Clinical Psychology
Doctoral Degree
Course -
University of Hull
BPS Accreditation document –
(28/10/2005)
CONTENTS
1 Background and Programme Specification ............................................................. 2
2 Origins and review process for Course Orientation and Values…………………6
3. A statement of the Course's strengths and limitations…………………………….7
4. Staffing Resources ...................................................................................................... 8
5. Physical Resources ................................................................................................... 12
6 Organisation ............................................................................................................. 14
7 The mechanism the Course has for reviewing itself………………...………….. 15
8. Selection.................................................................................................................... 17
9 Time Allocation……………………………………………………………...……. 20
10. Clinical Experience ................................................................................................. 21
11 Clinical Supervision………………………………………………………………..29
12 Formal Teaching………………………………………………………………….. 30
13 Research………...………………………………………………………………… 36
14 Integration of Theory and Practice ....................................................................... 43
15 Personal and Professional Development (PPD)………………………………… 44
16 Evaluation of Trainees ............................................................................................ 44
17 Collaborative provision……………………………………………………………49
18 APPENDICES…...……………………………………………………………..… 50
1
1 Background and Programme Specification
1.1 Brief introduction to the Course
The Course was originally developed as a collaborative venture between the four former
District Health Authorities of Humberside (East Yorkshire, Grimsby, Hull, and
Scunthorpe) and the University to provide clinical psychologists qualified and competent
to be recruited to the local NHS. Planning and negotiations began in the early 1980s.
Unlike existing courses, the Hull Course was conceived from the outset as an integrated
undergraduate/postgraduate programme, with candidates selected for clinical training
following A levels, potentially at the early age of 17 to 18 (the average age of postgraduate
admission to other clinical courses was around 28 at the time). Although the average age of
trainees on the Course continues to be amongst the youngest in the UK, the selection
procedure was modified in 1994 when a second, rigorous selection point was introduced at
the end of the second undergraduate year. The Course received initial accreditation from
the British Psychological Society in 1986, and the first cohort (5) successfully completed
the six-year programme in 1989. At that time, the standard professional university
qualification for clinical psychology courses was the MSc, and the Hull Course was no
different from this. However, in 1995 the Hull Course became one of the first courses in
the UK to award a Doctorate in Clinical Psychology (Clin.Psy.D). In 2003, a link was
created with the University of York (see below) and simultaneously the Course team
initiated a major revision of the programme to incorporate an emphasis on competency-
based training. This was in accordance with the new Committee of Training in Clinical
Psychology (CTCP) accreditation criteria and learning outcomes specification. Course
intakes have grown steadily since 1986 and at the time of writing (2005) the annual intake
is 14.
The Course is a unique integrated BSc/Doctorate programme. Students undertaking the
three-year undergraduate BSc (in the Department of Psychology, Faculty of Applied
Science and Technology, University of Hull, and now also at the University of York,
School of Psychology – see below) are selected at the end of their second undergraduate
year. Candidates are required to obtain a 2:1 or First Class result in their Part I
examinations to be considered eligible for entry. The third year of the undergraduate
programme comprises clinical modules that selected students undertake to fulfil the
requirements of the integrated Course.
The postgraduate doctorate programme is of three year‟s duration and trainees are financed
by the North and East Yorkshire and North Lincolnshire Workforce Development
Directorates based in York (10 per year cohort) and also by the Trent NHS Workforce
Development Confederation based in Mansfield (4 per year cohort). All trainees are
employees of the Humber Mental Health NHS Teaching Trust that is based in Hull and
East Yorkshire and from 2006 all 14 will be funded by NE Yorks & N Lincs Workforce
Development Confederation. At the present time, there are 42 doctoral postgraduates with
an annual intake of 14.
In preparing this document, we have adopted a collaborative strategy. The first draft was
written by the senior members of the Course Team. It was then circulated to the NHS
2
stakeholders, members of the Management Board and other Course Team members for
comments to encourage wider ownership of the document. A final version of this
document was also posted on the departmental website and students and interested parties
were informed of the document.
1.2 Course Structure
The following diagram illustrates the basic course structure:
Year N Comment
200 (Hull) UCAS entry
1
120 (York)
Undergraduate
2 320
BSc Psychology Selection (2:1 minimum + interviews)
Clinical teaching begins
3 14 (York graduates will work one-year internship
in the NHS before joining the course)
4 14 NHS employment/salaries begin
Postgraduate 3 days placement (NHS supervisor)
5 14
Clin.Psy.D 2 days teaching/research + blocks
6 14
Qualification:
Doctor of Clinical Psychology
Chartered Clinical Psychologist (BPS)
The academic content of the clinical psychology teaching begins with courses in the final
year of the BSc degree. These include four specialised modules:
1. Neuropsychology;
2. Introduction to Assessment in Clinical Psychology;
3. Professional, ethical and personal issues in Clinical Psychology;
4. Clinical and therapeutic issues in Clinical Psychology.
These four modules are designed to give the student a thorough grounding in the biological
background to psychological and behavioural problems; a detailed awareness of the Code
of Conduct, Professional Practice Guidelines and the role of the clinical psychologist;
fundamental strategies, techniques and skills in the measurement of psychological and
behavioural attributes; and, to familiarise the student with some of the theories that
professional clinical psychologists use in their work.
The above model, which concerned exclusively Hull psychology undergraduates, was
elaborated in 2003 by the introduction of a parallel selection intake from the University of
York. In the spring of 2001 the Government announced its commitment to support and
fund an undergraduate medical school on the basis of collaborative proposals between the
Universities of Hull and York, to begin in 2003 (the Hull-York Medical School - HYMS).
The Department of Clinical Psychology played a significant role in this development,
particularly in relation to curriculum design, implementation and selection. A formal link
between the Course and the University of York Psychology Department under the HYMS
3
umbrella was then created. In June 2003 a new admission route from the York Department
was established. This has the approval of CTCP and the support of the North East
Yorkshire and North Lincolnshire Confederation. The new route also includes a one-year
internship in primary care in York prior to the commencement of the postgraduate phase at
Hull, making use of the Graduate Primary Care Mental Health Worker scheme funding.
The model is attracting national interest as a major innovation in clinical psychology
training. For the first time, in June 2003, a selection process took place of four (plus two
reserves) at the York site for appointment to York PCT-funded internships in 2004 and
subsequent entry into postgraduate clinical training at Hull in 2005.
1.3 Learning Outcomes
The Course‟s principal objective is to produce Clinical Psychologists who are reflective
scientist-practitioners who are fit for purpose in today‟s NHS. Therefore, psychological
interventions are informed by the evidence-base and systematically evaluated during the
course of therapy in order that the best outcome for the client can be obtained. Such
competence is developed partly as a result of an extensive training in applied clinical
research intrinsic to pre-registration training in clinical psychology. Assessment,
formulation, intervention and evaluation are conducted in collaboration with the client, and
the client's perspective is seen as a central component in all of these processes. The course
seeks to produce clinical psychologists who are capable of flexibility of thought and
approach, such that skills and knowledge can be applied in novel clinical situations. Such
characteristics are a direct function of reflective practice, which is integral to all activities
of clinical psychologists. This involves personal, critical self-awareness and the ability to
consider the psychological, emotional and behavioural impact on the self of clinical and
personal experiences, both during and following clinical encounters and how that impact in
turn affects the intervention by the psychologists.
The Course Team has embraced and elaborated the learning outcomes delineated in section
B of the CTCP Criteria, and there is a clear and shared recognition that these learning
outcomes are appropriate and practicable. They are being implemented in collaboration
with supervisors, NHS clinical lecturers and the trainees, and the process has involved
numerous joint workshops and consultation exercises. Details of these learning outcomes
are spelled out in Sections 10-13. In addition, during their learning process, trainees are
also expected to gain transferable academic and research skills such as being “curious”
practitioners who are able to respond to the demands of the NHS.
1.4 Statement of the Course's Core Purpose and Core Philosophy
The purpose of the Course is to produce competent clinical psychologists who are qualified
for employment in the NHS. Their professional practice should conform to the high ethical
and professional practice standards specified in the Division of Clinical Psychology
Guidelines for the Professional Practice of Clinical Psychology (British Psychological
Society, 1995) and BPS Code of Conduct/ethics.
4
The Course's unifying philosophy is the application of scientific knowledge to the
understanding and treatment of psychological problems and disabilities. This implies
familiarity with a range of psychological models, the ability to apply these to the clinical
problem, to develop effective interventions and to evaluate these within an appropriate
methodological framework. It also implies knowledge and critical evaluation of the current
literature relating to a particular type of problem, including the empirical and experimental
evidence for and against the use of a given intervention. Personal reflectivity is also seen as
intrinsic to both training and practice, in which the individual is able to consider and learn
from the impact of clinical experience on her or his behaviour and self-concept. The
intention is for trainees to develop life-long learning skills for the continuing acquisition of
clinical knowledge, the maintenance of awareness of the ever-evolving knowledge base of
the profession and an ability to implement evidence-based practice.
1.5 The NHS context
From its inception in the mid-1980s, the Hull Course has had at its centre a philosophical,
strategic and operational partnership between the NHS and the University. The Course is
funded by NHS purchasers; strategic and operational decisions are made by boards and
committees comprising substantially local NHS managers and clinicians; more than 50 per
cent of course teaching is delivered by practising NHS clinicians; all trainees are full-time
NHS employees; and the majority of university academic staff hold honorary or
substantive NHS clinical contracts. Consequently the Course seeks to produce clinical
psychologists who are fit for purpose: that is, individuals who are equipped with the
appropriate competences and capability to meet the needs of the local and national health
service; who are steeped in its culture and values; who are aware of its policies, the
processes by which these are implemented; who are able to contribute to the formulation of
NHS policies and who are motivated to remain up-to-date with NHS policy development.
1.6 Competence underpinned by values
The BPS Committee on Training in Clinical Psychology has summarised the ultimate
objective of training in the following statement: "Newly qualified clinical
psychologists...should be committed to reducing psychological distress and enhancing and
promoting psychological well-being through the systematic application of knowledge
derived from theory and evidence. Their work will be based on the fundamental
acknowledgement that all people have the same human value and the right to be treated as
unique individuals" (CTCP, 2002) The Course endorses this objective, and is committed to
developing an explicit understanding in trainees of the key values that underpin clinical
practice. Such values are evident in the person-centred aspirations of both the NHS and the
clinical psychology profession.
1.7 Formulation and the Hull integrated course
Multi-theoretical formulation skills which draw from a broad range of theoretical models,
and which subsequently drive treatment intervention are seen as a defining feature of the
clinical psychologist. This particular philosophical and conceptual stance is closely allied
with the integrated nature of the Course in which continuity with the undergraduate
5
curriculum is emphasised. The Hull Course is distinctive in its integration with the
undergraduate programme. We remain the only course in the country which selects directly
from the undergraduate phase (of now both Hull and York Psychology departments) and
which includes a substantial amount of professional clinical psychology teaching in the
undergraduate curriculum. Thus, unlike many other courses, trainees are encouraged to
draw upon their undergraduate learning in social psychology, information processing,
developmental psychology, etc. in addition to traditional therapeutic models when
formulating clients‟ problems.
2 Origins and review process for Course Orientation and Values
The Course‟s orientation and values have evolved over the years since its inception by way
of an interactive and iterative process with all stakeholders including local NHS clinicians,
supervisors and trainees. Over these years, there have been annual course review meetings
and consultation exercises, which have reviewed many aspects of the Course including its
orientation and values. More recently, the CTCP revision of the accreditation criteria and
statement of competencies has prompted a major review and redesign of the Course,
including significant modification of the Course‟s previous philosophy statement. The
Course team has collectively wished to place increasing emphasis on reflective skills
whilst retaining the scientist-practitioner orientation, which we believe is indicated in the
above orientation and values statement. This modified statement has been widely
circulated amongst stakeholders including trainees and supervisors during the last 6
months, and feedback has been positive. Currently, the course is undergoing a transition to
a competency-based programme, which is being phased in with the 2005 intake. The
details of years 5 and 6 are being planned within the parameters of the BPS guidelines.
The Course‟s criteria for judging success include:
standards of clinical competence demonstrated by trainees on end-of-placement
assessments, case presentations and case studies;
the feedback and views of stakeholders (particularly those from the NHS) who
have some involvement in the operation of the Course;
the employability of trainees following Course completion;
the rate of trainee research dissemination in practitioner and peer review journals;
and
employers‟ views of new recruits from the Course, canvassed annually.
6
3. A statement of the Course's strengths and limitations
Strengths:
1. The Course's integrated structure allows for four years of clinical teaching
(beginning in the final undergraduate year) which builds on an undergraduate core
curriculum, which is common to the whole Course intake. Uniquely, the Hull
Course provides an uninterrupted period of professional training during an early
stage of adulthood that, we believe, inculcates a strong sense of professional
identity. The Course has also been able to develop a broad-based selection system
that takes advantage of detailed knowledge of candidates‟ academic and
interpersonal profiles on the undergraduate psychology courses.
2. The Course Team is committed to clinical psychology training. Despite the recent
change of personnel and existing vacancies, the Team is enthusiastic about
competence-based training and has been able to plan and implement the new
curriculum to embrace competency-based training.
3. The placement assessment system is multi-faceted and incorporates supervisors‟
assessment and direct observation of clinical skills in the final placement reviews.
4. The Course has recently moved into well-appointed, self-contained
accommodation, which includes dedicated teaching rooms and good audiovisual
facilities at the heart of the Postgraduate Medical Institute and the Hull-York
Medical School.
5. The Course enjoys a close, supportive, and influential relationship with the
Postgraduate Medical Institute and the Hull-York Medical School. Consequently,
there are many examples of collaborative trainee research projects with medical
and surgical departments.
6. The Course enjoys excellent relationships with local Trusts, and much appreciated
commitment from local clinicians and heads of service.
Limitations:
1. Historically, only a small number of trainee research projects have tackled topics
within the traditional area of psychopathology and mental health. Although
relationships with psychiatry and the local mental health services are generally
good, research collaboration has not hitherto been as extensive as we would have
liked. However, with the new Course Director‟s research interest in Adult Mental
Health, we anticipate the situation will improve.
7
2. In recent months there has a been a major change in Course Team leadership with
the departure of both the previous Course Director and the Deputy
Director/Academic Programme Co-ordinator. A new Course Director and
Academic Co-ordinator are now in post. There needs to be a period of
consolidation and a review of roles and strategic direction. This represents a
potential challenge for the Course Team.
3. We welcome the national shifting of responsibility of providing placements and
placement resources to the Local Services. However, local NHS Managers of
Clinical Psychology Departments continue to encounter difficulties in identifying
resources so that placement pathways can be used optimally. Specifically, trainees‟
placement accommodation has limited the full use of supervisory capacities in the
Trusts. However, the Course is to employ a research assistant to help to investigate
the better organisation of academic and placement days to alleviate this problem.
3.2. A statement of what the Course wishes to gain from the visit - how might it be
helpful?
1. The Course values this visit as an opportunity for review and obtaining external
feedback on the Course Team‟s efforts to develop and implement competence-
based training in clinical psychology.
2. Advice on maximising research and clinical supervisory resources.
3. Observation on students‟ allocated research time.
4. Observation on the Course‟s approach to expansion and how Hull and York
recruitment may be further developed.
5. Comments on the implications on training resulting from trainees‟ rights to
extended maternity leave.
4. Staffing Resources
4.1 Staff
The Course is a partnership between the University and clinical psychologists working in
North and East Yorkshire, Hull, North and North East Lincolnshire. NHS colleagues who
make a regular contribution to planning, teaching, mentoring or clinical supervision are
recognised, at the University‟s discretion, with appropriate honorary contracts.
8
The University also has an Equal Opportunities Policy to which the Course adheres. Staff
development and promotion is governed by the University Academic and Academic-
Related Staff Development and Appraisal System. See Appendix 2 for Academic and
Academic-related Staff Development and Appraisal Policy and Appendix 3 for Equal
Opportunity Policy. Orientation programmes are organised for newly appointed member
of staff centrally by the University.
All staff are subject to either University or NHS appraisal schemes. They also meet once a
year with the Course Director to identify staff development and training. All staff
members have access to funding to support conference attendance and for CPD. Staff
members also had “away day” and special theme meetings to discuss future development
of the Course.
At the time this document goes to the BPS, the Course has one W.T.E. vacancy, which will
be advertised. Mr Rod Webster is employed for four sessions until March 2006 to assist
with academic and clinical practice issues. It is the Course policy that external assessors
are always used for appointment of any senior posts. The existing Course Members and
honorary members are listed in tables 1 and 2. Please refer to appendix 4 for detailed CVs
of staff. Appendix 5 summarises the main duties of staff members. Five course team
members are “RAE returnable”: Professor Lam, Professor Moniz-Cook, Dr Glover, Dr
Frizelle and Dr E Gardiner.
9
____________________________________________________________________
Title and Role w.t.e. NHS link Clinical
On Programme Duties
D. Lam Professor of Clinical 0.8 Humber Mental 0.2 w.t.e.
BSc MPhil PhD Psychology Health Teaching Hon. Consultant
C.Psychol. Programme Director Trust Clin. Psychologist
FBPsS Mood Disorders
E. Moniz-Cook Hon. Professor of Clinical 0.5 Humber Mental 0.5 w.t.e.
BSc Dip.Clin.Psy. Psychology and Ageing Health Teaching Consultant
PhD, C. Psychol., Research Co-ordinator Trust Clin. Psychologist
AFBPsS Memory Disorders
S Clement Senior Clinical Lecturer 0.8 Humber Mental 0.2 w.t.e. Hon. Con.
BSocSc MSc, Clinical Practice Health Teaching Psychologist
Dip.Clin.Psy. Co-ordinator Trust Enduring Mental Health
C.Psychol. Difficulties
L Glover, Senior Clinical Lecturer 0.7 Humber Mental 0.1 w.t.e. Hon. Con.
BSc, Dip. Psych. Academic Co-ordinator Health Teaching Psychologist
MSc PhD, C. Psychol Trust Primary Care
D Frizelle Clinical Lecturer 0.6 Hull & East York- 0.4 wt.e.
BSc shire NHS Trust Chronic illness
ClinPsyD management in
oncology
C Clarke Clinical Lecturer 0.4 Humber Mental 0.6 w.t.e.
BSc Health Teaching Older Adult
ClinPsyD Trust
C. Clark Hon. Clinical Lecturer 0.2 Selby and York 0.8 w.t.e.
BSc PCT Adult Psychol.
ClinPsyD Therapies Dept.
N Bedenko Clinical Lecturer 0.2 Humber Mental 0.8 w.t.e.
BSc ClinPsyD Health Teaching Trauma, Gynaecology
Trust Primary Care
Kerry Smith Clinical tutor 0.4 Selby and York 0.6 w.t.e
BSc, MSc Hon. Clinical Lecturer PCT Adult and CBT
supervision
Rod Webster Locum till March 0.4 Humber Mental 0.4 w.t.e. (Locum)
BSc., MSc 2006 Health Teaching Learning Disabilities
Vacancy Clinical Lecturer 0.6
Vacancy Clinical Lecturer 0.4
E Gardiner Statistician 0.3 N/A N/A
BSc PhD
B. Leak Course Administrator 1.0 N/A N/A
C. Gateley Course Secretary 1.0 N/A N/A
_______________________________________________________________________
Table 1: Staff Resources
10
Table 2 below summarises the honorary members of the Course Team
Title and Role NHS link Speciality
On Programme
M Hoghughi Hon. Clin Professor Children
BA PhD
C. Psychol
MSFUD FHCUD
FBPsS
P Oakes, Hon Clinical Lecturer Casltebeck Learning Disabilities
BA Dip Psych, Psy.D. in Learning Disabilities Care
C.Psychol
G Lowe Honorary Senior Fellow N.A. N.A.
BA PhD
CPsychol
JAC Empson Honorary Senior Fellow N.A. N.A.
BA PhD,
CPsychol
DC Kendrick Emeritus Reader in N.A. Older Adult
BA Dip. Psychol. Clinical Psychology
PhD, C.Psychol.,
FBPsS
_______________________________________________________________________________________
Table 2: List of honorary members of Course Staff
Dr Kendrick, Prof Hoghughi, Dr Lowe and Dr Empson are available to act as supervisors
and internal examiners for trainee research projects.
11
4.2 Details of administrative and secretarial support
The Course highly values the important contributions of the full-time Course
Administrator and Course Secretary. The Course Administrator (Ms Leak) is responsible
for the day-to-day running of the integrated training programme. In consultation with the
Director and the three co-ordinators, the Administrator co-ordinates the syllabus, the
production of examination papers and maintains relevant databases. She is available during
office hours for consultation in relation to any enquiries concerning the operation of the
Course. She co-ordinates the confidential Mentor support system for trainees, and is the
Departmental Equal Opportunities Representative, the Health and Safety Representative
and the Safety Officer. The Course Secretary (Ms Gateley) assists the Course
Administrator with all tasks as designated by the Administrator and the Course Director.
5. Physical Resources
5.1 Details of facilities available for teaching and private study including space for large
and small group teaching, audiovisual equipment, libraries
The Department of Clinical Psychology is located at the west side of the main University
site on Cottingham Road, on the ground and first floors of the Hertford Building, which is
part of the Hull-York Medical School. The self-contained suite includes 3 well-appointed,
dedicated clinical teaching laboratories, 2 additional seminar rooms, 19 offices, 3 kitchens
(one dedicated for trainee use), 4 toilets and several storerooms for equipment and
stationery. Two of the teaching labs are each capable of accommodating up to 50 people
and the third, up to 20. The Department has exclusive use of four LCD projectors with four
laptop computers for PowerPoint presentations, four overhead projectors, two large
integrated video playback televisions, two audiocassette recorders and a 35mm slide
projector. The Department possesses an extensive clinical test library and a small
collection of clinical psychology texts and journals, all for short-term loan to
postgraduates. There is easy access to the main University library, the Graduate Research
Institute (GRI), the Department of Psychology (Fenner Building and Applied Science 3),
the University bookshop and the Students Union.
In addition to study space made available in the Department, trainees have right of access
to the Graduate Research Institute which includes an extensive range of networked
workstations reserved exclusively for research postgraduates, study spaces and seminar
rooms. The GRI is accessible 24 hours a day, 365 days a year. University PCs and
workstations all have standard MS Office software and there are site licenses for SPSS and
other statistical software packages, which the Department makes available to trainees. The
Computer Centre provides a range of introductory computer software courses available
free of charge to all postgraduates. The Department has its own audio-visual equipment, as
described above. In addition, the Course has a number of laptop computers and remote
microphones (to assist with the recording of clinical interviews on placement) and these
are all available for medium-term loan by trainees. Data protection legislation and
12
requirements are discussed as part of professional issues and research ethics course
teaching.
Trainees have right of access to two local libraries (in addition to the main university
Brynor Jones Library): The Postgraduate Medical Library at Hull Royal Infirmary, three
miles from the main campus; and The Postgraduate Medical Library at Castle Hill
Hospital, five miles from the main campus. Trainees also have access to the NHS
sponsored online National Library for Health.
The University libraries have over 1,800 study spaces and some small group study rooms.
The libraries hold more than 900,000 items including books, periodicals, multimedia and
maps. All of this material is listed on a sophisticated computerised catalogue that is
available in two interfaces, Web and text. Trainees download searches from the catalogue,
check which items are on loan to them and renew and reserve items. It is also possible to
renew items once by telephone provided that they are not reserved by another reader. The
Brynmor Jones Library has a self-issue system so that books can be borrowed even when
the staffed Issue desk is closed.
The library is also a gateway to a global information network that includes many electronic
bibliographical databases covering all subject areas, a growing number of electronic
journals and newspapers, other library catalogues and the huge amount of information now
available on the university library website. The majority of these electronic resources are
accessible over the campus network via the Library Web pages or the Library Information
Network, and are accessible from off-campus networks.
To help obtain copies of material not held in the library there is a Document Supply
Service. There is also a free minibus service to the Reading Room of the British Library
Document Supply Centre (an invaluable additional resource some 50 miles from campus at
Boston Spa), where researchers can consult extensive holdings of monographs and
periodicals.
Library help sheets, fact sheets and guides to essential sources in all subject areas are
available on the Library Web pages. An extensive training programme aimed at helping to
maximise the use of information resources is available free of charge.
Trainees have access to electronic resources from within the university campus, from NHS
sites and from their own homes if they have internet access. The university provides access
to databases such as Psych Info and Medline as well as to electronic journals. As NHS
employees, trainees can also access similar NHS resources.
5.2 Facilities available to trainees when they are on clinical placements.
The placements meet the minimum standards that each trainee has access to a desk and a
telephone. Laptop computers are available from the university if no computer is available
13
on placement. Ejournals are accessible whilst on placement through the University or
NHS libraries – Please refer to the Course Handbook (P.105-106) for more details.
6. Organisation
6.1 Details of accountability of Course Director
The Course Director is accountable, in the first instance, to the Vice-Chancellor of the
University of Hull, via the Head of the Postgraduate Medical Institute. In practice, the
Director‟s line manager is the Head of the Postgraduate Medical Institute.
The Course Director is also accountable for the delivery of clinical psychology training to
the Clinical Board of Management of the Course, which includes representatives from the
Workforce Development Confederation (WDC), the local Trusts, the profession and the
University (see the next page for the constitution of the Board). As Consultant Clinical
Psychologist, the Director is accountable to the clinical services manager of the Trust in
which clinical sessions take place.
6.2 Constitution, Membership and terms of Reference of the Training Committee.
The Committees of the Course
Board of Heads BOARD OF MANAGEMENT Department
of Departments Staff
Committee
Board of Academic Clinical Doctoral Selection
Supervisors Syllabus Placements Research Committee
Committee Committee Committee
There are a number of boards and committees associated with the Course. The executive
body to which the Director and the Course staff are accountable is known as the Board of
Management. It includes NHS, University and trainee representatives and is chaired by an
NHS Psychologist. It meets four times per year. (See Appendix 6 for the Constitution of
Board of Management.) The Board of Supervisors includes all clinical placement
supervisors and normally meets once a year. There are three Committees that review and
monitor the core activity areas of the Course: the Academic Syllabus Committee, the
Clinical Placements Committee and the Doctoral Research Committee. Membership of
these committees includes the Course staff and trainee representatives. These three
committees normally meet once per semester. There is also a Selection Committee, which
reviews and monitors the selection process. (See Course Handbook PP259-261 for details
of Boards and Committee of the Course).
14
In addition to these Course committees, the Departmental Staff Committee generally meets
once a month and includes all staff of the Department of Clinical Psychology. Inevitably, some
discussion of Course matters also takes place at these meetings, although the remit of the Staff
Committee is broader than just the Course, and includes the role and activities of the
Department within the context of PGMI, HYMS and the University. A small core group
consisting of the Course Director, the three Course Co-ordinators and Course Administrator
meet weekly to discuss the day-to-day business of running the Course.
For minutes of previous meetings of Course Training Committee and key sub-committees,
please see appendices 13 to 18.
6.3 Funding of the Course and how the budget is managed
The Course is funded by the North & East Yorkshire & North Lincolnshire Workforce
Development Directorate using funds accumulating from the NMET levy. The Directorate
represents a group of five NHS Trusts (Harrogate PCT; Humber Mental Health NHS
Teaching Trust; Scarborough Whitby and Ryedale CT; Selby & York PCT) on whose
behalf it commissions the range of non-medical professional training from a number of
providers in the Yorkshire area. Currently the Trent WDC also purchases four places of the
2005 intake but these four places will be purchased by the North & East Yorkshire &
North Lincolnshire WDC from 2006.
There are two major funding stream contracts financing the Hull Course: one contract with
the University, which is calculated on a fee-per-student-per-year basis, and which covers
staff salaries, external teacher expenses, office and teaching space, learning support
facilities, equipment and stationery; and a second contract with the local Trust (Humber
Mental Health NHS Teaching Trust) which funds the trainees‟ salaries, travel expenses and
conference attendance expenses.
The Course Director controls both the University and NHS budgets associated with the
Course, the latter by virtue of an honorary contract with the Trust employing the trainees.
Thus, the Course Director is an authorised signatory for both NHS and University
expenditure associated with the Course. The Course Director negotiates University budgets
for equipment, office costs, external lecture fees, staff training, etc. with the PGMI Finance
Officer for each financial year. The degree of transparency and devolution of budgets has
been improving over recent years and in general the Course has been adequately resourced.
Budgetary control and influence has improved as a direct result of the move of the Course
into the PGMI and the creation of the Department in 1997.
7. The mechanism the Course has for reviewing itself
Most of the Course Committee, such as the Academic Syllabus Committee, Clinical
Placements Committee, Doctoral Research Committee, have a role in the monitoring and
improvement of the quality and content of the Course. Most of the Committees include
significant trainee and NHS representation. In particular, the Academic Syllabus
15
Committee, the Clinical Placements Committee and the Trainee Research Committee
review routinely all aspects of each of the three component strands of the Course, and the
trainee contribution to each of these committees is greatly valued.
Teaching Quality Assurance (TQA)
It is University policy that all courses should be subject to TQA procedures. Such
procedures are an integral part of the doctorate programme. The TQA mechanisms and
practices in all universities in the UK are audited and assessed by Government agencies.
This University has set up its own „Code of Practice,‟ which ensures that all course
teaching is reviewed regularly. Each year, the Post-graduate Medical Institute submits a
Quality Enhancement Report, which included the Clinical Psychology Course, to the
Quality Standard Committee. In addition, the Course is subject to a 5-year cycle Periodic
Review. All academic aspects of the 6-year course are reviewed (where feasible)
immediately on completion. The Academic Syllabus Co-ordinator has responsibility for
the design of TQA feedback questionnaires which trainees are asked to complete (see
appendix 7 for TQA. New TQA forms are being developed for the current 3rd & 4th year
teaching. Responses remain anonymous: completed forms are received in confidence by
the Course Administrator who collates numerical ratings and written comments in typed
form so that the origin of the feedback cannot be identified from handwriting style. The
Course staff hopes that these mechanisms will allow trainees to be candid in their
responses. All feedback is processed by the Academic Syllabus Co-ordinator and reported
to individual staff and external lecturers to whom the comment and ratings apply. The
course is modified where appropriate in the light of feedback.
The External Examiner's Report
At the end of each academic year, a Board of Examiners‟ meeting takes place at which
assessed work from all three postgraduate years of the Course is reviewed by the External
Examiners and the Course staff. Subsequently the Senior External Examiner will provide a
written report on the quality of work submitted and general standards of the Course. This
report is forwarded to the Vice-Chancellor of the University and is also included in reports
to the WDCs and the BPS (see below).
Course Annual Review
Once a year (generally around May), all major stakeholders (trainees, staff, honorary
lecturers, supervisors, purchasers, employers) are asked to comment on the strengths and
weaknesses of the Course, its performance over the previous year, and any proposals for
modification. In the past, this was done by means of an annual review meeting to which all
stakeholders were invited. This process was reviewed because of falling attendance at
meetings, and stakeholders were surveyed concerning their preferences for the format of
future annual reviews. As a result, annual reviews have taken the form of a written annual
report which is circulated amongst stakeholders, and which is then modified in the light of
comments received.
16
Annual Report to the WDC
The WDCs requires a written annual report on the activities of the Course, its output and
any changes that may have occurred. This report is produced in the autumn of each year
and sent to the WDCs in November.
Review by the Quality Assurance Agency (QAA)
All university departments in the UK are subject to 5-yearly review by the QAA to
evaluate and monitor the quality of teaching received by students. The QAA is an
independent national organisation, which is commissioned by the Higher Education
Funding Council and the Department of Health to monitor teaching quality. QAA last
assessed the Clinical Psychology Department alongside the Psychology Department in
March 1999. The Department was rated "excellent", scoring 23 out of a possible 24
points. The next review will be in Spring 2006 and will be conducted using the new QAA
review procedures for HEI courses for training NHS staff.
British Psychological Society (BPS) Accreditation
The Course is also subjected to the BPS Accreditation Process every five years.
8. Selection
8.1 Selection procedures
Unlike other Courses, admission to the postgraduate phase of the integrated Course is
restricted to graduates of the Psychology Departments of the Universities of Hull and
York.
Recruitment and selection policy is determined by the Selection Committee of the Course,
and subsequently ratified by the Board of Management. Both of these bodies include
substantial NHS service manager representation. The Selection Committee includes five
Trust representatives out of a total constitution of eight members. Selection criteria for
admission to the postgraduate phase of the Course are reviewed annually by the Selection
Committee and the Selection Panel members taking part. In 1995, an independent
occupational psychology consultancy was asked to evaluate the Course‟s selection
procedures and make appropriate recommendations, and these, along with BPS
recommendations for change, have been implemented over recent years.
The Course is publicised in four ways:
1. Through a brief description of the Course and admission procedures included in the
UCAS Handbook and associated information pack sent to all schools with sixth-form
colleges and continuing education colleges in the UK.
2. Through annual presentations given by clinical psychology staff to first and second
year undergraduates in the Departments of Psychology at the Universities of Hull and
17
York. These presentations are designed to inform students about the nature of clinical
psychology, the Course and process of admission, and to encourage students to apply.
3. Through a publicity pamphlet (see appendix 8 for Trainee Recruitment Publicity
Pamphlet) which describes the Course, entry requirements and application and
selection processes. Copies of this pamphlet are available for undergraduates from the
Psychology Department General Office and from the Clinical Psychology Department
Administrator. It is also posted on the Department Website for easy accessibility.
4. There is an entry and brief description of the Course in the Clearing House for Clinical
Psychology Courses Handbook. The entry makes it clear, however, that there is no
external, non-Hull/York graduate admission to the Course.
Potential applicants have access to trainees on the Course throughout their undergraduate
years. Undergraduates from the Psychology Department with an interest in clinical
psychology are encouraged to visit the Clinical Psychology Department and meet staff and
trainees. Postgraduate trainees are available for discussion with candidates during the
period of the interviews for the Course.
Candidates from Hull University wishing to be considered for the postgraduate training
course in Clinical Psychology are entered for selection after Part I Finals results have been
published (June of the Second Year). Candidates from York University are entered for
selection in June of the Third Year. Application forms are made available from the
Administrator in April. The precise date is posted on the relevant notice boards in both the
Departments of Psychology and Clinical Psychology, along with the final date for
application submission. (See Appendix 9 for Selection Committee Minutes).
Appendix 10 provides details for Trainee Selection Procedures and Person Specification,
which is used to guide panel members when rating candidates during their presentations
and interviews, and during the final decision-making process. All information from the
application forms, the candidates' referees' ratings, along with the panel ratings of
candidates' performance at interview and their presentations, are entered into a database
that computes subtotals, weighted totals and overall rankings. These numerical data are
used to guide (but not determine) the deliberations and final decisions of the selection
panel. Fourteen offers (conditional on the obtaining of a 2:1 degree at the point of
graduation) are then made. In the York selection, the first nine candidates will be offered
internships. However, only the first four are offered a place on the Hull Doctorate Course.
The rest form the reserve list and are informed that should there be unexpected attritions in
the selected York candidates, there will be backfilling in rank order from the reserve list. In
the Hull selection, ten candidates will be offered places on the Hull Doctorate Course and
at least two reserves candidates are selected. Reserve candidates are offered the clinical
modules only. It is made clear to them that they will only join the course if someone does
not make the grade or withdraws before the postgraduate phase.
Police record vetting and medical screening are carried out by the employing Trust.
As a result of discussions with the Occupational Health Department of the Trust, which
employs Hull Course trainees, we have jointly devised a system in which issues are
efficiently and thoroughly addressed whilst maintaining confidentiality through
18
occupational health screening and a carefully designed questionnaire, which is sent to
candidates‟ GPs. All these screening processes are completed for successful candidates
during the summer immediately prior to starting the postgraduate (and NHS employed)
phase of the Course in the following year.
Self-funded candidates are not accepted. Ten places are funded by the North & East
Yorkshire & North Lincolnshire Workforce Development Directorate four places are
funded by Trent region. With the exception in the timing of selection between Hull and
York candidates, all applicants are subject to the same selection process.
Debriefing, feedback and support are offered to successful and unsuccessful candidates on
a one-to-one basis. Unsuccessful candidates are given advice on how to improve their
performance on the various selection procedures and what subsequent steps to take to
make further application to other courses in the UK.
8.2. Pay and Specimens of Contracts and Honorary Contracts
The Humber Mental Health Teaching NHS Trust issues an employment contract for each
trainee. From September 2005, all trainees are placed on Band 6 as a result of the Agenda
for Change Exercise. Please see Appendix 11 for specimens of contracts and honorary
contracts for trainees.
19
9. Time allocation
The current structure consists of day-release teaching, teaching blocks and placements.
During the fourth year, trainees participate in an eight-week introduction block. This is
followed by academic teaching and teaching of clinical skills two days a week until the
summer. In subsequent years, trainees attend the University for block teaching (4 weeks in
the 5th year and two weeks in the 6th year) followed by two days a week until the summer.
The academic programme is arranged so as to allow for one session per week for private
study. This is generally Thursday afternoon. In addition, supervisors are encouraged to
provide trainees with regular time on placement to read round and prepare for clinical
casework and their Small Scale Research (Placement Based) Project. Most trainee research
activity occurs in the 2 days during outside semesters i.e., Christmas, Easter and the
summer after year-end exams in years 4 and 5, with some additional timetabled space from
January - June in year 6. The overall structure is shown in Table 3:
Fourth year Fifth year Sixth year TOTAL
Academic 67.5 57.5 31.5 156.5
days
Clinical 111 123 144 378
placement
days
Private study 28 28 23 79
days
Research days 24 24 34.5 82.5
Total 230.5 232.5 233
Table 3: Time Allocation throughout the three years of clinical training
20
10. Clinical Experience
10.1 Plan of clinical placements for trainees including the total amount of time spent in
placements and how this is divided among the specialities.
All trainees gain experience of work with clients across the age and ability range. A new
system of placement planning and allocation has been introduced this year (2005) but
trainees who are currently in year 5 and 6 are continuing to gain experience as previously.
The teaching block at the beginning of the fifth year (for the 2004 cohort) concentrates on
work with children and people with learning difficulties, and the subsequent 5th year
placements (2x5½ months) involve work with these client-groups. The current 6th year
(which will also apply to the current 5th year in 2006-2007), opt for specialised placements
which run from September-end March and from April-September or consist of a two
day/one day split over the course of the year. Trainees may be supervised by the same
person twice providing that the placement is different in content and goals.
The current 4th year‟s clinical experience is organised around individual training pathways,
which are fixed for the first two years of training. Fourth year placements are structured to
facilitate the development of competencies in 1:1 working and fifth year placements
provide the opportunity to experience multi-disciplinary and indirect methods of working.
Agreements have been reached with clinical psychology departments from different
geographical areas that relate to the Course to offer a specific number of two-year training
pathways, designed to cover the age and ability range. The number of pathways that can be
offered will be reviewed annually in April. In this manner, it is hoped to ensure that
Departments have a clear idea of the how many trainees they will be taking each year and
on which placements. The Course will have a clearer view of whether overall supervisory
capacity is changing to assist in discussions with the WDC about future training numbers.
The training pathways currently agreed with Departments are outlined below. Where
possible Trust providers have been encouraged to identify one „spare‟ pathway to allow for
flexibility in the event of staff turnover/sickness, but this has only been achieved in Hull to
date. Table 4 describes the training pathways.
All trainees are on placement Mondays, Tuesdays and Wednesdays throughout. During
University semesters, Thursdays and Fridays are reserved for clinical teaching, research
and personal study. During University vacations, Thursdays and Fridays are reserved for
personal study and research. Sixth year trainees are required to be on placement for five
days a week after they have handed in their thesis in mid July of Year 6, but may request
research time to be specifically allocated from these additional days to write papers
relating to their research.
21
Grimsby/Scunthorpe/Doncaster
Trainee A Trainee B
Year 4 Nov-March Adult -2days Older Adult-2 days
(Grimsby) OlderAdults -I day Adult -1 day
Year 4 April-September Older Adults-2 days Adult-2days
(Grimsby) Adult-1 day Older Adults-I day
Year 5 Oct-March Child (Scunthorpe) LD (Hesley Hall, nr Doncaster)
Year 5 April-September LD (Heslay Hall, nr Doncaster) Child (Scunthorpe)
Doncaster/Grimsby (for 2005 cohort only)
Year 4 Nov-March Adult-Grimsby
Year 4 April-September Child-Doncaster
Year 5 Oct-March Older Adult-Doncaster
Year 5 April-September LD-Grimsby or Doncaster
Scarborough
Year 4 Nov-March Child
Year 4 April-September Adult
Year 5 Oct-March Older Adult
Year 5 April-September LD
Table 4: Training Pathways Agreed from 2005
22
York/Harrogate
(placements marked H are in Harrogate, all others are in York. Adult placements focus predominantly on primary care referrals, with
some AMH work.)
Trainee A Trainee B Trainee C Trainee D
Year 4 Nov- Adult Older Adult Adult Child
March
Year 4 April- Child (H) Adult (H) Older Adult Adult
September
Year 5 Oct- Neuro- Child LD AMH
March psychology
Year 5 April- LD AMH AMH Older
September Adult (H)
Training Pathways available within Hull-Humber Mental Health Teaching NHS Trust.
TRAINEE2 TRAINEE3 TRAINEE4 TRAINEE5 TRAINEE6 TRAIN
YEAR 4 Two days Child (CWil) Child (NG) OA (CH) Primary Care Primary Care Prima
(NBe) (LC) (VR)
One day AMH (DH/DB) Primary Care Primary Care AMH Child Child
(DH/KA)
YEAR 5 Three days OA (CC) /Rehab Child (PR)/ Child (CWe)/ Rehab
(KG) Rehab (KG) PSYPHER LD (C
(PB)
Two days AMH (DP) AMH (DP)
One day LD (AH) LD (AH))
Table 4 (Cont’d): Training Pathways Agreed from 2005
23
10.2 Details of the way clinical experience of individual trainees is planned and
monitored.
Individual Placement Planning
A member of the University staff team (usually a member of the clinical tutor team) is
assigned to the trainee and their placement. If the placement involves a fourth year trainee,
or the placement has not been used regularly by the Course hitherto, or the trainee has
special needs an Initial Placement Review Meeting is arranged at a time mutually
convenient for the supervisor, trainee and the clinical tutor, generally in the first two weeks
of the placement. This meeting takes place at the placement base.
The purposes of this meeting include:
a) review of the trainee's previous clinical placements and experience (for all trainees),
based on previous ratings of progress towards achieving specific learning outcomes, if it is
a second or subsequent placement (for 2005 cohort onwards).
b) review of the learning outcomes, which the trainee is expected to be working towards
achieving on placement and recording of the experiences that will be available on
placement to help them achieve these goals.
c) setting of individualised placement goals with specific reference to the trainee's needs
and interests and the Logbook, which records their experiences to date.
d) checking on fundamental aspects of the placement such as office accommodation,
secretarial support etc.
e) setting the dates of the Mid-Placement Review and Final Placement Review
f) completion of the relevant sections of the Placement Planning and Assessment Pack –
PPAP, a copy of which is kept in the trainees file, and which is used in considering a)-d)
above. (Please see Appendix 12 for Placement Planning and Assessment Pack.) For current
5th and 6th years the Placement Agreement is the documentation used.
Trainees with special needs will have met with the Clinical Practice Co-ordinator at the
beginning of the Course (or as soon as the needs are identified) in order to draw up a list of
reasonable adjustments that require to be implemented on placement. These trainees,
together with the Clinical Practice Coordinator, will be encouraged to visit placements well
in advance of starting to work there to ensure that the placement can accommodate their
requirements. The statement of reasonable adjustments required will be attached to their
PPAP to ensure that supervisors have a written statement of need that can be referred to.
In those cases where a formal initial placement meeting involving the clinical tutor does
not take place (because the placement has been used habitually by the Course and concerns
a 5th or 6th year trainee), the trainee and supervisor are required to complete the PPAP. This
includes careful consideration of the trainee's previous placement experiences, the level of
competencies acquired under specific learning outcome headings and gaps in the logbook,
culminating in the specification of individual goals and particular experiences and skills
acquisition associated with the placement. The trainee is required to send a completed copy
of the relevant sections of this form to their Clinical Tutor within two weeks of placement
commencement. (The Placement Agreement is completed for current 5th and 6th years)
24
Placement Monitoring
Mid-Placement Review (MPR) meetings are arranged at a mutually convenient time for
all parties (the trainee, the supervisor/s and clinical tutor) half-way through five and a half
or six month placements, and after 4 and 8 months into year long placements. Primary
supervisors must be present at these meetings, but it is anticipated that secondary
supervisors will report through the primary supervisor. In general, the following agenda is
followed:
a) The clinical tutor meets with the trainee on their own to discuss the progress made and
any concerns about the placement and supervision received.
b) The clinical tutor meets with the supervisor/s on their own to discuss any concerns
about the trainee's performance and progress.
All parties then meet together in order to:
c) review the progress towards the goals set at the Initial Placement Review (documented
in the Placement Planning and Assessment Pack). The ratings of progress towards
specific learning outcomes and other goals is done in supervision meeting/s prior to the
review, with the ratings reflecting the consensus view of supervisors involved in the
placement and the trainee. Ratings are given as part of the formative feedback received
by the trainee at the MPR and used to indicate areas where additional focussed work is
required by the trainee over the remainder of the placement. (This is done for all
trainees, but less formally than as described below for current 5th and 6th years)
d) discuss any placement process or practical issues the trainee has requested are raised.
(For all trainees)
e) clarify whether specific goals need to be met by the trainee over the remainder of the
placement in order to ensure that the placement passed. If such goals require to be met
these will subsequently be confirmed in writing to the trainee and supervisor/s by the
clinical tutor. (For all trainees)
f) confirm the date of the Final Placement Review. (For all trainees)
Final Placement Review Procedures differ radically between the 2005 cohort, who are
being assessed under the new evaluation procedures, and the current 5th and 6th years who
are being assessed under the previous evaluation scheme. Both sets of procedures are given
below.
Current 5th and 6th years. The Final Placement Review meeting should take place at
some point during the last two weeks of the placement. It is attended by the clinical tutor,
course director or clinical practice coordinator, the supervisor and the trainee. It involves a
panel assessment of samples of the trainee's work on placement and the trainee must make
sure the required samples are available for this meeting. (Please refer to Appendix 13 for
the Evaluation of Trainee Placement Performance). In addition, the supervisor provides
the trainee with written comments concerning the trainee's placement performance and also
25
completes the End of Placement Continuation Sheet (See Appendix 14) in consultation
with the trainee. The latter form is a list of the trainee's strengths and weaknesses, and
areas of inexperience, to be used in planning subsequent placements. The trainee retains a
copy of the continuation sheet, to hand on to the subsequent supervisor. Prior to the final
placement review meeting, the trainee completes the Trainee's Evaluation of Clinical
Placement/Supervision Rating Form (See Appendix 15 for a copy) and hands this to the
clinical tutor at the meeting. The trainee should have shown this completed form to the
supervisor prior to the meeting.
Throughout the duration of the placement, the trainee documents clinical experiences
obtained in the Logbook (See Appendix 16). The trainee should also keep a record of all the
clients (s)he has seen, including a brief summary of demographic details, type of problem
and treatment techniques employed. The trainee logbook is reviewed at all placement
meetings.
Current 4th and subsequent years. The Final Placement Review meeting should take
place at some point during the last two weeks of the placement and involves all the
participants present at the MPR. It involves discussion of the progress that has been made
on placement in achieving the learning outcomes specified at the beginning of the
placement (as indicated by the final ratings made for each learning outcome) and
discussion of the trainee‟s ratings of the extent to which the placement and supervisor/s
have facilitated the achievement of those goals. (See the PPAP for the documentation
used). The Final Placement Review provides formative feedback to the trainee, but also
provides the supervisor/s with the opportunity to exercise their gate keeping function by
failing trainees whom they believe have met the relevant criteria described in the Clinical
Section of the Course Handbook (PP.33 -34). In order to ensure that there is a level
playing field for trainees on a 5½/6 month placement and those on a year long split
placement, any risk of failure identified at the first MPR for trainees on year long
placements will lead to a notional „Final‟ Placement Review meeting being held at the end
of March (or two months after the MPR for fourth years). At this point, the trainee may be
judged to have failed the placement if remedial action has not been effective.
Throughout the duration of the placement, the trainee documents clinical experiences
obtained in the Logbook. This contains a record of all the clients (s)he has seen, including a
brief summary of demographic details, type of problem and mode of intervention and
model employed. The logbook is designed to ensure that the trainee and clinical tutor can
monitor the extent to which minimum required experiences are being met on placement.
The trainee logbook is reviewed at all placement meetings.
In April of each year Trainees receive a formal Course evaluation of their developing
clinical skills, which in Year 4 focuses on 1:1 working, in Year 5 on multi-disciplinary
working and which takes the form of a clinical viva for 6th years.
26
10.3 Examples of the placement plans and goals for trainees showing how clinical skills
and experience are developed over the Course, including a full range of placements.
Please refer to Appendix 17 for examples of the Placement Agreements, Continuation
sheets and the Placement matrix used with 5th and 6th years. Please refer to Appendix 18
for a Supervisors List; Appendix 19 for Placement Matrices and Training Pathways for
current 4th year.
10.4 Details of how allocation to placements is carried out.
Prior to coming on the Course
Candidates for clinical training are informed at selection that they need to be prepared to
travel to placements outside the Hull and East Yorkshire area. Whilst every effort will be
made to arrange local placements for trainees with carer responsibilities, candidates are
made aware that this cannot be guaranteed. Expenses are paid to trainees requiring
overnight stays in the area of their placement. Factors that are taken into account when
determining allocation of a training pathway at the beginning of the fourth year include
a) special needs relating to trainee disabilities
b) carer responsibilities
c) whether the trainee has previously been a graduate mental health
worker/ assistant in which case they will normally be allocated to a different
department than the one in which they have previously worked
d) trainee preference for a particular set of clinical experiences
e) trainee preference for a particular geographical area.
Trainees who feel that they have special needs relating to the allocation of a training
pathway are strongly encouraged to make contact with the Clinical Practice Co-ordinator
prior to the beginning of the Course.
Fourth Years
Information about the training pathways available and allocation criteria are provided as
part of the induction process on the first day of the Course. Trainees are asked to rank
order their preferences for particular pathways after this meeting and to bring this
information to a subsequent meeting with the Clinical Practice Co-ordinator within two
weeks of the initial information session. At this session, pathways will be provisionally
allocated based on trainee rankings, taking into account the factors outlined above.
Trainees with issues they do not wish to discuss in detail in this forum should see the
Clinical Practice Co-ordinator prior to the meeting. When more than one trainee wants a
particular pathway and no allocation criteria are relevant, the decision will be reached by
the Clinical Practice Co-ordinator following discussion within the group. Trainees are
informed in writing of their allocated training pathway within a week of this meeting. Each
trainee will have a nominated clinical tutor whom they should contact in the first instance
with any queries or concerns about the placement once allocated.
27
In April of each year there is a meeting between the Clinical Practice Coordinator or
representative and supervisors in each geographical grouping to confirm placements for the
second year of training pathways and to establish whether there will be any change in the
number of pathways available for new trainees. Any changes that affect current trainees
will be notified to them in writing following these meetings. When placement providers
cannot deliver any aspect of a specific pathway because of resource issues, equivalent or
equally relevant experiences will be provided within the same geographical grouping. In
exceptional circumstances when this is not possible the Course will support providers in
identifying alternatives in other geographical areas.
Fifth Years
In April, following the meetings with placement providers, trainees are circulated with
information about the final year placements (See Appendix 20) available and are asked to
indicate in writing their placement preferences for Year 6 These are discussed at a
meeting between the year group and the Clinical Practice Co-ordinator in May. Conflicting
preferences will be identified and decisions taken about allocation based on the following
criteria.
a) special needs relating to trainee disability
b) log book gaps that require to be filled/other identified training needs
c) carer responsibilities
d) experience in different department/s to the ones in which they have
previously worked
e) trainee preference for a particular set of clinical experiences
f) trainee preference for a particular geographical area.
Trainees should bring their logbooks to these meetings. They are informed about the final
allocation in writing by the end of June.
Review process
Feedback on the process each year and the need for review is established through a variety
of mechanisms:
1. Individual feedback from trainees to the Clinical Practice Co-ordinator.
2. Trainee representation on the Board of Supervisors where the placement allocation
process is a standing agenda item.
3. Confidential trainee feedback gained via the TQA (See Appendix 21).
A formal review is held at the first Placement Committee of each academic year, where
feedback from all the above sources is discussed. There is trainee representation on the
Placement Committee.
See Appendix 22 for Clinical Placements Committee Minutes and Board of Supervisors
Minutes.
28
Guidelines concerning the specification of the minimum required experience are
incorporated into the Logbook. This specification is reviewed annually, at the Board of
Supervisors meeting.
11.0 Clinical Supervision
Details of procedures for selecting supervisors and placements for the Course.
The Hull and Leeds Courses collaboratively arrange and run a course of four introductory
supervisor workshops each year for supervisors new to the area and clinical psychologists
approaching two years post-qualification (See Appendix 23). All new supervisors are
expected to have attended these workshops. Newly qualified psychologists in the local
Trusts are personally invited to attend Supervisor Workshops. Advanced workshops are
also organised regularly. Appendix 24 provides a detailed listing of Advanced Supervisor
workshops, local and Regional PQT events.
Only clinical psychologists are used as primary supervisors (with one exception, the lead
clinician of the Early Intervention in Psychosis service-PSYPHER, where the secondary
supervisor is a qualified psychologist). Although the majority of secondary supervisors
continue to be clinical psychologists, other disciplines are making an increasing
contribution to secondary supervision, particularly in relation to the provision of
specialised psychotherapy and family therapy experience.
New training pathways, which are established for 4th and 5th years, are only done so once
appropriate supervisors have been identified at the joint meeting in April with the Trusts
and other services in particular geographical areas. Any new pathways are designed in
order to maximise experience for trainees across the age and ability range.
New potential supervisors for 6th year placements are requested to submit a placement
description to the Clinical Practice Co-ordinator. These are reviewed at the April meeting
to ensure that each area is providing sufficient 6th year placements to cover the number of
training pathways available, although these placements will in general be filled by trainees
who have not previously worked in that area.
The Course enjoys a close, collaborative relationship with local experienced supervisors.
Our Department runs its own programme of workshops and events for the benefit of local
supervisors, in addition to the Regional PQT programme.
The Course makes use of the BPS Guidelines on Supervision, copies of which are included
in the Course Handbook and which are discussed with, and provided to, new supervisors as
part of their training. The Course Handbook contains all the information required to
supervise a Hull trainee, including advice about the organisation and content of the
placement, placement monitoring and trainee evaluation.
29
It is made clear to all supervisors at placement visits that they are required to provide at
least one hour of formal supervision and a further three hours of informal contact per week.
11.1 Details of number and frequency of visits by Clinical Tutor or others to trainees on
placements and mechanism for review
Year 4 (10-month placement): Initial Placement Review, two Mid-Placement Reviews,
End-of-Placement review.
Year 4 (1 x 4½ and 1 x 5½-month placements): Initial Placement review, Mid-Placement
Review, End-of-Placement Review (for each placement)
Year 5 (10-month placement): Initial Placement review if a new placement, two Mid-
Placement Reviews, End-of-Placement review.
Year 5 (2 x 5½-month placements): Initial Placement review if a new placement, Mid-
Placement Review, End-of-Placement Review (for each placement)
Year 6(10-month placement): Initial Placement review if a new placement, two Mid-
Placement Reviews, End-of-Placement review.
Year 6 (2 x 6-month placements): Initial Placement review if a new placement, Mid-
Placement Review (End-of -Placement Review is not mandatory but may occur at the
request of either party) (for each placement)
Where the 10-month placement is split between two supervisors (2 days/1 day) both
supervisors are expected to attend the review meetings. For a small number of 6th year
placements where geographical distance presents a barrier to joint meetings, mid
placement review meetings are held for each placement component.
Trainees complete the Trainee Evaluation of the Clinical Placement and Supervision form
(PPAP Section 4) at the end of each placement. Members of the clinical tutor team also
receive verbal feedback from trainees at the mid-placement review. Trainees also
contribute to review of placements through their representation on the placement
committee.
12. Formal Teaching
12.1 An Introduction to the Academic Component of the Course
The academic component of the course (teaching sessions) has been revised to support a
progressive learning model on the Hull Clinical Psychology training course and to prepare
trainees for their training placement pathways. The course bundle structure provides an
organising framework for academic course input across the integrated undergraduate and
postgraduate elements of the Hull Clinical Psychology Training Course. In addition, the
bundles reflect the philosophy of the course and highlight areas of development that were
drawn from extensive consultation with course stakeholders
30
Teaching on the revised programme has been re-organised into workshops which provide
generic/‟core‟ information on a topic area, together with applications of this information to
clinical populations across the lifespan and intellectual functioning range, and in a variety
of different clinical settings
Strong links between theory and practice are encouraged in a number of ways:
Much teaching is provided by Clinical psychologists who work locally within the
NHS and their contribution is greatly valued and encouraged, with increasing
consultation and lecturer involvement regarding content
Workshops co-ordinators are encouraged to include case material and examples in
their sessions and trainee feedback has confirmed the value of this to their learning
Improved communication regarding teaching input will enable supervisors to gain a
clearer overview of teaching areas that have been covered by trainees
Forums are provided for trainees to share aspects of their clinical work and reflect
on its links to theory and to learn from each other in this process
The course strives to deliver the academic component of the course through a variety of
teaching strategies that reflect the adult learners who are undertaking it and their
developmental progression across the 4 years of the course. These include:
A strong emphasis on trainee participation and skill development
Explicit teaching and reflection to aid “Learning about learning” in order to equip
trainees with the skills and commitment to undertake continuous professional
development throughout their careers
Enabling trainees to provide feedback to influence the teaching they receive and to
select future teaching areas appropriate to their needs
The introduction of small scale „problem based learning‟ tasks
Ensuring that assessment methods are relevant and related to competencies
Working with trainees to identify their own learning strengths and needs and to use
development plans to enhance their progress
The useful role of trainees learning from each other is actively encouraged (including
across the three postgraduate years), together with the development of communication and
presentation skills.
The course is committed to providing quality teaching and values trainee feedback and
peer observation in ensuring this is maintained and improved.
12.2 Overarching Learning Objectives
To contribute to the overall aim of the course to foster the development of
competent, reflective scientist-practitioners who are able to work effectively as
clinical psychologists within the NHS
31
To provide trainees with a comprehensive knowledge base that is applicable to all
areas of clinical practice (populations and settings), prepares them for clinical
placements and encourages the integration of theory and practice
To enable trainees to develop their competence in applying knowledge to unique
clients and situations through reflection and creativity and the application of the
core skills in assessing, formulating, intervening and evaluating
To foster trainees awareness of “learning about learning” and the development of
lifelong learning strategies to enable trainees to take active responsibility for their
continuous professional development
To enable trainees to develop their own skills in communication, presenting and
teaching and to apply these in a range of settings
To enable and encourage trainees to give constructive feedback on teaching quality
and their learning experience
12.3 Curriculum Bundles
Following the recent changes to the British Psychological Society (BPS) Committee for
Training in Clinical Psychology accreditation criteria, the academic teaching programme
has been revised. Courses are now accredited on the basis of trainees being able to
demonstrate their competence in a variety of areas listed by the BPS. This means that the
teaching we provide on the course has to be focused on helping trainees to develop
competencies and needs to relate to the competencies they are working to develop in their
clinical placements. We have restructured the course to reflect competencies and instead
of organising teaching on the basis of clinical areas (e.g. child, learning disability) we have
broadly based our structure on competency areas. The teaching is organised within seven
bundles. A bundle acts as an organising structure for course input for trainees. Each one
broadly links to areas of core competence and collectively they reflect and emphasise the
philosophy of the course. Within the bundles “core” workshops are organised to provide
teaching in relevant areas, each of which will explore adaptations to clinical populations
and settings.
Each bundle has an explicit developmental dimension and runs across the integrated 4
years of the clinical psychology course (one undergraduate and three postgraduate years).
Within this, the scheduling of workshop topics is in line with the progressive learning
model of the Hull postgraduate course, which focuses on the development of 1-1 working
skills in year 4 and team working skills in year 5 across the full range of clinical
populations and settings. The 6th year provides an opportunity to develop expertise further
and to ensure that all necessary clinical experiences have been gained. The bundles are:
Therapeutic relationships and self awareness
Clinical Skills
Practice Based Knowledge and its Application
Ethical Practice, Values and Professional Issues
Disciplined Enquiry
NHS Context and Professional Relationships
Integration Through Reflection
32
12.4 Relationship Between Bundles and Placement Themes
The aims of each bundle reflect the competency based learning outcomes specified by the
CTCP. Assessment of clinical competence (the OUTCOME or END POINT of the course
in terms of trainee‟s demonstrated competence) is structured according to placement
THEMES, which also have an implicit developmental progression. Specified learning
outcomes (competence) at one level (which reflects the ability of the individual to integrate
theory and skills into competent functioning as a clinician) must be achieved and
demonstrated before progression to the next stage. These themes also closely mirror the
CTCP specified core competencies. Fig 1 below depicts the relationship between bundles
and themes.
Bundles Themes
(organisational structure (placement learning outcomes)
for teaching input)
Integration through reflection General and Transferable Skills
Clinical Skills Psychological Assessment
Psychological Formulation
Psychological Intervention
Practice Based Knowledge Communication, Teaching, Training
Disciplined Enquiry Research and Evaluation
Ethical Practice, Values and
Professional issues
Services and Organisations
Therapeutic Relationships and
Self Awareness
Personal and Professional Skills
NHS context and Professional
Relationships
Fig 1 Mapping the relationship between bundles and themes:
NB. Although both bundles and themes include an explicit area relating to reflection/transferable skills, it is
expected that this aspect in practice goes across all areas.
12.4 Academic Syllabus for the Course.
The Academic Syllabus has recently been substantially revised to bring it into line with
BPS competency based accreditation criteria and with the progressive learning model
adopted by the Hull course. There are therefore two academic syllabi running in parallel at
the moment. The 5th and 6th years are completing their training with the “old” syllabus
33
while the 3rd and 4th years are being taught from the new syllabus. For the sake of clarity
information about the syllabus will be given about the current 3rd and 4th years first and
then about the current 5th and 6th years.
Current 3rd & 4th years
Please refer to the “Academic Elements of the Programme” section of the Course
handbook, PP 39 - 49. The following documents are of particular relevance to each of the
sections
Please see the Course Handbook Course Purpose and Philosophy (PP14-15) Main
Principles of Academic Component (PP39-40);
12.5 Distribution Of Days Across Core & Specialist Teaching Areas across three years
In line with competency-based training, the new course bundle structure aims to provide
generic or core information, which can be applied across the ability range and the lifespan.
In some sense therefore the majority of teaching in the 4th and 5th years is core teaching.
The 6th year programme will provide specialist teaching which will cover specialist
therapies, complex case working and consultation. Transcultural issues will be addressed
across the teaching syllabus. Substance misuse is introduced in the 4th year programme.
Teaching skills and techniques form an integral part of the Thursday case and research
presentations. 5th Year trainees will be consulted about their 6th Year teaching programme.
Bundle No Of Days
Therapeutic Relationships & Self Awareness 3.5
Clinical Skills 18.0
Practice Based Knowledge & Applications 19.5
Ethical Practice, Values & Professional Issues 1.5
Disciplined Enquiry 2.0
Integration through Reflection 2.0*
Spare Teaching Days 3.0
Study Leave 10.0
*While there are only 2 days of teaching scheduled in the main timetable, a significant
amount of teaching within this bundle happens in the Thursday Case and Research
Conferences. See Research Section of Course Handbook (Components PP56-57). Please
see Appendix 26 for the Academic Timetable.
See appendix 27 for a list of clinical skills workshop for current 4th year.
34
See Appendix 28 for description of the course contents.
A key reference list is the old academic handbook for the current 5th and 6th year. For
current 4th year, please see the key references under each workshop (Course Handbook PP
135 – 172).
Current 5th & 6th years
Please refer to Appendix 25 pp 1-2 for Teaching Aims and Objectives and Achievement of
Aims and Objectives; pp 2-3 for Summary of Core Areas.; pp 4-32 for the course content,
a full list of lectures and key reference lists for the 5th & 6th years.
The core knowledge and skills taught during the Adult Mental Health block, in particular,
are generalisable to the other core and specialist areas;
Core skills form an integral part of most of the postgraduate teaching;
The Child/Adolescent & Family Mental Health block teaching includes teaching about
young people with and without learning difficulties and hence covers, in part, this
aspect of the learning disabilities teaching;
Transcultural issues are considered essential to all core and specialist areas;
Teaching skills and techniques form an integral part of the Thursday case and research
presentations;
Trainees can request more Personal & Professional Development input than timetabled
particularly during Year 6; and
5th Year trainees are consulted about their 6th Year teaching programme.
Substance misuse is taught in the current 6th year.
See appendix 27 for a list of clinical skills workshop for current 5th & 6th years.
12.6 Additional courses, workshops or conferences attended routinely by trainees.
Trainees have an annual budget of £250 primarily intended to fund attendance at local,
regional and national training events relevant to clinical training. Trainees are regularly
circulated with information about such events, and usually they have free access to the
Yorkshire PQT programme. Most trainees will attend at least one external training event
per year. There are annual older adult workshops involving eminent external speakers. In
addition, an annual recruitment fair is jointly organised by the Hull and Leeds Courses to
which all final year trainees are invited.
12.7 Arrangements for reviewing and developing the syllabus, including methods for
obtaining feedback from trainees.
35
The principal forum for regular review and development of the syllabus is the Academic
Syllabus Committee. It meets four times a year and consists of the Academic Syllabus Co-
ordinator (Chair), the Course Director, the Administrator, the Module
Managers/Workshop organisers, one Trainee Representative and co-opted members as
required. It is the responsibility of the committee to advise the Board of Management on
all matters concerning syllabus change and development. In addition, the Academic
Syllabus Co-ordinator arranges meetings and informal discussions with trainees to obtain
feedback and preferences regarding teaching. (See Appendix 29 for Academic Syllabus
Committee Minutes)
In order to undertake the curriculum review, a sub-committee of the Academic Syllabus
Committee was convened. This sub-committee undertook a comprehensive review, which
included seeking views from those who teach on the course, trainees and recently qualified
Hull Clin.Psy.D. graduates. The sub-committee then made recommendations to the
Academic Syllabus Committee and the Department Staff Committee. Following further
refinement, the new syllabus was put to the Board of Management and approved.
TQA procedures, as described above, are an integral part of the doctorate programme. All
feedback is processed by the Academic Syllabus Co-ordinator and considered in the light
of the trainee feedback. Where there is consensual criticism, steps are taken to remedy the
difficulty. In addition to the trainees TQA, feedbacks from the workshop organisers are
also sought.
13. Research
13.1 Introduction, Aims and Objectives of the Research Programme
The research programme is organised by a staff research group led by the Research
Coordinator. It operates in the context of a Departmental Research Strategy, which is
strongly focussed on ongoing research by academic staff who act as supervisors for the
large-scale trainee research project. It aims to equip and motivate trainees with a broad
range of knowledge and skills, thus enabling them to become effective and productive
scientist-practitioners of evidence-based research methods in typical areas of clinical
psychology. It also provides the skills required to enhance areas of research-methods
competence in future clinical psychological careers, as part of continuing professional
development. The primary focus of the programme has been on the large scale Doctoral
Research Project, although the Small Scale Research Project -SSRP (used to be know as
Placement Based Project) is also included (see Course Handbook P 87). The Small Scale
Research Project is set in the NHS with placement supervisors suggesting topics [and
providing supervision] that are of interest the to the placement and supervisors interest in
service provision. Teaching and qualitative or statistical analysis support to conduct the
SSRP, is available to the Trainee from the Department. From 2005/6 the SSRP has been
integrated developmentally into the research programme in terms of both teaching and
practice. It will be evaluated at the end of Year 4 prior to trainees embarking on their large
36
scale research project. From 2005/6 improved integration of clinical and research
components of training is reflected in an evaluated critical literature review of a clinical
condition (i.e. a case on placement) in Year 4
The Research Programme has the following objectives:
1. To ensure that trainee research is relevant to the profession of Clinical Psychology,
the NHS and other care systems that support patients and families who are served
by clinical psychologists.
2. To assist trainees to develop critical skills which enhance new knowledge or that
apply knowledge in new ways to clinical settings.
3. To assist trainees in developing knowledge on research ethics and also current NHS
procedures for ethical scrutiny and research governance.
4. To develop skills necessary for project management from design to completion of a
clinically relevant research project
5. To develop verbal and written communication skills to disseminate new research –
driven concepts and procedures. In accordance with evidence – based practice these
should have the potential to re-shape clinical practice and the quality of
psychological services to patients and families
6. To develop research active clinical practitioners who can disseminate their research
findings in peer review and practitioner journals.
The research programme is organised developmentally, extending over years four to six of
the 6-year training course in clinical psychology. It takes into account the timing of the
programme outcomes (see section on trainee evaluation) and builds on the research
methods and statistics courses undertaken in the three year BSc degree in psychology. It
provides some formal teaching that adopts wherever possible the principles of problem
based learning. The teaching methods used are primarily interactive, to encourage
collaboration, participation, critical analysis and review. This more interactive form of
module delivery is implemented as follows: research presentations involving a structured
programme of peer and staff collaboration and the presentation of a progress report at two
key points during the research training (in years 5 and 6) – see Course Handbook PP 56-
57; Research Groups [ see Course Handbook P 57] involving individualised trainee needs
– led sessions such as focused thematic research groups that can include development of
concepts in the fifth year and research-methods and statistics clinics in the sixth year (see
Course Handbook P 57). These „research groups‟ are specific to the issues that need to be
considered in order to complete an individual trainee‟s doctoral research and can be
attended by trainees academic staff and field clinicians. This method of learning through
facilitated staff and peer research presentations and research groups, provide individualised
developmental support across year groups and a structure for collaboration and peer
support. In Years 5 and 6, a minimum of once monthly individual research supervision is
also provided by a named academic supervisor within a written research contract (see
Course Handbook PP 361-370). The latter is monitored by the academic staff research
group led by the Research Co-ordinator and is formally reviewed three times a year (see
Course Handbook PP 359-360). The Research Co-ordinator provides advice and support
to individual supervisors and their trainees should this proactive monitoring scheme
37
highlight potential problems for the successful completion of a doctoral standard research
thesis. Trainees also have direct access to a medical statistician who is available each week
within the Department for individual appointments with trainees and their academic
supervisor, throughout the 3 years of the Doctoral programme. One member of the
academic staff team has particular expertise in qualitative analysis and is available for
consultation by appointment.
The advantages of “learning by doing” are capitalized on throughout training since these
are a means of helping ensure acquisitions of skills, as well as providing an example of
how the key skills of critical thinking about and evaluation of decisions concerning
research need to permeate all stages of the research process. These help to ensure good
quality, timely, and effective communication of research progress reports.
Underlying the entire research process, both for qualitative and quantitative approaches, is
a common structure. Making clear this structure and carrying out the research activities in
sequence, as specified by this structure, will help ensure that research is planned well and
adequately, documented accurately and at an appropriate level of detail, and completed
within the time constraints, allowing sufficient time for reflection and appraisal of research
reports that are required. The Research Section of the Course Handbook outlines the
developmental structure used within the academic programme (PP 56-63; 211-213),
research supervision (PP 60-63), evaluation of research tasks i.e. Critical literature, the
Small Scale Research Project, a Journal article and the Thesis (PP 339 – 360) and
supervision monitoring (PP 359- 360). This structure applies equally to the completion
and submission of research reports for publication in peer-reviewed journals. One specific
aim of the course is for trainees to submit at least one research-based paper for publication
carried out on the course (see Course Handbook P 59). Trainees are also expected to
disseminate their research to the NHS at a Research Conference (Course Handbook PP 59)
that is arranged by the Department at the end of the sixth year, prior to the viva voce
examination. At this conference trainees also deliver a poster presentation (see Course
Handbook PP 220 for poster template) which has been used in recent years by some
trainees for dissemination at national and international conferences.
Within this structure, important decisions have to be made about the choice of a trainee‟s
research topic (see section 13.4 below), the form and the means by which it is planned,
carried out and disseminated. The Research Co-ordinator therefore oversees the teaching,
supervision and monitoring of all trainee large scale research and is available to the
academic research teaching and supervisory staff for advice on matters arising from trainee
research activity.
13. 2 .List of formal courses
These cover critical appraisal, research design, methodology, analysis, ethics, and research
practice in the NHS including research governance (see Course Handbook PP 225 -231 for
details). The following specific content is covered to enable trainees to make critical and
informed decisions about research read and appraised, research carried out, and research
used to make recommendations to others:
38
1. The identification, description, and critical appraisal of published research, leading to
the specification of an appropriate research question in terms of a research aim.
2. The relative strengths and weaknesses of qualitative and quantitative approaches to
research, and their inter-dependence.
3. The roles and uses of single-case studies as opposed to group designs; small N designs;
their strengths and weaknesses; and the use of single-case studies in informing case
reports and performance appraisal as well as work more typically described as
“research”.
4. Devising a specific research plan or design, which, if followed, enables one to answer
an already-identified research question. The following material will be covered:
a) The specification and allocation of participants to groups or conditions that enables
comparisons to be made, thus informing answers to the research question;
b) Principles of sampling, to enable representative samples to be drawn that match
the degree of generalizability required by the research question;
c) Sampling and Power Analysis;
d) Principles of ethical research and one‟s commitments to all stakeholders in the
research, including the participants;
e) The choice of observations that one needs to make in order to answer the research
question; the bases of these choices, including issues of reliability, validity, and
bias; different kinds of psychometric characteristics that scales and questionnaires
can have, and the strengths and weaknesses of them in their use for different
research questions;
f) Grounded Theory, Interpretative Phenomenological Analysis and other qualitative
techniques.
g) How different research questions and designs inform the choice of statistical
analyses one needs to perform in order to provide statistical answers to the
research question.
h) The requirement of interpreting the statistical answers provided by analyses in
terms of the clinical research questions and issues that motivated the research.
i) All trainees are expected to have covered basic statistics in their undergraduate
course. In Hull, students use an interactive scheme MERLIN that informs
manipulation of SPSS as well as accessing use of basic analyses such as
parametric and non-parametric correlation tests, tests of reliability, ANOVA and
simple regression. In year 4 they are given a knowledge quiz and gaps in basic
knowledge are extracted to develop the teaching programme to meet both group
and individual requirements of the year group. Formal teaching aims to ensure that
trainees know the parameters of test selection rather than the detail of particular
tests. Specific statistical matters that require working knowledge by the trainee
include in following:
Descriptive versus inferential statistics; typical scores (means, medians and
modes); measures of variability (variance, standard deviation, interquartile
range); measures of relationship and correlation (Pearson‟s r, Kendall‟s tau,
Spearman‟s r); and measures of association, agreement, and consistency (e.g.
phi, Cramer‟s C, Cohen‟s kappa, Cronbach‟s alpha), Null Hypothesis tests and
their logic; and Confidence Intervals.
39
Parametric versus Nonparametric Statistical tests (ANOVA, t-tests, Regression,
Chi-Squared tests, tests based on ranks)
Univariate versus multivariate analyses (Simple and multiple regression,
MANOVA, Logistic Regression, Log-Linear analyses)
Advanced Statistical Techniques are not covered but trainees are made aware that
these methods exist and that for certain research questions require these will be
needed. Such analyses include:
Confirmatory and Exploratory Factor Analysis, Path Analysis, and an
Analysis of Covariance Structures (LISREL-like analyses).
j) The critical appraisal of the choices made for the above components in terms of
how well they avoid undermining alternative explanations that unduly weaken the
conclusions that can be made from the research; the revision of the research
question and/or design in order to eliminate, as best as possible, any identified
alternative explanations.
k) Practical issues in analysing data (the use of packages, such as SPSS).The choice
and preparation of information in the form of tables and graphs.
l) Interpreting the results of research in terms of the research question and placing
the results into the wider research and clinical context. Appraising and critically
reviewing one‟s own research
Year 4 concentrates on the underlying theories of research design and methodology and the
principles and practice of qualitative and statistical analyses. It also includes small scale
research studies, single case and small n studies, applicable to the Small Scale Research
(Placement Based) Project. Year 5 concentrates on the statistical issues of research
methods; and year 6 concentrates on the critical appraisal of research and practical issues
relating to conducting qualitative and statistical analyses. Preparing the large scale project
for Local Research Ethics Committee appraisal and Research in the NHS including the
principles and practice of research governance and dissemination is formally addressed
within the timetable (0.75 days).
13.3 Availability of statistical and computing advice and facilities
Statistical advice can be obtained from the Department‟s statistician who is resident for 2-3
sessions each week primarily to assist trainees with their research, including where
necessary providing individuals with specific advice about the use of the SPSS software
package on PC, acting as guarantor for the Local Research Ethics Committee and assisting
with particular soft ware that may be needed in addition to SPSS, for particular analyses.
There is also expertise available in some (but not the full range of) qualitative
methodology from one academic member of staff.
13.4 Procedures for selection of research topics and supervision of projects
The Departmental Strategy for the trainee research project was developed in July 2001 and
refined when the University‟s Graduate School was formally established in 2002. The
purpose of the departmental strategy is to ensure that trainee research is collaborative in
nature, aligned with current NHS policy (such as the broad principles of research
40
governance and dissemination), adds to developing knowledge in a clinically relevant area
of enquiry and builds on the particular area of research enquiry from year to year. In
addition the Graduate school requires that before agreeing to supervise a trainee, academic
staff should satisfy themselves that they have the necessary knowledge and skills to
supervise the project, that the project is of a Doctoral degree standard, that it can be
undertaken within the resources available, in the required timescale and that staff are
confident as far as this is possible to determine that the student has the capacity to
undertake the project successfully. Academic Staff Supervisors are therefore encouraged to
develop research themes or clinical research programmes. Since our philosophy is that
high quality research can only be carried out in a collaborative research environment, staff
research programmes usually involve groups of staff (see Course Handbook PP 54-55).
Trainees are usually required to develop their choice of research within these themes or
programmes and the aspiration is that trainees will progressively learn to contribute to the
development of new knowledge within Departmental programmes from year to year.
The outcome of this focussed research strategy has produced a small but pleasing growth
in publication of trainee research in peer review journals and abstracted conferences over
the past years. Please see trainee theses (Course Handbook PP193 -198), publications
(see Course Handbook PP 199-203) and staff publications (see Course Handbook PP
175-192). The latter demonstrates how some trainees have contributed progressive
development of research themes and also how some have continued with post qualification
research activity.
There is an emphasis on stimulating trainees‟ thinking and enthusiasm in terms of research
topic selection during the fourth year. The following process is used (and refined each
year), to implement the strategy including the requirements for academic staff supervision
from the Graduate School:
1. Early in the fourth year trainees are encouraged to read relevant detail in the Research
Section and Appendices of the Handbook pertaining to staff research interests, recent
publications and how these relate to past trainee research projects. On the basis of these
they are advised to access past trainee thesis or publications and arrange informal
discussions with relevant members of the staff research group to explore how past
trainee research may be extended or new areas of expertise that are developing within
the staff group.
2. Fourth year trainees are made aware at the start that their final research topic will be
governed not just by their particular interest but also by the availability of academic
supervisor expertise and resources.
3. Although to some extent the Doctoral Research Programme is seen as training in
clinical research, dissemination in peer review and practitioner journals is seen as a key
outcome to whether trainees will go on to become research active practitioners in the
NHS. Since our evidence is that publication is rare when trainee research is outside that
of the supervisor‟s particular research area, fourth year trainees are not encouraged to
consider topics that are outside the knowledge and expertise of academic research staff,
unless an exceptional case can be made and supervisor expertise and resources can be
found.
41
4. Fourth year trainees attend research presentations from sixth year trainees as part of
the Thursday morning seminar programme. They are provided with a recording
sheet/research log which they use to record exposure to a potential research topic and
their reaction to it
5. Research presentations from academic supervisors are arranged four months into the
fourth year research teaching programme. These are on topics that are considered
timely and relevant by academic staff, but there is ample opportunity for trainees to
discuss with staff and develop the particular area of enquiry further.
6. Following these presentations fourth year trainees are provided with timetabled
sessions to begin the process of choosing topics (and back up topics) and to test their
interest by completing one more short mini literature reviews on their potential
research topic(s).For specific instructions see Course Handbook PP 215-218.
7. Reviews are perused by the Research Co-ordinator and one member of the academic
research staff group and advice is provided to inform the trainees‟ choice of research
topic.
8. By June of the fourth year, trainees are expected to have some idea of a major topic
area they are interested in and have approached a member of staff for initial
discussions. They are then required to write a critical literature review having
conducted a CD ROM and/or internet search of the topic area, for submission by end of
July. This should culminate in identification of gaps in the literature, the formulation of
a number of pertinent research questions and preliminary design and a feasibility
statement. A provisional academic research supervisor is allocated and trainees are
given time and clear instructions (see Course Handbook PP 216 – 218). Trainees are
also encouraged to explore the potential for field supervisors where necessary, in
considering recruitment and feasibility. Field supervisors will generally be clinicians
who will facilitate participant recruitment and the collection of data.
9. Over the summer break each review and preliminary proposal is evaluated by two
members of the academic research staff (not the potential supervisor) and discussed by
a research panel early in the fifth year.
10. Following this, trainees and academic research supervisors enter into a formal research
contract (see Course Handbook PP 361 -370), unless there are concerns expressed by
the panel, about feasibility of the project within the resources available, in the required
timescale or that the trainee may not be able to undertake the project successfully. The
Research Co-ordinator is available at this stage to explore supervision arrangements
with trainees and academic research staff. Trainees and supervisors are also encouraged
to establish formal agreements with field supervisors.
13.5 Monitoring of the trainee research project
The University has a procedure for the monitoring of postgraduate academic research
progress. This is administered via the Post Graduate Medical School reporting to the
Graduate School. It is required that both supervisors and supervisees make an annual
written report on their progress including indicating any problems, which might be
occurring.
42
In addition there is monitoring of Trainee research via a research panel (prior to
submission for ethical approval in the fifth year), research presentations within the
teaching programme during year 5 and 6 this process, a paper trail of research supervision
held by the Departmental Administrator and formal review by the staff research group
three times a year using a report form that is completed by the trainee and supervisor (see
Course Handbook PP 359-360 for monthly minimum and 3 monthly supervision form).
Research progress is also monitored every two months at the Departmental Staff meeting
where each trainee‟s progress is discussed routinely as a standing agenda item under
“reserved business”.
Guidelines provided to trainees on choice, execution and writing up of research projects
are updated and provided to trainees at each stage of their programme (see Course
Handbook PP 60 -83).
13.6 Summary
The trainee research programme described includes a developmental teaching module that
covers years 4 - 6, structured staff and peer support and collaboration, a research strategy
for academic supervision that adheres to NHS and University requirements, that aims to
maximise dissemination (via abstracted conferences and peer review and practitioner
journal publication) and has an established process for monitoring the quality of research
teaching and supervision. Full details can be found in the Course Handbook [PP 50 – 92]
and related Appendices [PP 174 – 257; PP 338 – 383]. Also see Appendix 30 for Trainee
Research Committee Minutes.
14. Integration of Theory and Practice
14.1 Details of methods used to help trainees integrate theory and practice.
The Course has at its heart a general strategy of integration, which reflects its core
philosophy. The starting point is the Course's overall aims and objectives, which lead
directly to a programme of training, which emphasises the development and progressive
evaluation of competence in the core clinical skills of assessment, formulation,
intervention and outcome evaluation. This emphasis on clinical competence runs
throughout the three strands of teaching, research and practice experience, fusing them into
a unified training strategy in which all three elements interact, jointly contributing to an
approach to clinical work which includes the critical use of relevant literature,
psychological theory, practical clinical skills and the routine evaluation of outcome. On
placement, there is a strong emphasis on clinical hypothesis testing and the development of
formulations, which are embedded in sound psychological theories. Many clinical
supervisors are lecturers on the Course and the importance of linking theory to practice is
emphasised in supervisors‟ workshops. Thus reference to theoretical and empirical
literature is required in routine clinical work, and this is then reflected in the submission of
case reports and case conference presentations. Throughout 4th, 5th and 6th years trainees
43
attend and present at weekly clinical conferences. At least three members of staff are also
present and supervisors receive formal invitations to these. The specific objective of these
90-minute conferences is to integrate theory and practice by developing scientist and
evidence-based practice. Trainees complete either a placement based research project or
case study in most placements. All trainees also use the internet for searching clinical
literature (e.g. Cochrane, Medline, and PsychLit) and this skill is framed in terms of its use
in both the research and clinical placement contexts. The research programme emphasises
the application of the full range of research and evaluative skills within the context of
routine clinical work. Trainees are taught how to evaluate their own clinical practice as a
matter of routine.
All teaching is related to clinical issues, is expected to involve a clinical component and
stresses the importance of clinical case material throughout. All lecturers include actual
clinical case material alongside a review of psychological theory and literature in the
formal teaching programme. The teaching programme also includes considerable attention
to professional and ethical issues in clinical practice. A list of clinical workshops is
presented in Appendix 27.
14.2 Local arrangements for Continuing Professional Development
The Hull Course team has two representatives on the Yorkshire Post Qualified Training
(PQT) Committee. This is a particularly active and successful committee, which promotes
continuing professional development for all departments of clinical psychology in the
region. A number of areas are covered on an annual basis (see Appendix 31 for a list of
Continuing Professional Development Workshops):
Skills – Supervision workshop, consultation group
NHS and BPS developments – Clinical Governance, new NHS, CPD monitoring
Interface with other professions – Multi-disciplinary conferences
Clinical updates – Across specialisms
Occasional workshops – e.g. teaching methods
The Course also enjoys a very close relationship with local NHS clinical psychologists.
This enables support to be offered through the challenges arising from the constant round
of NHS reforms.
15. PERSONAL AND PROFESSIONAL DEVELOPMENT (PPD)
The Course has developed a written policy towards PPD (Course Handbook PP 98- 103).
The Course emphasises the importance for trainees to develop the skills of self and critical
reflection. Over the years, in addition to formal evaluation of trainees‟ progress, there are
also formative assignments, which aim to facilitate academic and professional
development. The importance of PPD is taught and discussed in the Introduction Block of
the fourth year and throughout the course. In addition to these mechanisms for the
44
provision of support listed in Section 11.2 below, the Course provides experiential
personal development seminars led by external psychodynamic clinicians as a regular part
of the teaching programme. Clinical presentations and placement evaluation also
encompass a focus on PPD.
15.1 Systems to monitor trainees' progress in clinical, academic and research work and in
developing professional roles.
Trainees are provided with annual individual appraisal meetings with the Course Director
or a member of the course team designated by the Course Director in which progress
across all aspects of the Course is reviewed in an holistic manner with the explicit intention
of integration of Course experience and professional development.
The appraisal system is formative and is based on the principle that training and
development is best seen as a continuous developmental process. The purpose is to assist
trainees to reflect on the training they have received so far and to prepare them for the
coming year. It brings together both the clinical and academic (including research) aspects
of the clinical training. Prior to the appraisal meeting, trainees fill in the self-reflective
section, which is designed to help them to reflect on what they have learned to date and to
identify their further needs and set clear targets for the forthcoming year. See appendix 32
for Trainee Appraisal Guidelines and Appraisal Forms.
Three appraisal meetings take place during the course of three years of clinical training. In
the final year the annual appraisal meetings also include discussion of post-qualification
employment, clinical interests and CPD needs early in their career as qualified clinical
psychologists. Trainees are invited to attend an annual recruitment fair organised jointly
by the Hull and Leeds Courses. One sixth year workshop is devoted to preparing for
qualified NHS employment. In addition much informal support and guidance is provided
by individual members of staff. Trainees are made aware of the Regional PQT Programme
and encouraged to develop specialist clinical skills by seeking relevant post-qualification
training.
15.2 Details of provision of formal supports.
In addition to the naturally occurring (and often most commonly employed) informal
support of peers, partners, friends and family, the Hull Course makes provision for the
personal and professional support of trainees in four ways:
1. At the beginning of the postgraduate course, the student is allocated a Personal tutor
who will be a member of the clinical academic staff of the University. It is expected that
the personal tutor and student will meet at least once a term in order to discuss academic
and personal progress and/or difficulties. The personal tutor also acts as the student's
advocate where and if the student is the subject of University disciplinary procedures,
appeals, official inquiries and other difficulties.
45
2. Each trainee will also be allocated a personal mentor prior to the commencement of the
first placement. The purpose of the mentoring system is to provide trainees support by
practising psychologists without prejudice to the trainees‟ standing on the course. Hence
mentors are clinical psychologists NOT employed by the University, nor directly involved
in the formal assessment of the trainee's academic or clinical performance on the Course.
Most commonly these mentors are drawn from the supervisory pool. Occasionally the
trainee may later seek, or be allocated, a placement supervised by their mentor. In these
circumstances the mentor is temporarily (or permanently if desired by the trainee) replaced
by a substitute clinician. The trainee can at any stage request a change of mentor, although
it is hoped that there will be a degree of continuity associated with the relationship.
Mentors are obliged meet the trainee at the beginning of the course for rapport-building
purposes. Thereafter, trainees meet their mentors at least once a semester. There is a
formal code of conduct, signed by both parties, governing the trainee-mentor relationship,
and this is as follows:
Professional standards of confidentiality and conduct on the part of the mentor
apply. Where an issue has implications for the Course, or the trainee's academic or
clinical progress, the mentor will encourage the trainee to discuss the matter with
the relevant Course staff member. Such information will not be divulged to Course
teachers or the Director by the mentor, unless explicit permission has been given by
the trainee.
Trainees are encouraged to contact the Course Administrator in confidence if they
would prefer to be offered an alternative mentor. The right to a change of mentor
will remain for the duration of the course; however, if a trainee makes more than
one change, he or she will be expected to discuss in detail the nature of the
difficulty with the Course Director.
3. The Course encourages appropriate peer bonding and support. The „Buddy‟ system has
been put in place to structure this. Guidelines for the system are included in the Course
Handbook (p262). The Course Administrator keeps a list of buddy pairs.
4. It is expected that the clinical supervisor of each placement will offer (but not impose)
that quality of supervision which may encompass personal issues and personal
development. Trainees often feel able to discuss personal and professional issues with the
Clinical Practice Co-ordinator particularly in relation to placement progress, and this is
encouraged. The Clinical Practice Co-ordinator is probably best placed to provide an
objective overview of the trainee's clinical progress, given that it is she who organises all
placements and makes many placement visits and reviews.
46
15.3 Procedures for supporting trainees who have severe personal problems or
psychological disturbance.
The Course has access to two independent sources of support for trainees who develop
severe personal or mental health problems. These are:
1. the University Counselling Service (which includes access to clinical psychologists);
2. the employing Trust‟s occupational health service, which includes access to
psychiatrists and clinical psychologists.
Trainees identified by the Course Team as being in distress, or exhibiting signs of
behavioural disturbance, will initially be encouraged to obtain support from the University
Counselling Service (if appropriate). If this does not resolve the difficulty or the problem is
deemed too severe or acute for the counselling service, the trainee may be referred to the
Occupational Health Service, which is able to arrange psychiatric consultation. Invariably
such a circumstance will necessitate immediate suspension of the trainee from all clinical
placement work (in consultation with the clinical supervisor), for the protection of both the
trainee and patients, until the difficulty resolves. The trainee may also be withdrawn from
academic and research commitments. The trainee may return to clinical and course work
following assessment and subsequent recommendation of the Trust Occupational Health
Service.
There is allowance within the organisation of the Course for an extended period of sick
leave (just as there is for maternity leave) which, following resolution, may eventually lead
to successful completion.
The University has an institution-wide health and safety policy (Statement of University
Health and Safety Policy and Code of Practice on the University Portal; Postgraduate
Handbook -appendix 6 - page 27) and the Course Administrator is responsible for keeping
members of the Course team and the trainees up to date with developments. The Course
addresses issues of health and safety on placement during the induction course (the 2-day
NHS Mandatory Training) and all supervisors are asked to discuss personal safety issues
with their trainees at the beginning of each placement. The Course has a policy of
providing all trainees with personal alarms, which are available for long-term loan from the
Course Administrator.
16. Evaluation of Trainees
Trainees are provided with all detailed information regarding evaluation procedures at the
start of the course (Course Handbook PP 93 – 97). Full University regulations are
accessible on the University website http://hull.ac.uk/
Trainee performance on the three major components of the Course (taught academic
syllabus, clinical placement work and research) is assessed independently: trainees must
achieve a “pass” standard in each component to complete the Course. Constituent parts of
47
each component are summed to produce a component percentage score: trainees must
achieve a cumulative result greater than 50% to pass each component. The taught
component is assessed primarily by written unseen examinations at the end of the fourth
and fifth years. All written assignments are double-marked independently and trainees‟
identity is concealed by a candidate number to ensure bias-free assessment. The placement
component is assessed by ratings of clinical competence and a case study report from
placements. Early identification of potential failure is achieved in the placement visits and
communications between the placement supervisors and clinical tutors. Research skills are
assessed by means of a critical literature review (research essay), small scale ( placement
based) research project report, journal article, final doctoral thesis reports from external
and internal examiners and the research viva. Explicit criteria for failure exist in the form
of guidelines for examiners (Course Handbook PP 354 - 357 for research criteria).
Trainees can fail the programme either due to incompetence on any of the three major
components of the Course or due to unethical behaviour.
16.1 Criteria for placement failure
The current procedure for placement pass out or failure includes supervisors making
recommendations about the trainees‟ performance. The trainee and supervisor then hold a
joint meeting with two Course Team Members who rate either a clinical tape or clinical
reports. A final decision of passing or failure will be made at the end of the meeting. The
placement failure criteria are included in the Course Handbook (P.133).
16.2. Trainees complaint/appeals procedures
With regards to university matters, any student complaints are initially made to the
department. If they cannot be resolved at that level, students have the right to take the
mater to the University Complaints Investigation Officer (CIO). The CIO is an
experienced administrator who will be independent of the department about which the
student is complaining. Details of the CIO procedure can be accessed at
www.hull.ac.uk/handbook/rights. Any complaints or appeals relating to issues of their
NHS employment are dealt with following the NHS employment grievance procedure.
16.3. External examiners
The Course currently have three External Examiners who are chartered clinical
psychologists and senior members of the profession. Their appointments are approved
through the University. Information regarding roles and responsibility of external
examiners in viva examination (PP 254 – 257 of Course Handbook) and the Course
Handbook itself are sent to them. Examiners are appointed for three years and provide
valuable and comprehensive external evaluations. All examiners contribute to the
examination of theses.
The following documents are in the Appendix of this document:
48
Appendix 33: A detailed description of trainee evaluation
Appendix 34: The Assessment Matrix.
Appendix 35: Criteria for placement failure
Appendix 36: Copies of academic or clinical assessment forms used on the
programme
Appendix 37: Copies of past examination papers
Appendix 38:Guidelines to assessors and marking procedures
Appendix 39: Copies of External Examiners Reports
Appendix 40: Details of appeals procedures [GRADUATE SCHOOL]
The Assessment Matrix, criteria for placement failure, assessment guidelines and
assessment forms are published in the Course Handbook for trainee information.
17. Collaborative provision
The Programme has extensive collaborative arrangements with NHS colleagues and the
University for providing teaching and learning opportunities. Over 60% of the teaching is
carried out by NHS-based clinical psychologists and academics from the Psychology
Department and the Post Graduate Medical Institute at Hull University. These include
formal lecturing, workshops as well as research supervision. Members of the Special
Interest Groups (SGI) are represented on the Academic Syllabus Committee. Members of
the Course Team are usually members of the SIG relevant to their clinical specialism,
hence promoting further collaboration between the Course and the SIGs.
External speakers are often expert in the field either through their clinical practice or
“cutting edge” research. Some external teachers also collaborate with members of the
Programme team in the delivery of teaching. Where possible, a more experienced member
will work with a more junior member in planning and delivery of individual sessions.
The clinical placement system has inherent structures to support collaborative provisions.
Often placement supervisors are external lecturers to the Teaching Programme. Field
supervisors also visit the Department for formal passing of the trainees. These frequent
contacts provide a network of collaborations between clinicians in the field and the Course
Team.
NHS colleagues and University colleagues are encouraged to supervise students‟ research
projects. Efforts have been made to expand the scope of “Field Supervisors” in the NHS
Psychology Departments for the main research projects. Students were informed about the
structure and collaborative nature of teaching and learning opportunities in the induction
block and in the details of the teaching programme in the handbook.
49
Appendices
1. Course Handbook
2. Academic and Academic-related Staff Development and Appraisal Policy
3. University of Hull Equal Opportunity Policy.
4. CVs of Course Members
5. Summaries of the main duties of Staff Members.
6. Constitution of Board of Management and minutes
7. TQA feedback questionnaire
8. Trainee Recruitment Publicity Pamphlet
9. Selection Committee Minutes
10. Trainee Selection Procedures and Person Specification
11. Specimens of contracts and honorary contracts for trainees
12. Placement Planning and Assessment Pack
13. Evaluation of Trainee Placement Performance
14. End of Placement Continuation Sheet
15. Trainee's Evaluation of Clinical Placement/Supervision Rating Form
16. Placement Log book
17. Placement Agreements, Continuation sheets and the Placement matrix used with 5th
and 6th years
18. Supervisors List
19. Placement Matrices and Training Pathways for current 4th year.
20. Information about the final year placements
21. Confidential trainee feedback placement TQA
22. Clinical Placements Committee Minutes and Board of Supervisors Minutes
23. Details of Introductory Supervisor Workshops
24. Detailed listing of Advanced Supervisor workshops, local and Regional PQT
events
25. Syllabus content for current 5th and 6th year only
26. Academic Timetable.
27. A list of clinical skills workshop.
28. Detailed description of the course contents.
29. Academic Syllabus Committee Minutes
30. Trainee Research Committee Minutes
31. A list of Continuing Professional Development Workshop
32. Trainee Appraisal Guidelines and Appraisal Forms
33. A detailed description of trainee evaluation
34. The Assessment Matrix.
35. Criteria for placement failure
36. Copies of academic or clinical assessment forms used on the programme
37. Copies of past examination papers
38. Guidelines to assessors and marking procedures
39. Copies of External Examiners Reports
40. Details of appeals procedures [GRADUATE SCHOOL]
50