PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
Doctorate in Clinical Psychology
Final award (BSc, MA etc):
(where stopping off points exist they should
be detailed here and defined later in the
document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
(e.g. from 2015 intake onwards)
Awarding institution/body:
D.Clin.Psy
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
(the department responsible for the
administration of the programme)
Departmental web page address:
(if applicable)
Research Department of Clinical, Educational and Health Psychology
Method of study:
Full-time/Part-time/Other
Full-time
Criteria for admission to the
programme:
http://www.ucl.ac.uk/dclinpsy/applying
Length of the programme:
(please note any periods spent away from
UCL, such as study abroad or placements
in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
3 years
Board of Examiners:
Professional body accreditation
(if applicable):
From 2000 intake onwards
University College London
http://www.ucl.ac.uk/dclinpsy
Doctoral Level (level 8)
http://www.qaa.ac.uk/en/Publications/Documents/Subjectbenchmark-statement-Health-care-programmes---Clinicalpsychology.pdf
This is a three year program combining theoretical, research and
practical/clinical components leading to a nationally recognised
professional qualification in Clinical Psychology. Candidates of the
programme are full-time students in the paid employment Camden
and Islington NHS Foundation Trust on behalf of the NHS London.
Name of Board of Examiners:
Board of Examiners of the Doctorate in Clinical Psychology
British Psychological Society
Health and Care Professions Council
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Date of next scheduled
accreditation visit:
2015
EDUCATIONAL AIMS OF THE PROGRAMME:
1. To acquire the scientific and research skills essential for the development of an evidence-based profession
2. To learn to apply the knowledge of theory and practice required for providing clinical services to a wide
range of users in the National Health Service.
3. To give trainees the knowledge, skills and confidence to carry out clinical work with a broad range of patient
populations in a range of service contexts.
4. To provide an introduction to a number of common therapeutic models of intervention and methods which
will be encountered by students on placement and in the workplace
5. To ensure the understanding of the relationship between models of psychology (including cognition,
emotion, brain and behaviour interplay, and lifespan development) and models of therapeutic intervention;
6. To give trainees the knowledge, skills and confidence to carry out research, evaluation and audit studies.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
Knowledge and understanding of:
A: Knowledge and understanding
Teaching/learning methods and strategies:
1. Knowledge of theories of the
development and maintenance of
psychological problems and an
understanding of their application to
clinical populations
Teaching
Our teaching covers six specialist areas of work in
clinical psychology, including adult, child and older adult
mental health, learning difficulties, forensic and
neuropsychological problems.
2. Knowledge of a number of models
and methods of assessment for
different problem areas, age groups,
and settings
In addition theoretical models and practical strategies of
psychological intervention in a number of modalities are
taught with an emphasis on cognitive behaviour therapy,
systemic therapy, rehabilitation, psychodynamic
psychotherapy and other therapies.
3. Knowledge of the evidence-base for
the efficacy of psychological
interventions and its application to
individual patients
Our strategy is to organise teaching around evidence
based solutions to specific clinical problems wherever
possible. We are guided by the National Service
Framework for adult and now child mental health and
other critical priorities in the modern NHS.
4. Knowledge of cultural and social
diversity and the implications of these
for clinical work
We use a wide range of delivery methods including
clinical attachments in major clinical psychology
specialisms, university based theoretical and practical
teaching in informal lectures and seminars, and practical
research experience as part of a thesis and also on
placement.
5. Comprehensive understanding of the
impact of social factors on
psychological well being
6. The fundamental methods and
concepts of clinical psychological
research, including qualitative and
quantitative methods, small-N
designs, audit and evaluation
methods
Our aim of integrating conceptual and clinically pertinent
knowledge is achieved through a range of strategies.
7. The main methods of statistical
analysis
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Integration of academic teaching with placement
schedule with the academic programme run concurrent
with clinical placements to foster integration of academic
and clinical material
8. Professional and ethical codes of
conduct, including those set out in the
BPS Code of Ethics and Conduct,
DCP professional practice guidelines
and Health and Care Professions
Council standards.
Developmental programme of clinical skills teaching
within academic curriculum
Monthly clinical seminars based on trainee casepresentation, aimed at discussion of implementation of
clinical models
Allocation of trainees to a programme of structured
clinical placements throughout training period,
supervised by an approved clinical practitioner
Specification of clinical content and range of
psychological interventions expected in each placement
Weekly supervision of clinical practice with a focus on
evidence-based formulation of cases
Lectures, supplemented by assigned readings
Small-group practical exercises in aspects of research
design
Computer-based statistics practicals
Learning
Trainees discuss case material and ideas for assessing
and treating a wide range of clinical problems with
feedback provided from experienced staff and their own
peers.
Trainees are called upon to reflect on their professional
development. Opportunities are given for them to
generate discussion around professional and ethical
issues.
Trainees formulate and explain interventions in relation
to current theoretical models, empirical knowledge and
the evidence-base.
Seminars facilitate scientist-practitioner and reflectivepractitioner models where trainees evaluate clinical
process and outcome.
Trainees actively think about how insights, skills and
knowledge discussed during lectures, discussions, role
plays and case presentations can be transferred to new
setting and problems.
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Assessment:
Formative assessment
Five case-reports describing clinical work undertaken
with a specified range of clinical populations
Review of clinical skills by supervisor and by college
tutor at mid-point and end of each placement, using a
competence-based assessment procedure specifying
areas for evaluation
In research methods formative self-assessment is used
as trainees are asked to problem solve in relation to
practical exercises and statistical problem classes
provide further opportunity for ongoing self-assessment
Summative assessment
Three examinations in first two years covering
application of psychological models to a range of clinical
populations: Adult mental health, children, older adults,
people with learning disabilities, people with long term
needs and people, forensic populations, people with
physical health problems and people with
neuropsychological problems.
Research methods teaching is assessed in unseen
examination.
Open-book, computer-based statistics examination
B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies:
1. Ability to integrate academic and
clinical information and to use this to
derive a psychological formulation for
each individual clinical case
Teaching
A number of strategies are used facilitate the
development of thinking skills. The didactic component
of the lectures is underpinned by required readings
which are used as the basis for allowing students to
develop critical analytic skills which are necessary for
evaluating the evidence base that underpins good
clinical practice.
2. Critically evaluate clinical material
from different theoretical perspectives
3. Ability to plan appropriate modes of
intervention in relation to the service
context
Trainees deliver a clinical case presentation attended by
the entire complement of their peers.
Teaching and case presentations by experts in their
domain of clinical practice and research. Trainees
receive feedback on clinical case material from experts
from different theoretical approaches.
4. Incorporate feedback from staff and
peers
5. Critically evaluate their clinical
practice and available evidence base
Discussion between the experts and trainees also
occurs in the context of lectures and ordinary clinical
work in attachments.
6. Ability to formulate from a number of
theoretical models and using a
variety of sources of information
Beyond input from general teaching programme, specific
teaching on pantheoretical formulation skills and those
specific to a range of psychological interventions
7. Plan independent research
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8. Appraise research evidence
Teaching on professional and ethical practice is
provided to facilitate thinking about moral and ethical
issues that inevitably emerge as part of ordinary clinical
practice.
9. Understand data analytic approaches
Exercises on specific aspects of research design are
provided to improve thinking skills specific to research
issues
Small-group discussion of contemporary published
research are offered to strengthen evaluative skills for
research results pertaining to clinical practice
Research project clinics are offered to help trainees
evolve their thinking capacities in relation to their own
research
Learning
Develop formulations based on psychological theories
and knowledge, carry out psychological assessments
and interventions, communicate effectively with clients,
referrers and others, and evaluate their work.
Formulate cases from different theoretical perspectives
and reflect on how they understand and treat clients in
relation to a growing body of empirical knowledge and
evidence-base.
Demonstrate critical self-reflection and self-awareness in
their role as a clinical psychologist. Extract principles,
methods and knowledge from their clinical work that
enable transfer of knowledge and skills to new settings
and problems.
Assessment:
Formative assessments
Evaluation in clinical seminars
Formal evaluation of case reports
Formal evaluation at mid-point and end of placement
Feedback on research proposal
Summative assessment
Written unseen examinations are structured to assess
thinking about particular clinical problems by setting
hypothetical case examples which trainees have to
propose assessment and treatment protocols likely to be
appropriate to the case
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C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies
Teaching
Clinical skills is the most important part of the academic
and clinical attachment component of the programme
including didactic teaching, clinical seminars, academic
seminars, master classes where experts formulate a
clinical case presented by a trainee from different
theoretical and clinical orientations and extra curricula
workshops facilitated by regional clinical psychologists
who are expert in the respective therapeutic orientation.
They aim to enhance trainees’ understanding of a
specific therapeutic approach and to further develop
their therapeutic skills.
1. The skills and values to develop
working alliances with clients,
including individuals, carers and/or
services, in order to carry out
psychological assessment, develop a
formulation based on psychological
theories and knowledge, carry out
psychological interventions, evaluate
their work and communicate
effectively with clients, referrers and
others, orally, electronically and in
writing
Opportunities for learning through active participation
Case presentations from the specific theoretical
orientation of the tutor
2. The skills and values to work
effectively with clients from a diverse
range of backgrounds, understanding
and respecting the impact of
difference and diversity upon their
lives
Case presentations from a specific theoretical
orientation by trainees with feedback from tutors and
peers
3. The skills and values to work
effectively with systems relevant to
clients, including for example
statutory and voluntary services, selfhelp and advocacy groups, user-led
systems and other elements of the
wider community
Role-playing and experiential exercises to rehearse and
practice specific clinical techniques and interventions
4. The skills and values to work in a
range of indirect ways to improve
psychological aspects of health and
healthcare;
Feedback from tutors on the enactment of clinical
techniques and interventions by trainees.
Video to model clinical techniques and interventions
Video to examine clinical process issues and clinical
techniques and interventions
Systematic monitoring and observation of clinical work
by supervisor
5. The skills and values to conduct
research that enables the profession
to develop its knowledge base and to
monitor and improve the
effectiveness of its work
Monitoring by supervisor of case material and of case
management in supervision
Verbal and written communications to professional
colleagues
6. Basic clinical skills of interviewing,
note taking, writing, and feedback
necessary for professional clinical
work
Systematic feedback on clinical performance from
supervisor
Regular course training programmes to enhance
supervisor skills and assure appropriate feedback
7. Planning and conducting
independent research within clinical
settings
Research project orientation sessions
8. Questionnaire and interview design
Small group practical exercises
9. Use of the SPSS statistical package
for data analysis
Statistics exercises
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Assessment:
Formative assessments
The assessments of practical skills occur principally
through supervisor monitoring according to a structured
and systematic assessment of skills and competencies
assessed in the context of the trainee’s development
into an independently functioning practitioner. Thus the
complexity of practical skills expected increases as the
training progresses alongside the expectation of an
increasing capacity to work without supervision. Formal
assessments occur at mid-point and end of placements.
There are formative assessments of practical skills
annually at developmental reviews with the clinical and
academic tutors.
Practical skills are also assessed in clinical case reports
and Service-related research reports
Summative assessments
Practical research skills are summatively assessed in
the work towards the major research thesis
D: Skills and other attributes
Transferable skills (able to):
Teaching/learning methods and strategies:
1. High level skills in managing a
personal learning agenda and
self-care, and in critical reflection
and self-awareness that enable
transfer of knowledge and skills
to new settings and problems
Teaching
Teaching programme developmentally structured to
foster cycle of integration of clinical knowledge with
academic, especially through final year teaching
2. Generalising and synthesizing
prior knowledge and experience
in order to apply them in different
settings and novel situations
Learning
Trainees are expected to interact with professionals,
clients and carers in relation to complex personal and
systemic issues. By letter, telephone as well as face to
face.
Research supervision
3. Demonstrating self-awareness
and working as a reflective
practitioner
Trainees are expected to present their research both to
their peers and co-ordinators of research
4. Ability to think critically,
reflectively and evaluatively
Placement programme planned to assure exposure to
wide range of populations and contexts
5. Appreciating the inherent power
imbalance between practitioners
and clients and how abuse of this
can be minimised
Increasing expectation of capacity for autonomous
practice in successive clinical placements reflected in
supervision practice
6. Understanding the impact of
difference and diversity on
people’s lives, and its
implications for working practices
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7. Working effectively at an
appropriate level of autonomy,
with awareness of the limits of
own competence, and accepting
accountability to relevant
professional and service
managers
8. Managing own personal learning
needs and developing strategies
for meeting these
9. Adapting style of communication
to people with a wide range of
levels of cognitive ability, sensory
acuity and modes of
communication
10. Preparing and delivering teaching
and training which takes into
account the needs and goals of
the participants (for example by
appropriate adaptations to
methods and content)
11. Working collaboratively and
constructively with colleagues
and users of services, respecting
diverse viewpoints
12. Use of electronic resources for
locating information
Assessment:
Formative assessments
Formative assessments occur throughout the training as
part of mid-placement, end of placement and
developmental reviews. Also in presentations in
academic and clinical seminars. Information is collected
and fed back as part of the review process.
Summative assessments
Summative assessment occurs with the viva voce
examination of thesis and case reports
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
University teaching and learning policies; the HCPC Standards of Education and Training and the HCPC Standards
of Proficiency for Practitioner Psychologists; the BPS accreditation criteria for Doctoral courses in Clinical
Psychology and the corresponding QAA subject benchmark statements. We are also guided by the requirements of
NHS England and Health Education England which between them set out relevant plans and priorities for the NHS.,
and for workforce planning and priorities.
The course is taught by clinically qualified and research active faculty who have current ongoing commitment to
NHS service provision on a part-time basis, in compliance with the HCPC and BPS’s requirements. Clinical
attachments are arranged within North London with qualified clinical psychologists of at least 2 years postqualification experience.
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Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed by the
College and may be checked by the Quality Assurance Agency for Higher Education.
Programme Organiser(s)
Name(s):
Prof Pasco Fearon and Prof Anthony Roth
Date of production:
1995
Date of revision:
10th December 2014
Date approved by Head of
Department:
10th December 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
10th December 2014
11th December 2014
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