students must take and pass a Comprehensive Exam to assess their ability to synthesize and critically reflect on the literature related to their research area of interest related to physical education, physical activity or athletic coaching education. The faculty members on the students’ committees from the CATS faculty will adjudicate the quality of a presentation, the written document and the student’s ability to respond to questioning.

Benchmarks Students enrolled in the PhD in Coaching and Teaching Studies program submit two research papers as part of their doctoral benchmarking processes. Both PhD and EdD students submit their final dissertation/thesis manuscript for publication.

Dissertation Proposal and Defense The dissertation is the culmination of the research efforts of the student. The program coordinator will work with students during their first year of study to designate an appropriate adviser to oversee and mentor their research. The advisor will chair the dissertation committee and work with the student to select a committee based on expertise specific to the related line of inquiry. Once the committee is in place, they will convene to discuss and approve the student’s plan of study and designate each member’s role in mentoring the student in designing and carrying out his/her dissertation research. Once proposed to and approved by the committee, the student may complete his/her research study and prepare to defend the findings to the committee. The final dissertation must be defended in a public forum and approved by the committee.

Take advantage of special options related to this major:

Expand your curiosity — and enhance your curriculum — through the WVU Honors College. Two programs are offered: Honors Foundations for first- and second-year students and Honors EXCEL for third- and fourth-year students.

The WVU Difference

What sets this program apart from its competitors?

• PhD and EdD degree pathways are customizable based on academic and career goals.
• Research, teaching and service assistantships are available and include a stipend and full graduate tuition waiver.
• Students develop focused lines of research, while also gaining valuable experience in teaching and supervision.
• Faculty are international and national experts in the fields of physical education, coaching education and kinesiology.
• Graduates serve as leaders in K-12 schools, higher education, nonprofits and specialized areas of the sport industry.
• 100% job placement rate in diverse fields throughout the nation and beyond.
• The WVU School of Sport Sciences was recognized as one of the best in the country by Newsweek .

Learn by Doing

Learning happens outside the classroom. Get involved.

Research and Academic Opportunities

In addition to a student’s own dissertation research, opportunities are provided for graduate students to engage with faculty on various projects, for experiences in data collection, writing empirical or practitioner-focused research papers or being part of program assessment and/or evaluation.

Students complete research in the following areas:

Adapted Physical Education/Activity This area of focus addresses teaching and scholarship advancing the inclusion of individuals with disabilities in school-and community-based physical education/activity contexts. Our faculty and graduate students are members of a multi-institutional Adapted Physical Education Mentoring Consortium funded by a doctoral training grant from the U.S. Department of Education. As members, our doctoral scholars have opportunities to collaborate on high-quality research projects, multi-institutional seminars and summer training with APE faculty at nine leading institutions of higher education across the nation. Our faculty are engaged in several multidisciplinary research and service projects related to adapted physical education/activity, teacher education, health disparities, motor development and motor skill interventions.

Applied Sport Science Our doctoral students studying applied sport sciences conduct research focused on long-term athlete monitoring and performance assessment. This research better informs coaches as to how their athletes are responding to the training and recovery cycle. As a doctoral student in this area, you will engage in a variety of hands-on learning opportunities with our many campus partners, including the WVU Rockefeller Neuroscience Institute Human Performance Innovation Center, an applied sport science laboratory. You will have access to the innovative technologies and professionals who are working on the cutting-edge of applied sport science.

Coaching Leadership This area of focus addresses research on the foundational scientific and sport-specific knowledge structures that underlie effective coaching practice. Additional areas of study include the interpersonal and intrapersonal skills needed for organizational leadership in sport settings. As an emerging research concentration, coach development and education affords doctoral students multiple pathways to pursue a focused and impactful line of research. Our faculty engage in a wide range of international and national service opportunities in coach development that many doctoral students contribute to as well.

Physical Education Teacher Education Physical education teacher education enjoys a long-standing tradition with doctoral students completing research studies in educational policy development, comprehensive school physical activity programming, curriculum and instruction, instructional technology use, teacher preparation and many other areas. Collectively, our research in this area targets the improvement of learners in K-12 settings with an overarching goal of facilitating the development of physically active lifestyles. Our faculty are engaged with several large-scale, multidisciplinary research projects involving healthy food and physical activity access in rural communities, state-wide surveillance of cardiovascular risk in school-aged children and policy and accountability systems in school physical education.

Professional Organizations

Network with professionals in your field as a student member of:

• International Council for Coaching Excellence
• National Strength and Conditioning Association
• United States Center for Coaching Excellence

Internships

Graduate Teaching Assistantships

• Basic Instruction Program (BIP)
• Physical Education Teacher Education Program
• Coaching Education Program
• Adapted Physical Education Clinic

Graduate Research Assistantships

• Center for ActiveWV (grant funded)
• WV CARDIAC Project (grant funded)
• CDC High Obesity Program (grant funded)
• Monongalia County Strength and Conditioning
• USDE Adapted Physical Education (grant funded)

Graduate Service Assistantships

• WVU Athletics
• WVU Student Recreation Center
• Graduate Service/Teaching Assistantship
• University Advising Center

What Skills You'll Take Away With You

Attending college will prepare you for many things. The Coaching and Teaching Studies major will give you the following skills:

• Analytical Skills: develop skills that help identify and solve complex problems, such as critical thinking, creative thinking, data analysis, organization and communication.
• Research Skills: find and consume research, formulate research questions, data collection, statistical skills, writing, publishing
• Communication Skills: share and understand information presented, respect others’ points of view, listen to others
• Leadership Skills: lead with confidence, display a positive and optimistic attitude, open to new and different experiences with a global mindset
• Strategic Vision: identify outcomes and long-term goals, and strategize how to prioritize and accomplish them accordingly

What you learn outside of the classroom is just as important as what you learn during class. We’ll help you follow your curiosity.

Careers and Outcomes

How does this degree prepare students for a career?

• Career Profiles
• How We Prepare You

Education Administrators, Kindergarten through Secondary School

Plan, direct or coordinate the academic, administrative or auxiliary activities of public or private elementary or secondary level schools.

May require a Graduate Degree

Median Salary: $101,320

Possible job titles include: Assistant Principal, Middle School Principal, Principal, Superintendent.

Education Administrators, Postsecondary

Plan, direct or coordinate research, instructional, student administration and services and other educational activities at postsecondary institutions, including universities, colleges and junior and community colleges.

Median Salary: $99,940

Possible job titles include: Academic Dean, Dean, Provost, Registrar.

Fitness and Wellness Coordinators

Manage or coordinate fitness and wellness programs and services. Manage and train staff of wellness specialists, health educators or fitness instructors.

Has a Bright Outlook

Median Salary: $56,090

Possible job titles include: Fitness and Wellness Director, Fitness Coordinator, Fitness/Wellness Director, Wellness Director.

Community Health Workers

Assist individuals and communities to adopt healthy behaviors. Conduct outreach for medical personnel or health organizations to implement programs in the community that promote, maintain and improve individual and community health. May provide information on available resources, provide social support and informal counseling, advocate for individuals and community health needs and provide services such as first aid and blood pressure screening. May collect data to help identify community health needs.

Median Salary: $46,190

Possible job titles include: Community Health Outreach Worker, Community Health Program Coordinator, Community Health Promoter, Community Nutrition Educator.

Education Teachers, Postsecondary

Teach courses pertaining to education, such as counseling, curriculum, guidance, instruction, teacher education and teaching English as a second language. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Has a Bright Outlook , May require a Graduate Degree

Median Salary: $66,930

Possible job titles include: Assistant Professor, Associate Professor, Education Professor, Professor.

Recreation and Fitness Studies Teachers, Postsecondary

Teach courses pertaining to recreation, leisure and fitness studies, including exercise physiology and facilities management. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Median Salary: $72,650

Possible job titles include: Coach, Professor, Health and Physical Education Professor (HPE Professor), Physical Education Professor (PE Professor).

Instructional Coordinators

Develop instructional material, coordinate educational content, and incorporate current technology in specialized fields that provide guidelines to educators and instructors for developing curricula and conducting courses. Includes educational consultants and specialists, and instructional material directors.

Median Salary: $66,940

Possible job titles include: Curriculum Coordinator, Curriculum Director, Curriculum Specialist, Instructional Systems Specialist.

Where our PhD grads are working

• Adam Katchmarchi, Executive Director at National Drowning Prevention Alliance, Assistant Professor, Indiana University of Pennsylvania, PA
• Brooke Towner, Assistant Professor, Appalachian State University, NC
• Kiel Illig, Superintendent, Attica Central School District, Attica, NY
• Renee Brown, Assissant Women's Basketball Coach and International Services Director, University of Pittsburgh at Johnstown, PA
• Tyler Goad, Assistant Professor, Emporia State University, KS
• Hannah Kipfer, Assistant Professor, Emporia State University, KS
• Adam Keath, Assistant Professor, Winthrop University, SC
• Cory Breithoff Moskovich, Secondary Physical Education Teacher, MD
• Junhyung Baek, Sungkyunkwan University, Seoul, South Korea
• Lindsay Hammond, California University of Pennsylvania, PA
• Meghan Phillips, Business Owner, Kinematics, Morgantown WV

Meet Your Community

The Coaching and Teaching Studies family will inspire and support you.

• Future Classmates
• Program Faculty
• Alumni Network

The main reason for why I opted to come to WVU initially was because I really wanted to be able to impact change in the most relevant ways possible.

I have aspirations to eventually work in higher education, with pre-service physical education teachers in a Physical Education Teacher Education program.

• “I am grateful for the hands-on experiences mentoring and supporting PETE undergraduates in student-teaching individuals with disabilities in community-based settings. These opportunities have provided me with invaluable skills I will use as a professor of adapted physical activity.” A. Chloe Simpson Listen to Chloe's experience
• “Working with Dr. Dieffenbach, an international leader in the field of coach education and development, has allowed me the opportunity to help improve support, efficacy and effectiveness of coach developers and sport coaches across systems.” Christina Villalon

Sean Bulger

Professional highlights:

• Received the 2016 Ray O. Duncan Award from the state HPERD association for outstanding service and leadership.
• Co-authored more than 70 books, chapters, and journal articles on physical activity promotion and best teaching practices.
• Collaborated on over $6 million in external funding to support physical activity in school, community, and family settings.
• Delivered over 130 presentations at state, regional, and national conferences/conventions.

Kristen Dieffenbach

• Past President (founding), United States Center for Coaching Excellence
• Fellow, Association of Applied Sport Psycholog
• Certified Mental Performance Consultant, Association for Applied Sport Psychology
• Professional cycling and endurance sport coach for 25+ years
• Sport Steering Committee, National Physical Activity Plan

Eloise Elliott

• Ware Distinguished Professor in the WVU College of Physical Activity and Sport Sciences since 2009
• Co-Author of the book, Teaching Children and Adolescents Physical Education (Graham, Elliott, Palmer, 2016)
• Recent Honors: Research Fellow, Society of Health and Physical Education (SHAPE) America (2017), Outstanding WVU CPASS Grantsperson Award (2019), Chair, U.S. President’s Council for Fitness, Sport, and Nutrition Science Board (2017)

Guy Hornsby

• Head Coach of West Virginia Weightlifting and Volunteer (throws) Coach for WVU Track and Field
• Coaching Science Coordinator at WVU Rockefeller Neuroscience Institute, Human Performance Innovation Center
• West Virginia State Director for the National Strength and Conditioning Association

Peter McGahey

• Former NCAA Division I and II Women’s Head Coach
• United States Soccer Federation A Licensed Coach
• United States Center for Coaching Excellence (USCCE) – Nominating Committee

Samantha Ross

• Research emphasis: The impact of disability on participation in community-based physical activity across the life span
• American Kinesiology Association, National Writing Award 2018
• Recipient of U.S. Department of Education Graduate Training Grant, OSU Leadership Personnel in Adapted Physical Education (PI: Yun), 2016-2019.

Michael J. Ryan

• Program Coordinator for Athletic Coaching Education
• 10 years of undergraduate and graduate teaching experience in Exercise Science and Kinesiology
• National Federation of High Schools (NFHS) State and Mid-East Sectional Girls Cross Country Coach of the Year
• 20 years of coaching experience at the Division 1 and high school levels
• Coached seven WVSSAC State Championship Teams in cross country and track

• Research emphasis on teachers' content knowledge, motor skills and physical activity engagement, and policy in physical education.
• Teaches classes in introductory of pedagogy and elementary and early childhood physical education methods.
• Has conducted 35 international and national presentations.

Valerie Wayda

• North American Society (NAS) of Health, Physical Education, Recreation, Sport and Dance Professionals Fellow
• National Association for Kinesiology and Physical Education in Higher Education - Vice President, 2012
• National Association for Sport and Physical Education Board of Directors, 2003-2006

James Wyant

• WVU Teacher of the Year Award, and CPASS award for excellence in teaching for the 2018-2019 academic year.
• WV Department of Education Teacher Credentials: Physical Education PreK-Adult, Health Education grades 5-12.
• Coordinator of the physical education teacher education student teaching capstone experience.

Jeremy Yeats

• Program Coordinator for Physical Education and Kinesiology
• Research emphases in education policy, the use of music in sport, physical activity breaks and social justice
• Seven years experience as a Teaching Assistant Professor or Assistant Professor

I use the knowledge and competence that I learned during my time at WVU every day in my role as an educational leader.

The dedication and compassion of professors supported my understanding of successful teacher preparation and how to make an impact on the health and wellness of the future.

The content, skills and leadership development i gained through my wvu doctoral program experience have prepared me as an educator and researcher..

Common questions and answers about Coaching and Teaching Studies.

Would I be able to secure a graduate assistantship or other financial support?

WVU graduate students have access to a range of financial supports including fellowships, scholarships, tuition waivers, graduate assistantships, financial aid and loans which are available at the university and college levels. Most all our CATS doctoral students are ensured a graduate teaching, research or service assistantship in our academic majors, or collaboratively with other University and community partners.

After being admitted to the program, in order to be considered for an assistantship, you will need to complete an application form through the CAHS Graduate Student Funding Portal .

Is there an online option for the doctoral programs in CATS?

Both our PhD and EdD programs are currently offered “in person” with some online course offerings throughout your plan of study.

Do the CATS doctoral programs require GRE scores as part of the application process?

At this time, GRE scores are required for the PhD program application; however, GRE scores are not required for the EdD program application.

When are applications due for the following academic year?

Applications are accepted on a rolling basis, however each year’s new cohort begins at the beginning of the Fall semester with the deadline for application submission by December 1.

Places and Spaces

Learn about all of the places and spaces you'll learn in.

Student Recreation Center

Our undergraduate majors take several courses that focus on learning to teach a wide range of individual and team sports and activities. The WVU Campus Rec Center provides the backdrop for these important courses, with its state-of-the-art indoor and outdoor activity spaces (e.g., fitness center and weight room, gymnasiums, aquatics facility, climbing wall, disc golf course, playing fields). Learning in these spaces affords our majors an opportunity to learn to teach a wide variety of content areas that are commonly included in the K-12 school physical education curriculum. Our doctoral students assist faculty members in overseeing the Adapted Physical Education Clinic at the Campus Recreation Center. They gain experience working with our undergraduate students as well as students with disabilities from the Monongalia County school system on Fridays throughout a semester.

Steelcase Active Learning Center

The Steelcase Active Learning Center features flexible workspaces designed for collaborative learning and problem-solving. The physical space supports the use of mobile devices, distance learning technologies and other interactive features to facilitate a more fluid teaching and learning environment for both students and instructors. This unique classroom space serves as an ideal setting for the types of collaborative learning activities that our majors engage in across their plans of study.

Center for Applied Coaching and Sport Sciences

• Undergraduate and graduate independent study opportunities are available with the Center for Applied Coaching and Sport Sciences project. (Honors projects encouraged)
• Students have an opportunity to get involved in Center research projects with faculty and fellow students
• Students have an opportunity to get involved in Center organized community-based sport activities.
• Interested students can support sport coaching resource development (infographics, educational video creation).
• Students can attend Center supported invited guest lectures and learning opportunities.

Center for Active WV

Our goal is to generate original research and materials that will fill the gap between cutting edge sport science knowledge and technology, best teaching practices and applied coaching across all levels of sport.

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Admission Requirements

To be eligible for admission into a graduate program at WVU an applicant must submit official, bachelor's degree transcripts from a regionally accredited institution and hold a GPA of at least 2.75. WVU operates decentralized admissions. Decentralized admissions allows each graduate program to set its own application requirements in addition to the University requirements.

To be eligible for admission into the Coaching and Teaching Studies graduate program an applicant must submit the following documentation:

• Statement of Purpose
• Letters of Recommendation - Two

Applicants can seek admission to the doctoral program in Coaching and Teaching Studies with either a baccalaureate degree or master’s degree. To be considered for admission, applicants must upload the following documentation within the graduate application :

• Résumé or curriculum vitae
• Transcripts from all previous institutions
• Official GRE scores
• Personal statement (1-2 written pages on professional background, goals and reasons for pursuing doctoral degree at WVU, and rationale for potential faculty advisor)
• Two (2) letters of recommendation

You will not be able to submit your application until the above documents are uploaded. Once the application is submitted and (unofficial/official) transcripts are received, your application will be reviewed for an admission decision. International applicants will not be reviewed with unofficial transcripts.

Please contact the Office of Student Success at 304-293-4800 for more information about the application process.

Additional Application Considerations

Apply by December 1 for priority consideration. Applications that are incomplete or are submitted after the deadline may be reviewed if openings remain. Admission is limited to fall start only.

Applicants are encouraged to submit their application with unofficial transcripts from all previously attended institutions. Submitting unofficial transcripts speeds up the application review process as most graduate programs make admission decisions using unofficial transcripts.

If you are offered acceptance, you are required to submit official transcripts from all previously attended institutions to be fully admitted into your intended graduate program. You will not be able to register for classes until the official transcripts are received. The preferred method to submit your official transcripts is through a secure online service, such as eScript, The National Clearing House or Parchment, to [email protected] .

Alternatively, if you are unable to submit an electronic version of your official transcript, the physical, sealed, un-tampered with documents can be mailed to:

WVU Graduate Admissions, PO Box 6510, Morgantown, WV 26501

WVU Graduate Admissions, 1 Waterfront Place, 2nd Floor, Morgantown, WV 26505

• Applications that are incomplete or are submitted after the deadline may be reviewed if openings remain.
• International applicants must also submit required materials for international applicants .

Review Process

Following the priority deadline, program faculty will evaluate applicant credentials based on the materials submitted. After that initial review, a limited number of applicants will be invited to a personal online and/or on-campus interview with the program faculty prior to a final admission decision.

Program Contact

If you have any questions about this graduate program, please contact Eloise Elliott at [email protected] .

Application Deadlines

Each graduate program sets their own terms for admission and application deadlines. Applicants can only apply for admission for the terms displayed below. Any questions regarding the application deadline should be directed to the graduate program representative.

• Fall: December 1

Ready to take the next step?

Learn how to join the WVU family.

Request Info

Want to know more about Coaching and Teaching Studies at WVU? Fill out our request form to receive more information.

​​Experiencing campus is the best way to see if WVU is the right fit. Choose from in-person and virtual options.

Your first step to becoming a Mountaineer is applying for admission using our convenient online application.

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Anthony grant phd.

Dr. Anthony M. Grant is a Coaching Psychologist. He holds a BA (Hons) (first class honours) in Psychology, a Masters of Arts in Behavioural Science and a PhD. The title of his PhD theses was “Towards a psychology of coaching: The impact of coaching on meta-cognition, mental health and goal attainment” and is one of few doctoral thesis that explicitly examine Coaching Psychology. He is both a practitioner and an academic.

Anthony left school at the age of fifteen with no qualifications, completed his training as a carpenter and ran his own contracting business. Embarking on a second career in direct sales and marketing, he began tertiary studies in 1993 as a mature age student and then commenced a third career in his 30’s as a coaching psychologist.

In January 2000 Anthony established the world’s first Coaching Psychology Unit at the School of Psychology at Sydney University where he is the director. The unit offers post-graduate degree programs to Master’s level in Applied Science (Psychology of Coaching), the Master of Organisational Coaching and the Graduate Certificate in Applied Science (Applied Positive Psychology). Anthony was instrumental in the development and introduction of these programs. His coaching research and practice has frequently been reported in the national and international media. He has co-written and coedited five books on evidence-based coaching and has many coaching-related publications in the peer-reviewed and professional press. His books on coaching have been translated into eight languages, and he is is widely recognised as a key pioneer of coaching psychology.

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• Belmont, MA 02478
• Phone: 617-767-2670
• [email protected]

Coaching Psychology Unit

The Coaching Psychology Unit seeks to enhance the performance, productivity and quality of life of individuals, organisations and the broader community through excellence in education, research and the practice of coaching psychology.

Coaching Psychology involves the application of the research, theory and practice of the behavioural science of psychology to the enhancement of life experience, work performance and personal growth of normal (i.e., non-clinical) populations.

Our teaching

We teach the coaching psychology postgraduate program. 

• Master of Science in Coaching Psychology
• Graduate Diploma in Coaching Psychology
• Graduate Certificate in Coaching Psychology

Our research

Self-reflection and self-insight research stream.

Understanding the “psycho-mechanics” of the coaching processes by exploring the relationships between coaching different types of self-refection and the role of self-insight. Self-insight (the clarity of one’s understanding of one’s thoughts, feelings and behaviours) has been found to be strongly related to well-being and self-regulation. It is also amenable to change during the coaching process. The Self-reflection and Insight Scale developed at the Coaching Psychology Unit has now been translated into eight languages and has been used in over 80 international publications

Example publication/s:  Grant, A. M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: A new measure of private self-consciousness. Social Behavior and Personality, 30(8), 821-836. doi: 10.2224/sbp.2002.30.8.821

Solution-focused Coaching Stream

Coaching typically aims to foster the articulation of potential solutions and the attainment of goals. This stream of our research has used comparisons between different types of coaching questions (solution-focused, problem-focused questions) and a range of other coaching methodologies including positive affect induction. It would appear from this continuing stream of research that solution-focused coaching questions are indeed an effective change methodology.

Example publication/s:  Grant, A. M., & O'Connor, S. A. (2018). Broadening and building solution-focused coaching: Feeling good is not enough. Coaching: An International Journal of Theory, Research and Practice. doi: 10.1080/17521882.2018.1489868

Applied Positive Psychology in Organisations Stream

Positive psychology has much to offer society in terms of developing psychological insights in how to create conditions in which human beings can flourish and develop. Some of our research has looked at how the built environment can impact on people’s sense of autonomy, relatedness and competence.  We call this the “Positive Built Workplace Environment” and we have developed models and scales to use in this kind of research.

Example publication/s:  Grant, A. M., O’Connor, S. A., & Studholme, I. (in press). Towards a positive psychology of buildings and workplace community: The positive built workplace environment. International Journal of Applied Positive Psychology.

Coaching in Organisations

This stream of research examines coaching in organizations from issues related to the effectiveness of coaching in organisational settings, to research into how to best implement organisational and workplace coaching. We have implemented the world’s first randomized studies of executive coaching conducted by professional coaches as well as numerous other research studies in this area.  

Example publication/s:  O’Connor, S. A., Studholme, I., & Grant, A. M. (2017). Group coaching in a large complex organization: Lessons learnt from experience International Journal of Evidence Based Coaching & Mentoring, 15(2), 1-16.

Coaching Psychology

We have conducted a large number of studies into the psychology of coaching including work that delineates the nature of evidence-based coaching; models and frameworks for conduction coaching practice, and research into coaching supervision.

Example publication/s:  Grant, A. M. (2016). What can Sydney tell us about coaching? Research with implications for practice from down under. Consulting Psychology Journal: Practice and Research, 68(2), 105-117. doi: 10.1037/cpb0000047

Adult Development and Leadership Development

This area of our research looks at models of adult development and leadership development. In an ever-more complex “big data” world, replete with uncertainty, leaders need more sophisticated ways of thinking and acting so that they are better equipped to help lead others in time of turbulent change.

Example publication/s:  Cavanagh, M. J. (2016). The coaching engagement in the twenty-first century: New paradigms for complex times. In S. David, D. Clutterbuck & D. Megginson (Eds.), Beyond Goals (pp. 183-216). London: Routledge.

Groups, Teams and Complex Adaptive Systems

We all live and work as part of a system. The dynamics of such systems have a significant impact on ourselves in our work and personal lives. This area of our research explores the dynamics of such systems; research that can have profound implications for how we understand ourselves and the world in which we live and work.

Example publication/s:  O'Connor, S. A., & Cavanagh, M. J. (2013). The coaching ripple effect: The effects of developmental coaching on wellbeing across organisational networks. Psychology of Well-Being: Theory, Research and Practice, 3(2), 1-23. doi: 10.1186/2211-1522-3-2

The staff in the Coaching Psychology Unit come from a wide range of academic and business backgrounds.

The core staff are:

• Dr Sean O'Connor  - Director, Coaching Psychology Unit
• Dr Michael J. Cavanagh  - Deputy Director, Coaching Psychology Unit

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• Enquiries related to academic course content should be directed to course director,  Dr Sean O'Connor
• Other administrative enquiries contact Psychology Education

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What Is ADHD Coaching?

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

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Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

ADHD coaching is a specialized form of coaching that focuses on helping individuals with Attention-Deficit/Hyperactivity Disorder ( ADHD ) manage their symptoms and improve their daily functioning.

It is a collaborative process between the coach and the client, aimed at identifying the client’s strengths and challenges, setting goals, and developing strategies to achieve those goals.

ADHD coaching is based on the principles of cognitive-behavioral therapy ( CBT ) and psychoeducation, and it addresses the core symptoms of ADHD, such as inattention, hyperactivity, and impulsivity , as well as the associated challenges in areas like time management, organization, and problem-solving.

Anyone who has ADHD or suspects they may have ADHD can benefit from having a coach. Specifically, ADHD coaches can be helpful to individuals who may be struggling with managing the demands of their job, home life, or academic course.

Having an ADHD coach may be an effective alternative to more traditional ADHD management options such as medications or psychotherapy.

How Can Coaches Help People with ADHD?

ADHD coaches can help people with ADHD in several ways:

• Psychoeducation: Coaches provide clients with information about ADHD, its causes, and how it affects their daily lives. This helps clients develop self-awareness and a better understanding of their unique challenges.
• Goal setting: Coaches work with clients to set specific, measurable, achievable, relevant, and time-bound (SMART) goals based on their individual needs and aspirations.
• Time management
• Organization
• Planning and prioritization
• Task initiation and completion
• Emotional regulation
• Social skills
• Accountability and support: Coaches provide regular check-ins and follow-ups to ensure clients stay on track with their goals and action plans. They offer encouragement, feedback, and support throughout the process.
• Strengths-based approach: Coaches help clients identify and capitalize on their strengths, talents, and interests. They encourage clients to use their strengths to overcome challenges and achieve their goals.
• Collaborative problem-solving: Coaches and clients work together to identify obstacles and develop creative solutions to overcome them. This collaborative approach fosters a sense of ownership and empowerment in the client.
• Customized strategies: Coaches tailor their approach to each client’s unique needs, preferences, and learning style. They may use various tools and techniques, such as visual aids, metaphors, or experiential activities, to engage clients and facilitate learning.

By addressing the core challenges of ADHD and empowering clients with knowledge, skills, and support, ADHD coaches help individuals with ADHD lead more organized, productive, and fulfilling lives.

Examples of ADHD coaching strategies

Below are some specific strategies that are explained by ADHD coach Karen McGill, which can help coach people with ADHD to manage several areas of their lives:

Managing overwhelm

ADHD coach Karen McGill provides a framework for understanding and managing overwhelming feelings, which is common for people with ADHD.

To help identify the source of overwhelm and find solutions, Karen introduces the STICKS framework:

• State: Examine your emotional and physical state. Factors like lack of sleep, hunger, or emotional dysregulation can exacerbate overwhelm. Taking care of basic needs can help regulate emotions and improve attention.
• Thinking: Analyze your thoughts that might be driving or exacerbating the feeling of overwhelm, such as perfectionism, self-doubt, or black-and-white thinking. Challenge these limiting beliefs and try to neutralize them.
• Interest: ADHD brains are interest-driven, so if a task is boring, it can be challenging to execute. Find ways to make the task more interesting or reconnect with its meaning, value, or benefits.
• Clarity: Ambiguity can be overwhelming for individuals with ADHD. Seek clarity by asking questions about expectations, what “done” looks like, and what success means for the task at hand.
• Knowledge: If you lack the skills to complete a task, approach it with curiosity rather than shame. Assess the risk of attempting the task, seek help if needed, and utilize resources like tutorials to gain the necessary knowledge.
• Structure: Lack of structure can contribute to overwhelm. Create structure by using to-do lists, calendars, and setting clear expectations about the time required for tasks. Advocate for yourself by communicating with others about priorities and boundaries.

By identifying the root causes of overwhelm using the STICKS framework, individuals with ADHD can take action to regulate their emotions, bring their attention back online, and move forward with confidence and clarity.

If the expectations placed on an individual are genuinely unrealistic, they can use these tools to advocate for themselves and find a solution.

Improving productivity

One of the key strategies that Karen McGill recommends for improving productivity is establishing a weekly rhythm or routine.

This involves assigning specific tasks or activities to each day of the week, creating a consistent structure that reduces decision fatigue and cognitive load.

Implementing a Weekly Routine:

• Identify your core tasks or responsibilities: Make a list of the essential tasks you need to accomplish each week, such as content creation, meetings, errands, or self-care activities.
• Assign tasks to specific days: Allocate each task to a particular day of the week based on your energy levels, preferences, and external deadlines. For example, you might dedicate Mondays to content creation, Tuesdays to meetings, and Wednesdays to administrative tasks.
• Be consistent: Stick to your assigned tasks each day, allowing them to become a habit over time. Consistency is key to reducing the mental effort required to initiate and complete tasks.
• Allow for flexibility: While maintaining a consistent routine, be open to making adjustments as needed based on changing priorities or unforeseen circumstances.

By implementing a weekly rhythm or routine, individuals with ADHD can create an external structure that supports their productivity, reduces cognitive load, and helps them progress towards their goals more consistently.

Creating a routine

Karen McGill emphasizes the importance of preparing for a successful morning routine the night before.

This involves establishing a consistent bedtime and automating the tasks that need to be completed before going to sleep.

Implementing a Night-Before Routine :

• Set a consistent bedtime: Aim to go to bed at the same time each night, such as 10 pm, to regulate your sleep schedule and ensure you get enough rest.
• Complete necessary tasks: Identify the tasks that need to be done before bed, such as giving pets their medications, cleaning the kitchen, or preparing for the next day. Allocate sufficient time to complete these tasks without rushing.
• Establish a bedtime routine: Develop a calming and consistent bedtime routine that helps you wind down and prepare for sleep. This may include activities like reading, journaling, or practicing relaxation techniques.
• Minimize distractions: Place your phone away from your bed to avoid the temptation to scroll through social media or check emails, which can interfere with falling asleep.

By intentionally setting the stage the night before, individuals with ADHD can create a foundation for a more successful and less stressful morning routine. This, in turn, supports better focus, productivity, and well-being throughout the day.

Benefits of Coaching

ADHD coaching has numerous benefits for individuals with ADHD:

• Improved trait management: Coaching helps clients develop strategies to manage their ADHD traits, such as inattention, hyperactivity, and impulsivity. This can lead to better functioning in daily life.
• Enhanced executive functioning: Coaching addresses challenges in executive functioning , such as time management, organization, planning, and problem-solving. Clients learn practical skills to overcome these challenges.
• Increased self-awareness and self-acceptance: Through psychoeducation and self-exploration, coaching helps clients develop a better understanding and acceptance of their ADHD. This can lead to improved self-esteem and self-advocacy.
• Greater productivity and goal achievement: Coaches help clients set and work towards realistic goals, leading to increased productivity and a sense of accomplishment.
• Better relationships and communication: Coaching can help clients improve their social skills, communication, and relationships with others. This can lead to more positive interactions and support systems.
• Reduced stress and anxiety: By developing coping strategies and improving their functioning, clients may experience a reduction in stress and anxiety related to their ADHD.

How effective is ADHD coaching?

Research suggests that ADHD coaching can be an effective intervention, leading to improvements in ADHD symptoms, executive functioning, and overall quality of life.

One study evaluated 148 college students who underwent an 8-week ADHD coaching program and found significant gains in learning and study strategies, self-esteem, satisfaction with school and work, and a reduction in emotional distress. The largest improvements were seen in time management and concentration.

Another study utilized a large college-age sample with a no-treatment comparison group and found that 6 months of ADHD coaching resulted in higher scores on study skills and learning strategies.

However, it’s important to note that while these findings are encouraging, more research is needed to establish the long-term effectiveness of ADHD coaching and to determine which specific coaching techniques are most beneficial.

The current body of research on ADHD coaching, while promising, consists mostly of small sample sizes and limited outcome measures.

In summary, the available evidence suggests ADHD coaching is a potentially effective intervention for college students, with studies demonstrating improvements in ADHD symptoms, executive functioning, study skills, and well-being.

However, larger scale and longitudinal studies are needed to strengthen the evidence base and identify the most potent aspects of ADHD coaching.

Considerations

While ADHD coaching can be highly beneficial, there are some limitations and considerations to keep in mind:

Limitations:

• Coaching is not a substitute for medical intervention or psychotherapy . Some individuals with ADHD or co-occurring mental health conditions may require additional support.
• The effectiveness of coaching may vary depending on the individual’s readiness to change, level of engagement, and the coach’s expertise.
• Coaching can be time-consuming and require a significant commitment from the client to attend sessions and implement strategies.
• The long-term effectiveness of coaching is not yet well-established, and more research is needed.

You may consider ADHD coaching if you:

• Have a diagnosed or suspected ADHD and want to learn strategies to manage your symptoms and improve your functioning.
• Are motivated to make changes in your life and willing to actively participate in the coaching process.
• Want a collaborative, strengths-based approach that empowers you to set and achieve your goals.
• Are looking for support and accountability to help you stay on track and overcome challenges.

It may be helpful to consult with a mental health professional or ADHD specialist to determine if coaching is appropriate for your specific needs and circumstances.

They can also help you find a qualified ADHD coach who has experience working with individuals with similar challenges.

Remember, ADHD coaching is a collaborative partnership that requires your active participation and commitment. It is not a quick fix, but rather a process of self-discovery, skill-building, and growth.

How is Coaching Different from Therapy?

While ADHD coaching and psychotherapy share some similarities, there are key differences between the two approaches:

• Focus: Coaching focuses on the present and future, helping clients set and achieve specific goals related to their ADHD. Therapy often explores the past and addresses deeper emotional and psychological issues.
• Approach: Coaching takes a more practical, action-oriented approach, teaching clients concrete strategies to manage their symptoms and improve their functioning. Therapy often focuses on insight, emotional processing, and healing.
• Relationship: Coaching involves a collaborative partnership between the coach and client, with the coach serving as a supportive guide and accountability partner. Therapy often involves a more hierarchical relationship, with the therapist as an expert.
• Duration: Coaching is typically shorter-term and more solution-focused, while therapy may be longer-term and address more complex issues.

However, there is often overlap between coaching and therapy, and many ADHD coaches have a background in mental health. The right approach depends on the individual’s specific needs and goals.

Some people may benefit from a combination of coaching and therapy to address both practical skills and underlying emotional challenges related to their ADHD.

Ahmann, E., Tuttle, L. J., Saviet, M., & Wright, S. D. (2017). A descriptive review of ADHD coaching research: Implications for college students. Journal of Postsecondary Education and Disability, 31 (1), 17-39.

Field, S., Parker, D. R., Sawilowsky, S., & Rolands, L. (2013). Assessing the Impact of ADHD Coaching Services on University Students’ Learning Skills, Self-Regulation, and Well-Being.  Journal of Postsecondary Education and Disability ,  26 (1), 67-81.

Prevatt, F., & Levrini, A. (2015). An overview of ADHD. In F. Prevatt & A. Levrini,  ADHD coaching: A guide for mental health professionals  (pp. 9–24). American Psychological Association.  https://doi.org/10.1037/14671-002

Prevatt, F., & Levrini, A. (2015). Underlying principles and procedures used in ADHD coaching. In F. Prevatt & A. Levrini,  ADHD coaching: A guide for mental health professionals  (pp. 33–44). American Psychological Association.  https://doi.org/10.1037/14671-004

Prevatt, F., & Levrini, A. (2015). Specific strategies for ADHD coaching. In F. Prevatt & A. Levrini,  ADHD coaching: A guide for mental health professionals  (pp. 83–108). American Psychological Association.  https://doi.org/10.1037/14671-007

Prevatt, F., & Levrini, A. (2015). A history and overview of ADHD coaching interventions. In F. Prevatt & A. Levrini,  ADHD coaching: A guide for mental health professionals  (pp. 25–31). American Psychological Association.  https://doi.org/10.1037/14671-003

Prevatt, F., & Yelland, S. (2015). An empirical evaluation of ADHD coaching in college students. Journal of Attention Disorders, 19 (8), 666-677.

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