Division of Psychiatry and Behavioural Sciences by gegeshandong


									Introduction to the
Doctorate in Clinical Psychology


1. Overview                                     2
2. Core philosophy                              3
3. Management structure                         5
4. Accountability                               6
5. Staffing                                     7
6. Trainees                                     11
7. Wellbeing                                    13
8. Complaints policy                            14
9. Resources                                    15
10. Programme components                        17
11. Personal and Professional Development       26
12. Assessment and Evaluation of Trainees       28
13. Selection                                   31

Appendix 1 Thematic Learning Objectives and Elemental Learning Outcomes for
the Doctor of Clinical Psychology Programme
Appendix 2 Assessments and their relationship to the learning outcomes of the

1 Overview

Successful completion of the Programme results in the award of the degree of Doctor of
Clinical Psychology and confers eligibility for acceptance on to the register of Clinical
Psychologists held by the Health Professions Council (HPC). The HPC expects that the threshold
entry route to the register for Clinical Psychologist will be a professional doctorate, and
undertakes regular approval visits of providers, including The University of Leeds. The content
and direction of the programme is also influenced by the professional body, the British
Psychological Society (BPS), who undertake accreditation visits. The programme team
anticipate the continuation of positive relationships with the BPS and Group of Trainers in
Clinical Practice (GTiCP) in their new role of supporting the development and quality of training

The structure and format of the programme is designed with the requirements of these two
bodies in mind. The programme consists of several components: supervised clinical practice, a
taught curriculum with associated academic tasks, applied research, and an emphasis on
personal and professional development that runs through all activities. The programme is
shaped by the values and priorities of the education provider at both university and Institute
level; it is supported by the Yorkshire and Humber Strategic Health Authority (YHSHA) and
prioritises the need to train graduates who are fit for employment in the NHS and to work
constructively and flexibly in clinical environments as they change.

2 Core philosophy

The current diversity of roles for clinical psychologists requires a range of skills and a wide
knowledge base. Clinical psychologists work with people who are in distress or causing distress
to others to enable them to deal more effectively with their difficulties. This involves using
knowledge of psychological theories and models for understanding behaviour, applying the
core clinical competencies, using psychological methods for assessment, formulation,
evaluation, and implementing interventions based on secure psychological principles. Clinical
Psychologists are involved in influencing systems to minimise or alleviate distress, and promote
good practice and psychologically sophisticated care, acting as consultants or trainers to
colleagues, teams and organisations. Clinical Psychologists are also responsible for auditing
and evaluating the service they provide, and often perform this role for other services.
Increasingly they are leading or managing services. They routinely carry out research and
development activities and they supervise, teach and assess other staff.

The programme at the University of Leeds aims to establish capability in all the above areas,
primarily by fostering a scientific and reflective approach which is intended to engender
curiosity and enthusiasm in students and provide them with the intellectual and practical tools
which will enable them to continue learning throughout their professional career. To this end,
students are given a broad experience of the various approaches to therapeutic intervention
and are facilitated to develop a sound grasp of evaluative and research methods to enable
them to engage in considered reflection of a range of clinical and service issues and
consistently sustain an ethical approach to practice.

The programme works to a specification including the core areas of competence and
attainment of the learning outcomes specified in the appendix to this document are intended
to equip the newly qualified practitioner with i) the specific competencies or proficiencies
which are required for entry into professional practice, and ii) the capability to reflect on that
practice in order to refine and augment their battery of competencies. Whilst the former can
be identified and articulated with reasonable accuracy the latter quality is less easily defined: it
involves a range of attributes and activities such as self-direction, discovery and innovation, the
emergence of which is more difficult to validate. Experience of delivering this programme has
led the programme team to the view that these higher-order aims are best achieved by
articulating the learning themes which underpin the programme structure and provide
continuity and direction for both learners and teachers. These themes are; Clinical Practice,
Personal and Professional Development, and Research. There is an academic component to
each of these three themes, and the staff team have developed this activity with the clear aim
of facilitating the development of competence in these three areas of practice.

The key features of the programme are that we seek to develop curious clinicians who are able
to respond to the needs of the NHS and other employers using a range of psychological models
within a broad scientist-practitioner framework and who are reflective and practice ethically.
We do not seek to train therapists of any particular school; our standpoint is that trainees
should gain experience of a range of therapies via formal instruction and placement
experience. Trainees are exposed to several therapeutic models in the first two years of the
Programme and choose an in-depth study of one model (from systemic-family, psychodynamic,
cognitive-behavioural) in the third year of the Programme. We recognise that specialist training

in particular schools of therapy is primarily a post-qualification exercise and seek to train
clinical psychologists who may develop one or more specialist activities rather than clinical
psychologists who specialise in therapy.

                                Key documents for this section


 The Programme Specification

 This document details the structure and aims of the programme, in terms of learning

3 Management structure

The head of the programme is Professor Stephen Morley. The programme has a senior
management team consisting of the Directors of the Clinical, Research and Academic
programmes, the lead for Personal and Professional Development, and the senior member of
the office staff. The purpose of the senior management team is to consider strategic issues,
and to inform and support the Programme Director in relations with the various stakeholders.
The minutes of these meetings are open to all staff. The entire programme team meet
informally every week.

The governance of the programme is regulated through the Programme Management
Committee (PMC) and its five Sub-Committees that cover the central functions of the
programme. The PMC normally meets 3 times a year (one meeting each term) as do the Sub-
Committees. The Sub-Committees are however responsive to workload and may meet more or
less frequently as required. The Sub-Committees are:

       a.   Academic
       b.   Placements
       c.   Research
       d.   Selection
       e.   Personal and Professional Issues

The membership of the PMC was designed to be as inclusive as possible and includes, in
addition to the core staff, representatives from relevant stakeholders: the trainees (1 per year
group), NHS supervisors elected via Special Interest Groups (SIGSs), the host Academic Unit and
School of Psychology, the SHA and the NHS Trust which employs the trainees. This broad
representation is also present in the Sub-Committees. Service user representatives are also
members of several Sub-committees.

In addition, there is a Board of Examiners; this has links to the university structures and has
restricted membership as is appropriate for an examination board.

                            Key documents for this section


Terms of Reference and current membership of the Programme Management Committee.

In addition, minutes of all open subcommittees are published on the programme website

5 Staffing

Professional Qualifications and Experience of the Programme Team
Table 1 gives a list of all staff and their qualifications, their major roles on the Programme, their
whole-time equivalent commitment to the Programme, their employer and Honorary Contract
arrangements and clinical duties.

Details of Responsibilities of Individual Members of the Programme Team
The academic team - Professor Morley and Drs Martin, Latchford, Collins and Masterson - are
academic tutors to the trainees. Academic tutors provide regular tutorials during term time in
years one and two of the programme. They are responsible for providing research supervision
for the trainees’ systematic case study (SCS: Year1) and service evaluation project (SEP: (Year2).
Tutorials also cover critical appraisal of published research literature, study and essay writing
skills, theory-practice links and some pastoral care. In addition, all the academic staff provide
teaching input to the programme at both a general and specialist level. They are the first line of
research supervisors for the doctoral project.

As Programme Director, Professor Morley’s main role is to manage the internal structure of the
programme, to ensure that it retains a high standard and anticipate and respond to changes in
the demands of the internal and external environments. Professor Morley is expected to make
a major contribution to the University of Leeds’ RAE return through research related activities
(publication, grant income, PhD students).

Dr Latchford (Research Director) and the Research Coordinators (Dr Dowzer and Ms Dorsett)
manage all aspects of the research component of the Programme e.g., provision of support for
ethics submissions, organisation of project panels and the organisation of transfer viva
committees (transferring registration from generic research postgraduate to doctoral status),
Service Evaluation Project conferences, all matters concerned with the appointment of external
examiners and the arrangement of thesis vivas. They are also responsible for the programme’s
website and IT infrastructure. Dr Latchford convenes and chairs the Research Sub-Committee.

Dr Martin (Academic Director) and Dr Heppell (Academic Officer) are responsible for the
organisation of teaching e.g., timetabling, curriculum development and quality assurance of
teaching. Dr Martin is convenor and chair of the Academic Sub-Committee. Dr Heppell has
wider responsibilities concerning the development and implementation of strategies to
enhance teaching, manage the timetable, and process feedback.

The clinical tutor team are responsible for all matters relating to the organisation and
implementation of supervised clinical placements. This includes designing the placement
sequence and allocating trainees to placements - in order to optimise trainees’ development,
reviewing and maintaining the provision of placements through negotiation with NHS trusts in
which the placements are located. As Clinical Director, Dr Hughes’s role is to manage the
interface between the programme the NHS host trust (Leeds Teaching Hospitals Trust – LTHT)
that employs the trainees, and the YHSHA. Dr Isherwood convenes and chairs the Placement
Sub-Committee that monitors, develops and implements policy e.g. the move to competency
based training. The clinical tutors carry out placement visits and assessment.

Members of the clinical tutor team also have responsibility for other major aspects of the
programme. Ms Youngson is the convenor and chair of the Personal and Professional Issues
Sub-Committee and has responsibility for personal and professional development aspects of
the programme. Dr Hughes convenes and chairs the Selection Sub-Committee. She is also the
line manager of the trainees within the Trust and manages the day-to-day business with the
YHSHA, e.g. issues of contract extension for trainees.

The support staff group consists of a research coordinator (job share – Dr Dowzer & Mrs
Dorsett) and an academic officer post (Dr Heppell). The role of the research coordinator is to
assist the Research Director in the organisation of the research components of the programme
and support the trainees in their research activity, for example by circulating updated
information on research ethics requirements. The academic officer performs a similar role for
the Programme and Academic director, supporting the organisation of the programme
curriculum and the core structure.

The office team (Mrs Williams, Mrs Stead, Mrs Webster) are responsible for supporting the
many facets of the day to day running of the programme. A particularly important task is their
support of the wider community contributing to the programme – local clinical supervisors and
external lecturers.

          5.1 Clinical Duties and Honorary Contracts of the Programme Team
All the academic team and clinical tutor team have clinical duties. Those employed by the
University of Leeds have honorary contracts with local NHS trusts. Other staff members have
employment contracts with their NHS trust and honorary lectureships at the university. Drs
Latchford and Martin carry service development and staff management responsibilities in their
NHS role.

Table 1 Staffing Resources

                      Title and Role on             WTE   Employer    Hon.       Clinical Duties
                      Programme                                       Contract
Academic Team
Stephen Morley        Professor of Clinical         .8    UOL         LTHT       0.2 WTE Hon Consultant Clinical
BSc, MPhil, PhD       Psychology                                                 Psychologist, Pain Service, LTHT
                      Programme Director
Dr Sylvie Collins     Lecturer in Clinical          .5    UOL and                0.5 WTE Bradford Hospitals
BSc D.Clin.           Psychology                          Bradford
Psychol., PhD                                             Hospitals
Gary Latchford,       Research Director,            .6    LTHT        UOL        0.4 WTE Consultant Clinical
BSc, MSc, PhD         Honorary Senior Lecturer                                   Psychologist, Joint Head of Adult
                      in Clinical Psychology                                     Clinical Psychology, LTHT
Carol Martin,         Academic Director,            .6    LPFT        UOL        0.4 WTE Consultant Clinical
MSc, Dip. Psych.,     Honorary Senior Lecturer                                   Psychologist; Psychological
DClinPsychol          in Clinical Psychology                                     Therapies Service for Older
                                                                                 People, LPFT
Ciara Masterson,      Teaching Fellow               .4    LPFT        UOL        0.4 WTE Consultant Clinical
BSc,                                                                             Psychologist LPFT, adult therapy
D.Clin.Psychol                                                                   services
Clinical Tutor Team
Jan Hughes, MSc,      Clinical Director, Honorary   .8    LTHT        UOL        0.2 WTE Consultant Clinical
DClinPsychol          Senior Lecturer in Clinical                                Psychologist, Paediatric
                      Psychology                                                 Oncology Service, LTHT
Sheila Youngson,      Deputy Clinical Director &    .6    LTHT        UOL        0.2 WTE Consultant Clinical
M.A., MPhil.          Clinical Tutor, Honorary                                   Psychologist, Paediatric
                      Senior Lecturer in Clinical                                Nephrology, LTHT.
                      Psychology                                                 0.2 WTE Coordinator of
                                                                                 Supervision, LTHT
Tom Isherwood         Clinical Tutor, Honorary      .5    LPFT        UOL        0.5 WTE LPFT. Learning
BSc. MSc              Lecturer in Clinical                                       disabilities services
DClinPsychol          Psychology
Support Staff
Clare Dowzer,         Research Coordinator          .4    UOL         n/a        n/a
Anita Dorsett,        Research Coordinator          .6    UOL         n/a        n/a
Jason Heppell,        Academic Officer              .6    UOL         n/a        n/a
Secretarial Staff
Debby Williams,       Secretary                     .6    UOL         n/a        n/a
Lydia Stead, B.A.     Secretary                     1.0   UOL         n/a        n/a

Jennifer Webster,     Secretary                     .6    UOL         n/a        n/a
UOL: University of Leeds; LTHT: Leeds Teaching Hospitals NHS Trust; LPFT: Leeds Partnerships
NHS Foundation Trust.

In addition to the programme team, lectures and workshops are presented by clinical
psychologists (and other relevant professionals) external to the programme. Some of these are
academics with posts outside the programme, but most are practicing clinical psychologists
from the local region who provide teaching on specialist clinical areas.

Finally, research supervision for the thesis is provided by the programme team and other
academic members of staff of the University of Leeds, primarily from the academic Unit of
Psychiatry and Behavioural Sciences and other Units within the Leeds Institute of Health
Sciences, although there are also links with Sociology and Social Policy and the School of
Healthcare. Many projects also have field supervisors – local clinical psychologists who often
provide practical support and help maintain a clinical focus for the research.

6 Trainees

Trainees on the Doctor of Clinical Psychology Programme are initially registered as generic
postgraduate research students and transfer to doctoral status after 18 months, pending
satisfactory progress. They are employed by the Department of Clinical and Health Psychology
at Leeds Teaching Hospital NHS Trust and line managed by the Clinical Director, a senior
member of that department. As such, trainees are expected to fulfil the requirements of both
the education provider and their employer. Academic progression is dependent upon
successful completion of academic assignments, evaluation of supervised clinical placements
and progress in research (SCS, SEP and their doctoral research project). As employees of Leeds
Teaching Hospitals Trust (LTHT), trainees are subject to its policies and practices in terms of
mandatory training, administration e.g. completion of leave request and expenses forms,
employment rights e.g. maternity leave entitlement, and responsibilities e.g. timekeeping on
university and placement days. Failure of the doctorate at any time in training is also taken as
breach of contract and leads to termination of contract with LTHT. Similarly dismissal from
employment, for example on grounds of professional misconduct, leads to termination of
registration as a student.

Trainees balance their time between supervised clinical experience, academic teaching and
private study and research time:

In years one and two supervised clinical experience takes up three days (Tuesday, Wednesday
and Thursday) throughout the period in which teaching is offered, and four days in the summer
of the first year. Second year placements remain at three days each week throughout the year.
Third year placements start at two days each week and this increases to four days during the
summer, after submission of the thesis. The total time on clinical placement is around 55% of
the total time for the programme. For the first and second years there is a ‘staggered’ start to
their placements with the time on placement gradually increasing over the first few weeks and
the time in teaching decreasing to match this.

In the first year, teaching occupies the first five to six weeks, then two days each week
between November and June (Mondays (which may be half, whole days or study days) and
Friday all day). There is a study week in the first teaching block and one after the end of the
first placement and before the second one begins. In the second year, there is a four week
teaching block in October and teaching during the rest of the academic year occupies one day
each week (Fridays). In the third year, teaching occupies one day each week during term time
between October and May (Mondays).

In the first year, private study is timetabled on Mondays (in either half or whole days during
term times) during teaching. There are also private study times for parts of some Friday
afternoons. When there is no teaching (e.g., outside term), this time is available for private
study. From the end of formal teaching in June of the first year, there is a full day for private
study and initial research planning. In the second year, there is also a little time on some Friday
afternoons, plus a full day for research and study, usually Monday. From the end of formal
teaching in the summer, there is an extra day for study and research. During teaching blocks in
the first two years (Blocks 1 and 2), there is an additional study week part way through the
teaching blocks plus a half day in most teaching weeks for study. In the third year, there are

two days each week for conducting research and private study for the duration of the formal
teaching programme. This allocation increases to three days when teaching ends in May, until
the thesis is submitted, when it reverts to one day each week until the end of the final
                               Key documents for this section


 Research Student Handbook 2011-12

 This covers in detail University regulations governing post graduate students, as well as
 resources available.


 Attendance and leave taking procedure
 The Placement Supervisors’ Handbook
 Data Security and encryption policy

 Leeds Teaching Hospitals:

 The Leeds Teaching Hospital NHS Trust Attendance Management Policy; Conduct and
 Discipline Policy; Complaints, Concerns, Comments and Compliments Policy; Preventing
 Bullying and Harassment Policy; NHS Employers Employment Check Standards:
 Recruitment and Selection Policy and Guidance, Equality and Diversity Policy.

7 Wellbeing

Given the academic and clinical demands of training, which require an advanced ability in
multi-tasking, the programme can at times be stressful. In addition trainees experience many
life events outside of the programme, which can have an impact on the ability to cope with the
demands of training. The programme team is aware of these issues, and makes every
reasonable effort to support trainees in these situations.

Clinical practice itself can be stressful and one of the aims of training is to prepare trainees for
post-qualification employment, with an emphasis on developing self awareness and self care
strategies. The programme team emphasise that one aspect of this is the importance of
acknowledging and recognising the impact of stress and seeking appropriate support.
Trainees know that they can approach any member of the core staff team if they need help or
advice or support, and the clinical tutors, in particular, regularly offer pastoral care. Trainees
can be signposted on to appropriate others, and the University offers a free counselling service.
The trainees also have access to the range of services provided by the occupational health
department at Leeds Teaching Hospitals NHS Trust. The programme is also currently working
on establishing a mentoring scheme with local qualified clinical psychologists.

The Personal and Professional Issues sub-committee oversees this aspect of the programme,
and is both proactive in proposing new structures, and reactive to trainee requests. For
example, the personal development groups, and the taught sessions on self care in each year
have been two relatively recent developments, and the mentoring scheme idea was proposed
by the trainees.

8 Complaints policy

The programme follows the standard University complaints procedure in which trainees are
encouraged to voice their complaint directly to the relevant person(s) on the programme.
Attempts are made to resolve any complaints initially at a local level. If the complaint cannot
be resolved it may be progressed by writing to the head of the Academic Unit and thereafter
through the University’s central complaints procedure.

The programme collects extensive feedback on all its activities and the PMC and the sub-
committees all have trainee representation; we normally expect to resolve most issues using
the committee structure.

                               Key documents for this section

 University Complaints information describes university complaints

 Research Student Handbook 2011-12
 Taught Student Guide http://www.leeds.ac.uk/qmeu/tsg/

 Leeds Teaching Hospitals:

 The Leeds Teaching Hospital NHS Trust publishes a bullying at work and complaints policy:
 NHS Complaints, Concerns, Comments and Compliments policy; Preventing Bullying and
 Harassment Policy.

 The Supervisors’ Handbook
 This contains details of the Learning and Development Agreement

9 Resources

The programme maintains an extensive website which is fully accessible on and off campus to
both trainees and clinicians. Feedback on its usefulness is regularly sought from trainees and
local clinicians, and has also been received from users as far away as Australia and the USA. The
website contains a large amount of relevant information and hosts or provides links to a
number of manuals and guides covering all aspects of the programme. This includes University
publications such as The Code of Practice for Research Degree Candidates, Institute materials
such as the Institute Personal Safety Guidance, publications of the professional body such as
‘Clinical Psychology and Case Notes’ and the BPS Code of Ethics, and a number of guides
produced by the Programme. To support the research aspects of the programme, for example,
the programme provides The Systematic Case Study Manual, the Service Evaluation Project
Manual and the Thesis Manual, as well as ‘The Researcher’s Guide to the NHS Research
Governance Framework’, a ‘Research Interview Safety Protocol’, a ‘Guide to Literature
Searching’, a ‘Publication Guide’, a ‘Guide to the Thesis Budget and Financial Procedures’, and
the DClinPsychol Policy on Safeguarding Sensitive Data. In addition, templates for writing a
thesis and completing an ethics form are available. A guide for supervisors of the SEP and
Thesis is also available.

Similarly, a number of guides are available to support the clinical placements, including ‘The
Placement Assessment Form’, ‘Leadership and Clinical Placements’, ‘General Placement
Guidelines’, ‘Development Guidelines to Core Competencies’, ‘Guidelines for Assessing Case
Material on Placement’, ‘Criteria for Passing and Failing Placements’, and ‘Quality Standards for
Clinical Placements’. There is also a direct link to the Audit of Clinical Experience (ACE) portal.
Access to resources on Supervised Clinical Placements is detailed in the Y&HSHA Learning and
Development Agreement.

Trainees also have access to the University of Leeds Virtual Learning Environment, Blackboard.
Blackboard offers a range of tools including lecture notes and workshop materials, research
supervision minutes, a wiki in the form of a “top tips for trainees” page, timetables,
programme documents, staff information, announcements, discussion boards and links to
relevant podcasts. Blackboard enables direct access to other e-learning tools including the
Clinical Psychology website, LUTube, the Graduate Training and Support Centre, and the Portal.
The Portal is the “entrance” to a vast amount of systems, information and services including a
link to Blackboard, email, announcements, student services and community groups. The Portal
also provides trainees full access to the University of Leeds Library facilities including access to
journals via the library WebPages, particularly important during clinical placements. The
“Skills@library” workshops can provide trainees with an array of learning opportunities for
their research or taught work either through one-to-one support, group or online resources.
Computing facilities provide access to over 35 computer clusters across campus with 6 of these
providing 24 hour access. The “Desktop Anywhere” service provides trainees with secure
remote access to University IT services including software applications, access to their personal
directory and other on-campus services such as the library, and the VLE.

The Academic Unit of Psychiatry has a large number of psychometric measures and tests
available to trainees. Trainees are allocated a research budget (£400 per annum) in the second
and third year of the programme to purchase equipment (e.g. digital voice recorders,
microphones) that are needed to carry out the research and are not already available in the

unit. Further finances may also be obtained by applying for a small grant from the Max
Hamilton Memorial Research Fund.

                                Key documents for this section
 Programme Website
 This contains an exhaustive list of downloadable programme documents and links to
 University, NHS and other documents and resources.
 Test measures available
 Trainees have access to a number of test measures kept in the Leeds Institute of Health
 Sciences, and which are listed here.
 The Portal
 University computing facilities, including office and statistical software, are available on
 and off campus via the Portal system
 The Supervisors’ Handbook
 Blackboard is the University’s Virtual Learning Environment, and hosts handouts from all
 teaching on the programme.
 The University library provides off campus access to online journals and search facilities

10 Programme components

10.1 Supervised clinical experience

Whilst we operate a system of core competence development within a variety of populations,
we also endeavour to make placement experience contemporaneous with teaching. Therefore
the majority of trainees will undertake placements in the first year with a focus on developing
core competencies within work with adults and with children and families. The focus of
placements in the second year is on developing core competencies within populations where
there may be more complexity, with the majority undertaking placements working with older
people and people with learning disabilities but some also within health, neuropsychological,
forensic and severe and enduring mental health settings. The focus for the third year
placement is on further development and consolidation of clinical skills across a longer time
frame. All trainees will have experience of working across the life span, with people of varying
levels of abilities and severity of difficulties, and within different service systems.

    10.1.1 Planning and Monitoring Clinical Experience.

The clinical experience of trainees is planned and monitored within the clinical tutor team,
which meets every six weeks. This process uses information from the Placement Assessment
Forms (PAF) and the Audit of Clinical Placement (ACE) records of each trainee and is based on
developing core competencies across the three years, whilst maintaining experience across a
wide range of populations.

The planning for each placement is expected to be concluded within the first 2-3 weeks of
placement with the completion of the Placement Plan in the Placement Assessment Form. This
is essentially the contract between the supervisor and the trainee. This is discussed with the
trainee’s clinical tutor at the Placement Planning Meeting, which is within 2-3 weeks of the
start of the placement. Clinical experience is monitored within the placement at the Mid
Placement Meeting (between 10 and 14 weeks into the placement for Years 1 and 2 and
between 22 and 26 weeks for Year 3) and the End of Placement Meeting (as close as possible
to the end of placement). Throughout each placement the Audit of Clinical Experiences record
system is completed. This is used to plan for future placements and is an aid to identifying any
gaps in experience. Further details of the placement planning and meetings are contained in
the Supervisors Handbook.

We have set quality standards for placements (outlined in ‘Quality Standards for Clinical
Placements’). The quality standards are checked on placement visits and within the Placement
Assessment Form, and we engage in an Audit of Clinical Placements process (reviewed in the
Placements Subcommittee). On occasions we have encountered problems on placement,
these have been dealt with through the Clinical Tutor meetings. Where there have been
problems in terms of the trainee’s performance we have a guidance procedure that has been
followed, outlined in ‘Clinical Placements Criteria for Passing and Criteria for Failing’ (see
Supervisors’ handbook.). When problems are encountered in the quality of clinical placements

these are dealt with as detailed in the document Quality of Clinical Placements (see
Supervisors’ Handbook).

    10.1.2 Allocation to Placements.

For first and second year placements the following procedures are followed: all potential
supervisors are contacted approximately four months before the start of the placement. All
trainees are also contacted at this time to ask them to inform us of any special circumstances
which may need to be considered when allocating. This may include a change in personal
circumstances and/or identified gaps in clinical experience/core competencies. The clinical
tutor team meet and use the Placement Assessment Forms and ACE records of the trainees to
match the needs of the trainee (in terms of the need for clinical experiences and the need to
develop core competencies) with placement availability. We would aim to have completed this
allocation process and have informed all trainees and supervisors at least six weeks before the
start of the placement. In the second year of training trainees investigate options for their
Third Year Placement in conjunction with their clinical tutor. Preliminary discussions are made
with the supervisor about availability and balancing this with other commitments, including
supervision of first/second year trainees. Within the clinical tutor meetings requests for third
year placements are considered and supervisors and trainees are contacted to finalise

    10.1.3 Experience Gained by Trainees of Working with Other Professions.

On at least one placement trainees will be placed with a clinical psychologist who works within
a multi-disciplinary team. However, trainees are expected to gain experience of working with
other professionals on every placement. This may include attending meetings, ‘shadowing’
colleagues, joint assessments and interventions, observational work, consultancy, teaching
and training. This is monitored within the Placement Assessment Form (section 8 – Service
Delivery) in which trainees are encouraged to reflect on these experiences. This is also
recorded through the trainees’ entries in the Audit of Clinical Placements system.

    10.1.4 Procedures for Selecting Supervisors and Placements for the Programme.

The clinical tutor team members are in regular contact with local clinicians through attendance
at SIG meetings and Placement Visiting arrangements. Some departments have placement
representatives who liaise with members of that department, regarding who is potentially
available to provide supervision. Either the department representative or individual clinicians
are contacted approximately four months prior to the start of the placement. Most trainees
will be placed solely with one clinician who has been qualified for a minimum of 2, is HPC
registered, and who has completed the appropriate Introductory Supervisor Training. The
responsibility for every placement will lie with a named supervisor who is a clinical
psychologist with more than 2 years experience, although additional supervision may also be
gained from clinicians with less experience and/or from other professionals. Historically,
placements have been selected on the basis of the client group and setting within which the
supervisor worked. In recent years, with the move towards a focus on core competencies as
well as core experiences, we have completed a process of auditing placements for the

opportunities offered to develop particular competencies. We continue to monitor
placements and to update our information on which competencies can be developed within
each placement.

    10.1.5 Supervisor Workshops.

The Programme organises both introductory and advanced supervisor training on an annual
basis. The four day Introductory Supervisor Workshops are organised in conjunction with the
University of Hull and the University of Sheffield. These are well attended (20 plus from the
University of Leeds placement area) and cover a range of topics (e.g., supervision guidelines,
supervision models, monitoring and assessment procedures, working with difference in
supervision) and include a range of teaching methods, with opportunities for participants to
share their experiences with others. A Service Evaluation Research project explored how
useful participants found the workshops in terms of their own learning objectives and found
some positive results. In terms of advanced supervisor training we have recently started to
organise an annual two day residential workshop. Topics have included ‘The Use of Tapes in
Supervision’, ‘Supervision in Groups’, ‘Supervision and New Ways of Working’ and a ‘Process
Model of Learning’.

    10.1.6 Trainee Feedback on Placements.

Trainees have three main ways to provide feedback on placements. The first is through the
placement monitoring process. The trainee meets individually with their clinical tutor at the
start and mid point of the placement and any concerns may be raised at these meetings. The
trainee can also request an individual meeting with their clinical tutor at the end of placement
meeting. Each trainee provides written feedback regarding the placement at the end of
placement. Secondly, the trainee is also made aware, within the initial Block teaching, that any
concerns can be raised at any point with their clinical tutor. The final forum for providing
feedback on placements is within the Placements Sub-Committee, which has this as a standing
item. Any concerns raised are actioned appropriately by the Sub-Committee.

                              Key documents for this section


The Supervisor’s Handbook

The Placement Assessment Form - 2007 onwards cohort Leadership and Clinical
Placements - supplementary to PAF

General Placement Guidelines 1
General Placement Guidelines 2
Development Guidelines to Core Competencies
Additional notes for year 3 placements
Placement organisation in year 3
Placement Planning and Clinical Tutor Responsibilities

Guidelines for Assessing Case Material on Placement

Standard Meetings and Visits on Placements
Contracting in supervision

Criteria for Passing and Failing Placements
Quality assurance of clinical placements March 2009

Quality Standards for Clinical Placements
SEP time in year 2
Local Policies and Clinical Placements
Out of Region Placements
CTCP guidelines (updated version to follow) Clinical Psychology and Case Notes: Guidance
on Good Practice (on Division of Clinical Psychology website, pdf) BPS Guidelines on
Clinical Supervision Professional Practice Guidelines (on BPS website, pdf) DCP continued
supervision policy document (on DCP website, pdf)
BPS code of ethics and conduct (on BPS website, pdf)

ACE Information page
ACE instructions
Short guide to ACE, 2009

    10.2 Taught component

Teaching on the programme is designed to support the development of competence in key
areas and is organised around the three core themes of clinical practice, personal and
professional development and research skills. In order to ensure that teaching sessions are
offered by practitioners with expertise in the topic, a wide range of lecturers is brought in to
extend the teaching offered by the core team. These include local clinical psychologists,
academics from across the university, professionals in health and other areas of expertise, and
service users.

The Academic Sub-Committee is concerned to develop the content of teaching to cover current
and future developments in Clinical Psychology and related areas. The committee aims to
support all contributors to deliver teaching that supports skills development, evidence-based
practice and reflective practice. The committee works to maximise links between session
content and core competencies, and to promote trainees in learning skills for use in practice. It
also monitors the timing of teaching to ensure the best possible fit between teaching sessions
and practice. This includes sessions required for orienting trainees to the programme as well as
teaching linked to placement activity.

The committee collates and responds to feedback from both trainees and lecturers. In addition,
the Academic Director and Academic Officer liaise actively with Special Interest Groups in
reviewing and updating teaching contents. Special Interest Groups also send representatives to
the committee; this facilitates changes to the overall timetable and minimises overlap between
teaching presentations by different teachers. Teaching materials and handouts are placed on

A variety of session types are offered. Although there is still some didactic teaching, many
sessions are planned in workshop format, allowing opportunities for practice, reflection and
discussion of skills and knowledge acquired. Further sessions are offered in tutorial formats,
peer presentations, e.g. case conferences, and small group work, e.g. problem-based learning
exercises. The syllabus document contains an appendix outlining guidance for the
development of teaching sessions on the programme. The Academic Officer is encouraging
SIGs to adopt these structures in planning teaching sessions and handouts, and provides
support when requested for session development.

The organisation of teaching is described in the Syllabus document. Review and development
of the syllabus is managed through the Academic Committee in consultation with academic
staff and the SIGs. The Syllabus document is reviewed every year, and has been significantly
updated recently. The Syllabus document outlines key areas for the programme and its
structure. Specific sessions are identified in the timetable and cover the areas required by the

       10.2.1 Integrating Theory and Clinical Practice

The Programme is designed with the view that the integration of theory and practice is
fundamental to the development of a competent Clinical Psychologist. A number of methods
are used within both the taught component of the programme and within clinical placements
to facilitate such integration in trainees. Within the academic syllabus, this occurs in the pre-
placement blocks and workshops, where there is a development through teaching on the
acquisition of core clinical competencies (assessment, formulation, interventions and
evaluation) to the specific ways these are shaped within a range of theoretical frameworks.
Lecturers are encouraged to make extensive use of clinical materials to give examples of the
relationship between theory and practice and are supported when involving service users in
sessions. Theory-practice links are also made in academic tutorials, reflective case studies, case
presentations and in certain assessed work, such as the SEP and the SCS. Essay titles are
designed to have clinical relevance and to enhance theory-practice links. On clinical
placements, clinical supervisors encourage trainees to make explicit links to theory during case
supervision. The extent to which the programme facilitates trainees to make theory-practice
links is evaluated directly by the trainees in their teaching and placement feedback, and
indirectly by evaluation of the trainees’ use of such links in their work.

       10.2.2. Clinical Skills Workshops.

Teaching of clinical skills develops in focus across the three years of the programme. In the first
year there are workshops from the first weeks of the programme on Counselling Skills,
Assessment and Formulation. These are followed by sessions on CBT, theoretical frameworks,
therapeutic issues and common factors during the first year. Clinical approaches are focussed
in Year 1 on work with adults and children. In the second year, the therapeutic focus is on
psychodynamic models (including group work and CAT) and systemic therapies. There are
workshops on the use of psychological approaches with diverse populations, for example,
sessions on the use of CBT, systemic and psychodynamic therapies with people with a learning
disability and older clients. Further teaching on core competencies occurs in the second year,
with specific sessions on communication and presentations, for example. In the third year, the
main format for developing clinical skills in the formal teaching for this year is the elective
therapy option. Eight sessions are allocated to the options. The format for each option varies,
but clinical presentations, role play, video material and discussion of key literature are used.
Each trainee opts for one: so far they have focussed on cognitive-behavioural therapy,
psychoanalytic concepts or Cognitive Analytic Therapy, and systemic therapy. The option
model has been responsive to trainee requests through the years; the CAT option emerged as a
request from the trainees of a year group, previously there has been a Person-Centred option,
and currently there is potential for a Neuropsychology option.

                                Key documents for this section

 Programme documents:

 Outline of Course Structure

10.3 Research

During the Programme, trainees carry out three research projects of their own and develop
skills to enable them to understand, interpret and critically appraise the research of others. The
aims of the research training programme are to:

   a. Ensure that trainees develop a strong foundation in research skills to allow them to
      undertake, analyse and apply research to promote psychological health and improve
      the quality of health services through evidence based practice.

   b. Ensure the trainees understand research methodologies so that they can evaluate
      research relevant to clinical practice

Trainees carry out:

   1. A Systematic Case Study (SCS)
   2. A Service Evaluation Project (SEP)
   3. A Research Thesis

   10.3.1 The Systematic Case Study

The SCS is undertaken as a case report from a first year placement. It differs from other case
reports in that the trainee is expected to apply research skills to their practice and evaluate
some aspect of the therapeutic or assessment process. Trainees are expected to demonstrate
an understanding of clinical and statistical significance as applied to change in therapy, and
methods for exploring possible mechanisms of change. An SCS may focus particularly on an
aspect of the case, for example a qualitative study of the processes thought responsible for
change in therapy or a quantitative study tracing changes in symptoms during treatment.

     10.3.2 The Service Evaluation Project

The SEP is a service evaluation or an audit project. These are almost all commissioned by a local
NHS clinical department. Departments are approached twice a year by the programme for
commissions. All commissioners are asked to complete a proforma. All potential commissions
are then approved by the research team for suitability, and those approved are circulated to
trainees via e-mail and posted on the programme website. The important aspect is that the
trainee is asked to apply their research skills within an applied setting, with the overall aim of
providing information that departments need and which are often acted upon to improve
services. The number of commissions received has increased in recent years as departments
come under more pressure to carry out service research and audits under new clinical
governance arrangements, and as they have more experience of the usefulness of completed
SEPs. On occasion, a department may commission a series of linked projects, with subsequent
projects developing from the findings of earlier ones.

Trainees complete a contract with the commissioning department at the beginning of the
research, and complete a SEP statement of intent for the programme to enable the research

team to monitor progress. At the conclusion of the research trainees are expected to produce a
report for the commissioning department, and usually a presentation. They are also asked to
submit a report of the SEP to the Programme and produce a poster for the SEP conference at
the beginning of the third year. Completed SEPs are posted on the programme website and are
freely available to download. Supervision of SCS and SEP

For the SCS and SEP, supervision is provided by the trainee’s academic tutor with additional
input from their peers in the tutorial. All trainees are obliged to discuss their projects at least
twice - during the planning and analysis stages - though many do this more frequently. Tutors
also arrange to meet trainees during the summer to discuss issues that may arise. For the SCS
and SEP trainees submit a report which is subject to summative assessment.

    10.3.3 The research thesis

The research thesis is the largest research project undertaken during training. This is an
empirical investigation of an important issue in the field of clinical psychology. It is expected to
contain original work and be of a publishable standard. It should be of the same quality as a
PhD, but is considerably shorter (40,000 words). Supervision for the thesis comes from
academics within the course team, Leeds Institute for Health Sciences, and to a lesser extent
other parts of the university (e.g. Institute of Psychological Sciences). Projects also often have a
field supervisor - a local clinical psychologist. Trainees are encouraged to engage in research
projects closely related to the main research interests of supervisors, and supervisors are asked
to outline suitable research projects which are posted on the programme’s web pages.
Projects typically cover a range of populations and a variety of quantitative and qualitative

Support for the research components of the course is provided through academic tutors,
research supervisors, teaching on research skills, manuals and guides, and the research team
within the programme staff who provide up to date guidance on research ethics, for example.

The progression of trainees on research is closely monitored by the research team within a
structure that includes both formative and summative assessment. Trainees submit a
statement of intent indicating topic and method at the end of year 1, and have their research
proposal reviewed by a research panel for formative feedback in November of year 2.
Successful progression to registration for the DClin depends on successfully passing a transfer
viva with two independent academic members of staff in March of year 2, after which the
thesis is examined in a viva voce examination in September of year 3.

                               Key documents for this section

Ordinances, Regulations & Programmes of Study for Research Degrees 2009-2010
University guide for Research Degree Supervisors
These provide the governance framework for the Research parts of the programme,
including responsibilities of supervisors.
Library guides to using PsycINFO for literature searching
This is a guide to literature searching produced by the university library
Manual 1 - Systematic Case Study
Manual 2 - Service Evaluation Project
Manual 3 - Thesis
These contain details on the research components and are updated annually.
Manual 4 - Research budget guide
This contains further details on managing the trainee research budget.
A researcher's guide to research governance
This is a regularly updated guide to research ethics, obtaining Research and Development
clearance, and research governance.
Research Interview Safety Protocol (home visits)
This lists the safety protocol to be followed by all trainees on home visits for clinical or
research purposes.
Writing up your thesis
This is a guide for trainees on writing up the thesis
Publication guide
This is a guide to writing up the thesis for successful publication.
SEP template and Thesis template
These templates for reporting the SEP and writing up the thesis conform to the latest
university requirements, and are available for download by trainees.
D.Clin.Psychol. thesis supervisors' manual
This is a guide for thesis supervisors written by the programme team. Other guides are
available for academic and clinical staff asked to take part in the assessment of research in
research panels and the transfer viva

BPS code of ethics and conduct
Trainees are expected to follow the BPS Code of ethical practice for research involving
human participants.

11 Personal and Professional Development
11.1       Personal Support.

The Programme Specification states that personal and professional development is a core
theme. We believe that we have established a culture that encourages and enables trainees to
share their struggles as well as celebrate their triumphs.

The Programme has a Personal and Professional Issues Sub-Committee, one of whose aims is
to ensure that trainees have access to help and support in times of stress and distress. Over the
past five or so years, various formal and informal strategies for help and support have been
tried, e.g., mentors, personal tutors, ‘buddy’ systems, personal development groups. In the
end, our trainees have taught us that they wish to have choice about whom they approach,
and that having a named Personal Tutor was not needed and ultimately not particularly
helpful. Thus we have focussed our attention on fostering the climate that says seeking help
and support is a sign of maturity and professionalism and that requests will be taken seriously
and dealt with sensitively. The staff team being prepared to share, when appropriate, their
own experiences of managing stress and personal distress models part of this climate. So too
does the provision of workshops as part of the Personal and Professional Development theme
that focus on personal development, managing stress and self-care strategies.

    11.1.1 Procedures for Supporting Trainees who have Severe Personal Problems or
           Psychological Disturbance.

Our experience is that trainees will inform the staff team when problems arise. Over the past
five years there have been a number of instances when trainees have had major life events
and/or severe physical, emotional, psychological or psychiatric problems. We approach each
situation on an individual basis and aim to provide help in a fully collaborative manner. Some of
the strategies we have utilised have been to:

           Identify a core staff team member who has no specific appraisal role to be available
            to offer support and guidance and hold the overview.
           Encourage contact with Student Disability Service where appropriate.
           Help the trainee access appropriate medical or therapeutic help.
           Extend deadlines.
           Facilitate leave.
           Approach the YHSHA for extension to trainee contract.
           Regularly review the trainee’s situation and keep in contact.

    11.1.2 Methods for Giving Trainees Guidance on Future Development.

The Programme clearly states that the three years of clinical training are regarded as the start
of life-long learning in the profession of Clinical Psychology. Throughout training, trainees are
encouraged to engage in conversations about their development, both retrospective and
prospective. This most usually, though not exclusively, occurs in discussions with clinical tutors.
In Year 3, two of the Personal and Professional Development workshops have the focus of
looking at post-qualification status including obtaining employment and aims for Continued

Professional Development (CPD). The final End of Placement meeting also includes a discussion
on CPD aims for the first year of post-qualification.

11.2      Local Arrangements for CPD

The Programme has run a series of post-qualification training events for clinical psychologists in
Yorkshire since the mid 1980s. This is managed by the Post Qualification Committee (PQT)
committee, which is chaired by the programme’s Clinical Director (Dr Jan Hughes) and currently
has two other senior programme staff on its membership. In the last 5 years the committee has
experimented with running short training courses in addition to "one-off" events in an attempt
to influence practice more directly. Examples of these initiatives are: an 18 month course on
consultancy; a 6 month course to develop leadership skills and a linked series of study days on
aspects of eating disorders.

CPD events are also run relating to involvement with the programme, e.g., two supervision
events (basic and advanced) and there is a programme commitment to provide regular training
events to support the development of teaching skills.

We are also fortunate that there are a number of other CPD training providers for clinical
psychologists in our region. One-day training events are also run by other groups such as the
Yorkshire Division of Clinical Psychology, Local SIGs (sometimes with PQT funding support) and
multi-professional organisations such as Association of Child Psychology and Psychiatry (ACPP).

12 Assessment and Evaluation of Trainees

The academic and clinical performance of trainees is assessed throughout the programme.
Successful completion of the programme, and eligibility to practice, is dependent upon trainees
demonstrating competence in all areas. The programme does not allow for the award of
aegrotat degrees.

Table 1, below, contains a summary of the assessment components and their relationships to
the programme themes. Those in emboldened text are summative assessments, the others are

                       Year 1                    Year 2                   Year 3
                   problem-based            case conference          case conference
                  learning exercise           presentation             presentation
                       essay 1                                           essay 4
                       essay 2

                    1st placement            3rd placement             5th placement
                  planning meeting         planning meeting          planning meeting
                 mid placement visit      mid placement visit       mid placement visit
                 end placement visit      end placement visit       end placement visit

                    2nd placement            4th placement
                  planning meeting         planning meeting
                 mid placement visit      mid placement visit
                 end placement visit      end placement visit

               personal development      personal development      personal development
                      journal                   journal                   journal

               reflective case study 1   reflective case study 3
               reflective case study 2   reflective case study 4

                                                essay 3

                                         Systematic Case Study      Service Evaluation
                                            Thesis proposal
                                            research panels             SEP poster
                                          Thesis Transfer Viva
                                                                        Thesis Viva

A detailed description of the assessments on the programme may be found in the Schedules
and Procedures for Assessments 2010, the learning outcomes of the programme are in
Appendix 1, and assessments and their relationship to the learning outcomes of the
programme are listed in Appendix 2.

Trainees submit four essays, three on an area of clinical practice and one on an aspect of
personal and professional practice. Essay titles are chosen to reflect current clinically relevant
issues. They should be a maximum of 5,000 words excluding references. Appendices should not
be included. Late submission without prior agreement results in 5% of the mark being
deducted each day. Essays are summatively assessed with a 50% pass mark. Feedback to
trainees is given on a two page form covering aspects such as critical appraisal and
presentation. Essays are marked blind by a member of the course team, with around a third
also being double marked by a second member of staff; the two meet to agree on a final mark.
Fails and borderline fails (50-54%) are always double marked. A selection is sent to the external
examiner for moderation, including any fails or borderline fails. Failure results in the trainee
being asked to resubmit, normally within six weeks of being given feedback.

The problem based learning exercise is undertaken as a small group, with group offering a 30
minute presentation to the year group and each trainee submitting an individual account as a
report, (3000 words). Group presentations are awarded a single mark and each member
receives that mark. Reports are marked blind and individually assessed. Both components need
to be passed to pass the assignment. Forms outlining the areas for assessment are included in
the appendices of the PBL manual, which is updated annually. Group presentations that are
marked as a fail may need to be revised and presented a second time. If a report is failed, there
are procedures for allowing trainees to resubmit once, as for an essay; if a trainee is absent
from the presentation, this is treated as absence from an examination and the trainee will need
to offer a doctor’s certificate; arrangements will be made depending on individual

The SCS and SEP are marked using the format used in the examination of theses and are
awarded a Pass, a Pass subject to minor editorial corrections, a Pass subject to the correction of stated
minor deficiencies, a resubmission or a failure.

The supervised clinical practice placements are assessed by a pass/fail recommendation from the
placement supervisor to the Examination and Assessment sub-committee. This is discussed with
the clinical tutor and trainee during the end of placement visit. Detailed formative feedback from
the supervisor to the trainee is also given on the Placement Assessment Form. The clinical tutor
also meets the trainee at the placement planning meeting at the beginning of each placement,
and meets the trainee and supervisor at the mid placement visit where formative feedback is
discussed. Final ratification of the supervisor’s recommendation is agreed by the Examination

Trainees are expected to maintain a placement log and a personal development journal
throughout the five placements; at the end of each of the first four placements they must submit
a reflective case study on an aspect of their clinical experience during the placement. This is
discussed with the clinical tutor and supervisor during the end of placement visit and receives
formative feedback.

Failure of any two pieces of work at resubmission, (essays, evaluation of problem based learning
exercise, Systematic Case Study, Service Evaluation Project, Supervised clinical placements) results in
withdrawal from the programme. There is no resit facility for clinical placements as corrective
feedback is provided for trainees at the mid-placement visit. Two placement failures results in
trainees failing the programme. Candidates will also be deemed to have failed the course and be
asked to withdraw if they fail the transfer viva or the final thesis viva. There is no opportunity for re-
examination where the examiners recommend a research degree thesis is failed.

                                    Key documents for this section

  Programme documents:

  Schedule and procedures for assessment 2011
  Dates and deadlines until Nov 2012
  General information and dates
  Academic integrity form
  Block 1 teaching timetable 2011
  PBL manual 2011
  Reading list 2011-12
  Electronic submission guidelines

13 Selection

All candidates for the programme must make their application through the national Clearing
House. The programme has a three-stage procedure for selection.

Initial sift: All applications are scrutinised to ensure that the applicant meets the programmes
minimum requirements vis-à-vis academic qualification, additional experience and eligibility for
the BPS graduate basis for chartered membership. A small number of applications are rejected
at this stage.

Shortlisting: The remaining applications are scrutinised by three assessors (1 academic and 2
clinical supervisors) and rated using a standard form. New assessors receive training in the
criteria to be used. Several panels of 3 assessors are convened and each panel rates about 50
applicants. After all applicants have been rated they are ranked on the basis of their total
score. The top rated applicants within each panel are short listed for interview or allocated to
the waiting list. We also operate the NHS 2-ticks policy and at this stage we also shortlist those
candidates who meet the minimum requirements but have not been included in the selection
for interview. Candidates who have not been short listed for interview, including those who
were eliminated at the preliminary screening are informed at this stage.

Interview panels : Candidates invited for interview are interviewed by a panel of three (1
academic 2 supervisors). All panel members are given training in a standardised format of
interview. Individual panel members rate the candidate on standard scales these are then
combined and the panel reaches an agreed rating for each candidate. Panels are asked to
make one of three recommendations: definitely accept, reject, suitable. Candidates are also
interviewed by a panel of service users who follow a standard format. This panel is asked to
make a binary recommendation (accept / not accept). The not accept decision has the power
of veto over the selection panel. At the completion of the interview procedure the chairs of
each panel (including the chair of the service user panel) convene and a final decision is made.
Candidates receive one of three letters: accept, waiting list or reject. We encourage those who
receive a rejection letter to seek feedback. During the interviews members of the current
trainee cohorts effectively host the candidates and candidates are given an opportunity to talk
to trainees to gain a user’s insight into the programme.

Appendix I: Thematic Learning Objectives and Elemental Learning Outcomes for
the Doctor of Clinical Psychology Programme

Clinical Practice

The thematic learning objectives are to enable the student to:

1  prepare effectively for, and engage in the supervisory process
2  facilitate and maintain a therapeutic alliance with clients, carers groups and staff, and
   manage challenging situations
3 select, administer and interpret psychometric and idiosyncratic assessments,
   including risk assessment
4 develop and use formulations to prepare an action plan and re-formulate in light of
    further information
5 make theory-practice links, and adapt interventions within differing theoretical
    models to individual needs
6 write and give oral reports of work undertaken, demonstrating adequate and careful
    assessment of outcome
7 conduct appropriate research and be able to use individual and departmental
    evaluation and auditing procedures
8 demonstrate knowledge of the organisational setting and the need to work
    collaboratively with other professionals and colleagues
9 plan formal and informal teaching sessions appropriately, facilitate the co-operative
    engagement of the training group and monitor effectiveness
10 demonstrate a range of personal development strategies, professional attitudes and
    behaviour, including an awareness of power and socio-political issues.

The learning outcomes disaggregated from the above are as follows:

Ref. objective 1   the student should be able to:

    a) understand the roles of both supervisor and student in the supervision process
    b) prepare for supervision
    c) engage in the supervisory process (for example, asking for provision of / access to
       knowledge and learning; giving and receiving feedback and constructive criticism;
       engage in constructive debate; acknowledge mutual value and respect)
    d) utilise supervision to discuss support issues and needs (including the knowledge
       and awareness of the boundaries between supervision and support, and acceptance
       that the supervisor should not act in the role personal therapist).

Ref. objective 2   the student should be able to:

    a) facilitate a therapeutic alliance, demonstrating empathy and a respectful attitude
       to clients, groups, carers and colleagues
    b) demonstrate knowledge and application of anti-oppressive practice
    c) show an awareness of boundary and termination issues
    d) exhibit skills in managing challenging situations.

Ref. objective 3   the student should be able to:

   a)   conduct appropriate interviews, including taking a detailed history
   b)   select appropriate assessment procedures
   c)   administer and interpret psychometric assessments
   d)   administer and interpret idiosyncratic assessments
   e)   conduct appropriate risk assessment.

Ref. objective 4   the student should be able to:

   a) use theory in developing a formulation and action plan
   b) reformulate problems and situations in the light of further information
   c) incorporate socio-political context in formulations.

Ref. objective 5   the student should be able to:

   a) demonstrate knowledge of the empirical basis of treatments / interventions,
      including knowledge of and critical appraisal of relevant literature
   b) make theory-practice links
   c) adapt interventions to individual needs
   d) utilise and interpret appropriate measures to evaluate outcome
   e) assess when further intervention may not be appropriate.

Ref. objective 6   the student should be able to:

   a) write reports of work undertaken (formal reports, letters etc.) and be prompt with
   b) give oral reports of work undertaken
   c) be clear, comprehensive and concise; express aims and nature of intervention
      clearly; demonstrate adequate and careful assessment of outcome.

Ref. objective 7   the student should be able to:

   a) conduct appropriate research
   b) utilise individual evaluation and auditing procedures
   c) utilise departmental evaluation and auditing procedures.

Ref. objective 8   the student should be able to:

   a) work collaboratively with others (clients / partners / families / carers / colleagues),
      including using a consultancy model
   b) contribute to multi-disciplinary teams (e.g. meetings, case conferences)
   c) demonstrate an understanding of the organisation of the professional setting in
      which the placement is based, and the change process involved in service delivery
   d) demonstrate an understanding of the interface with other services and agencies,

         and the relevant legislation, national planning, and the salient issues for clients
         and their families / carers (including professional practice guidelines)
      e) work with users and carers to facilitate their involvement in service planning and

Ref. objective 9     the student should be able to:

      a) plan and prepare appropriately for both formal and informal teaching (consider
         the aims, the needs of participants, methods available, and the use of handouts and
         other teaching aids)
      b) facilitate the co-operative engagement of the training group (with the use of
         appropriate language, an awareness of responses from the training group and
         adaptation of content to a changing process)
      c) monitor effectiveness and utilise structured feedback mechanisms, as well as self-

Ref. objective 10     the student should be able to:

      a) demonstrate professional attitudes and behaviour (reliable and responsible, open
         to learn, exhibiting an ethical framework for all aspects of work)
      b) exhibit an active and continuous commitment to develop self-knowledge and self-
      c) mange an appropriate case and workload (takes responsibility for this and is
         prepared to negotiate; is able to prioritise; demonstrates ability to take on and plan
         work after general discussion; recognises when further consultation is necessary
         and requests assistance when in difficulty)
      d) recognise and understand inherent power imbalances and how these may be
      e) work effectively with difference and diversity in individuals’ lives.

Personal and Professional Development

The thematic learning objectives for this theme are grouped. They are to enable the student

Power and socio-political context issues

1.1      understand the importance and relevance of issues to do with power and social
        inequalities, on both a personal and professional level
1.2      work effectively with difference and diversity

Personal development

2.1     show an active continuous commitment to develop self-knowledge and self-

Professional attitudes and behaviour

3.1     show a consistently open attitude towards all aspects of learning and development
3.2     fulfil the employer’s expectations regarding professional behaviour, including
        active engagement in all supervisory arrangements
3.3     demonstrate an ethical framework for all aspects of work, including a working
        knowledge of relevant practice guidelines, policies and legislation
3.4     work collaboratively and constructively with other professionals, colleagues and
        users of services
3.5     behave respectfully to others at all times
3.6     prepare for professional employment, having clear aims and objectives for
        continued professional development

Professional autonomy and professional limits

4.1      manage a workload, including multi-tasking, and show a clear recognition of the
        limits of individual competence.

The learning outcomes disaggregated from the above are as follows:

Ref. objective group 1           the student should be able to:

      a) recognise and understand the effects of power imbalances, and how they can be
      b) critique a range of theoretical models and related practices for the ways in which
         power imbalances and social inequalities are maintained and reproduced
      c) understand the roots of oppression and its role in the aetiology of psychological
         disturbance, and the consequential need to develop anti-oppressive practices

      d) recognise and work with difference and diversity, and commit to developing
         cultural (in the broadest sense, including e.g. issues to do with class, gender,
         dis/ability, ethnicity, sexuality) competency in all aspects of professional life
      e) apply knowledge and understanding in all these areas in an increasingly
         sophisticated manner, and in increasingly complex situations

Ref. objective group 2           the student should be able to:

      a) experiment with a variety of personal development strategies, and explore new
         ways of interacting with others
      b) engage with the personal and professional development curriculum and goals,
         maintaining an open attitude
      c) adopt strategies to manage the emotional and physical impact of the work, and
         seek out help when required
      d) invite critical comment and respond in a constructive manner

Ref. objective group 3           the student should be able to:

      a) demonstrate a continuing openness and keenness to learn, to seek knowledge and

       develop new skills
    b) demonstrate active participation in all supervisory relationships and
       arrangements, including negotiation, preparation, utilisation and recording of
    c) manage own learning needs and develop strategies for meeting them
    d) demonstrate reliability, conscientiousness, and an ability to meet deadlines
    e) apply expertise in judging the consequences, for self and others, of maintaining /
       relaxing boundaries in all professional relationships
    f) approach conflict situations with thoughtfulness, and from a constructive stance
    g) consistently consider ethical issues and apply these considerations in complex
       clinical contexts
    h) actively consider attempts to gain informed consent
    i) understand and put into practice the boundaries and limitations of confidentiality
    j) demonstrate knowledge of professional practice guidelines
    k) understand the importance and have knowledge of relevant local and national
       policies, procedures, guidelines and legislation, and their relevance to professional
    l) work collaboratively and constructively with other psychologists, other
       professionals, and users of services, respecting diverse viewpoints
    m) show a respectful and valuing attitude to all others
    n) demonstrate knowledge and understanding of employment practices and related
    o) demonstrate appropriate preparation for job interviews
    p) demonstrate a purposeful plan for continued professional development.

Ref. objective group 4        the student should be able to:

    a) negotiate for and manage an appropriate case and workload at different stages of
       training, and prioritise the caseload effectively
    b) recognise the extent and limitations of personal and professional competence and
       seek out timely and appropriate consultation and assistance when required
    c) develop the ability to multi-task


The thematic learning objectives are to enable the student to:

1    identify and devise an original research question set in the context of existing
     research and theoretical models, and current priorities and opportunities
2    identify, access, collect, record, manage, analyse and synthesise information, using
     an appropriate research method and solving problems that arise during the process
3    be aware of the strengths and limitations of different research designs, and be able
     to critically appraise their own findings and those of others
4    present and defend ideas and outcomes, using appropriate media
5    demonstrate an understanding of the ways in which research may be communicated

    to enhance the impact on practice and support the learning and teaching of others
6   understand and comply with relevant legal, ethical, health and safety issues
7   comprehend the distinctions between methods appropriate to theoretical and
    service research, and the political, social and cultural context within which these
8 demonstrate the skills needed to interact / collaborate with participants, colleagues
   and organisations during the research process
9 appreciate the utility of research in developing clinical practice, and the factors that
   influence change in individuals and organisations
10 manage a research project using the necessary equipment and techniques, to meet
   specified outcomes within the time allocated.

The learning outcomes disaggregated from the above are as follows:

Ref. objective 1        the student should be able to:

    a)  identify an original topic for research and /or original problem to be tackled
    b) formulate the topic or problem into a research question(s) that may be answered
    c)  devise a research method appropriate for answering the research question
    d)  carry out a research project to completion
    e)  set research in the context of previous research and knowledge, and current
       priorities and opportunities
    f) relate one’s own findings to existing research and model development
    g) develop theoretical concepts.

Ref. objective 2        the student should be able to:

    a)    identify and access appropriate library and/or archive-based information
    b)    collect, record and manage information and/or findings
    c)    analyse and synthesise information and/or findings
    d)    recognise and demonstrate originality and independent thinking
    e)   demonstrate practical and analytical skills
    f)   demonstrate problem-solving skills.

Ref. objective 3        the student should be able to:

    a) be aware of the strengths and limitations of different research designs including
       quantitative and qualitative approaches
    b) critically evaluate one’s own findings and those of others.

Ref. objective 4        the student should be able to:

    a) present and defend ideas and outcomes of research using appropriate media such
       as oral presentations, posters, published documents, conference contributions,
       progress reports etc.
    b) present research outcomes in the form of a thesis and defend them at viva.

Ref. objective 5      the student should be able to:

   a) understand the ways in which research may be communicated to enhance the
      impact on practice
   b) support the learning and research of others.

Ref. objective 6      the student should be able to:

   a) understand relevant ethical and legal issues and the importance of maintaining the
      well-being of research participants
   b) appreciate and comply with the systems for ensuring ethical research practice e.g.
      local research ethics committees and research governance
   c) understand and act upon relevant health and safety issues e.g. personal safety
      when data collecting
   d) demonstrate responsible working practice.

Ref. objective 7      the student should be able to:

   a) appreciate the distinctions between theoretical and service research, audit and
      case studies, and the methods appropriate for each
   b) demonstrate an understanding of the political, social and cultural context of

Ref. objective 8      the student should be able to:

   a) interact appropriately with participants, colleagues and organisations during the
      research process
   b) collaborate successfully with other researchers from the same or different

Ref. objective 9      the student should be able to:

   a) appreciate the clinical implications of one’s own and other’s research
   b) understand the role of research in changing practice and the other factors
      influencing change in individuals and organisations
   c) appreciate the utility and limitations of research evidence for clinical practice.

Ref. objective 10     the student should be able to:

   a) plan and organise a programme of research so as to submit his/her thesis within
      the standard period of study
   b) show flexibility and adaptability in managing a research project
   c) appreciate and manage relationships with supervisors, team members and others
   d) use IT packages and techniques to carry out relevant tasks
   e) manage own learning by e.g. identifying personal strengths and training needs,
      setting objectives, drawing upon/using sources of support, attending relevant
      training events and recording and reflecting on progress.

Appendix 2: Assessments and their relationship to the learning outcomes of the

Academic assessments and their relationship to learning outcomes of the programme

There are two types of academic assignment during the programme; essays and the Problem-
Based Learning (PBL) exercises. There are four essays: two on clinical issues in Year 1, one on
Professional Issues in Year 2 and a third related to the therapeutic model chosen as an option
in Year 3. For each essay there is a choice normally of one of three titles, and in the third year
there are three for each option. The first year essays require critical appraisal of research
literature and its value for aspects of clinical practice. There may also be a need to consider
policy documents and professional practice guidelines for any one of the titles.

The PBL exercises in the first year are devised as a progression. The first exercise is formatively
assessed and is seen as an opportunity to receive feedback on presentation skills and reflective
writing. The second is summatively assessed, having replaced the written examination at the
end of the first year. Usually, one incorporates clinical material, involving the core clinical
competencies of assessment, formulation, intervention and evaluation. The other often takes
up professional practice or policy issues. Trainees are assessed as a group on the quality of
their presentation as a response to the question set, and individually on the quality of appraisal
and reflection in their reports.

All these assignments require the capability to search for information strategically, critically
appraise the literature and make sense of the findings, develop an argument and a response to
the problem or question, acknowledge strengths and limitations, and clinical implications, and
to present this to a good standard.

Summary of the learning objectives which are the primary focus of the academic assignments:
Assignment                 Timing             Summative/             Objectives
      Essay 1          January Year 1               S             R: 1e,f,g,h,i,j,n,o

PBL presentation 1    January Year 1         F                      R: 1g,h,i,j,k,l,m
                                                                    PPD: 1,2,3,4,
                                                                    C; 3,4,5,6,8,9,10
PBL report 1          March Year 1           F                      PPD: 1,2,3,4,6
Essay 2               June Year 1            S                      R: 1e,f,g,h,i,j,n,o

PBL presentation 2    June Year 1            S                      R: 1g,h,i,j,k,l,m,
                                                                    PPD: 1,2,3,6,7,8,9
PBL report 2          July Year 1            S                      PPD: 1,2,3,4,6

Essay 3              June Year 2           S                     PPD themes
Essay 4              February Year 3       S                     C; 2,3,4,5,6,8

Clinical practice assessments and their relationship to the learning outcomes of the

The primary way in which trainees’ evolving clinical competence is assessed on the programme
is through the completion of the Placement Assessment Form (PAF). This document is reviewed
at formal mid (MPV) and end (EPV) of placement meetings between trainee, supervisor and
clinical tutor. In addition to these three-way discussions each trainee holds a placement
planning meeting (PPM) with their clinical tutor within the first month of the placement to
check that placement contracts are in place and to troubleshoot if any the trainee raises any
early concerns about the supervisory arrangements in place. The PPM process includes the
completion of a Self Appraisal Profile (SAP) which is a pictorial way of encouraging trainees to
construct a global appraisal of how far they consider their clinical skills have evolved at a
particular point in their training. While there are a number of formative components to our
system of assessing clinical competence on placement (such as the SAP and the reflective
paragraph that is written by trainees as part of the MPV) the final PAF is a summative
assessment that holds the same status as an exam in the University’s eyes. The PAF structures
the way in which each individual trainee’s performance on placements is evaluated to ensure
close monitoring of specific clinical competences and to maximise the transfer of learning
recommendations from one placement to the next.

The EPV also includes a requirement that trainees present some considered reflections on their
clinical practice. This is an informal opportunity to share ideas that have been stimulated by
some aspect of the placement experience and the style of presentation is not prescribed.
Indeed trainees are invited to be creative in the ways they choose to explain their thinking.
Feedback is immediate and formative as both clinical tutor and supervisor respond to the
trainee’s presentation

Trainees are required to make two formal case presentations as part of the university based
component of the doctoral programme. In year two all trainees give a 40 minute formal
powerpoint presentation of a case (or less commonly an issue) from one of their clinical
placements to the combined group of first and second year trainees. The session is chaired by
the clinical tutors one of whom will provided specific feedback to the presenter. This does not
result in a summative mark being awarded but does consist of a significant and detailed
“debriefing” conversation. At the end of year 3 trainees present a briefer (20 minute)
powerpoint presentation in which they are asked to illustrate a specific theory/practice link
that has arisen during their final year elective placement. This presentation is given to an
audience of all three years of the course plus any interested supervisors who choose to attend.
Feedback is again provided by course tutors on a formative basis.

Essay 3 concerns professional issues and is set and marked by the clinical tutor team in the
second half of year 2. Trainees choose to answer one of three titles on topics which evidently
vary year to year but relate to topical clinical and professional concerns (eg drop-out from
therapy; acquiring consultancy skills; the case for including personal therapy in professional

training). Essay 3 (like all the other essay assignments on the programme) is summatively

Summary of the learning objectives which are the primary focus for the clinical practice
components of the programme:

   Aspect            Timing            Assessment       Summative/            Objectives

   Placements        Throughout      PAF              Summative          1(all), 2(all), 3(all),
   1-5               programme                                           4(all), 5 (all), 6(all),
                                                                         7(all), 8(all), 9(all),

   Case              November to     Powerpoint    Formative             4(all), 5(b,c),
   presentations     March Year 2    presentation                        6(b,c), 9(all)
                     September       to peer group
                     Year 3          and staff

   Reflections       Years 1 & 2     Creative         Formative          9(all), 10(a,b)
   on clinical                       presentation
   practice                          to clinical
                                     tutor and

   Essay 3           June            Essay 3          Summative          5(a,b), 7(a), 8(d),
                     Year 2          Professional                        9(b)

Research assessments and their relationship to the learning outcomes of the programme

The research components of the course cover three aspects. The first, which is the focus in
year 1, is evaluation of individual clinical cases, as applied to their own clinical practice. It is
focussed on measuring outcome in psychological therapy and the processes underlying clinical
change. To assess this, students complete an Experimental Case Report, a report of clinical
activity based on a patient seen in the first year which makes an explicit attempt to measure
the extent of clinical change or the underlying processes, and demonstrates an understanding
of the difficulties in such an attempt and to place this within the wider context of the relevant
literature. There is also an emphasis in the first year on developing critical appraisal skills when
reviewing published work, and fostering a critical approach to different research
methodologies. An essay in the second half of the first year assesses the students
understanding of these issues.

The second component, the focus in year 2, is service evaluation and audit, applied at a service
level or to individual practitioners, including the students themselves. Assessment is through a
service oriented research project that the students complete in the second year. This is a small-
scale applied research project that students carry out for a host clinical psychology department
during one of their clinical placements. It may be either an audit or service evaluation, and the
students are free to undertake this using the most appropriate method. Students also produce
a poster based on the findings of the project, which is exhibited in a small poster conference at
the beginning of year 3. Also in year 2, the students continue to develop their skills in thinking
about different research designs, their strengths and limitations.

The third component is theoretical research. As this underlies psychological models and
interventions, this theme runs through all three years. It reaches fruition, however, with the
students completing their own piece of theoretical research, the thesis. This is begun at the
end of year 1, but is completed in June of year 3. This piece of work involves students
becoming competent and confident in carrying out research alone or as part of a team, and
also achieving a greater understanding of the limitations and strengths of published work. The
thesis is assessed by the viva, conducted by an external and internal examiner, but the process
of the research is monitored by three additional shorter pieces of work: a statement of intent,
a research proposal (reviewed by a research panel) and a Transfer document (which is
submitted for a transfer viva and used as a basis for the decision to a continuation of the
student for the doctoral degree).

Although each of these three areas involves particular skills and knowledge, there are very
large areas of overlap between them. They all involve developing an understanding of the
basics of the research process in terms of analysing a problem, developing a method
appropriate to the task, carrying out a research project and analysing and interpreting the

There is also an overlap in how the different research components meet the learning outcomes
for the research aspects of the programme, and in how the assessments attached to the
different components measure several of the learning outcomes.

Summary of the learning objectives which are the primary focus for the research components of
the programme:

   Aspect       Timing         Assessment            Summative/   Objectives

   SCS          October        Written report        Summative    1(a,b,c,d,e,f,g,h,i,j,k,m,n
                Year 2                                            ,o)
                                                                  2 (a)
                                                                  3 (a,b,c,d,e,f,g,i,k),

   SEP          October        Poster                Formative    2 (a,c,d)
                Year 2         presentation                       3(e,f,j,k)

         December    Written report         Summative   1(a,b,c,d,e,f,g,h,i,j,k,m,n
         Year 3                                         ,o)
                                                        2 (a,b,c,d)

Thesis   November    Research panel         Formative   1(a,b,c,d,e,f,g,h,i,j,k,l,m,
         Year 2                                         n,o)
                                                        3 (a,b,c,d,e,f,g), 4(all)

         March       Essay 3                Summative   1(a,b,c,d,e,f,g,h,i,j,k,l,m,
         Year 2      (Transfer Viva)                    n,o)
                                                        2 (b)
                                                        3 (a,b,c,d,e,f,g)

         September   Viva                   Summative   1(a,b,c,d,e,f,g,h,i,j,k,l,m,
         Year 3                                         n,o)
                                                        3 (a,b,c,d,e,f,g)


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