SCHOOL OF PSYCHOLOGY
NATIONAL UNIVERSITY OF IRELAND, GALWAY
DOCTOR OF PSYCHOLOGICAL SCIENCE (D.PSYCH.SC.)
IN CLINICAL PSYCHOLOGY FOR QUALIFIED CLINICIANS
(“TOP-UP” DOCTORATE).
COURSE OUTLINE AND INFORMATION FOR PROSPECTIVE
APPLICANTS.
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Introduction
The School of Psychology established a postgraduate professional training
programme in clinical psychology in 2003. Accredited by the Psychological Society of
Ireland, the Doctor of Psychological Science in Clinical Psychology is a full-time
programme spanning three years which provides comprehensive training in clinical
psychology, qualifying graduates from the programme to work as a Staff Grade
Clinical Psychologist in the Irish health service, in learning disability services and in
correctional services. Based on a “reflective scientist-practitioner” training model,
the programme has three main components (a) an academic programme focused on
the theory and evidence base of clinical psychology and classroom-based skills
practice (b) supervised clinical practice in a range of health settings (c) a research
skills programme which covers both quantitative and qualitative research methods
leading to the production of a doctoral thesis.
Many qualified clinical psychologists (“qualified” is defined as eligible for full
membership of the Psychological Society of Ireland Division of Clinical Psychology)
completed their training in clinical psychology before it was a 3 year professional
doctorate degree. The current Doctoral level training offered by the four training
programmes in Ireland became the gold standard in the early 2000’s. Prior to that,
qualified clinical psychologists had a Masters level training (usually M.Psych.Sc. or
M.A.) in clinical psychology, and in the 70’s a B.A. or a H.Dip.Psych. The PSI also
operated a professional training programme until 2004, which conferred the
qualification of PSI Diploma in Clinical Psychology. This cohort of qualified clinical
psychologists, who completed degrees at a level lower than doctoral level, is the
intended audience for this programme.
Duration
The programme will consist of three years of part-time study. The time commitment
for class attendance will be a half day per week of lectures on research methods for
12 weeks per year plus orientation activities (library skills etc). Students will also be
expected to dedicate a half to one day per week throughout the year in order to
complete the work requirements of the course. In addition, students will attend
occasional specialist workshops in research skills and statistics and will also need to
commit time for meetings with their thesis supervisor and consultation with
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programme staff. The total ongoing time commitment over the three years of the
programme is a minimum of one day per week.
Learning Outcomes
The top-up programme will focus entirely on the development and assessment of
research skills and the completion of applied projects and a major research thesis.
Learning research skills will be achieved in several different ways:
•
In lectures, students will learn to design studies using a range of different approaches
and to critically evaluate these in group discussion.
•
In designing service-based research projects, the student learns the practicalities of
conducting research in a setting relevant to the professional practice of clinical psychology. In
this context, the student is expected to progress their research project in collaboration with a
service-based manager or mentor and the Programme Research Coordinator.
•
Students will also learn to carry out a systematic review or meta-analysis of an area
relevant to clinical psychology practice, in order to enhance their work as an evidence-based
practitioner.
•
The major research thesis facilitates the student's progression through all stages of the
process of independent research, from an original idea through to final submission. Students
select feasible ideas and submit a formal proposal on their planned study. The Programme
Team and the Programme Research Coordinator will guide the student in further developing
and refining their ideas. All stages of the research proposal enhance the skills of the
independent researcher. Statistical analysis consolidates the formal teaching, and students
may learn new statistical approaches at this stage. Formal academic writing skills are
developed through discussion of drafts of the thesis. All research work involves a
consideration of ethical issues. Submitting an Ethics Approval application provides further
practical learning. Students will be required to receive ethical approval for their studies from
the NUI Galway REC and any local Research Ethics Committees (RECs) involved in the sample
generation. Guidance on the REC submission process is provided by the research coordinator
and experienced staff within the School of Psychology.
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Programme Structure
The programme will consist of three years of part-time study and will include a
comprehensive programme in research design, quantitative and qualitative data
analysis, and scientific writing. An overview of the programme is set out below.
Table 1. Programme Overview.
Year
Overview of Programme Content
Year I
Clinical Research Methods 1 and Applied Project (30 ECTS)
Academic Block 1: Core Issues in Psychological Research
Academic Block 2: Intermediate Statistics
Assessment: Quantitative or Qualitative Service-Based Research
Project or Systematic Review/Meta-analysis
Year 2
Clinical Research Methods 2 and Evidence-Based Research
Project (30 ECTS)
Academic Block 1: Introduction to Qualitative Research
Academic Block 2: Qualitative Research Continued.
Assessment: Quantitative or Qualitative Service-Based Research
Project or Systematic Review/Meta-analysis
Year 3
Clinical Research Methods 3 and Dissertation (30 ECTS)
Academic Block 1: Advanced issues and Thesis Preparation
Academic Block 2: Advanced issues and Thesis Preparation continued.
Assessment: Thesis and Journal article.
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Intake and Selection
The new programme will have a limited intake of students each year. Applicants for
the programme must be qualified clinical psychologists who are eligible for full
membership of the Psychological Society of Ireland Division of Clinical Psychology. It
will be the responsibility of applicants to demonstrate their membership, or eligibility
for membership, of the Division of Clinical Psychology. Applicants will ordinarily be
expected to have completed training to Masters level or to have other evidence of
sufficient research knowledge to enable them to manage the demands of a doctoral
research programme. Selection to the doctoral programme will be made on the
basis of a written application and an interview may also form part of the selection
process.
Fees
€4350 per annum.
Programme Director:
The programme is directed jointly by Dr. Brian McGuire (Director of the full-time Doctor of
Psychological Science in Clinical Psychology) and Dr. Kiran Sarma, Lecturer in Clinical
Research Methods and Research Coordinator on the full-time Doctor of Psychological
Science in Clinical Psychology.
How to apply for the course:
Go to the Postgraduate Application Centre at www.nuigalway.ie/pac to complete the PAC
on-line application system. The course code is GYB29.
Applicants should upload the following
(1) The PAC Application Form
(2) A cover letter with the following elements
a. A statement outlining your reasons for wanting to complete this course
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b. A statement confirming that you are either a Full Member, or eligible to be a
Full Member, of the Division of Clinical Psychology of Psychological Society
of Ireland
c. A summary of your research training and experience.
(3) An outline proposed major research project (1000 words max). This outline
proposal should briefly and clearly state
a. Tentative title of the project
b. The research question(s) or purpose of the research (e.g. To evaluate the
factors predicting adherence to a sex offender treatment programme, An
evaluation of the effectiveness of Mindfulness-based CBT for workplace
trauma amongst psychiatric nurses, An IPA study of the experience of losing
a close family member in violent circumstances).
c. Brief scientific background to the study (350 words max) – what has already
been done and what is already known? How does the proposed research
advance knowledge in the area?
d. Proposed methodology including proposed study population and access to
the population. Brief description of any experimental procedures.
e.
Identification of any important factors that may influence the likelihood
(either positively or negatively) of completing the proposed project.
(4) Summary CV (5 pages max).
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DETAILS OF ACADEMIC TRAINING PROGRAMME
YEAR 1
Year 1 - Block 1: Core issues in Psychological Research.
Duration: One 3 hour session each week for 5 weeks in Block 1.
Overview: In this block students are introduced to the Scientist Practitioner Model and
Evidence Based Practice. We review basic concepts in psychological research, descriptive
statistics, graphical representations of data, Ethics in Research and engage in some
preliminary thesis forward-planning.
Aims:
•
To introduce trainees to the scientist-practitioner model.
•
To re-familiarise trainees with ‘psychological research’.
•
To prepare trainees for the quantitative SSRP.
Learning Objectives:
By the end of the Block students will:
•
Understand the importance of evidence based practice.
•
Have an understanding of the core methods used in service-based research.
•
Be familiar with the types of data that can be used in clinical research and service
evaluations and audits.
•
Understand the importance of designing and engaging in ‘ethical research’.
•
Have begun thinking about potentially fruitful topics for their major theses.
Sessions:
The Scientist Practitioner Model
What is the importance of the Scientist Practitioner Model and Evidence Based Practice?
Clinicians as service-based researchers, evaluations and audits.
Theory-based research.
Research Design
Exploratory research, evaluations and audits.
Developmental designs, impact designs, RCTs etc.
Quasi-experimental designs.
Descriptive Statistics
Mean, mode, median, Range, IQR, Variance, Standard Deviation, Correlations
Graphical representations – Box plots, scatter plots, histograms etc.
Psychometrics/Survey Design
Designing psychological measures (analytic and empirical approaches)
Bandwidth fidelity, Standarisation/Objectivity, Normalisation
Reliability/Validity
Ethics in Research
The history of psychology
PSI code of ethics: Principles applied to research
Informed consent
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Deception
Research Ethics Committee application procedures and examples
APA Style
Referencing styles
Report writing
Thesis forward planning
Year 1 - Block 2: Intermediate Statistics.
Duration: One 3 hour session each week for 6 weeks in Block 2.
Overview: In this block students are introduced to the most commonly used parametric
and non-parametric statistics. They acquire an understanding of the computational basis
to each test, and when and how to use each test. By the end of the block students are
competent in the use of SPSS and can interpret and report inferential statistics in APA
format. The practice exercises that accompany the course material include clinical RCTs
and service-based evaluations.
Aims:
•
To re-familiarise students with the parametric and non-parametric inferential
statistics.
•
To ensure students are proficient users of SPSS.
•
To ensure students can interpret and report inferential findings.
Learning Objectives:
By the end of the Block students will be able to:
•
Select the most appropriate statistic for their data.
•
Run the required statistic(s) using SPSS.
•
Interpret SPSS output.
•
Calculate effect sizes.
•
Report findings in APA format, suitable for publication in a peer-reviewed journal.
Sessions:
Introduction to Inferential Statistics
SPSS overview.
Creating variables and inputting data.
Correlations
Background to the T-tests, running t-tests on SPSS.
Interpretation of output, calculating effect size, and reporting.
Non-parametric alternatives to the T-test.
Background to the tests.
Running Mann Whitney and Wilcoxon tests, interpreting output, effect sizes and
reporting.
ANOVA
Backgound to ANOVA.
Running ANOVAs, interpreting output, post-hoc tests, and reporting.
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Non-parametric alternatives to the ANOVAs.
Background to the Kruskal Wallis and Friedman Tests.
Running tests, interpreting output, post-hocs and reporting.
Chi-Square
Working with count data.
OR/RORs in Clinical and Epidemiological Research (link to Log Regression)
Chi Square via SPSS, interpreting and reporting.
Survey-design & Thesis forward planning
Measures of internal consistency.
Power
Thesis preparation.
YEAR 2
Year 2 - Block 1: Introduction to Qualitative Research
Duration: One 3 hour session each week for 5 weeks in Block 3.
Overview: In this block, the focus turns to qualitative methodologies and methods.
Students examine the various epistemological positions underpinning the different
approaches to ‘doing’ qualitative research. Subsequently they receive input on Grounded
Theory, Interpretative Phenomenological Analysis and Focus Grouping. The Block also
includes a session on applying for Research Ethics approval through the University REC as
a thesis preparation session. A session on service evaluations is also included.
Aims:
•
To develop an appreciation for usefulness of appropriate qualitative research
solutions.
•
To prepare for the qualitative SSRP.
•
To prepare for the major thesis.
Learning Objectives:
By the end of the Block students will be able to:
•
Understand the importance of epistemological position in qualitative research.
•
Differentiate between the main qualitative approaches used in clinical research.
•
Select the most appropriate qualitative approach to address any specific research
question.
•
Appreciate the usefulness of qualitative research solutions in informing decision
making and clinical services in general.
Sessions:
Introduction to Qualitative Research
The re-evolution of qualitative research.
Epistemology.
The appropriate use of qualitative research solutions.
Qualitative research informing services.
Qualitative SSRP.
IPA
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IPA in Clinical and Health Research.
The history of IPA.
Suitable research questions.
Method and Coding exercise.
Grounded Theory
Suitable research questions.
‘Pure GT’ and ‘Abbreviated GT’.
Coding exercise.
Focus Groups
The pros and cons of Focus Grouping.
Facilitation skills.
Scenarios and Writing up Focus Group findings.
Applying for Research Ethics.
The composition and function of the REC.
REC guidelines and evaluation criteria.
Examples of REC applications and Pitfalls.
Service Evaluation and Audit.
The importance of service evaluations and audits in guiding decision making.
Profiling clients
Investigating referral pathways
Conducting research with service providers.
Year 2 – Block 2: Qualitative Research Continued.
Duration: One 3 hour session each week for 5 weeks in Block 4.
Overview: In this block we complete the training on qualitative research. Having looked
at the main approaches to doing qualitative research in Block 3, students consider how
best to analyse transcripts and report findings using Grounded Theory and Thematic
Analysis. There is also a session on data from an IPA perspective and writing up IPA
studies. The remaining sessions on this Block deal with Regression designs and Factor
Analytic techniques.
Aims:
•
To develop an appreciation for usefulness of appropriate qualitative research
solutions.
•
To prepare for the qualitative SSRP.
•
To prepare for the major thesis.
Learning Objectives:
By the end of the Block trainees will be able to:
• Analyse and write up a qualitative report.
• Understand regression designs and be proficient in using SPSS to run regression
analyses.
• Understand Factor Analytic techniques for data and variable reduction.
Sessions:
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Grounded Theory and Thematic Analysis
Practical session on grounded theory analysis.
Practical session on thematic analysis.
Writing up a Grounded Theory study.
IPA
Analysis using IPA.
How to write up an IPA report.
The IPA thesis
Reporting Qualitative Research
Critiquing and reporting qualitative studies.
Publishing your qualitative SSRP.
Regression designs
Background to the regression equation.
Approaches to regression.
Running regressions through SPSS.
Interpreting output and writing up your results.
Factor analysis
Background to Factor analytic techniques.
Use of Factor analysis as data reduction and variable reduction.
Rotation.
Exploratory Factor Analysis and Confirmatory Factor Analysis.
Reporting findings.
YEAR 3
Year 3 - Block 1: Advanced issues and Thesis Preparation.
Duration: One 3 hour session each week for 5 weeks in Block 5.
Overview: This block is primarily concerned with research training essential to the
successful completion of the D. Psych. Sc thesis, as well as covering multivariate statistics.
The block commences with a review of the structure of doctoral thesis and the importance
of a thesis having a cohesive ‘identity’. We then deal with the process of putting together a
literature review. Endnote will be revised. Students are also expected to submit a draft of
their Method chapter by the end of this Block, and training to support this is provided. We
return to SPSS and practice running multivariate statistics and advanced statistics
(Receiver Operating Characteristics & Structural Equation Modelling).
Aims:
•
To ensure students understand the identity and structure of their theses.
•
To cover advanced statistical techniques.
Learning Objectives:
By the end of the Block students will be able to:
•
Describe their theses and provide an overview of the structure and content of the
document.
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•
•
•
•
Know what they can most probably exclude from the literature review.
Run MANOVA and MANCOVA and interpret output and write-up a results section.
Be familiar with advanced statistical techniques such as ROC and SEM.
Be familiar with advanced clinical trial designs and research methodologies.
Sessions:
Identity in research
Writing a ‘statement of identity’.
The research questions, hypotheses, literature review, statistic axis as ‘identity’.
Thesis structure and assessment.
Literature reviewing
Structure of the literature review.
Ensure cohesion across the literature review.
Recapping on on-line library resources.
Revision exercise: endnote.
Method Chapter
The content of the method chapter for different research designs.
Sample representativeness and recapping on Power.
Reporting ethics
Reporting on psychometric properties of measures.
SPSS re-familiarisation.
Working with SPSS.
Revision exercises.
MANOVA and MANCOVA.
Background to MANOVA and MANCOVA.
Running statistics using SPSS.
Interpreting output and reporting results.
Advanced statistics.
Receiver Operating Characteristics (background)
Sensitivity and specificity.
Using Gold Standard to ascertain cut-offs.
SEM.
Year 3 Block 2: Advanced issues and Thesis Preparation continued.
Duration: One 1.5-3 hour session each week for 5 weeks in Block 6.
Overview: This Block takes place in the weeks leading up to submission of the thesis. The
Block has minimal scheduled tuition, with time given over to thesis drafting. In terms of
tuition, we meet once each week for approximately three hours to cover advanced
research skills. The remaining time is devoted to one-on-one research meetings with the
Research Coordinator and/or supervisors and thesis drafting.
Aims:
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•
To cover advanced statistical techniques.
•
To support students in presenting the final thesis document to the Clinical
Programme.
•
To prepare the students for submission of a summarised paper to a peer-reviewed
international journal.
Sessions:
Results Chapter
Auditing the Results Chapter.
Auditing your analysis.
Effective presentation of findings.
Discussion Chapter
Structure and content of the Discussion Chapter.
Advanced report writing skills.
Writing (thesis) for publication.
Selecting the journal.
Guidelines for authors.
Summarising the thesis.
Submission & Revision.
Viva Preparation.
Tinkler and Jackson’s (2002) research on VIVA experiences.
Overview of the viva voce.
Grading of the viva voce.