SALOMONS: Canterbury Christ Church University
Programme Code: 21
Salomons Doctoral Training Programme in Clinical Psychology
Department of Applied Psychology
Salomons, Canterbury Christ Church University
Kent TN3 0TG
Joint Programme Directors: Jan Burns
& Michael Maltby.
Admissions Tutor: Linda Hammond.
Lead Programme Administrator: Karen Elmes.
Tel: 01892 507666
The team at Salomons aims to train clinical psychologists to work in the NHS in a way
which ensures that they make a real difference to services. The three year, full-time
Doctoral Programme seeks to integrate clinical, academic and research aspects of
training to promote the highest quality of professional practice. The model adopted
within Salomons conceptualises the clinical psychologist as a critical, reflective,
scientist practitioner. This means training clinical psychologists who are both able to
use the best available knowledge and skills, and able to reflect on and evaluate their
own, the profession’s and wider society’s influence on services and practice. Such
values are reflected by the staff team at Salomons, who are continuously developing
the programme to take account of recent advances in the NHS, Clinical Psychology and
The Programme reflects a variety of therapeutic models and will ensure that you
receive the opportunity to understand the theoretical and research underpinnings, and
the practical application, of at least five mainstream psychological models (cognitive,
behavioural, psychodynamic, systemic and community). In addition, the Programme
gives high priority to providing trainees with frameworks to help them work in multi-
cultural communities and to use culturally sensitive ways of delivering psychological
services. We seek to recruit trainees who reflect the wide range of diversity
represented by clients using services. We want to especially encourage trainees from
culturally, and economically disadvantaged and diverse groups, from all social classes,
and those with disabilities. We believe that the Programme, the profession and services
are strengthened by ensuring cultural, social and other kinds of diversity within the
workforce. Priority is also given to enabling trainees to work in multi-
professional/agency contexts so that they are able to work collaboratively and
effectively in the NHS. Teamwork is essential to the organisation of services within
today’s NHS. However, in line with new opportunities and challenges raised by New
Ways of Working in Applied Psychology, we aim to train clinical psychologists who are
not only skilled in working within teams, but who will develop the capabilities to
consult to, and lead teams, as well as to take up supervisory, management and
organisational roles within the NHS.
The doctoral programme sits within the Department of Applied Psychology, which is
located in attractive buildings and surroundings at the Salomons campus in
Southborough, near Tunbridge Wells, Kent. The Department forms part of the Faculty
of Social and Applied Sciences of Canterbury Christ Church University. In addition to
providing training programmes, the Department is involved in Practice Consultancy,
Research, and Continued Professional Development programmes. It also runs a
portfolio of other mental health trainings, including CBT, Low and High Intensity
Programmes, for IAPT. (Details of all these activities can be found on the website). At
the last QAA review (2006), the Doctoral Training Programme received the highest
rating, with particular strengths noted in, amongst others, academic and practitioner
standards, and levels of support for research.
The programme in Clinical Psychology has two Joint Directors who share responsibility
for the management of the Programme with the Clinical Research Director, three Year
Directors, two Senior Tutors, four Tutors and two Senior Research Lecturers. In
addition, the programme is supported by several Trust Training Coordinators based in
NHS Trusts within our catchment who further the development of placements and
supervisors. There are excellent administrative support and library facilities. Trainees
are represented and involved at all levels in the organisation of the Programme,
including the selection of trainees.
The Programme forms part of the Regional community of clinical psychologists and all
contributors to the Programme (i.e. trainees, supervisors and tutors) are involved in its
organisation and management. The Programme is sited in the South Thames region
and covers a large geographical area comprising South London, the whole of Kent and
East Sussex. Clinical placements are arranged throughout this entire area. On rare
occasions placements may be arranged outside of this area. It is essential that those
who accept places on the course are prepared to travel to placements, and to travel
whilst on placement, as many involve community work. Trainees on the Programme
choose from a wide variety of urban and rural locations in which to live, including
London, the towns and countryside of Kent, Brighton, Hastings, and the countryside of
East Sussex. Many trainees travel regularly from Brighton and London, (about 1 – 1 ½
hours). Car shares are common, and there is a regular University bus service to and
from Salomons and Tonbridge Station.
Basic Academic Requirements
Salomons seeks applicants with proven high academic and clinical abilities. Applicants
must meet the requirements for the Graduate Basis for Registration (GBR) of the BPS.
Those who are unsure whether their degree confers eligibility must check this with the
BPS prior to applying. Normally, all applicants will be required to show evidence of
having gained a high 2:1 (set as 67% or above) or a first class degree. As a
consequence of setting this threshold, Salomons will be scrutinising all academic
transcripts, including those for conversion degrees. In certain circumstances, we may
contact you directly to request additional documentation. Overseas applicants may
also be requested to provide academic transcripts in English translation, where
Applicants with a Low 2:1 or Lower Second Degree in Psychology.
Applicants with a lower 2:1 (set at 66% or below) will be considered where there is
evidence of additional, successful, academic attainment, such as a completed Masters
degree or PhD. Those with a lower 2:1 without additional academic qualifications will
not usually be considered unless there is clear evidence that their degree is
unrepresentative of their academic potential. In these circumstances, the applicant will
need to provide an academic reference which is not only able to comment on the
mitigating circumstances, but is also able to comment explicitly on the applicant’s
ability to work at a high 2:1 standard. Applicants with a lower second class degree will
not normally be considered.
All places on our Programme are NHS funded. As a consequence, we can only consider
applicants who meet home UK/EU fee status. In effect this means applicants must be
residents of the UK, eligible for residence, for example, as an EU citizen, or who have
been given indefinite leave to remain in the UK. Applicants who do not intend to work
in the NHS will not be considered. Additionally, upon completion of training, trainees
are expected to seek work in the geographical area. Please also note requirements
above for degree transcripts.
Clinically Relevant Work Experience
Although many applicants will gain relevant clinical experience through familiar routes
such as Assistant or Research Psychologist posts, many other pathways to gaining such
experience are equally relevant, and are highly valued by the Programme. These may
include experience gained within social services, nursing, and voluntary sector
employment related to psychology, whether in a paid or unpaid capacity.
It is not necessary for applicants to have gained extensive clinical experience in many
different settings or with a wide range of clients prior to applying. Rather, we are
looking for individuals who can make the most out of what they have experienced by:
Gaining a realistic sense of the profession, its current context within the NHS,
and its range of work practices,
Developing an awareness of the range of settings and client groups encountered
by clinical psychologists,
Demonstrating an understanding of how psychological theory can be applied
within a clinical setting.
Considering the impact of social, political and cultural inequalities in the
provision of mental health services.
In practice such relevant work experience can be gained over one full year (or its
equivalent on a part-time basis). Research experience is also highly regarded,
especially within a clinical, medical or social care setting. However, applicants whose
experience is restricted solely to academic research should ensure that they have also
gained some exposure to clinical practice within an applied setting before applying.
Personal and professional experience relevant to working with vulnerable, marginalised
and undervalued people is strongly valued, as is the ability to be able to reflect on this
experience and develop accordingly. Our short-listing criteria covering academic,
clinical and other personal qualities are available on the ASPD website.
Trainees are recruited annually and we are expecting to recruit at least 36 applicants in
20101. The Programme is strongly committed to Equal Opportunities and actively
welcomes applicants from all groups and ages. Currently, all application forms are
rated by independent raters, drawn from the staff team and from NHS Trusts, using
short-listing criteria (see website). It is possible that we will move to shortlisting by
means of a written test for 2010. No decision has yet been reached on this and
prospective applicants are advised to consult the Programme website for the most up
to date information. We intend to invite approximately 116 candidates for interview in
Currently, there are two elements to the selection process for short-listed candidates:
an interview panel and a presentation panel. The interview panel focuses
predominantly on clinical, professional and personal issues. For the presentation
panel, candidates are asked to make a short presentation of a clinically relevant
research proposal, which they have had the opportunity to prepare in advance. The
panels are made up of Programme staff and Clinical Psychologists from our region.
Additionally, current third year trainees contribute to the Presentation Panels.
Programme staff make a presentation to all candidates about the Programme prior to
the interviews and presentations. In addition, before and after the interviews, trainees
from the Programme and the administrators are available to welcome candidates and
answer questions. These trainees and administrators do not participate in selection
decisions. It is possible that certain elements of our selection process may change for
2010. Prospective applicants are once again advised to consult the Programme
website for up to date information.
Following the interviews, all interviewees are telephoned by a member of the
Programme Team who was involved in their interview, and given the outcome of the
interview. They are also provided, if they wish, with some brief feedback on their
performance in the two interviews. The Programme is not able to offer feedback to
applicants who are not short-listed for interview.
At going to press commissioning figures had not been finalised and interested applicants are directed to the Programme
website for an update.
Successful applicants are employed as Trainee Clinical Psychologists by the Surrey and
Borders Partnership NHS Foundation Trust who formally manage all aspects of their
contract of employment. Trainees are paid on Band 6 of the Agenda for Change
payscales. The Programme has no self-funded places. Travel expenses are available
for journeys concerned with clinical placements, with Salomons acting as the physical
base. Expenses can also be reclaimed for attendance at approved Programmes and
conferences. Registration and examination fees are paid by the Programme. We
recognize that many trainees are often under financial pressure during training and to
help with this we provide fortnightly re-imbursement of placement travel expenses.
PROGRAMME STRUCTURE AND CONTENT
As a result of the adoption of the core competencies approach within Clinical
Psychology training, the team has revised the programme to make best use of the
available quality supervisor capacity and equip the trainee with the wide range of
competencies they need in today’s NHS. We want to produce capable practitioners;
that is, clinical psychologists who can adapt their skills and use them effectively in
unique and complex situations. To allow this we believe that a core foundation of basic
competencies needs to be established; these are then re-visited and expanded
throughout the programme. The programme is divided into three year-long stages.
In the first year, trainees work with adults from a variety of backgrounds and access a
range of adult primary, secondary and tertiary services. During this year the focus is on
developing the foundation competencies required to work with individuals. In the
second year, trainees work with children and families, and also with people with
learning disabilities. During this year the focus is the development of advanced
competencies in working with families and systems. In the final year, competencies
will be consolidated and expanded through working with older people and within a
specialist area. During this year the focus will be on developing more advanced clinical
competencies and further development of competencies in working with teams and
organisations. Exposure to other specialist services will occur throughout the three
The educational programme comprises four components: the academic programme;
clinical experience through year-long multifaceted placements; the research
programme; and the assessment process. The programme is organised in such as way
as to enable the trainee to draw together their learning from these four activities so
that each informs the other. This is achieved by close integration and co-ordination of
each component such that each is aimed at developing the competencies pertinent to
each year of training.
Teaching is undertaken by academic and clinical staff from within and outside the
region, as well as by Programme staff, other professionals and service users.
The academic programme is co-ordinated and planned by a Year Director in
conjunction with specialist Academic Tutors, drawn from the Programme Team and
regional psychologists. It is arranged so that its content relates closely to the clinical
placements to facilitate the integration of the academic, clinical and research aspects
of training. Teaching sessions are based on an experiential learning model, drawing
on trainees’ own experiences and are usually interactive. A variety of teaching methods
is used including small group work, problem-based learning, team working and large
group work, as well as didactic teaching. Web-based learning methods are also being
increasingly integrated within the programme.
At the start, and during each year of training, blocks of teaching are introduced which
temporarily replace the routine weekly pattern of clinical, teaching and study days.
University accommodation at Salomons is sometimes available to trainees during the
The teaching is organised around five central strands as shown in Table 1.
Table 1: Teaching Outline
Strand 1 Strand 2 Strand 3 Strand 4 Strand 5
Models & Working Working Clinical Personal and
Skills of with with Groups Research, Professional
Clinical Clients & Evaluation & Developmen
Psychology Organisation Dissemination t
Year 1 Introduction & Adult Mental Public sector Essentials of Design, Risk and Ethics
Positioning Health organisation: adult Methodology and
Forensic services Practice-Based Research
Foundation Basic Clinical Health Professional skills
skills Skills Substance Abuse Understanding & & identity
Adult/ Neuropsychology working with
Individual CBT Psychosis and teams and groups Diversity Issues
Year 2 Systemic/family Learning, Public Sector Advanced Research Risk and Ethics
physical & organisation: Child Design and
Community sensory and disability Methodology
Advanced disabilities services Professional skills
skills Integrative & identity
Child/LD/ Children Understanding &
Systems working with Diversity Issues
teams and groups
Year 3 Psychology & Older people Public Sector Integrating Research Risk and Ethics
Society organisation: older Theory and Practice
Complex clinical people
Consolidation Critical issues & therapy & wider issues Professional skills
& Specialist Psychology integration & identity
Skills Understanding &
Older People/ consulting: teams, Diversity Issues
The teaching in each strand is arranged in a series of units across the three years, each
organised by a small team of academic tutors. There is an excellent library at
Salomons and trainees have access to a number of other libraries in London and the
Region. Good on-line electronic search facilities, e-mail and access to the Internet are
available. Funding is available to trainees throughout the three years for additional
specialist external short programmes and conferences.
Services in the region are spread across a wide geographical area and are very diverse.
They include well developed community-based services with effective multi-
disciplinary team work. Placements are available in both urban and rural settings.
There is an extensive and diverse range of placements potentially available in terms of
therapeutic models, client groups, socially and culturally diverse populations and
Trainees' placement programmes are arranged by the Year Directors and Clinical &
Academic Tutors in conjunction with the Trust Training Co-ordinators. A minimum of
three days each week is spent in placements, outside of teaching blocks, and all
trainees are normally required to receive a minimum of two hours supervision per
week. Each trainee has a Manager assigned to them who has responsibility,
throughout the three years of training, for monitoring and supporting the trainee’s
clinical, academic and professional development. On each year-long placement, the
manager makes two visits to the placement to undertake a comprehensive review of
the trainee’s clinical progress and the development of their competencies.
For each year-long placement a contract is drawn up detailing how the experience
needed to acquire the specified competencies will be accomplished. This could involve
a variety of pathways, dependent upon the host services and supervisory
arrangements. It will usually require the trainee to be attached to more than one
service, either sequentially or simultaneously, and to be exposed to more than one
supervisor throughout the year. Training needs and background experience are taken
into account in the allocation of all placements. Distance to the placement from the
trainee’s home will only be considered if they live within our catchment area. If a
trainee lives outside the catchment area, the time taken to reach the boundary will not
be considered. Generally, trainees should expect to have to travel a minimum of an
hour, to an hour and a half, to placement. On occasion this could be longer. Payment
towards overnight accommodation in these circumstances can be authorised by the
Research, Evaluation and Knowledge Transfer
Salomons/Canterbury Christ Church University has actively developed and continues to
expand its support of research projects in London, Kent and Sussex and seeks to
attract trainees who are enthusiastic about enhancing their research and evaluation
skills. The overarching aim of research teaching at Salomons is to forge links between
clinical work, research and evaluation in order to ensure that trainees are capable of
developing, carrying out and assessing applied health care research in a variety of
settings and across different populations. The research skills teaching takes a
problem-based approach and covers small and large scale design, quantitative and
qualitative methods, statistics, ethics and dissemination strategies. We place a strong
emphasis on encouraging publication/professional presentation of trainee work.
Trainees conduct a small-scale service evaluation project on placement during the first
year of training and also begin development of an independent research project in the
first year, which continues into the second and third years. A research methods and
statistics quiz is also part of the first year programme. Trainees are advised to develop
their ideas for the independent research project from very early in the programme (or
even to think about a possible area for research before coming onto the programme).
All trainees receive individual research supervision from one of a large pool of
experienced research supervisors. In order for us to provide trainees with the best
possible research training, we strongly encourage trainees to select an area of research
where our staff and trust staff have particular strength and can therefore offer a high
level of expertise. The staff team supports a wide range of quantitative and qualitative
research methods. The course benefits from active involvement with SAGE, our service
user and carer group. Further details about staff research interests and expertise are
available on our web site.
Trainees are required to disseminate their research work in appropriate ways (e.g.
feedback to participants, professional conferences, Trust events, via peer-reviewed
publication). The Programme provides excellent library support and computing
facilities as well as statistical software to use off campus.
All trainees register for the Doctorate in Clinical Psychology (D.Clin.Psychol.) with
Canterbury Christ Church University. The Doctoral Programme uses a continuous
assessment system, which includes the formal assessment of clinical, research and
academic competence. The principal pieces of assessed work are:
6 Evaluations of Clinical Competence (formally completed by Clinical Supervisors
on the placement) ;
4 Professional Practice Reports demonstrating trainees’ clinical competencies
across a range of client groups.
1 Quality Improvement Project.
1 Team Policy Report and group presentation.
3 Critical Reviews of research literature.
An Independent Research Project (comprising a Literature Review, a Research
Report submitted in Journal format, and a Critical Appraisal).
The Programme does not use unseen examinations as a means of assessment.
Guidance is provided on all assessment components through either individual or
small group work, or online on the university’s virtual learning platform.
TRAINEE DEVELOPMENT AND SUPPORT
The Programme sees the personal development of trainees as a vital element of their
training as Clinical Psychologists. To this end, the programme is committed to
fostering a climate in which both professional and personal development is
encouraged and enabled. It is recognised that the demand placed on trainees through
the experience of training can be considerable and that it is necessary and appropriate
for trainees to seek support. It is unlikely that any single system will meet all needs,
but a variety of means has evolved as the Programme has developed, to provide
opportunities for personal development and support. In addition to the twice yearly
placement visits, trainees also meet once a year with their managers to review their
development and learning on the Programme. This review enables all aspects of
training to be appraised in an integrated way and helps trainees to identify clear
development goals. The review also provides trainees with an opportunity to feed back
individually about the Programme and, thereby, highlight issues which can then be
Reflective Practitioner Group meetings are held for each year group on a fortnightly
basis facilitated by Year Tutors, who are also available to be consulted on an individual
basis. The groups are an integral part of the Programme and provide a forum for
reflection, dialogue, and personal experiential learning, throughout the course of
training. The Reflective Practitioner Groups very much reflect the ethos of the
Programme at Salomons and, although trainees often report finding them challenging
during training, careful monitoring and follow-up into practice suggests that these
groups are also seen as one of the most valuable learning experiences.
The Programme does not formally require trainees to undergo personal therapy whilst
in training. However, the ethos of the Programme strongly upholds the view that
trainees should engage in processes that help them to reflect, manage their well being,
and learn from being in receipt of professional, health-focused attention. We see this
as an essential aspect of continued professional development, and one that should
occur throughout training and practice.
A 'buddy system' is also in operation organised by the trainees, whereby each trainee
will be paired with a trainee from the Year Group above to offer support. Programme
staff and supervisors are well aware of the demands and challenges of training, and
seek to create a culture in which they can be approached, if needed, regarding these.
Support for people with dyslexia, physical and other disabilities
Canterbury Christ Church University is an equal opportunities employer, as is Surrey
and Borders Partnership NHS Foundation Trust. In line with the Disability
Discrimination Act (1995), the Programme makes every effort to meet the needs of
trainees with a disability. There is an identified member of the Programme staff with
responsibility for issues relating to staff or trainees with a disability.
The Programme encourages applications from candidates who have experienced
mental health difficulties. All successful applicants to the Programme undergo an
Occupational Health screen to ensure that they are judged fit to work as a trainee
clinical psychologist. The Programme has experience with trainees who have a range of
disabilities. For example, there is an agreed procedure to screen, assess and support
trainees with dyslexia. For further details, see the website.
The Programme Team
Professor Jan Burns : Joint Course Director
Dr Michael Maltby : Joint Course Director
Dr Paul Camic : Clinical Research Director
Dr Margie Callanan : Practice Consultancy Director
Dr David Sperlinger : Project Manager: Doctorate in Clinical Psychology Review
Dr John McGowan : Year Director (1st)
Ms Louise Goodbody : Year Director (2nd)
Ms Anne Cooke : Year Director (3rd)
Ms Linda Hammond : Senior Clinical & Academic Tutor
Dr Sarah Allcock : Senior Clinical & Academic Tutor
Ms Anthea Sperlinger : Clinical & Academic Tutor
Dr Tina Lee : Clinical & Academic Tutor
Dr Daniel Salter : Clinical & Academic Tutor
Ms Celia Heneage : Clinical & Academic Tutor
Dr Susan Holttum : Senior Lecturer (Research)
Dr Fergal Jones : Senior Lecturer (Research)
Dr Adrian Whittington : IAPT & CBT Programme Director
Dr Robert Marsh : Statement of Equivalence Programme Director
Dr Jackie Allt : Clinical and Academic Tutor: Statement of Equivalence
Ms Angela Gilchrist : Clinical and Academic Tutor: Statement of Equivalence
Ms Lynda La Roche : Business Manager
Mrs Karen Elmes : Lead Administrator
Trust Training Co-ordinators
Dr. Garfield Harmon Oxleas NHS Foundation Trust
Dr. Angela Busuttil Sussex Partnership NHS Trust
Dr. Robert Marsh Sussex Partnership NHS Trust
Ms. Alison Culverwell Kent and Medway NHS and Social Care Partnership
Ms. Alison Kirkpatrick Kent and Medway NHS and Social Care Partnership
Ms. Sue Rutter South London and Maudsley NHS Foundation Trust
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