Clinical Psychology Unit
Annual
Report
November 2015
Department of Psychology
Faculty of Science
in collaboration with
NHS Yorkshire and the Humber
and local Psychology Services
INTRODUCTION
This report details the major activities of the Clinical Psychology Unit. The Unit includes the Doctorate in
Clinical Psychology (DClin Psy), the Diploma in High Intensity Psychological Interventions (Dip HP), the
Certificate in Low Intensity Psychological Interventions (Cert LP), the Certificate in Clinical Supervision
(Cert CS) and the Centre for Psychological Services Research (CPSR). The first intake of the DClin Psy
was in 1991, and for the Dip HP and Cert LP was in 2008 and the Cert CS was in 2012. The report has
been prepared for five specific purposes. These are:
*
To report back formally to our Purchaser (Health Education Yorkshire and the Humber) as
required by the Education and Training Contract.
*
To report to the Faculty of Science on the progress of CPU.
*
To update and inform local clinical psychologists and IAPT services about CPU’s
achievements for the last year.
*
To provide a basis for the Programme Training Committee to monitor the training
programmes on an annual basis and to indicate targets for future development and
improvement.
*
To provide a forum for the receipt of the results of the Annual Feedback Survey and
Annual Placement Audit.
The Annual Report is prepared by the Unit Director on behalf of the Programme Training Committee and
includes reports from each of the DClin Psy sub-committees, IAPT and Cert CS programme committees,
and feedback from trainees, supervisors and clinical teachers.
The CPU Team would like to acknowledge the support and hard work of clinical psychologists and other
mental health professionals throughout the region who have been crucial to the success of CPU’s
activities. If you have any comments or suggestions concerning the report, please write either to me
personally or Sarah Radgick, the Unit Administrator
Professor Gillian Hardy
November 2015
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CPU Annual Report 2015
1.
CONTEXT
DClin Psy Programme
Health Education in Yorkshire and The Humber commission the Sheffield DClin Psy Programme and
Sheffield Health and Social Care NHS Foundation Trust (SHSC) employs all trainees on the Programme.
The DClin Psy programme is monitored by the Programme Training Committee (PTC), which is chaired
by the Programme Director. Membership of PTC includes representatives from local services and from
clinical specialties within the South Yorkshire region. The Programme Training Committee met twice in
the past year and minutes of these meetings are available from the Unit Administrator.
The Programme Training Committee (PTC) also oversees the various sub-committees i.e. clinical
practice, curriculum, personal/professional development, research, and selection, which meet regularly
throughout the year and report back to PTC (see Appendix 1 for reports from the sub-committees). Both
PTC and its sub-committees have representatives from NHS supervisors and trainees.
The DClin Psy Programme Handbook, and the Assessment Regulations and Coursework Guidelines
Handbook are revised annually and circulated to all current supervisors and stakeholders. We have also
included many programme documents on the CPU website for easy access by trainees and NHS
supervisors.
The DClin Psy Programme received a joint visit from the Heath & Care Professions Council (HCPC) and
the British Psychological Society (BPS) in May 2012. The programme has had written ongoing approval
reconfirmed by HCPC, following the visit. The Programme was accredited by the BPS and received an
excellent report with no conditions. The next BPS visit to the programme will be 2019/20.
IAPT Programmes
In April 2008 Yorkshire and The Humber SHA (now Health Education in Yorkshire and the Humber)
commissioned the University of Sheffield to run the PG Diploma in High Intensity Psychological
Interventions (Dip HI) and the PG Certificate in Low Intensity Psychological Interventions (Cert LI). The
PG Cert trains ‘Psychological Well-being Practitioners’ (PWPs) and the PG Dip Cognitive Behavioural
Psychotherapists. Both programmes support the national development of Improving Access to
Psychological Therapies (IAPT). Members of the teaching team are leading nationally on the
development of training standards and practitioner/course accreditation for both PWPs and Cognitive
Behavioural Therapists and the expanding evidence base for low intensity psychological interventions.
In 2011 the IAPT team was awarded the University Senate Teaching Award for collaboration in
recognition of the excellent relationships that have been established and maintained with local IAPT
services. In addition, there is on going research collaboration with the local Sheffield and regional IAPT
service.
The IAPT Course Training Committee (CTC) monitors both IAPT programmes. IAPT CTC includes
representatives from the trainees on both programmes. The Dip HP and Cert LP have individual Course
Handbooks, and the Assessment Regulations. All course documentation is placed on the CPU website
for easy access by IAPT trainees.
The British Association of Behavioural and Cognitive Psychotherapy (BABCP) visited the Sheffield PG
Dip HI programme in June 2009 and May 2013 and subsequently accredited the programme. The Cert
LP was accredited by the BPS/BABCP following a visit in May 2010 and again in January 2014.
Certificate in Clinical Supervision
The Postgraduate Certificate in Clinical Supervision for Inpatient and Complex care settings (by Distance
Learning) is the first of its kind to address the supervision training needs of complex care/ inpatient staff.
It has been created to meet the learning needs of nursing and other multidisciplinary staff and to develop
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CPU Annual Report 2015
a specific learning product that integrates the reality and demands of 24 hour inpatient/complex
care/ward working with an up-to-date theoretically informed academic accreditation. It is a qualification
intended for people who have practised in their profession for a number of years and who are currently
supervising colleagues who are either undertaking pre-qualification training or who are qualified
practitioners. The Annual report of the Certificate is provided in Appendix 2.
CPSR
CPSR is an interdisciplinary collaboration between CPU and the School of Health and Related Research
(ScHARR). The aim of the research centre is to improve decision-making, quality, and outcomes of
services providing psychological treatment to people who have mental or physical health problems.
Research funding is by government agencies, NHS Trusts and charities. Annual report is available is
Appendix 3.
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CPU Annual Report 2015
2.
Vision and Strategy
To be an internationally renowned research and training centre in the clinical applications of
psychology, and through this, to enhance the psychological health and wellbeing of people
across the life span
This vision guides all our activities in training and research. This includes four professional post-graduate
training programmes: a Certificate in Low Intensity Psychological Interventions (Cert LP); a Diploma in
High Intensity Psychological Interventions (Dip HP); a Certificate in Clinical Supervision; a Doctorate in
Clinical Psychology (DClin Psy); and other clinical supervisor training events. We also promote
excellence in translational research through our Centre for Psychological Services Research in
partnership with colleagues in the School of Health and Related Research.
Core Purpose and Values
Our core purpose is to improve the lives of people who have mental or physical health problems through
training high quality evidence-based practitioners whose training is underpinned by innovative
approaches to applied clinical and psychological services research.
We are committed to valuing diversity, working in partnership with service users and engaging with all
our stakeholders in order to provide leadership in developing and applying the complementary paradigms
of evidence-based practice and practice-based evidence. The CPU operates in equipoise in relation to
the research and clinical paradigms to always ensure the application of the best methodologies to
answer the clinical questions at hand. Our expectation is that trainees will leave our programmes (1)
competent in the delivery of evidence-based, patient-oriented and safe psychological therapies, (2)
capable of creativity in applying novel, theory-based approaches to treating psychological disorders
where necessary, (3) ready to contribute to the clinical governance agendas of employers, and (4) willing
to offer clinical leadership in the provision of the highest quality psychological services.
We are also committed to research that enhances understanding of psychopathology and its implications
for treatment, to the development and evaluation of innovative psychological interventions, to the
benchmarking of outcomes of psychological services, and to the organisational development of such
psychological services. For this reason, we encourage both the mastery of delivery a broad range of
evidence-based approaches and openness to the development and evaluation of new or emerging
therapies for alleviating mental health problems. We also acknowledge the central importance of
supervision in this process, and the need to conduct high quality training and research in this field. This
means that we aim to deliver new and cutting-edge research of international standing that informs
national policy and practice.
Our aims are therefore centrally aligned with the broader University and Faculty of Science mission,
namely ‘to improve the world by seeking to understand it through application of our research excellence
[and] we are committed to the transformation of the new knowledge we generate into real benefit’.
Strengths
Our strengths include:
 Innovative research and professional leadership at a national and international level
 Committed and experienced Programme teams focused on a shared vision of our work
 Delivery of nationally recognised high quality training programmes
 Clear shared objectives and positive reciprocal working relationships with our commissioners and
local Trusts and third sector providers
 Effective and robust Programme policies and structures designed to deliver excellence in all
aspects of our work
 Good levels of involvement of trainees and our stakeholders at all levels of our training
Programmes
 Rigorous trainee selection procedures, which encourage applicants from diverse backgrounds
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CPU Annual Report 2015







Excellent trainee retention figures
High percentage of local recruitment for trainees’ first jobs
Responsive to the changing national and local NHS context
Excellent applied research training and support
Cutting-edge supervisor training programmes
Individualised and adult approaches to training
Excellent clinical governance procedures
Challenges
Our challenges are:
 Seeking cost efficiencies without loss of quality
 Ensuring on-going compliance with all regulatory body requirements
 Maintaining training numbers, quality of the learning environment in the workplace and on
placements and good links with all our stakeholders
 Taking the opportunities for cross-course teaching that would be an efficient use of teaching
resources and a useful learning environment for trainees
 Obtaining sufficient research funding to maintain development of our research programme
 Ensuring that both staff and postgraduates have sufficient opportunity to disseminate the findings
from research activity
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CPU Annual Report 2015
3.
STAFFING
CPU has 36 staff. The DClin Psy staff team currently comprise 9 academic staff (4.9 wte), 7 clinical
tutors (3.7 wte), 6 administrative staff (5.1 wte). Below is a list of staff currently in post:
Prof Gillian Hardy
Unit Director/ Programme
Director (f/t)
Prof Glenn Waller
Chair in Clinical Psychology
(f/t)
Prof Michael Barkham
Director CPSR (.6)
Dr Andrew Thompson
Reader (.8)
Dr Georgina Rowse
Senior Lecturer (.6)
Dr Lisa Marie Emerson
Lecturer (.6)
Dr Stacy Lavda
(on maternity leave)
Lecturer (.6)
Dr Simon Hamilton
Lecturer (.2)
Prof Nigel Beail
Honorary Chair
Dr Liza
- Monaghan
Reader/Practitioner (f/t)
Ms-Sarah
Clinical
Radgick
Tutor (p/t)
Joint Director of Clinical
Unit Administrator (f/t)
Practice (.6)
Dr Sue
- Walsh
Assistant Course Director
Mrs Maxine
(f/t)
Boon
Joint Director of Clinical
Secretary (.8)
Practice (.6)
Dr Katherine Hildyard
Mrs Sue Maskrey
Clinical Tutor (.4)
Secretary (.7)
Dr Paddy
Howes
Lecturer/Practitioner (p/t)(appointed
Mrs Jacquie Howard
1.12.01)
Clinical tutor (.6)
Secretary (f/t)
Ms Sara Dennis
Ms Sharon Keighley
Clinical Tutor (.4)
Secretary (f/t)
Dr. Katharine Boon
Mr -AmritClinical
Sinha Tutor (p/t)
Clinical Tutor (.5)
Secretary (.6)
Dr Jo Burrell
Clinical Tutor (.5)
-
Course Adm
Clinical Secretary
Lecturer/Practitioner (p/t)
Dave Saxon Statistical
Support (.1)
The Dip HP and Cert LP team comprise a Programme Director (f/t), 5 CBT teachers (2wte) and an
Administrator (f/t).
Dr Stephen Kellett
Programme Director (f/t)
Gillian Donohoe CBT
Teacher (.4)
Paul Bliss CBT
Teacher (.4)
Helen Macdonald CBT
Teacher (.4)
Ingrid King CBT
Teacher (.4)
Jennie Hague CBT (.4)
Ms Mel Simmonds-Buckley
IAPT Administrator (f/t)
Research activities in CPU are supported by 4 research staff through grants etc.
Janice Connell (f/t)
Dave Saxon (.8)
Anna Ryder (.4) maternity
leave
Alenka Brooks
Marta Krasuska
Emily Peach
A list of staff regional and national activities can be found in Appendix 4.
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CPU Annual Report 2015
4.
RESOURCES
All CPU staff are housed in the Clinical Psychology Unit (CPU). Teaching for the DClin Psy takes place
in either CPU or the Seminar Room One in the main Psychology Department. The Dip HP and Cert LP
use Seminar Room One and the Library Seminar room in the main Department for their teaching.
Occasionally we use other teaching rooms within the University, although it is not easy to book space for
whole days, which is how our teaching is delivered. We are also very grateful to the Speech and
Language Department, for the use of their specialised video-recording suite, which we use for the DClin
Psy assessments. However, the Speech and Language Department’s facilities are insufficient for IAPT
clinical assessments and we therefore have to hire portable recording equipment and make best use of
office and teaching space within CPU. This is not ideal, and we look forward to new specialist facilities
planned as part of the Psychology Department’s refurbishment.
Abbie McGregor from the Psychology Department has supported the Programme in the maintenance of
computing equipment and software support since September 2014. Rachel Hammond, Assistant Faculty
Finance Manager, Faculty of Science, has been helpfully involved in all contracting issues from the
University side. Sarah Radgick monitors our own internal accounts and Liza Monaghan and Sue Walsh
manage the SHSC accounts.
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CPU Annual Report 2015
5.
TRAINEE RECRUITMENT AND PROGRESSION
DClin Psy Programme
2015 entry statistics:
Total number of applications
Number shortlisted
Number interviewed
Number offered places
Number accepted
Characteristics of 2015 intake:
Men
Women
Average Age
Degree:
1st
2i
Other equivalent
Additional qualifications:
Masters
PhD
395 (plus 5 international applications)
64
(plus 28 reserves)
64
23
(including 4 from reserves & 2 international candidates)
19 (including 1 international candidate)
4
15
30
10
7
2
15
2
Further figures on ethnicity and background will be available from the Clearing House shortly.
Attrition rates 2009-2015 intakes P = pass year; F = fail year D = deferred
INTAKE:
2009
Result year 1
(2010)
P
F
D
Result year 2
(2011)
P
F
D
Result Year 3
(2012)
P
F
D
Trainees
20
19
15
10
0
0
Leavers
5
9
1
End of year 1 (Sept 2010) 1 had work outstanding following sick leave
End of year 2 (Sept 2011) 1 had work outstanding following sick leave; 4 had work outstanding following
maternity leave.
End of year 3 (Sept 2012) 1 thesis referred; 7 extensions to registration following maternity leave; 1
extension to registration due to ill health
September 2013
2 have extension to registration to complete thesis, 1 extension to registration due
to ill health, 3 theses referred
September 2014
1 extension to registration due to ill health
September 2015
1 left the programme due to ill health
INTAKE:
2010
Result year 1
(2011)
P
F
D
Result year 2
(2012)
P
F
D
Result Year 3
(2013)
P
F
D
Trainees
18
18
18
13
Leavers
0
0
0
0
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CPU Annual Report 2015
End of year 3 (Sept 2013) 5 had theses deferred; 3 following maternity leave; 1 suspension of
registration due to ill health; 1 extension to registration
September 2014
2 have extension to registration to complete thesis; 1 thesis deferred
September 2015
All completed
INTAKE:
2011
Result year 1
(2012)
P
F
D
Result year 2
(2013)
P
F
D
Result Year 3
(2014)
P
F
D
Trainees
18
18
18
14
Leavers
0
0
0
0
4
End of year 3 (September 2014) 3 had extension to registration to complete theses; 1 thesis deferred
September 2015
All completed
INTAKE:
2012
Result year 1
(2013)
P
F
D
Result year 2
(2014)
P
F
D
Result Year 3
(2015)
P
F
D
Trainees
18
18
17
10
Leavers
0
0
0
1
7
0
End of year 1 (September 13) 1 had work outstanding following maternity leave
End of year 2 (September 14) 1 had work outstanding following maternity leave
End of year 3 (September 15) 1 had work outstanding following maternity leave, 6 had extension to
registration to complete thesis
INTAKE:
2013
Result year 1
(2014)
P
F
D
Result year 2
(2015)
P
F
D
Trainees
18
18
16
Leavers
0
0
0
Result Year 3
(2016)
P
F
D
2
End of year 2 (September 15) 2 had work outstanding following maternity leave
INTAKE:
2014
Result year 1
(2015)
P
F
D
Trainees
18
18
Leavers
0
0
INTAKE:
2015
Result year 1
(2016)
P
F
D
ix
Result year 2
(2016)
P
F
D
Result Year 3
(2017)
P
F
D
Result year 2
(2017)
P
F
D
Result Year 3
(2018)
P
F
D
CPU Annual Report 2015
Trainees
19
Leavers
0
0
Regular internal examination meetings were also held to agree marks and coursework, and to monitor
the progress of trainees. Of the 124 major pieces of coursework that were assessed 15 were referred
and 12 subsequently passed on resubmission. With regard to the short answer questions assignment, a
total of 582 questions were assessed and of these 28 failed and subsequently 21 passed on
resubmission (N.B one trainee is yet to re-submit following 5 fails due to maternity leave). Trainees are
required to pass a formal observational evaluation of their clinical skills, The Observed Clinical Skills
Assessment, (OCSA). Of the 18 trainees that were assessed, 4 were referred and subsequently passed
the resits.
Graduates 2015
2010 cohort
2011 cohort
2012 cohort
4
4
10
First Job Destinations (2015 Graduates)
Trainees who graduated/completed in 2015 took up posts in the following locations and specialties:
Service
2010 cohort
West London
Sheffield
RDASH
2011 cohort
Sheffield
Somerset
West London
2012 cohort
Sheffield
Chesterfield
Mid Yorks
Sheffield
Sheffield
Sheffield
Sheffield
Mid Yorks
Kent
Sheffield
Specialty
Child Mental Health
Burns & Bariatric
CAHMS
Older Adult
Stroke Service
Adult Mental Health
Adult Mental Health
Child LD
Neuro Service/Physical Health
Adult Autism Service
Child LD
Physical Health
Physical Health
Older Adult
CAHMS
Of the 16 completers, 12 have taken Clinical Psychology posts in either the East Midlands or Yorkshire
and the Humber regions. Of the 10 completers from the 2012 cohort, all except for one took up posts in
the East Midlands or Yorkshire and Humber regions.
DClin Psy Supervisor Training
Introductory Supervisor Training (ISW) and the Advanced Supervisor Workshops (ASW) were
delivered in conjunction with the Leeds and Hull DClin Psy courses. The three way planning and
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CPU Annual Report 2015
delivery and evaluation of supervisor training continues to be an invaluable and cost efficient means
of meeting supervisor training needs both for the Initial and Advanced training courses.
The three courses have been working collaboratively to deliver the ISW training, based on a model
of a regional two-day residential with two days of follow up at the local University, spanning an
eight month period. The training has been planned in line with BPS learning objectives, and the
training is now registered as an accredited course with the BPS. At the end of the course each
participant submits a portfolio of work to be assessed prior to gaining a certificate of practice.
A collaborative model of delivery of the advanced training (ASW) is also well established across the 3
courses. The advanced supervisor programme is aimed at more experienced supervisors. Three, daylong training events have been organised. The titles for the workshops were: Supervising Trainees
within a CBT Model, Supervising Trainees within a CAT Model, Supervising trainees within a Systemic
Model.
These workshops have been aimed at meeting the new BPS accreditation criteria. One of the
requirements of the revised criteria is that there will be additional emphasis on assessing the
acquisition of therapeutic skills in a more rigorous and systematic way within the main therapy
models. The three supervisory training events were therefore aimed at helping supervisors become
familiar with the learning objectives within the models and to feel more confident in assessing
trainees with their development of these competencies.
All workshops were evaluated and have proved very popular with all events being full has been sent
to our Yorkshire and Humber commissioners to present an evaluation of the training provided
(Appendix 5).
Dip High Intensity (IAPT) Programme
This year (2015 intake) there are 13 trainees on the training programme from the following IAPT Clinical
Services: East Riding (NHS: 3); RDASH Doncaster (NHS: 2); Barnsley (NHS: 2); Hull (NHS: 1); Insight
Halifax (3rd sector: 3) and Rightsteps Wakefield (3rd sector: 2). Interviews were conducted in conjunction
with each employer site as per BABCP selection guidelines. A University representative typically
advised on short-listing and was present on all interviewing panels, alongside Trust managers and
representative senior clinicians. For all BABCP KSA route applicants (13), KSA procedures were
followed throughout and monitored by the relevant representative from the PG Dip course. Interviews
consisted of a role-play and formal interview in most services. The characteristics of the current intake
are 11 women and 2 men, average age 32. Their backgrounds and professions are varied and are
drawn from ex-Psychological Wellbeing Practitioners, psychiatric nursing, Community mental health
nurses, and occupational therapy.
Attrition rates 2014 Intake P = pass year; F = fail year D = deferred
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CPU Annual Report 2015
INTAKE:
2014
Result year 1
P
F
D
Trainees
12
Leavers
1
7
0
4
Of the 12 starters, 1 trainee dropped out for personal reasons. Regular internal examination meetings
were held to agree marks and coursework, and to monitor the progress of trainees. Of the 93 major
pieces of coursework that were assessed 20 failed; 13 passed on resubmission; 5 are still to be
resubmitted (1 fail was held by the trainee who subsequently withdrew) and 1 failed the resubmission,
submitted mitigating circumstances which were upheld and the third and final attempt is awaiting
submission.
Seven trainees from the 2014 cohort completed in 2015. The remaining 4 trainees have had their
registration extended until the end of December 2015 to allow for their coursework to be resubmitted.
The delays in trainees completing Practice Portfolios were due to delays in building up clinical caseloads
or extenuating circumstances.
Cert Low Intensity (IAPT) Programme
There are 35 trainees on the 2015 intake of the programme from the following IAPT Centres: Sheffield
(NHS: 8); Barnsley (NHS: 7); Rightsteps Wakefield (3rd sector: 5); East Riding (NHS: 4); Insight Halifax
(3rd Sector: 4); RDASH Doncaster (NHS: 3); RDASH Scunthorpe (NHS: 2); Leeds and York Partnership
(North Yorkshire) (NHS: 2); Open Minds Grimsby (3rd Sector: 2); Kirklees (NHS: 2) and HMP Leeds
(NHS: 1). Interviews were conducted in conjunction with each employer site as per BABCP selection
guidelines. A University representative was present on the short-listing and interviewing panels,
alongside Trust managers and representative senior clinicians. All interviews consisted of a role-play and
formal interview. The characteristics of this intake are 5 men and 30 women, average age 29. Their
backgrounds are varied and include drug support workers, STAR workers, assistant psychologists,
support workers, auxiliary nurses, assistant social workers and psychology graduates.
Attrition rates 2014 Intake P = pass year; F = fail year D = deferred
INTAKE:
2014
Result year 1
P
F
D
Trainees
40
Leavers
2
35
0
3
Of the 40 starters, 2 trainees dropped out (1 for personal reasons, 1 due to service issues). Of the 388
major pieces of coursework that were assessed, 5 are still to be submitted and 36 failed; 33 passed on
resubmission; 1 is still to be resubmitted (1 fail was held by a trainee who subsequently withdrew) and 1
failed the resubmission, submitted mitigating circumstances which were upheld and passed on the final
submission. Thirty-five trainees graduated in November 2015. One is on a leave of absence and the
remaining 2 trainees have had their registration extended until the end of December 2015 to allow for the
submission of their Practice Portfolio and/or coursework to be resubmitted.
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CPU Annual Report 2015
PWP CPD
The CPU organised a regional CPD day to support PWPs in their roles. This was attended by N=100
PWPs and regional IAPT leads. There are plans to organise a Northern PWP CPD day conference in
2016 linking up with the NW region.
IAPT Supervisor Training
The CPU contributed to the Education Yorkshire and Humber commissioned supervisor training for
PWPs and CBT therapists across the region. This is a 6 day course and is seen nationally as an
example of good practice. A total of 77 practitioners (1 deferred to the next programme) attended the two
programmes of training for 2014-15; 50 attended the PWP supervisor training; 12 attended the High
Intensity supervisor training and 15 attended both.
PG Cert in Clinical Supervision for Inpatient and Complex Care Staff by Distance Learning
This is a year long distance learning course that began in 2013. The aim of the course is to
develop/enhance the supervision skills of multidisciplinary staff in challenging mental health
environments. The certificate programme is organised into 2 modules. Although the course is primarily
distance learning, course participants begin each module by attending a three-day teaching programme
which introduces all aspects of the learning material. Evaluation of course quality and learning outcomes
from the 2014 intake has been sent to commissioners.
For the 2014 cohort 13 trainees started the programme with 11 funded by Yorkshire & Humber and 2
from East Midlands. The breakdown of Trust providers was as follows: RDASH (7), SHSC (3), SCH (1),
Derbyshire Care (2). The trainees came from a variety of professional in-patient care backgrounds; social
worker, a clinical psychologist, LD nurse, registered midwife and mental health nurses.
Attrition rates 2014 intake P = pass year; F = fail year D = deferred
INTAKE:
2014
Trainees
13
Leavers
5
Result year 1
P
F
D
7
0
1
Of the 13 starters, 3 trainees dropped out for personal reasons, 1 withdrew for maternity leave, 1
withdrew following non-submission of a failed piece of coursework. 1 has deferred their place and will be
restarting the programme.
7 have successfully completed the programme.
For the 2015 cohort 12 trainees started the programme with 10 funded by Yorkshire & Humber and 2
from East Midlands. The breakdown of Trust providers was as follows: RDASH (5), SHSC (5),
Derbyshire Care (2). The trainees came from a variety of professional in-patient care backgrounds; an
occupational therapist, a Speech and Language therapist, A & E nurses and mental health nurses.
Attrition rates 2015 intake P = pass year; F = fail year D = deferred
INTAKE:
2015
Result year 1
P
F
D
Trainees
12
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CPU Annual Report 2015
Leavers
4
Of the 12 starters, 4 trainees dropped out for personal reasons/ work related reasons.
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CPU Annual Report 2015
6.
DCLIN PSY PLACEMENTS
Clinical tutors are allocated to trainees according to year groups. This provides continuity in line
management relationships throughout the three years of training. In 2014-15 the 1st years were line
managed by Kath Boon, Sara Dennis and Sue Walsh, the 2nd years by Katherine Hildyard, Jo Burrell
Sue Walsh and Liza Monaghan and the 3rd years by Liza Monaghan and Paddy Howes.
Katherine Hildyard (placement planning lead) and Jo Burrell jointly manage the placement planning
and allocation process, in conjunction with Maxine Boon, placement administrator. Links with local
services and supervisors have been maintained throughout the year via regular liaison with service
heads and attendance at service meetings throughout the region. For the year 2014/2015 we were
able to secure placements for the new intake of 18 trainees and for the second and third year
cohorts. First and second year placements are usually six months in length, third year trainees usually
opt for year long placements as a better preparation for working within the NHS post qualification.
More detailed information about these placements is provided in the following section, divided by
year group.
2014 Intake
The 2014 intake of 18 trainees undertook placements in adult, older adult and health specialties as
follows: Sheffield Psychological Services (17), Barnsley (8, including 1 yearlong), Sheffield Health
Psychological Services (3, including 1 year long), Rotherham (4), Doncaster (3), Out of Area (1).
2013 Intake
The 2013 intake of 18 trainees undertook placements in learning disabilities and child and
adolescent specialties as follows: Sheffield Psychological Services (6), Barnsley (8), N Derbyshire (6),
Sheffield Children’s Hospital (5), Rotherham (3), Doncaster (3), Out of Area (2). Of the 2013 intake of
18 trainees two trainees were on maternity leave during part of this academic year.
2012 Intake
The 2012 intake of 18 trainees chose placements available throughout the area including adult
mental health, forensic, health psychology, child and adolescent, learning disabilities, psychotherapy
and neuropsychology. The majority of the trainees took two separate year-long placements (28). Of
the 2012 intake of 18 trainees, two trainees have an extension to registration to complete training,
one trainee is continuing extended training due to maternity leave.
Placement Procedures, Placement Audit, and E-portfolios
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CPU Annual Report 2015
The placement assessment and logbook are fully competency based. The clinical tutor team continue
to develop an individualised training plan model, with regular meetings between year team members
and the placement co-ordinators, to consider trainee and supervisor needs when allocating
placements. The Assessment of Clinical Competencies (ACC) and the Log Book are updated annually
and are HCPC compliant.
All placements have been audited against BPS Accreditation standards, in order to ensure quality of
placement provision. Trainees complete an online evaluation of their experience of placement quality,
access to resources on placements, safe working practices, opportunities to develop across the range
of competencies and the quality and quantity of clinical supervision, including how well supported
trainees report being supported with their individual needs (such as disability or a health condition).
All forms are individually reviewed to identify any areas where standards may not be being met, or
issues to follow up with supervisors around any specific support needs they may have for their
placement. An anonymised report presenting the data across all three year groups is produced on a
yearly basis. The executive summary of this report is included in Appendix 6.
In response to the ratification of new BPS accreditation criteria in the Autumn of 2014 a number of
changes are underway to both the placement procedures and the accompanying placement
documentation.
These changes include the development of trainee e-portfolios, changes in the
structure of placement visits and changes to the ACC (the Assessment of Clinical Competence)
guidelines and documentation. In addition, the creation of an e-learning log to track/ record trainee
therapy competencies in CBT plus one other method is underway. Outcomes will be reported in the
next Annual Report. The development of our e-portfolio using the University PebblePad system has
been trialled with the input of placement audit data for the first time this year. It is envisaged that
all placement documentation, including the newly developed learning logs will be sited within the
PebblePad system. Additional development is ongoing.
The Sheffield Clinical Tutors organised a half-day event in April 2015 to discuss with supervisors the
forthcoming changes to placement learning outcomes and how best to support our supervisory
resource.
Practice-Based Evidence in Supervision (PBEIS)
In October 2012 the three clinical psychology training programmes in Yorkshire (Sheffield, Leeds and
Hull) embarked on a joint venture, drawing on an expanding literature in the field of Practice-Based
Evidence. Sheffield has participated fully in the venture. Trainees now have free access to the webbased suite of facilities on the COREnet website in order to record anonymised data from therapy
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CPU Annual Report 2015
outcome and alliance measures. The CORE connection offers trainees and their service users the
opportunity to record information electronically and take advantage of on-line facilities such as
instant graphical data display.
Our 2012 intake have used a forerunner to the COREnet system whereas our 2013 and 2014 intakes
have inputted data into COREnet online.
There have been a number of challenges with implementing the system and we have run the pilot
for 2 years. In particular, issues of the flexibility of the technology to record ideographic measures
has meant that it has been difficult to implement the system across all placement provision. A
decision was therefore taken following discussion with stakeholders that the Sheffield Programme
would pull out of the COREnet project and proceed towards designing their own system.
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CPU Annual Report 2015
7.
ACADEMIC TEACHING
DClin Psy
The achievements over the last year and new targets for the academic component of the DClin Psy
programme can be found in the Curriculum Sub-Committee report. We have continued to review and
revise the curriculum in response to national and local drivers.
In response to the updated BPS accreditation criteria (Autumn, 2014) a number of changes within
the organisation of the curriculum are underway. In particular, we are conducting a review of the
teaching provision in line with our development of therapy competency frameworks. For example, we
have revised the content of our CBT teaching to match the CBT framework for the course. As other
therapy frameworks are developed, the teaching will be reviewed to ensure it meets trainees’
learning needs. In addition to the therapy framework changes, we have also reviewed and updated the
provision of critical and community psychology approaches. Two new teaching sessions have been
added to the curriculum to provide an introduction to social constructionist ideas in year 1 of training, and
to revisit this topic in more depth in year 3. Established annual review procedures for the curriculum will
ensure that any further updates required will be accounted for. Therefore, other developments are
ongoing.
The joint teaching across the three regional programmes (Sheffield, Leeds, Hull) are currently under
review in response to trainee feedback and priorities within the profession. We are specifically
considering revisions to the content of the teaching to enhance current topics of importance across the
three programmes: leadership; therapeutic models (e.g. systemic) and critical psychology.
In addition to specific changes to the teaching content, we have been working to enhance the quality
assurance procedures within teaching. The University peer observation system (Collegiate Observation,
Discussion and Enquiry; COED) has been adapted for the DClinPsy programme. Following successful
piloting in 2013-2014, the COED system has been implemented for the academic year 2015-2016. This
process will add to the support that we currently provide to our external teachers, and allow the
programme team to respond to issues of quality within teaching.
IAPT Programmes
The major aspect of change that was undertaken this year on the IAPT programmes was to ensure
fidelity to the new PWP national curriculum. This has involved reorganizing the two modules and also the
means of assessment used. For example in module 2, the PWPs now submit a case from routine
practice in which they need to demonstrate that they are adjusting their practice to meet a diversity need
and the session is marked using the new treatment competency scale we have developed. Sheffield is
taking a lead on the validation of this assessment and treatment competency scales for PWPs. This has
come about through the UCL-led national curriculum review that we were closely involved in. PWP
courses across the country are contributing to a multi-centre study that we are coordinating. (Appendix 7)
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CPU Annual Report 2015
8.
RESEARCH
The DClin Psy trainees continue to produce research theses of a high quality. This is all the more
impressive because of the lengthy ethical and clinical governance procedures they have to go through.
We have continued to streamline these processes where possible. Each year we have a research
conference where trainees from the Leeds, Sheffield and Hull programmes showcase their work.
CPU staff have continued to be active in their respective research areas (see Appendix 8). CPSR have
had an excellent year in terms of winning research monies, publication and developing translational
research. The Centre has continued to develop links with service users, service providers, and
practitioners (see Appendix 3).
All team members supervise trainee clinical psychologists for their doctoral research, and the team also
provides supervision to students undertaking BSc, MSc and PhD degrees. The clinical psychology
trainees are also supported by the team to undertake research at the level of service evaluation,
addressing questions posed by local clinicians and managers (e.g., user satisfaction; effectiveness of
service development; staff attitudes). These evaluations have been used to shape local services.
The team’s research is evidenced by publications (many with clinical psychology trainees) in high quality
peer-reviewed journals and presentations at local, national and international conferences. The research
covers domains that are highly relevant to the development of clinical psychology at a practical and
theoretical level, as well as relating to other disciplines and service development. The topics addressed
include: understanding the psychology and treatment of different disorders (e.g., psychosis, depression,
eating disorders, anxiety); the assessment and treatment of different clinical groups (e.g., learning
disabilities, children and young people, individuals with skin conditions); the effectiveness of different
therapies (e.g., counselling, cognitive analytic therapy, cognitive behavioural therapy); and the processes
of therapy (e.g., understanding the role of the therapeutic alliance, clinician adherence to protocols,
negative therapy outcomes).
Team members’ research outputs are included in the regular Research Excellence Framework (REF)
exercise, which appraises university research every 5-6 years. It is worthy of note that the most recent
REF (in 2014) showed that the clinical team were valued contributors, providing two of the five ‘Case
Studies’ that the Department submitted. Such Case Studies are required to demonstrate that the
researchers’ work has demonstrable impact in the real world, supporting the value of the clinical
psychology team’s research.
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CPU Annual Report 2015
9.
PARTNERSHIP WORKING AND STAKEHOLDER INVOLVEMENT
Liaison with the Hull, Leeds, Leicester and Trent DClin Psy Programmes
We are collaborating with Leeds and Hull on a number of projects. We have joint teaching sessions for
trainees across all three years of training, we jointly manage supervisor training and post-qualification
training and we are setting up a trainee practice-research network. We also continue to discuss any
placement issues with colleagues from the Leicester and Trent programmes.
In addition this year we organised the first meeting of all the Northern DClin Psy programmes. This
took place in Sheffield and we invited senior programme staff and associated local Heads of Service
from programmes at the following universities: Hull, Lancaster, Leeds, Liverpool, Manchester, Newcastle,
Sheffield, Teeside. A subsequent meeting was held in Leeds. These meetings have been extremely
useful (See Appendix 9).
Northern IAPT Consortium
This group comprises the IAPT training providers in the north of England with the aims of: providing
support; exchanging information; facilitating consistency and maintenance of standards in training,
outcomes and supervision and influencing the local and national agenda. It has met a number of times
over the past year to consider training issues for the IAPT programmes. (Appendix 10)
Service Involvement
We have regular meetings between the local Heads of Services, University and Health Education
Yorkshire and the Humber (HEYH), and we attend meetings with the Heads of Services in relation to the
DClin Psy programme SYCPEP; (Appendix 11). We distribute electronic Newsletters to all local NHS
clinical psychologists (Appendix 12).
The IAPT Programme Director visits all IAPT services regularly and training for IAPT supervisors
throughout the region is provided.
Patient and Public Involvement
The DClin Psy programme has followed the HCPC requirements in this area. We have maintained our
excellent working relationships with service users/experts by experience and extended this to include a
number of additional aspects of the programme. For example, service users continue to be a regular part
of teaching, and have contributed to developing our clinical skills teaching. In addition, service
users/experts by experience continue to contribute to the annual selection of trainees.
Over the last year we have worked towards extending our existing pool of Experts by Experience by
liaising with voluntary agencies (e.g. Pathways, West Yorkshire; Business Boosters Network, Sheffield)
and statutory agencies (e.g. Sheffield Teaching Hospitals, Patient Education Programme). CPU is
involved in the planning and design of a Division of Clinical Psychology led training event for Experts by
Experience and health professionals. This event has involvement from the Sheffield, Hull, and Leeds
clinical psychology training programmes, and is scheduled for 2016.
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CPU Annual Report 2015
10.
QUALITY ASSURANCE
Trainee Feedback
We monitor trainees’ views of the all programmes through joint meetings with Course staff, teaching
feedback gathered routinely at the end of every teaching session, trainee representation on all formal
course committees, and, for the DClin Psy programme, through the completion of an Annual Feedback
Questionnaire and Report (Appendix 13).
The IAPT programmes consider trainee feedback at their summer review of the programmes. An
example of good practice that developed from the feedback is the development of the sessional form for
the HIPI trainees. This now contains a tear-off slip on the bottom on which they write notes for their
reflective journals. So they write, tear off and take away ensuring a prompt and link to their journals.
Supervisor Feedback
Opportunities for DClin Psy supervisor feedback are provided within several settings - the CPSC,
meetings with clinical tutors, PTC, and at the several workshops for supervisors. Supervisors generally
expressed satisfaction with the Sheffield programme. This was confirmed by the data collected by
questionnaire as part of the annual quality monitoring process (Appendix 13).
The IAPT Programme Director visited all Service Managers to discuss all matters relating to the
Programmes and IAPT trainees. A form has been developed for service feedback (see Appendix 14) In
addition two training days were held for NHS supervisors of the Dip HP course.
Teacher Feedback
External teachers are asked to provide feedback immediately after their teaching. This feedback is then
collated for each year group and feedback is given to trainees at a Year Team meetings. Feedback is
also sought, for the DClin Psy programme, through the Annual Feedback Questionnaire (Appendix 13).
Each IAPT programme has a day each summer in order to review the course and to think about changes
and adaptations that are considered useful or that trainee feedback suggests. This tends to stimulate the
following action; (a) changing the timing of sessions, (b) changing the speakers, (c) changing the
methods of learning used and (d) changing the documentation concerning aspects of assessment (e.g.
better guidance on written assignments). The major aspect of change that was undertaken summer 2015
was to ensure fidelity to the new PWP national curriculum. This has involved reorganizing the two
modules and also the means of assessment used. For example in module 2, the PWPs now submit a
case from routine practice in which they need to demonstrate that they are adjusting their practice to
meet a diversity need and the session is marked using the new treatment competency scale we have
developed.
University Monitoring
Quality and Standards are monitored through the Faculty of Science’s Teaching Affairs and Faculty
Teaching Quality committee, which receive Annual Reports from Departments. Follow up on matters
arising from the faculty scrutiny can be found in the Teaching Quality committee minutes.
In addition, PRES, which is a survey of doctoral researchers’ attitudes to study and facilities is carried out
every two years. The most recent PRES was carried out March to May 2015. The data from this survey
includes DClin Psy trainees, though their data cannot be extracted from other doctoral students
responses. A summary of the data can be found in Appendix 13.
External Examiners
The four External Examiners to the DClin Psy programme were Dr Noelle Robertson from the University
of Leicester, Dr Peter Elliott, University of Southampton, Dr Chris McCusker, Queens University Belfast,
and Dr Carol Martin from the University of Leeds. Four favourable External Examiners’ reports were
received and are available from Sarah Radgick. All reports comment positively on the high standards of
work produced by trainees and on the overall administration of the assessment procedure.
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CPU Annual Report 2015
The external examiner for the Cert HP was Dr Suzanne Byrne and for the Dip LP, Dr Karen Rae. Both
external examiners have stated their satisfaction with the manner in which trainees were assessed, the
standard of the marking and the general organisation of the course.
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CPU Annual Report 2015
11.
TARGETS
As part of the Unit’s on-going development and to ensure our work is appropriately focused, we have
commented on the progress of last year’s targets and our targets for the coming year. We have
consulted on these targets with staff within CPU and stakeholders through the Programme Training
Committees for all programmes.
First we report in the activities that relate to our 2013/2014 targets:
Targets Nov 2014- Nov 2015
Target
Date
Set up processes for
recruitment of
international trainees
to the DClin Psy
programme
Following
consultation agree
as to whether to
progress with
Clinical
Neuropsychology
training programme
and write a business
case to the
University
Develop CPU criteria
for Psychological
therapies
competencies
April
2015
Embed CORE-net in
trainee placement
procedures and
meet agreed outputs
with CORE-net in
collaboration with
Leeds and Hull
Achieve agreed
financial savings in
year 2014/2015
Complete Research
Strategy document
Lead
Responsibility
GR SD
Evidence
All processes agreed and piloted for the 2015
intake. Two international candidates were offered
places on the DClin Psy programme and one
candidate accepted the offer and began training in
2015.
Progression with this programme has been
managed by Simon Hamilton, who was appointed
in February 2015 to cover for SL maternity leave.
SH has completed much of the relevant
paperwork with the aim of submitting the required
documentation for approval by the Faculty
Teaching and Learning Committee in Dec 2015.
Dec
2014
GH
Dec
2014
GW KB
July
2015
JB, SW
April
2015
GH, LM, SW
We have made significant savings through
reducing our administrative support (3.5 days)
April
2015
GW
Ongoing
Criteria have been agreed for CBT, which are now
being piloted by the 2015 intake. The
incorporation of Level 1 CAT competencies into
the DClin Psy programme have been discussed
with ACAT and other DClin Psy programmes
during the last year. Unfortunately progress has
been slowed down as ACAT decided that all
programmes should be accredited by ACAT if any
work conducted by trainees while on the DClin
Psy programme was to count towards subsequent
ACAT accreditation. We are still in discussion with
ACAT over this matter and have to finally agree
our required competencies for CAT.
See section: Practice-Based Evidence in
Supervision (PBEIS).
Targets Nov 2015- Nov 2016
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CPU Annual Report 2015
Target
Date
Lead
Responsibilit
y
LM, SW
Evidence
Completion of pilot
work for the new
BPS standards
Approval of Clinical
Neuropsychology
programmes
New PWP
accreditation criteria
to be fully embedded
within the
programme
Ensure SHSC
financial contract
remains on target
Review the
implications of a
confirmation review/
exit degree for the
DClin Psy
programme
Complete
preparation for the
REF trial run in 2106
and respond to
recommendations
from the review
July
2016
April
2016
GH
University teaching committee approval
July
2016
SK
March
2016
LM, SW, GH
Meet planned targets
July
2016
GH
Decision whether to have an exit degree
Feb
2016
GW
Report from the REF committee
Standards in place for the 2016 entry trainees
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CPU Annual Report 2015
Appendices
Appendix 1
Reports from Sub-Committees
Appendix 2
Certificate in Clinical Supervision Report (see additional document)
Appendix 3
CPSR Annual Report (see additional document)
Appendix 4
Staff Regional and National activities
Appendix 5
Supervisor Training for Clinical Psychologists in Yorkshire and the Humber: Evaluation Report 2015
Appendix 6
Placement Audit Report 2015
Appendix 7
PWP Assessment competency measure (see additional document)
Appendix 8
2015 Staff Publications
Appendix 9
Northern DClin Psy meeting minutes
Appendix 10
Northern IAPT meetings outline
Appendix 11
SYCPEP meeting minutes
Appendix 12
DClin Psy Newsletter
Appendix 13
Annual Feedback Report 2015– Executive Summary
Appendix 14
IAPT service Feedback form
Appendix 15
PRES data (see additional document)
Appendix 16
Honorary Appointments in Clinical Psychology
Appendix 17
List of acronyms
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CPU Annual Report 2015
APPENDIX 1
CLINICAL PRACTICE SUB-COMMITTEE
Membership 2015/16
Paddy Howes (Chair)
Maxine Boon
Emily Mayberry
Ella Woods
Nicole Gibson
Rachel Coleman-Smith
Nate Shearman
Amy Daglish
Alex Leedham
Lucy Nield
Shona Goodall
Katharine Boon
Jo Burrell
Sara Dennis
Katherine Hildyard
Liza Monaghan
Sue Walsh
Programme Team
Clinical Secretary
3rd year representative
3rd year representative
3rd year representative
2nd year representative
2nd year representative
1st year representative
1st year representative
1st year representative
NHS representative, Sheffield
Programme Team
Programme Team
Programme Team
Programme Team
Programme Team
Programme Team
Review of targets for 2014-2015:
Target
Progress
To develop and demonstrate trainees’
competence in using psychological models.
 Model specific training has been recorded in teaching and on
placements using the e-log book for 2014 intake onwards
 CBT competencies have been developed and agreed.
Competencies in CAT and other models are in the process of being
developed
 A supervisor update training event took place in April 2015, one
function of which was to consult with supervisors about therapy
competencies. The event was well attended and addressed issues
regarding recording competencies on placement. Model specific
training events, which included addressing trainees’ therapy
competencies, have also taken place
 A revised ACC was implemented for all training years and the elogbook was introduced for the 2014 intake.
 The move to an electronic portfolio (Pebblepad) began with the
placement audit form being added
To create and implement new systems for
recording placement experience.
To continue collecting entries for the
register of supervisors and to establish a
strategy to encourage supervisors to be up
to date with their training.
 Supervisors are encouraged to attend course led or other supervisor
training. The supervisor update training in April 2014 counted
towards course supervisor accreditation for a large number of
attending supervisors.
Future targets 2015/2016
Target
Action to be taken
To develop therapy competency
frameworks in models in addition to CBT
 Therapy competencies are being developed in
CAT and will be developed in other models
including psychodynamic.
xxvi
By whom &
Target Date
September 2016
Sue Walsh (CAT)
Paddy Howes
(psychodynamic)
CPU Annual Report 2015
To further develop the use of the e-portfolio
system
To achieve greater clarity in the placement
grading system
To consider a new system for recording
trainee outcome data and its use in
supervision
 To include more placement documentation on
Pebble pad
 To review and revise the placement grading
system (currently ‘pass’, ‘partially achieved’,
‘deferred’ and ‘not achieved’) in order to
achieve clarity and to comply with BPS
requirements
 To replace CORE NET with a system that is
easy use and meets the course’s requirements
for recording trainee outcome data
Other course staff
September 2016
Clinical tutors
September 2016
Clinical tutors
September 2016
All course staff
Paddy Howes
CPSC Chair
October 2015
CURRICULUM SUB-COMMITTEE
Membership 2014-2015
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CPU Annual Report 2015
Nigel Beail
Kath Boon
Natasha Cowdrey
Lisa-Marie Emerson
Laura Green
Teresa Hagan
Jo Hall
Rhodri Hannan
Gillian Hardy
Jo Hawker
Katherine Hildyard
Claire Isaac
Maria Jarman
Sharon Keighley
Stacey Lavda
Sue Martindale
Liza Monaghan
Fiona Myles
Lyndsey Presley
Sarah Radgick
Hazel Reynders
Georgina Rowse
Iona Shepherd
Jade Smith
Carolyn Tilbrook
Andrew Thompson
Glenn Waller
Sue Walsh
Programme Team /Learning Disabilities
Programme Team/ Diversity
Third Year Trainee Representative
Chair/ Programme Team/ Child/Adolescent/ Psychological models
Second Year Trainee Representative
NHS Adviser (Adult Mental Health/Research)
Second Year Trainee Representative (Maternity cover for Kirsty Howell)
NHS Adviser (Forensic)
Programme / Course induction
NHS Advisor (Older Adults)
Programme Team / Learning Disabilities
Adviser (Neuropsychology)
NHS Advisor (Clinical Health Psychology)
Curriculum Administrator
Programme / Adult Mental Health (Maternity leave)
NHS Adviser (Psychosis & Recovery)
Programme Team/ Professional and Ethical Issues
NHS Adviser (Child/Adolescent)
NHS Adviser (Learning Disabilities)
Unit Administrator
NHS Adviser (Neuropsychology)
Programme Team / Psychosis / Forensic
First Year trainee representative
First Year trainee representative
Third Year trainee representative
Programme Team/ Research/ Clinical Health Psychology
Programme Team / Older Adults / Neuropsychology
Programme Team/ Organisation and leadership issues
The committee met three times in the last year on the 16th September 2014, 27th January 2015 & 23rd June 2015..
Actions taken following last year’s report
Target
Action taken
Pilot peer observation system for
teachers
Peer observation paperwork has been finalised.
Two external teachers participated in the pilot peer observation system.
Positive feedback was obtained on the process.
Conduct a review of teaching in line with
new BPS guidelines
Changes to CBT teaching are to be implemented from 2015-2016 academic
year to fall in line with CBT framework developed within the unit.
Additional teaching on critical and community approaches will be added to
the curriculum from 2015-2016 academic year.
Discussions are ongoing regarding other areas of the curriculum within the
unit, between regional courses and within CSC meetings.
Future targets 2015/16
Target
Action to be taken
Date
Implement peer observation (COED)
A selection of new teachers to the course will be
observed by an academic tutor.
The system will be reviewed on the basis of
course staff and teacher feedback.
Review teaching on specific models of therapy
(e.g. CAT and systemic)
June 2016
Conduct a review of teaching in line with
new BPS guidelines
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Sept 2016
CPU Annual Report 2015
Dr Lisa-Marie Emerson
Chair of the Curriculum Subcommittee
PERSONAL AND PROFESSIONAL DEVELOPMENT SUB-COMMITTEE
Membership 2014/2015
Simon Hamilton (Chair)
Programme Team
Stacey Lavda (Chair- on maternity leave) Programme Team
Paddy Howes
Programme Team
Gillian Hardy
Programme Team
Liza Monaghan
Programme Team
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CPU Annual Report 2015
Kaaren Knight
Sue Maskrey
Rachael Johnson
Kelly McBride
Jessica Lane
Jo Hall
Laura Davies
Dawn Roe
Becky Jones
Child NHS Member
Assessment and PPD Secretary
First Year Trainee Representative
First Year Trainee Representative
First Year Trainee Representative
Second Year Trainee Representative
Second Year Trainee Representative
Third Year Trainee Representative
Third Year Trainee Representative
Last year’s targets
Target
Evaluation of the new teaching on
resilience
Begin the development of the new 3rd
year PPD syllabus
Review the personal tutor and mentor
systems
Action taken
JB undertook teaching on Resilience for the first years and the feedback
for this was overwhelmingly positive. Hence this will remain a part of the
first year PPD teaching for future years.
Plans have been put in place for an Observing Organisations group to
replace the Reflective Practice groups for the 2014 intake trainees in their
third year, starting October 2016. Steve Race has been recruited to run
one of the RP groups during the academic year 2015/2016, with a view
that he will support the development of, and be one of the facilitators for,
the new Observing Organisations group.
Mentors have been recruited for 2015 intake, and a spreadsheet
developed detailing willing clinicians and their upcoming availability for
mentoring. No progress has been made with reviewing the personal tutor
system.
Future targets 2014/2015
Target
Further develop plans for implementing
an Observing Organisations group for
third years.
Consider possibilities for a future trainee
peer support group.
Action required
Proposal to be drafted and ratified by the course
team and the subcommittee. To be implemented
in the academic year 2016-2017. Reflective
practice groups will continue until then
Given the planned termination of the RP group,
trainees have queried whether it might be
possible to implement an alternative. Options
are to be considered regarding this.
Date
Ongoing to Oct 2016
Ongoing to Oct 2016
Simon Hamilton
Chair of the PPD sub committee
RESEARCH SUB-COMMITTEE
Membership 2014/2015
Chair - Andrew Thompson
All academic tutors are invited
Rebecca Barns
Christine Cobley
Cheryl Davis
Caroline Dunsmuir-White
Jack Garlovsky
1st Year Trainee Representative
2nd Year Trainee Representative)
NHS Representative - SCH
3rd Year Representative
NHS Representative – SCH
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CPU Annual Report 2015
Teresa Hagan
Katherine Hildyard
Claire Isaac
Steve Jones
Ian McDonald (minutes)
Majid Saleem
Sarah Radgick
Katy Richardson
Keeley Rolling
NHS Representative - SHSC
Clinical Tutor Representative
NHS Representative - STH
1st Year Trainee Representative
Research Support Officer
2nd Year Trainee Representative
Unit administrator
2rd Year Trainee Representative
3rd Year Trainee Representative
Nb – Mr Amrit Sinha, has been appointed into the role of Research Support Secretary (RSS). He commenced this
role on the 05/10/2015. The role is part time and Amrit working hours are Monday, Tuesday, and Thursday.
Frequency of meetings
The Research Sub-Committee (RSC) met on the 18/11/2014, 15/06/2015
Actions taken following last year’s report
Target
Planned action
Programme team to review
the feedback from the first
cohort to complete the thesis
earlier in May.
Action taken / outcome
Discussion of outgoing trainee
feedback at an academic tutors
meeting.
An investigation into this has been
conducted and it appears that personal
issues formed the main contributory
factor. Nevertheless, it has been agreed
to produce an outline proposal to move
the research process forward for
discussion at the November 2015
research subcommittee.
Can project planning start
earlier?
Has the introduction of a
dissemination log been
useful?
A relatively high number of trainees did
not submit for the May deadline and this
was discussed within the RSC meeting
on the 15/06/2015.
Review of dissemination logs at
an academic tutors meeting.
The dissemination log has been
reviewed within the RSC meeting on the
18/11/2015 and in an academic tutors
meeting on the 05/10/2015. It has been
deemed to be useful.
There is a suggestion that a paperless
recording system might be introduced
and that the log should be submitted
earlier. Consideration of these issues
will be presented within the outline
proposal for moving the research dates
forward.
Modify the allocation of
supervisors process
Revise the ‘signing off’ process
so that supervisors are signing
to say that they have met with
trainees (and not they are
agreeing to supervise).
The allocation of the supervision
process was amended for 2015
accordingly.
Ensure revisions to the ethics
system are appropriate for
DClins
Liaise with the departmental
ethics committee and RIS to
ensure that changes to the
departments ethical review and
governance processes are
The department has implemented a
revised ethics submission process and
this appears to be working well for
DClins.
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CPU Annual Report 2015
appropriate for DClins.
Future targets 2015/2016
Target
Produce an outline proposal to move
the research process forward.
Review the format of the thesis.
Review the format of the service
evaluation project (ACP3).
Review the research
materials/guidance available on
MOLE.
Encourage greater involvement of the
DClins. In the departmental
postgraduate conference.
Action to be taken
The Chair (AT) of the subcommittee will
consider other course work deadlines and
draft a revised schedule of research
deadlines for discussion in a Unit meeting
and at the next RSC.
The Chair will produce an outline proposal
for options for revising the format of thesis.
The aim will be to consider the merits of
having a shorter version that is more
facilitative of submission of the contents for
publication.
Andrew Thompson and Glenn Waller will
produce an outline proposal for options for
revising the format of ACP3. The aim will
be to consider the merits of having a
shorter version that is more facilitative of
submission of the contents for publication.
The process of completing this piece of
work will also be reviewed with the aim of
building in some degree of scrutiny prior to
the dissemination to services.
The Chair will work with the RSS to ensure
that the materials on MOLE are reviewed.
The Chair will liaise with the organisers of
the postgraduate conference and the DClin
RSC representatives to consider how best
to showcase 2nd year thesis related work
over the next period.
Target Date
January 2016.
January 2016.
February 2016.
February 2015.
May 2015.
Chair
Dr Andrew Thompson
Director of Research Training
SELECTION SUB COMMITTEE
Membership 2014/2015
Georgina Rowse (Joint Chair)
Sara Dennis (Joint Chair)
Sarah Radgick
Jacquie Howard
Michael Barkham
Lisa-Marie Emerson
Kath Boon
Jo Burrell
Gillian Hardy
Paddy Howes
Patrick Wood
Programme Team
Programme Team
Unit Administrator
Sub committee secretary
Programme Team
Programme Team
Programme Team
Programme Team
Programme Team
Programme Team
Service User Representative
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CPU Annual Report 2015
Tony Whiting
Eleni Chambers
Stacey Lavda
Katherine Hildyard
Liza Monaghan
Andrew Thompson
Glenn Waller
Sue Walsh
Simon Hamilton
Maria Jarman
Paul Perry
Richard Smith
Natasha Cowdrey
Service User Representative
Service User Representative
Programme Team
Programme Team
Programme Team
Programme Team
Programme Team
Programme Team
Barnsley NHS
Sheffield Health and Social Care NHS Foundation Trust
SYWT
Sheffield Health and Social Care NHS Foundation Trust
Trainee Representative
This committee met 3 times over the last year
Action Taken following last years report 2014/15
Target
It was agreed to keep to the current structure of four
questions per candidate within the interview panel,
but to alter the rating scales and make potential
changes to the interview questions and group task
topics.
Action to be taken
The ratings form was simplified both for the interview
panels and for the group task in light of feedback.
The topics for the group task were altered to ensure
consideration of candidates values base was possible.
Questions were altered within the interview panels in line
with candidate and panel feedback.
Shortlisting panels consisted of 2 members of the course
team (an academic and clinical tutor) this year. This
worked well and with the support of the University
Admissions team will be continued this year.
All applicant, candidate and trainee data is routinely
monitored.
It was agreed to reduce the number of shortlisting
raters per panel to 2.
SD and GR to monitor numbers of candidates rated
as unsuitable for training.
The proposal to offer up to two places for international
fee-paying candidates was agreed in principle by the
selection sub-committee.
Targets taken from last years committee meetings
Target
To consider the information provided to potential
candidates and candidates invited to interview.
To consider the length of the day for panel members
and any solutions as to how this might be addressed.
To continue monitoring the impact on candidates of
the process of the day
To consider a trial of the inclusion of a research
question within the written task for 2016. In order to
potentially triangulate data with candidates’ ability to
think on their feet within the interview setting
To monitor numbers of candidates rated as
unsuitable for training this year
Systems were established to enable international feepaying candidates to apply to the course for the 2015
intake. Two applicants were shortlisted, interviewed and
offered a place. One international applicant took up a
place starting in the 2015 cohort.
Action to be taken
Website to be updated
Maps/web links to be included in interview invite letters
Alternative forms of information to be considered
To consider parallel plenaries to reduce the working day
SD & GR to continue to monitor the impact on
candidates of the process.
SD is liaising with the Lancaster course regarding their
use of mental ability testing via an external company as
part of their process, with a view to considering it’s use
alongside our process, and whether it may be an
appropriate replacement for the maths/stats aspect of
the academic task.
Consider how to best implement this. One option would
be for the written part of the academic task to include
specific instructions about providing a critique of the
research design.
SD & GR to continue to monitor this. The reason for the
proposal is recorded at the plenary meetings and this
data will be reviewed.
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CPU Annual Report 2015
To consider our ability to assess clinical skills
competencies during our interview day and whether
an additional task may meet this need if identified (eg
via a role play/video task)
To consider more shortlisting panels to reduce the
number of applications reviewed by each rater
To clarify the shortlisting criteria in line with shortlister
feedback in an attempt to ensure clarity for
applicants, and increased inter-rater reliability for
raters
Consideration to be given to our current evaluation of
clinical skills competencies and additional methods of
addressing any potential gaps here
Consideration to be given to this for the shortlisting
meeting in December 2015
shortlisting criteria to be updated prior to this years
applications (autumn 2015)
Georgina Rowse and Sara Dennis, Joint Chairs
November 2015
APPENDIX 2 & 3 (see additional documents)
APPENDIX 4
STAFF REGIONAL AND NATIONAL ACTIVITIES
Clinical commitments
Sessions
provided
Professor Nigel Beail
Dr Lisa-Marie Emerson
4
Dr Kath Boon
5
Dr Jo Burrell
4
Consultant Clinical Psychologist and Professional Lead for
Psychological Services
South West Yorkshire Partnership NHS Foundation Trust
Clinical Psychologist, South West Yorkshire Partnership NHS
Foundation Trust
Clinical Psychologist in Adult Mental Health in North Kirklees
Trust
Psychological Health: Adult Mental Health service within
Nottinghamshire Healthcare NHS Trust
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CPU Annual Report 2015
Sara Dennis
Dr Simon Hamilton
2
Dr Katherine Hildyard
2
Dr Paddy Howes
5
Dr Steve Kellett
2
Dr Stacey Lavda
(on maternity leave)
4
Dr Liza Monaghan
1
Dr Andrew Thompson
2
Dr Sue Walsh
2
Professor Glenn Waller
1
Health and Medical Psychology Services in Chesterfield
Clinical Psychologist in Adult Mental Health, South West
Yorkshire Partnership NHS Foundation Trust
Sheffield Health and Social Care Trust Community Learning
Disability service
Psychological Therapy Service, Leeds & York Partnership
NHS Foundation Trust
2 sessions for Sheffield Care Trust providing clinical
supervision to CAT practitioners & trainees. Provides clinical
supervision to the AMH Consultant Clinical Psychologists
within Sheffield Care Trust.
Clinical Psychologist, West Locality Community Mental
Health Team (Recovery), Adult Mental Health Services,
Sheffield Health and Social Care Trust
Consultant Clinical Psychologist in Adult Mental Health
Services, Derbyshire
Psychological Health Sheffield, providing a clinical health
psychology service within Rotherham NHS Foundation Trust
Consultant Clinical Psychologist in CAT in Specialist
Psychotherapy, Sheffield
Sheffield Specialist Eating Disorder Service
Professional activities
Professor Michael
Barkham
Professor Nigel Beail
Dr Katharine Boon
Professor Gillian Hardy
Dr Katherine Hildyard
Dr Steve Kellett
Dr Georgina Rowse
Dr Andrew Thompson
Editorial Board of the British Association of Counselling & Psychotherapy's
Counselling and Psychotherapy Research
Scientific Advisor for the Savoy Conference on ‘Psychological Therapies
and the NHS : Science, Practice and Policy’, London
Trustee, CORE System Trust
Trustee of the British Institute for Learning Disabilities
Member of the International Scientific Committee, European Association
for Mental Health in Intellectual Disability.
Continuing Professional Development Officer, British Psychological
Society DCP Faculty for Intellectual Disabilities.
Lead National Assessor for Consultant Appointments (Intellectual
Disability Servicers). British Psychological Society
Membership Services Unit, British Psychological Society.
National Research Ethics Services Member (South Yorkshire and
Humber)
Member of BPS Division of Clinical Psychology
Fellow of the Royal Society of Medicine
Fellow of the Royal Society for the encouragement of Arts, Manufactures
and Commerce
Editorial Board of Psychotherapy Research
Editorial Board for Psychotherapy
Organiser of the BABCP London Conference 2014
Chief External Examiner University of Birmingham
External Examiner University of Exeter
Member of BPS Faculty of Learning Disability, Member of BPS Division of
Clinical Psychology
National BABCP PWP accreditation steering committee
External Examiner at Newcastle University Diploma in CBT
OCD Action Board member
Member of Trent Psychosis and Recovery SIG
External Examiner, University of Lancaster, D.Clin.Psy.
External Examiner, University College London, D.Clin.Psy.
Associate Editor of the British Journal of Dermatology
Editorial Board of Dermatological Nursing
Dermatology Network lead Faculty of Clinical Health Psychology (BPS)
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CPU Annual Report 2015
Dr Sue Walsh
Professor Glenn Waller
Psychological Advisor to The All Party Parliamentary Group on Skin
Psychological Advisor to The Katie Piper Foundation
External Examiner Clinical Psychology, Canterbury University (20132017)
Reviewing duties for a range of UK and international grant-awarding
bodies
Member of South Yorkshire Partnership Council
President, Academy for Eating Disorders
Chair, BABCP Scientific Committee
Member, BABCP National Committees Forum
Associate Editor, International Journal of Eating Disorders
Action Editor, British Journal of Clinical Psychology
Editorial Board, Behaviour Research and Therapy
Editorial Board, Journal of Behavior Therapy and Experimental
Psychology
Editorial Board, Cognitive Behaviour Therapy
External Examiner, University of Liverpool
External Examiner for PhD, University of Sydney
Scientific reviewer, International Conference on Eating Disorders, 2016
Reviewing duties for a range of UK and international grant-awarding
bodies
Member of one NICE committee and one NICE Guideline Development
Group
APPENDIX 5
Supervisor Training for Clinical Psychologists in Yorkshire and the Humber: Evaluation Report 2015
Sue Walsh, Joint Director of Clinical practice, Sheffield University, DClin Psy Programme
Jan Hughes, Joint Programme Director, Leeds University, DClin Psy Programme
Chrissie Blackburn, Clinical Practice Co-Ordinator, Hull University, Clin PsyD
Background
This report presents an evaluation of Health Education Yorkshire and Humber funded supervisory training courses
delivered by the Clinical Psychology Training Programmes for the Universities of Sheffield, Leeds and Hull. The
provision of these trainings ensures that the three programmes meet all the requirements for registration with the
Health and Care Professions Council (HCPC, 2004) and
accreditation with the British Psychological Society (BPS, 2009). In addition, all Programmes hold in mind the
centrality of the Return on Investment (ROI) framework, that it is a requirement that any training investment is
evaluated and outcome focussed.
Two forms of supervisory training are delivered: The Initial Supervisory Training Workshops (ISW) and the
Advanced Supervisory Workshops (ASW). Both forms of training aim to develop the supervisory skills for
placement providers across the region but are aimed at a slightly different training audience. The Initial workshops
are aimed at the post qualification novice; the Advanced, the more experienced supervisor. Both forms of provision
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CPU Annual Report 2015
are co-organised by the three training programmes. The structure of the report is to briefly describe the different
forms of training provided and to present the results of the different types of evaluation.
The 2014 ISW course participants have completed their portfolios, and submitted them for marking to their
identified course. This report provides a full evaluation of Programme the ISW training cohort who completed their
evaluation and submitted portfolios of work early 2014. Additional study results are integrated from a fuller
evaluation of reported learning outcomes derived from the 2013 ISW workshop participants (Corrigall, 2014). The
report also includes an evaluation of the 2014 ASW workshops.
ISW Evaluation
The Universities of Sheffield, Leeds and Hull deliver the Introductory Supervisor Training Programme (ISW) on an
annual basis to qualified clinical psychologists. This programme requires newly qualified clinical psychologists to
attend a two -day residential and two additional one -day workshops at a specific university base. The last two ISW
days are based at the three Universities and are aimed at inculcating new supervisors into the individual
programme’s structures, placement procedures and assessment processes as well as completing the remaining
supervisory training learning objectives. Between training days, new supervisors are supported to meet together in
peer supervision groups and to engage in problem based learning tasks.
Overall, the course requires mandatory attendance at all 4 training days involvement in a peer supervision group,
active supervision of another professional throughout (usually to a psychologist in clinical training), supervision of
supervision and the submission of an assessed portfolio. There are eight training components and nine different
assessment methods used to assess the novice supervisors’ competence. A full Service Evaluation Project by
Corrigall (2014) was commissioned by The University of Leeds, Department of Clinical Psychology to identify
novice supervisors perceived effectiveness of the components of the training and the assessment methods used.
Pertinent aspects of the evaluation results are integrated into the body of this report.
The evaluation feedback for the ISW is in two parts below. The first part presents the participants feedback from
days 1 and 2 with additional mention of outcomes of day 3 and 4 of the training across the three training courses.
The second part, draws upon the results of the service evaluation project. A final part of the report includes an
evaluation of the ASW provision.
1. ISW Feedback: days 1 and 2 day residential
Rating 1 (poor) – 5 (Good)
Mean
Relevance of training to your
Practice
Format of the full training
(balance of talks, group work
etc)
Opportunity during training to
meet other delegates
Opportunity to ask questions
of leaders
Facilities/catering
4.8
4.6
4.6
4.6
4.8
The most highly rated aspects of the training provided were models of supervision, the supervisory relationship,
ethics and supervision and group supervision. The opportunity to learn and work together across specialities was
positively appreciated.
Evaluation of our Days 3 and 4 across the Sheffield, Hull and Leeds Programmes remains consistently positive.
Examples of qualitative feedback include: “ Really helpful experience and a good balance of teaching and small
group work. All highly relevant”, “A good, thought provoking workshop. Thank you”.
2. Summary of Service Evaluation Project 2014 of ISW
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CPU Annual Report 2015
Leeds University Clinical Psychology Programme commissioned an evaluation of ISW (Baxter 2012) which
indicated that supervisory knowledge increased positively following the training. However, additional work was
identified as necessary to assess new supervisors’ ability to transfer knowledge into practice and thus changes
were made to the portfolio of learning. A second service evaluation was commissioned in 2014 to follow up the
2012 evaluation by F. Corrigan
The aims were: to identify the novice supervisors’ perceived effectiveness of the training components of the ISW, to
identify supervisors’ perceived effectiveness of the assessment methods used to evaluate their supervisory
competence and to make recommendations (if necessary) on how to improve supervision training and the
assessment methods used to ensure a Return on Investment.
A mixed methodology was used and included an online survey and a telephone interview. 47 participants took part,
qualified for a mean of 2.6 years. In line with Kirkpatrick’s (1959) model of evaluation of training and following on
from the previous service evaluation project (Baxter 2012) it is clear the participants value learning by doing
(transferring supervisory knowledge into practice). Learning following the training remains consistently positive.
Recommendations arising from the results have been that the 3 clinical psychology training programmes increase
the assessment methods used to assess supervisor competence whilst the practice of supervision is underway. As
a result, in the next intake all course participants will be required to audio or video record their supervision sessions
and to discuss their supervision with their supervisor. A full version of the project can be made available to
commissioners.
Advanced Supervisor Workshops (ASW)
All of the advanced supervisor workshops are linked to the national advanced supervisor learning framework
currently in development finalised through the
training community and published in February 2015, linked with an appreciation of local supervisor need. These
workshops are shared training events across all three of the training programmes. Sheffield, Hull and Leeds each
take responsibility to lead on and organise one of the three events for supervisors across the whole region.
Below are the summaries of the available feedback on each of the training workshops.
ASW aims to utilise local expertise and/or invite national figures in supervisor training. The topics for the 3 different
days provided for ASW in 2013-2014 were:
Feedback from ASW
Day 1: The Leeds Programme
The Use of Practice-Based Evidence in the Training of Clinical Psychologists in Yorkshire. 22nd October 2013,
University of Hull. Led by Dave Green, service users, trainees.
Written feedback in unavailable for this day. However, verbal feedback was positive.
Day 2: The Hull Programme
Creative Approaches to Supervision (Karl Tamminen) 16th January, 2014 YHA Bootham, York.
Participant
No.
1
2
3
4
5
6
7
8
9
Goal
Achievement
(mean) for up to
3 goals (0-10)
9
6.6
8.9
8
6
8.5
7
6
How
interesting
(0-10)
Relevance
(0-10)
Overall
Rating (010)
8
6
8
10
8
9
9
10
6
8
7
8
9
8
7
8.5
10
6
9
6
9
8
7.5
8
9
8
7
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CPU Annual Report 2015
10
11
12
13
14
15
16
Mean
6
8
8
8.6
4.3
7
7.5
7
6
8
7
10
6
8
8
8
10
10
7
10
4
8
6
8
7
9
8
10
5
8
8
8
Day 3: The Sheffield Programme.
A Reintroduction to Cognitive Testing (Catherine Derbyshire, Miles Rogish and Andrew James) 13th March 2014.
Wortley Hall, Near Barnsley.
Rating 1(Poor) – 5 (v. good)
Relevance of the content
Format of the day
Opportunity during the day to
meet/learn from other staff
Opportunity to ask questions of
the leader/s
Suitability of venue
Interest and relevance to your
practice
Mean rating
4.9
5
4.8
4.8
4.6
4.8
Examples of qualitative feedback:
“Great day. Great teaching. Extremely useful and challenging in a good way.
“Fantastic day. Reassured that I’ve been getting most things right in terms of administration and interpretation of
psychometrics”.
“Brilliant event very well organised and constructed and good practical focus”.
Summary
The funding provided by the YHHE for supervisory training is highly valued by the three clinical psychology training
programmes in the Region. The joint planning and joint execution of training enables the ‘skilling up’ of a clinical
psychology workforce to better meet the needs of training and development. The ethos of shared delivery is both
cost effective and enables Clinical Directors and tutors from each programme to draw upon each other’s areas of
specialist knowledge.
Overall, all aspects of the both the ISW and ASW generate consistently positive feedback. High levels of feedback
return and a high quality training which can lead, following submission of an assessed portfolio, to accreditation of
supervisory skills by the British Psychological Society is positively valued. 2 service evaluations commissioned by
Leeds have generated further changes in how we assess supervisory practice during the training most specifically
for the ISW programme.
Additional challenges lie in implementing a realistic assessment mechanism for the ASW’s which are 3 separate
day long workshops organised across a year. Overall, the funding provided enables all three courses to both skill
up the clinical psychology workforce to better meet the needs of trainees whilst at the same time meeting the
professional registration requirements of the HCPC and the BPS.
References
Baxter, S (2012). An Evaluation of the Training for New Clinical Supervisors. Unpublished service evaluation
project. University of Leeds.
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CPU Annual Report 2015
British Psychological Society (2012). Accreditation through Partnership handbook. Guidance for Clinical
Psychology programmes.
Corrigall, F. (2014). An Evaluation of the Clinical Psychology Training. Unpublished
SEP commissioned by The University of Leeds, Department of Clinical Psychology.
Health and Care Professionals Council (2004). Standards of Education and Training.
Kirkpatrick, D. L. (1959). Techniques for Evaluating Training Programs. Journal of American Society for Training
and Development, 13(11), 3-9.
APPENDIX 6
Executive Summary: Placement Audit report November 2015
Introduction
Monitoring and responding to any variability in placement provision is key to ensuring and maintaining high quality
training experiences and to the successful planning of practice placements. This report details the findings of an
online placement audit completed by Sheffield DClinPsy trainees which evaluated placement provision and quality
between September 2014 and October 2015.
Clinical Psychology trainees on the Sheffield DClinPsy programme undertake 6 training placements, 2 in each year.
Currently, two first year placements integrate both adult and older specialities in a year-long placement. Trainees
will often have a shared placement arrangement, with 2 supervisors, which may include a ‘split’ placement and two
placement bases. During a trainee’s third year, placements 5 and 6 may comprise a year-long placement, and they
often run 2 year-long placements concurrently.
Methodology
Trainees complete the online placement audit at the end of each of the placements 1-6. They are asked to
complete two if they have two supervisors/bases. Third year placements were evaluated only at one time point
(end of placements 5 & 6) when they were completing a year- long placement. The questionnaire asks trainees to
evaluate the availability of resources, both practical and clinical, the quality and quantity of supervision and to rate
the opportunities to develop core competencies outlined in the British Psychological Society minimum standards for
clinical psychology training programmes, as set out in their accreditation criteria 1. More detail was requested this
year around the number of observations on placement of both trainee and supervisor and the range of therapeutic
models drawn upon in both supervision and clinical practice.
Summary of results
1
Standards for Doctoral Programmes in Clinical Psychology, British Psychological Society (2014).
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CPU Annual Report 2015
94 placements were evaluated across the year groups. All trainees who were in training at the time of the audit
completed the online questionnaire. This is the first year that the audit is based upon the 2014 competency
framework meaning that there is no direct comparison to previous year groups for some ratings.
Resources on placement are available consistently to the majority of trainees. Safe working conditions were
recorded as always available on all placements. However, a small number of placements showed some variability
of access to secretarial support and bookable clinical rooms. Having an exclusive use of a desk on placement days
and access to a quiet space for study was also difficult to provide on a small number of placements.
Supervision, both the availability of and quality of, continues to be rated highly by trainees, with the majority of
placements rating these as always to mostly available and Excellent to Good respectively, although 4 second year
placements rated access to an emergency contact as only available most, not all, of the time. Opportunities to be
observed and observe supervisors are available to the majority of trainees, but a very small number of trainees
reported no observation on placement in each year group.
Opportunities to develop core competencies were described as Excellent to Good on the majority of placements,
and reflected the general progression of a focus on clinical skills building in the first year, to more opportunities for
building competency in Research and Evaluation and Service Delivery/ Organisational Influence in the second
year. Interestingly, during the third year there were more variable ratings of these two competency areas, which
may reflect a move back towards a focus upon clinical skills and working within a therapeutic model.
There are a range of therapeutic models identified by trainees as being used both in supervision and clinical
practice across the year groups, with CBT being the most predominantly used model across the year groups,
followed by the discussion or use of ‘Third wave’ approaches such as Compassion Focussed Therapy and
Acceptance Commitment Therapy in the first and third year. Cognitive Analytic Therapy was also a predominant
model across the three years and Systemic Therapy in the second year.
Conclusions
Overall, the feedback from trainees remains positive and reflects the hard work that our supervisors put into
providing high quality placements, against a backdrop of continued organisational challenge and pressure.
The experience of clinical supervision was evaluated in more detail this year, with trainees being asked to record
aspects of being observed and observing their supervisors. This provided very useful information on those
placements where observations are less likely to be provided. Clinical tutors are agreeing a minimum standard to
share with trainees and supervisors, as well as recording observations in more detail within the placement
documentation to ensure that these are met.
Clinical tutors will ensure that trainees have details of who and how to contact in case of emergency clinical issues
arising within their supervision contract and this will continue to be discussed as part of the supervision contract at
initial placement visits. In some placements, where the team is small for example, clearer ‘back up’ arrangements
need to be put in place.
Learning objectives and availability for competency development across the year groups within the Research and
Evaluation and Service Delivery/ Organisational Influence will be examined in closer detail to ensure that clear
objectives are set and trainees can evaluate their experiences against these effectively. The clinical tutor team is
looking at how to encourage, promote and monitor the development of these competencies in more detail to ensure
that we are continuing to focus upon the develop of competencies in the areas of leadership and organisational
influence essential for the workforce post qualification.
How the clinical tutor team will record and monitor the development of therapeutic models used on placement is
currently being piloted through a number of systems.
The use of the new online placement audit system, Pebblepad, has been well received and has increased the
number of trainee responses. We are continuing to explore ways to share this online learning opportunity with our
supervisors, with the aim of formally implementing systems in the Autumn of 2016.
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CPU Annual Report 2015
APPENDIX 7 (see additional document)
APPENDIX 8
DCLIN PSY STAFF PUBLICATIONS 2015 (SINCE PREVIOUS REPORT)
(staff & honorary lecturers in bold; * indicates DClin Psy Trainee/PhD student)
Papers
Beail, N., Mitchell, K., Vlissides, N., & Jackson, T. (2015). Concordance of the Mini Psychiatric Assessment
Schedule for Adults with Developmental Disabilities and the Brief Symptom Inventory. Journal of
Intellectual Disability Research, 59, 170- 175.
Berrios, R., Totterdell, P., Kellett, S. (2015) Eliciting mixed emotions: A meta-analysis comparing models, types
and measures. Frontiers in Psychology 6(MAR)
Berry, K., Haddock, G., Kellett, S., Roberts, C., Drake, R., Barrowclough, C. (2015) Feasibility of award-based
psychological intervention to improve staff and patient relationships in psychiatric rehabilitation
settings British Journal of Clinical Psychology
*Boyden, P., Knowles, R., Corcoran, R., Hamilton, S., & Rowse, G. (2015) A preliminary investigation into theory
of mind and attributional style in adults with grandiose delusions. Cognitive Neuropsychiatry 20(2):109-121
01 Jan 2015
Brock, R.*, Rowse, G., Slade, P. (2015) Relationships between paranoid thinking, self-esteem and the menstrual
cycle. Archives of Women’s Mental Health.
Brown, A., Mountford, V., & Waller, G. (2014). Clinician beliefs about what therapeutic techniques drive weight gain
over the early part of outpatient cognitive behavioral therapy for anorexia nervosa. The Cognitive Behaviour
Therapist, 7, e10, 1-12.
Burns, P*., Kellett, S., Donohoe, G. (2015) “Stress Control” as a Large Group Psychoeducational Intervention at
Step 2 of IAPT Services: Acceptability of the Approach and Moderators of Effectiveness Behavioural and
Cognitive Psychotherapy
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CPU Annual Report 2015
Calvert, R.*, Kellett, S. (2014) Cognitive analytic therapy: a review of the outcome evidence base for
treatment. Psychol Psychother 87(3):253-277
Calvert, R.*, Kellett, S., Hagan, T. (2015) Group cognitive analytic therapy for female survivors of childhood sexual
abuse British Journal of Clinical Psychology
Firth, N*., Barkham, M., Kellett, S. (2015) The clinical effectiveness of stepped care systems for depression in
working age adults: A systematic review Journal of Affective Disorders 170:119-130
Firth, N*., Barkham, M., Kellett, S., Saxon, D. (2015) Therapist effects and moderators of effectiveness and
efficiency in psychological wellbeing practitioners: A multilevel modelling analysis Behaviour Research and
Therapy 69:54-62
Hague, B*., Thompson, A. R., Sills, J*. (in press). An evaluation of the benefits to a UK Health Care Trust of
working in a partnership with a hospital in Northern Uganda: International partnership working in health.
Journal of Health Psychology - Globalization and Health
Hall, R., Rowse, G., Slade, P. (in press) Relationships between Paranoid Thinking, Self-Esteem and the Menstrual
Cycle Archives of Womens Mental Health
Hammond, S*., Thompson, A. R., & Parker, K. (2015). Evaluation of Prevention and Management of Violence /
Aggression (RESPECT) Training on a Mental Health Ward in Gulu, Northern Uganda. African Journal of
Traumatic Stress, 4, 33-39
Holmqvist, R., Philips, B., Barkham, M. (2015) Developing practice-based evidence: Benefits, challenges, and
tensions. Psychotherapy Research 25(1):20-31
Homer, C., Thompson, A., Todd, A. (2015) Do bariatric surgery patients reframe normality along their weight loss
journey? European Association of Social Anthropologists: Medical Anthropology Network
Kellett, S., Matuozzo, H., Kotecha, C. (2015) Effectiveness of cognitive-behaviour therapy for hoarding disorder in
people with mild intellectual disabilities. Res Dev Disabil 47:385-392
Kosmerly, S., Waller, G., Robinson, A. L. (2015). Clinician adherence to guidelines in the delivery of family-based
therapy for eating disorders. International Journal of Eating Disorders, 48, 223-229.
Liddle, M., Baker, S., Smith, M., Thompson, A. (2015). Psychosocial outcomes in orthognathic surgery: A review
of the literature. The Cleft Palate-Craniofacial Journal, 52, 458-470: doi: 10.1597/14-021
Lindsay, C., Greve, B., Cabras, I., Ellison, N., Kellett, S. (2015) Assessing the Evidence Base on Health,
Employability and the Labour Market - Lessons for Activation in the UK Social Policy and Administration
49(2):143-160
Lindsay, W.R. Tinsley, S., Beail, N., Hastings, R. P. Jahoda, A., Taylor, J. L. & Hatton, C. (2015).A preliminary
controlled trail of a trans-diagnostic programme for cognitive therapy with adult with intellectual disabilities..
Journal of Intellectual Disability Research. 59, 360-369
Lucock, M., Halstead, J., Leach, C., Barkham, M., Tucker, S., Randal, C., Middleton, J., Khan, W., Catlow, H.,
Waters, E., et al. (2015) A mixed-method investigation of patient monitoring and enhanced feedback in
routine practice: Barriers and facilitators Psychotherapy Research 25(6):633-646
Mcclintock, AS., Stiles, WB., Himawan, L., Anderson, T., Barkham, M., Hardy, GE. (2015). An investigation of
client mood in the initial and final sessions of cognitive-behavioral therapy and psychodynamicinterpersonal therapy Psychotherapy Research
Moss TP, Lawson V, White P, The Appearance Research Collaboration (includes Thompson A. R.). (2015)
Identification of the underlying factor structure of the Derriford Appearance Scale 24. PeerJ, 3:e1070; DOI
10.7717/peerj.1070
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CPU Annual Report 2015
Moss TP, Lawson V, White P, The Appearance Research Collaboration (includes Thompson A. R.). (2014)
Identification of the underlying factor structure of the Derriford Appearance Scale 24. PeerJ PrePrints
2:e605v1 http://dx.doi.org/10.7287/peerj.preprints.605v1
Nattrass, A.*, Kellett, S., Hardy, GE., Ricketts T. (2015). The Content, Quality and Impact of Cognitive Behavioural
Case Formulation During Treatment of Obsessive Compulsive Disorder. Behav Cogn
Psychother,43(5):590-601
Parker, Z. *, & Waller, G. (2015). Factors related to psychotherapists' self-assessment bias when treating anxiety
disorders. Behaviour Research and Therapy, 66, 1-7.
Pennazio, M.*, Spada, C., Eliakim, R., Keuchel, M., May, A., Mulder, CJ., Rondonotti, E., Adler, SN., Albert, J.,
Baltes, P., Rowse, G., et al. (2015) Small-bowel capsule endoscopy and device-assisted enteroscopy for
diagnosis and treatment of small-bowel disorders: European Society of Gastrointestinal Endoscopy (ESGE)
Clinical Guideline. Endoscopy 47(4):352-376 Apr 2015
Poerio, G.L.*, Totterdell,P., Emerson, L-M., Miles, E. (2015). Helping the heart grow fonder during absence:
Daydreaming about significant other replenishes connectedness after induced loneliness. Cognitive and
Emotion
Poerio, G.L.*, Totterdell,P., Emerson, L-M., Miles, E. (2015). Love is the triumph of the imagination: Daydreams
about signisficant others are associated with increased happiness, love and connection. Consciousness
and Cognition, 33,135-144
Purdie, F., Kellett, S. (2015). The Influence of Presenting Health Condition on Eventual Return to Work for
Individuals Receiving Health-Related Welfare Benefits Social Policy and Administration, 49, 236-253
Rayner, K T.*, Wood, H., Beail, N., & Nagra, M. K. (2015). Intellectual disability, personality disorder and
offending: a systematic review. Advances in Mental health and Intellectual Disabilities. 9, 50-61.
Rayner, K T.*, Wood, H., & Beail, N. (2015). The ‘double bind of dependency’: early relationships in men with
learning disabilities living in secure settings. British Journal of Learning Disabilities. 43, 186-193.
Richardson, T., Elliott, P., Waller, G., & Bell, L. (2015). Longitudinal relationships between financial difficulties and
eating attitudes in undergraduate students. International Journal of Eating Disorders, 48, 517-521.
Scott, AJ.,* Webb, TL., Rowse, G. (2015). Self-help interventions for psychosis: A meta-analysis. Clinical
Psychology Review, 39, 96-112
Simpson-Southward, C.*, Waller, G., & Hardy, G. (in press). Supervision for treatment of depression: An
experimental study of the role of therapist gender and anxiety. Behaviour Research and Therapy.
Stiles, W.B., Barkham, M., Wheeler, S. (2015). Duration of psychological therapy: Relation to recovery and
improvement rates in UK routine practice. British Journal of Psychiatry, 207, 115-122
Strauss B.M., Shapiro D.A., Barkham, M., Parry, G., Machado, P.P.P. (2015). “The Times They Are a-Changin'”:
25 years of Psychotherapy Research – A European and Latin American perspective Psychotherapy
Research 25, 294-308
Tatham, M., Turner, H., Mountford, V. A., Tritt, A., Dyas, R., & Waller G. (in press). Development, psychometric
properties and preliminary clinical validation of a brief, session-by-session measure of eating disorder
cognitions and behaviors: The ED-15. International Journal of Eating Disorders.
Toli, A.*, Webb, TL., Hardy, GE. (2015). Does forming implementation intentions help people with mental health
problems to achieve goals? A meta-analysis of experimental studies with clinical and analogue
samples British Journal of Clinical Psychology
Thompson, A. R. (2014). Treatment challenges: Getting psychodermatology into the clinic. Dermatological
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CPU Annual Report 2015
Nursing, 13, 26-31 – invited article
Tritt, A., Kelly, J., & Waller, G. (2015). Patients’ experiences of clinicians’ crying during psychotherapy for eating
disorders. Psychotherapy, 52, 373-380.
Turner, H., Marshall, E., Stopa, L., & Waller, G. (2015). Cognitive-behavioural therapy for outpatients with eating
disorders: effectiveness for a transdiagnostic group in a routine clinical setting. Behaviour Research and
Therapy, 68, 70-75
Waller, G., Kosmerly, S., & Robinson, A.L. (in press). Patterns of delivery of cognitive-behavioural therapy for the
eating disorders: What clinical variables predict adherence to evidence-based methods? The Cognitive
Behaviour Therapist.
Waller, G., & Mountford, V. A. (2015). Weighing patients within cognitive-behavioural therapy for eating disorders:
How, when and why. Behaviour Research and Therapy, 70, 1-10.
Webster, R.*, Norman, P., Goodacre, S., Thompson, A. R., & McEachan, R.R.C. (2014). Illness representations,
psychological distress and non-cardiac chest pain in patients attending an emergency department,
Psychology & Health, DOI: 10.1080/08870446.2014.923885
Webster, R.*, Thompson, A. R., Norman, P. (2015). ‘Everything’s fine, so why does it happen?’ A qualitative
investigation of patients’ perceptions of noncardiac chest pain. Journal of Clinical Nursing, 24, 1936-1945.
doi: 10.1111/jocn.12841
Webster, R.*, Thompson, A. R., Norman, P., Goodacre, S., (in press). The acceptability and feasibility of an
anxiety reduction intervention for emergency department patients with non-cardiac chest pain. Psychology,
Health, & Medicine
Book Chapters & Journals
Waller, G. (in press). The functional analytic model of anorexia nervosa and bulimia nervosa. In T. Wade (Editor).
Encyclopaedia of Feeding and Eating Disorders. New York, NY: Springer.
Waller, G. (in press). Treatment-matching: Eating disorder diagnosis and selection of the best treatment. In T.
Wade (Editor). Encyclopaedia of Feeding and Eating Disorders. New York, NY: Springer.
Turner, H., Tatham, M., Mountford, V. A., & Waller, G. (in press). The ED-15: A brief measure of eating pathology
for session-by-session use. In T. Wade (Editor). Encyclopaedia of Feeding and Eating Disorders. New
York, NY: Springer.
Conferences & invited presentations
Cowdery, N. D. *, & Waller, G. (2015). The view from the other chair: How eating-disordered patients describe their
experience of cognitive behaviour therapy (Paper). Eating Disorders Research Society, Taormina, Italy.
Krasuska, M., Millings, A., Lavda, A., Thompson, A. R. (2015). Psychosocial well-being and quality of life (QoL) in
rosacea: a systematic literature review. Poster presentation 95th Annual Meeting of the British Association of
Dermatologists, Manchester, 07/07/2015
Krasuska, M., Thompson, A. R., Millings, A., Lavda, A. (2015). A self-help online intervention to increase wellbeing in people with skin conditions: pilot evaluation. Poster presentation, European Association of Behavioural
Cognitive Therapy Annual Conference, Cyprus, September
Krasuska, M., Thompson, A. R., Millings, A., Lavda, A. (2015). Attachment orientation, adherence to treatment,
and psychological adjustment in individuals with skin conditions. Oral presentation, European Association of
Behavioural Cognitive Therapy Annual Conference, Cyprus, September
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CPU Annual Report 2015
Montgomery, K., Thompson, A., Norman, P., Messenger, A. (2015). Mindfulness and psychosocial distress
associated with visible skin conditions. Oral presentation at The 23rd World Congress of Dermatology, Vancouver.
Montgomery, K., Thompson, A., Norman, P., Messenger, A. (2015). Mindfulness and psychosocial functioning in
visible skin conditions. Poster presentation, European Association of Behavioural Cognitive Therapy Annual
Conference, Cyprus, September
Montgomery, K., Thompson, A., Norman, P., Messenger, A. (2015). The social experience of living with a visible
skin condition Poster presentation British Dermatological Nursing Group Annual Conference, June, Harrogate
Page, B., Buchanan, P., Gracie, H., Allan, E., Thompson, A. (2015). Mind your language! An exploration of how
language can influence people’s understanding of health care information. Poster presentation British
Dermatological Nursing Group Annual Conference, June, Harrogate.
Tatham, M., Athanasia, Dodd, J., & Waller, G. (2015). The effect of pre-treatment psychoeducation on eating
disorder pathology among patients with anorexia nervosa and bulimia nervosa (Paper). British Association for
Behavioural and Cognitive Psychotherapies, Warwick, UK.
Thompson A. R. (2015). Appearance, well-being, and society: A call to arms. Invited presentation/discussant.
Visible difference: An interdisciplinary symposium, organized by the interdisciplinary network on human perfection,
University of Sheffield, July 2015
Thompson A. R. (2015). Appearance, well-being, and society: Visible difference. Invited presentation at the GTiCP
Administrators Conference, University of Sheffield, July 2015
Thompson, A. R. (2015). Appearance, wellbeing, and society. Invited presentation at The Northern Network of
Medical Humanities Workshop (funded by Wellcome), University of Sheffield, 10/06/2015.
Thompson, A. R. (2014). The psychological impact of living with skin disease. Invited speech at a Parliamentary
Roundtable to examine the barriers to employment for people with skin conditions, Portcullis House, London,
Thursday 6th November 2014, organised by The British Association of Dermatologists
Turner, H., Marshall, E., Stopa, L., & Waller, G. (2015). Cognitive-behavioural therapy for outpatients with eating
disorders: Effectiveness for a transdiagnostic group in a routine clinical setting (Paper). British Association for
Behavioural and Cognitive Psychotherapies, Warwick, UK.
Waller, G. (2015). Exposure-based treatment for eating disorders: Terrified patients and scared clinicians
(Workshop). London International Eating Disorders Conference, London, UK.
Waller, G. (2015). Using Exposure with Response Prevention in CBT for Eating Disorders: Why We Don't, Why We
Should, and How to Do So (Workshop). International Conference on Eating Disorders, Boston, USA.
Waller, G. (2015). The ED-10: Development and validation of a brief, session-by-session measure of eating
disorder cognitions and behaviors (Paper). International Conference on Eating Disorders, Boston, USA.
Waller, G., Turner, H., Tatham, M., Bennetts, A., Dodd, J., Ingram, L., & Bramwell., K. (2015). Brief cognitivebehavioural therapy for normal weight eating-disordered outpatients: Does half the dose mean half the effect?
(Paper). British Association for Behavioural and Cognitive Psychotherapies, Warwick, UK.
Waller, G. (2015). Therapist drift in delivering CBT for eating disorders: Formulating the problem (Paper). British
Association for Behavioural and Cognitive Psychotherapies, Warwick, UK.
Waller, G. (2015). Our beliefs about the therapeutic alliance: Good clinical judgement or overvalued ideas?
(Paper). British Association for Behavioural and Cognitive Psychotherapies, Warwick, UK.
Waller, G., Turner, M., & Tatham, M. (2015). Brief cognitive behaviour therapy for bulimic disorders: Outcome from
a case series (Paper). Eating Disorders Research Society, Taormina, Italy.
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CPU Annual Report 2015
Grants
Changing Faces. Thompson, A. R. Evaluation of Changing Faces Practitioner Services in Great Ormond Street
Hospital for Children, NHS Foundation Trust, Sheffield Children’s Hospital NHS Foundation Trust, and Salisbury
NHS Foundation Trust (£27,000)
MRC (PHIND). Rowe, R., Stride, C., Thompson, A., Poulter, D. Reducing newly-qualified driver crash risk:
Identifying behavioural targets (awarded August 2015). £187,000
STEPWISE: Structured lifestyle Education for People WIth SchizophrEnia (2014). Total funding = £1,960,000;
funding to University of Sheffield = £33,415. Funded by the NIHR Health Technology Assessment (HTA)
Programme (CI: Richard Holt; PI’s include Glenn Waller; no other local Pi’s)
Tropical Health Education Trust. Parker, K., Onyachi, N., Kateregga, C., Nyeko, P., Thompson, A. Respectful
Management of Violence and Aggression Training in Gulu Regional Referral Hospital and Surrounding Districts.
Awarded July 2015 £82,748 (£13,525 to Sheffield).
University of Sheffield Interdisciplinary PhD network. 2014-2017. Withington P., Sabroe I., Thompson A. R., Moses
J., Gleeson G. C., Cooper R., Reuber M., Stone B., Messenger A. G., Grown I. (2014-2016). Disease knowledge
and shame in historical and cultural perspectives.
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CPU Annual Report 2015
APPENDIX 9(a) Northern DClin Psy meeting minutes 14th April 2015
Northern Clinical Psychology Training Programmes Meeting
14th April 2015
Halifax Hall, University of Sheffield
Present
Nick Hutchinson (University of Hull)
Phil Rowley (University of Hull)
Bill Sellwood (Lancaster University)
Gary Latchford (University of Leeds)
Jan Hughes (University of Leeds)
Laura Golding (University of Liverpool)
Jim Williams (University of Liverpool)
Ian Fleming (University of Manchester)
Linda Steen (University of Manchester)
Gillian Hardy (chair) (University of Sheffield)
Liza Monaghan (University of Sheffield)
Sarah Radgick (minutes) (University of Sheffield)
Glenn Waller (University of Sheffield)
Tim Prescott (Teesside University)
Claire Maguire (Pennine Care NHS)
Claire Pearson (Sheffield NHS)
Gwyneth de Lacey (Sheffield NHS)
Tim Cate (Tees, Esk, Wear Valleys NHS)
Alison Longwill (Woodcote consulting)
For clarification, from 1st April 2015 we are to be known as NHS North & Health Education North.
1. Brief updates from Programmes/Services
Hull,
The programme is currently undergoing some structural changes. From 1 June 2015 Nick Hutchinson is to be
permanently appointed as Programme Director.
Chrissie Blackburn is leaving at the end of April. There will be Academic and Clinical coordinator roles, which
will be recruited to internally, and then a number of vacant tutor roles.
There has been increased stability over the last 18 months with permanent Faculty Dean and Head of
Department.
Lancaster,
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CPU Annual Report 2015
Bill has now been in post at Lancaster for 6 months, and is in place alongside relatively new faculty Dean and
Head of Department. The programme is currently focusing on the changes need to meet the new accreditation
criteria.
Leeds,
Gary Latchford and Jan Hughes took over their current positions a year ago. Since then there have been a few
changes in the programme team including one of the administration team. They have recently appointed a
Teaching Fellow for 1.5 days a week in Neuropsychologist area who will join the lecturing team in the summer.
The programme will imminently be moving to the newly refurbished medical school building.
In June the Leeds programme will have a BPS accreditation visit. In preparation GL & JH have re-written the
majority of their programme documents to incorporate the new criteria the BPS has introduced with regard to
self-evaluation and competencies.
Leeds have been working alongside the Hull & Sheffield programmes to develop a therapy competencies
document.
A new advisory group has been set up with the 7 Trusts the programme uses to discus and share information
around workforce data and commissioning.
Liverpool,
John Read the Programme Director has left the programme, in the interim his position is being covered by
Peter Kinderman
Since moving to be under the School of Psychology the programme has been successfully reviewed by the
University Institute of Learning and Teaching.
The programme is expecting an accreditation visit next June, in preparation the programme are looking at
therapy competencies and how they can be benchmarked against.
The major threat for the programme currently is the shrinking number of supervisors taking on trainees and the
implications that this has on the trainee experience. Perhaps due to multiple factors- Trusts not having time to
train, some areas are not recruiting
Manchester,
The programme team has remained reasonably stable. The 3 NW programmes are commissioned together and
the trainee number split equally between them. (24 each this year).
Accreditation visit is due in 2016 with the programme team currently mapping competencies, there is a fear that
this change may mean that the trainees are not as rounded. The programme is currently trying to give more
teaching/guidance on leadership qualities.
To record trainee experiences a written narrative portfolio rather than a logbook has been introduced recently
and is going well so far.
The programme got rid of paper course information materials last year, the documents are all now available
online.
There has been some joint teaching opportunities on introduction of supervision with 2 other programmes at the
University (counseling & education) with the aim to develop this further in the future.
Next year the programme has offered a training place to 1 overseas candidate from a less economically
developed country a part of the university widening participation agenda.
Sheffield,
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No recent changes to the programme team.
The programme is reviewing the accreditation criteria and developing how the competencies will be meet by
the trainees.
There have been a few complicated trainees issues with the current cohort, which has provided a challenge for
both teaching & administration staff.
The programme is currently facing financial pressures and has been working at ways to reduce the budget
which has been encouraged by the commissioners. In light of this the course has offered places to 2
International applicants this year.
As a Clinical Psychology Unit supervision is prominent, and we are in the 3rd year of running a Postgraduate
Certificate in Supervision for supervisors in the NHS.
The programme is also looking to develop its relationship with Educational Psychology, with the aim of offering
shred teachings where appropriate.
Looking to the future the programme is considering offering a placement for trainees to Uganda. Although this
is still in the early stages.
Teesside,
There has been a recent accommodation change for the programme, where they are now settling in. The
University has recently appointed a new Vice Chancellor as well as a new Faculty Dean.
Currently the programme offers an organizational placement but it is unclear whether this will continue to be
offered as it may mean that trainees are not able to meet the new BPS criteria of completing 2 therapy models.
The Teesside programme has approval to undergo International recruitment, however they have currently
paused on taking this development any further. The programme has currently got 2 fee-paying trainees from
Jersey, who flies in to the course on a weekly basis.
Sheffield NHS
Gwyneth de Lacey,
The Sheffield programme has been proactive in reducing their costs, going to the commissioners and asking
how the programme is doing in terms of benchmarking and available money.
It was noted that we are not training enough trainees locally (in Sheffield area) so collaborative work is the way
forward for the service.
As service provider, nationally we will be pushing for the 5 year plan, with the plan for the NHS including mental
health. We are to become part of a family of psychological therapies. Collaborations across the north will be
developed for Services, not just training programmes.
The service that have done well in the current climate are those that have been proactive- in Sheffield Child
and Adult Services. They have changed structures and downgraded some positions internally rather than
letting anyone else dictate what happens to the service.
Claire Pearson,
From Sheffield CAHMS feedback that she continues to have excellent trainees on placement. Their leadership
and formulation skills have become apparent when mixing with other professionals in the service.
Pennine Care NHS
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CPU Annual Report 2015
Claire Maguire,
The Trust are currently looking at the shape of the workforce and the forecast for the 5 year plan. No posts
have been downgraded nor has anyone been made redundant at this point in time. There is an opportunity to
look at a more whole person tariff care approach.
It was noted that the newly qualified trainees seem keen and enthusiastic to changes, and it is some times the
existing staff that are not always accommodating. There is a need to continue to shape staff especially in the
next 3-5 years.
There is a changing workforce with a lot of people leaving in the next 5 years. This is a worry with regard to the
current specialisms in the area and potential lose of them. The change in workforce has also meant that some
psychologists are taking up positions earlier than they had originally imagined upon being qualified.
For information- Claire provides teachings in: Development of Business, health economics, and writing tenure
proposals
Tees, Esk, Wear Valleys NHS
Tim Cate,
The Northeast has successfully created a psychological therapies sub-group, which has managed to map out
the workforce of the northeast. Which has been hugely advantageous giving an idea of what/who is out there,
and also given some influence in maintaining the current number of commissions for Newcastle and Teesside.
In the future it will become increasingly important to have Inter-professional training for employees.
Setting a benchmark for expectation of Band 7 newly qualified psychologists is important. For example,
currently a trainee is securing a position as a band 7 psychologist under a fellow band 7 psychologist who has
been in post for over 15 years.
Areas of discussion following introductions
 Flexible workforce
 Management of BPS criteria
 Supervision
 Leadership & culture
 Placement threats
2. Workforce data & planning
Alison Longwill.
Last year the DCP commissioned Alison to complete a report in Health Education West Midland to review the
reductions in training.
Since publishing the DCP have subsequently asked Alison to expand the project to a national level. There are 2
main aims for the project:
1. To gain a more accurate profile of the number of clinical psychologists (banding, demographics)
If anyone has any information please distribute to Alison
2. Projecting future workforce demand
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CPU Annual Report 2015
Please see additional document for information the Alison provided including her contact details.
3. Commissioning arrangements
Commissions for September 2015 (this does not include international or fee paying trainees)Hull 14,
Lancaster 24,
Leeds 14,
Liverpool 24,
Manchester 24,
Newcastle 14,
Sheffield 18,
Teesside 14,
Total 146
4. PPN- Psychological Professions Network
PPN, has been successful in providing a forum to share information between commissioners and its members. In
18 months that membership has grown to over 1200, there is an overall steering group as well as a number of subgroups for example trainees, IAPT and Clinical leads group. Membership is welcome to anyone working in the
psychological services.
The network has been invaluable in getting a voice heard with Health Education Northwest, with the door open to
communication there has been some valuable re-configuration.
Anyone can join at www.nwppn.nhs.uk
The network is backed financially by Health Education NW, which includes funding for two positions (Gita Bhutani
and Claire Baguley) and for conferences.
It provides a forum to share information regarding jobs, CPD courses and more.
Is this a module to copy in different regions or would we prefer one PPN for the North?
If regional PPN networks are set up would commissioners be able to provide financial support. Could have
Northeast, Northwest and Yorkshire & Humber PPN networks.
5. Implementing new BPS criteria
Jan and Gary fedback to the group changes that they had identified prior to submission of accreditation
documentation before their visit in June.
The accreditation continues to exist with an HCPC and BPS collaboration. The visit in June will be shorter than
previously with only a day and a half.
They provide the programme with a timetable to be populated with representation from trainees, course team,
service users and commissioners.
A new list of competencies is provided.
There are two forms that need to be submitted- (1) self-evaluation questionnaire (2) competency document.
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CPU Annual Report 2015
The BPS have acknowledged that there is a change in documentation that is required of the programme and as
previously done the programme will submit additional documents for support for example progamme handbook,
and assessment guidance.
The main differences from the previous submission relate to clinical aspects of the programme rather than
research.
Three main challenges(1) envivo assessment
(2) programme standards in relation to organization, leadership and provision of supervision (3) neuropsychology
teaching and testing
The group briefly discussed Envivo assessment requirements, considering OSCEs or having real coursework taken
from recordings on placement.
Leeds currently has an observation form for trainees to be complete on placement. With this form and with regard
to other competencies being met we are depending on the supervisor reliant on trainees self-reporting the
acquisition of competencies.
Sheffield is using the Roth & Piling model to map CBT competencies and have produced a document with 2 parts:
Have you had the teaching on this? and have you demonstrated this on placement?
UCL use a traffic light system when meeting competencies. (Red, yellow, green)
Action: For all in years time to share how we have met the competencies across therapies and how it is
documented
6. What do we do next? The future
There are enough discussion points from today to be able to set another Agenda. It is proposed that for now we set
a further meeting in September to take place in Leeds.
Action: Sarah to send out a doodle poll with proposed dates for September
Distribution of minutes to everyone on email list
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CPU Annual Report 2015
APPENDIX 9(b) Northern DClin Psy meeting minutes 15th September 2015
Northern Clinical Psychology Training Programmes Meeting
15th September 2015
Liberty Building, University of Leeds
Present
Nick Hutchinson (University of Hull)
Bill Selwood (Lancaster University)
Gary Latchford (University of Leeds)
Jan Hughes (University of Leeds)
Laura Golding (University of Liverpool)
Jim Williams (University of Liverpool)
Ian Fleming (University of Manchester)
Lara Bennett (University of Manchester)
Linda Steen (University of Manchester)
Theresa Marrinan (University of Newcastle)
Gillian Hardy (University of Sheffield)
Liza Monaghan (University of Sheffield)
Sarah Radgick (minutes) (University of Sheffield)
Claire Maguire (Pennine Care NHS)
Gwyneth de Lacey (Sheffield NHS)
Gita Bhutani (Lancashire NHS)
Kate Gendle (Humber NHS)
Dorothy Frizelle (Mid Yorks NHS)
Simon Gelsthorpe (Bradford District Care Trust)
Apologies: Rob Dudley, Glenn Waller, Nigel Beail, Alistair Duff, Claire Lomax, Tim Prescott, Anna Daiches
1. Minutes from the last meeting
Item 3- Leeds commissions amended to 16
2. Brief updates from Programmes/Services
There are very few trainees in the Yorkshire & Humber area who have not been able to secure employment.
Most trainees have jobs within the local area. Some positions have not been appointed to and remain vacant.
Programmes:
Hull
The programme is due to submit its BPS implementation plan in September, with the visit scheduled to take
place 2017/18.
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CPU Annual Report 2015
In relation to previously vacant positions a new Academic Director and Clinical Director have been appointed
and commenced their new positions in August. Interviews for 3 new tutors at 0.4fte each will commence shortly
(2 clinical & 1 academic). To get the positions approved applications had to be submitted to faculty using
information on staffing levels comparable to the other DClinPsy programmes in terms of tutor to trainee ratios.
NH collected data regarding staffing, with 18 programmes returning information. The BPS are looking to
expand the accreditation criteria to take into account levels of admin staffing. Information available from NH if
anyone is interested.
Lancaster
BS has now been in post for over a year.
The programme is currently reviewing the agreement between host Trusts and the University, highlighting any
existing issues (particularly related to employment) and updating. Currently half of the programme team are
employed by the trust and focus on clinical elements of the programme, whilst the University staff cover
research and parts of the curriculum.
Selection changes: the aim is to have a fair way of shortlisting as possible. Applicants are not asked about their
knowledge of clinical psychology theory or experience in clinical practice setting. Instead the programme offers
places to who are the ‘most suitable’ to be trained. Candidates will be asked to complete shortlisting tests. This
new system is going to be trialed for 3 years.
As a way of validating whether this system works Lancaster will be liaising with Liverpool who they usually have
a number of the same applicants with, to see whether they are identifying the same top candidates given the
methods of selection are so different.
Leeds
The programme has recently appointed a new lecturer, Tom Cliffe, specializing in working with children and
their families. The programme has completed and passed the BPS accreditation visit with no conditions, 4
things to consider and a number of commendations. Part of the success JH and GL reflected on may have
been down to spending a lot of time reviewing and amending their paperwork with input from all members of
the programme.
The programme also celebrated it’s 50th birthday over the summer.
Liverpool
Forward planning suggests there will not be any changes in commissions.
The next accreditation visit has been scheduled for June 2016, which the programme is starting to prepare for.
There is currently no update on the vacant Programme Director position on the course. The closing date for
applications was 10 weeks ago but nothing has happened since the deadline. The role is currently being
shared across 3 members of the programme team.
Manchester
Forward planning suggests there will not be any changes in commissions.
No changes to report. The next accreditation visit is due in 2016-17 year
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CPU Annual Report 2015
Newcastle
The commissions for the programme might increase by 2 trainees next year, bringing the total up to 16. It is
likely to be the same for Teesside but not confirmed.
The programme is preparing for their accreditation visit. The teaching timetable has been altered in relation to
thinking about the portfolio of CBT and Systemic competencies as previously the teaching was not concurrent
with related placements.
A new Research tutor has recently been appointed.
The programme will also be celebrating its 50th year in the next couple of weeks.
Sheffield
The programme will have its first international trainee started in September. Contracts are currently being
confirmed with the Trust for the trainee to be able to complete placements, which will be called the ‘License to
Operate’. Sharon Oliver now works at the University and is developing an agreement between the University
and Trusts. Liverpool has developed a generic agreement between the university and Trusts.
Could we as a group of northern programme provide finances to pay for an international trainee from the
developing nations to complete the programme.
In the last year the programme has had a lot of challenging situations with trainees, which hasn’t been the case
previously. How do other programmes deal with these, and their implications for NHS HR matters? (Add to
possible agenda items).
Teesside no attendees
Trusts:
Sheffield NHS
International trainees are not employed by the Trust. Humber & Lancashire Trusts (that host trainees) have
received placement tariff. Sheffield trust has not yet got a placement tariff confirmed. Could this tariff
information be shared to ensure programmes and trusts are being treated fairly? We need to try to understand
why we have differences in costs for training. The commissioners will share it between themselves but we also
need to understand this.
GDL has met with Cheryl Day, new Lead for Mental Health and learning Disabilities for HE Y & H South
Yorkshire commissioner.
Locally a review of the psychological governance arrangements across the trust has been completed. The
department is not going to follow the Allied Health Professions (AHP) and instead are trying to stay in line with
current arrangements.
The Care Quality Commission (CQC) only monitor and inspect services within medicine, and should be based
on delivery of psychological services including management & leadership.
Action- Humber & Lancashire to share information on placement tariffs with Sheffield so that we ensure
consistency.
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CPU Annual Report 2015
Bradford
Concerns about the number of posts that are remaining vacant and those where recruitment takes a significant
amount of time.
The governance arrangements have been reviewed with clinical psychologists taking the lead role across all
professions in the area.
Mid Yorks
DHP has completed a clinical health psychology survey which is available online.
The workforce is growing and this is in terms of higher positions as well as newly qualified psychologist
positions. The Trust is currently experiencing different trends to those shown in GDL’s presentation. This may
be due to having a younger workforce in health psychology specifically.
Best practice tariff; trusts can bid for higher tariff if clinical psychologists involved. This is finance driven, with
trusts employing more psychologists.
Lancashire
There are 3 service leads that are due to retire in the next year that may take time to replace.
The PPN network currently has 1400 members and everyone is welcome to join. The annual event will take
place in November with the focus being on wellbeing.
Lancashire Care currently has a vacant 8C position that has been available for some time, originally advertised
as an 8D position.
There have been some changes to the IAPT commissions in the area.
Leeds
The role of clinical psychologists in the local Mental Health Trust has been changing for some time and
becoming more complex. The ability to offer Older Adult placements has become more difficult and this is
starting to spread to other specialties.
Humber
There have been some massive changes in the board, with all members changing. The department has moved
from a medical to a nursing directorate.
AHPs now under KGs lead; Nursing Quality and AHP is the new title that doesn’t explicatively include clinical
psychology. KG is raising the concern with regard to the name.
KG is also looking at having a head of psychology position created, as she is not able to give the time needed
to the profession.
3. Workforce data & planning: BPS survey, Gwyneth de Lacey
The information from today’s meeting are not yet in the public domain.
Following on from the last meeting, the Leadership and Management faculty have commissioned Alison
Longwill to complete a piece of work on workforce data and planning. The faculty is also looking at the value
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that is placed on the role of clinical psychologists in a narrative format and not solely numerically. A national
steering group has been created with a number of DCP representatives to look further at the results.
The research has been commissioned as a response to the high number of cuts to training commissions that
were made in the East Midlands. A full explanation of the data that has been collected will be made before it is
distributed further. Information has been successfully gathered using Freedom of information requests, data
sets from HCPC and surveys completed by over 4000 professionals.
Points from the slides presented include:
-Electronic staff records: a lot of the staff records are incorrect. Other professions have been incorrectly
coded as clinical psychologists. Originally codes were not available for IAPT PWP and High Intensity
practitioners so they selected the Clinical Psychologist code instead. Although coding is now available some of
the historic records have not been amended.
Service Leads are not always the ones completing the coding exercise as it may be delegated to HR, Finance
or other colleagues. Health Education England is encouraging Service Leads to complete the returns as well as
identifying the number of newly qualified trainees they will need year on year for the next 5 years.
-Loss of elders: there is concern for the loss of experienced practitioners in the profession, particularly linked
to Mental Health Officer (MHO) status As a result of this how are we able to continue providing support for
colleagues including trainees?
-Maternity leave: this is not sufficiently accounted for in the workforce planning data.
-Private practice: Approximately 20% of newly qualified psychologists are now in private practice settings and
this is not being fully accounted for in planning. Some are doing part time in the NHS alongside private work..
ACTION: GDL will ask Alison to relook at the data related to retirement. Many employees who have (MHO)
status are likely to retire at 50-55. In Sheffield GDL has the age profile for every trust and 22% of clinical
psychologists are now over the age of 50.
4. Cheryl Day- Lead for Mental Health and Learning Disabilities, HE Yorkshire & the Humber
Cheryl gave an overview of Health Education England (HEE); there are 13 Local Education Training Boards
including 3 in London. Within these are regions, where it is possible to do so we can work across areas such as
‘the North’.
Yorkshire & Humber appointed a new director who was previously head of finance.
For Health Education Yorkshire & Humber there is no non-NHS workforce data submitted. This means that
when commissions are finalised it can look like we’ll have an over demand of psychologists but in reality this is
not the case.
Commissions are confirmed based on figures from the workforce planning data but if we have narratives such
as the above then this can be presented to the LETB board who define the commissions.
Workforce planning data is collected using the National workforce planning tool, the online system is sent out to
trusts and non-NHS agencies. Specific people from within each Trust have been identified to submit the
returns- with numerical and narrative data. Snap shots are taken from the submissions to decide on the
commissions.
The next deadlines for returns is 25th September and Cheryl will then be submitting to a national level for
commissions on 30th October
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Concerns were raised by meeting attendees regarding the minimal change to the number of trainees places
despite the demand for qualified clinical psychologists in the North. What information could be provided to
influence and increase the number of trainees that are commissioned?
Cheryl’s contact details- Cheryl.day@yh.he.uk
Contact for NW
Contact for NE
5. Commissioning arrangements
Commissions have remained the same across the region as far as programmes are aware, apart from the
possibility of an increase in the NE. Meetings with commissioners are due to take place shortly.
6. Implementing the new BPS criteria
After a successful BPS visit this year Leeds shared how they prepared and what happened on the visit.
-18 months prior to the visit a number of small working groups were set up to identify areas of improvement.
Collectively a few common themes were identified, the summary from these groups were sent to the visiting
team. This reflected that the programme weren’t trying to hide anything but also indicated future improvements
the programme had already identified.
- A SWOT analysis was completed- Groups included services, carer groups, and trainees from different year
groups.
- JH& GL reviewed paperwork in regard to both NHS & University procedures
-Before the visit a significant amount of time was spent with supervisors to explain the changes that were being
implemented to meet the new BPS requirements
-During the visit there was 1 person from BPS and 3 other reviewers
-Feedback following the visit regarding issues to continue to work on:
-Programme could be clearer on its criteria for placement failure
-More feedback on supervisors’ performance
-If any programme wants further information and help then feel free to contact Jan or Gary
7. Links with local DCP branches and input to the courses from DCP
SG is the chair of the Yorkshire & Humber branch of DCP. The aim is to catch people as early as possible to
become members as it is important that trainees know the relevance of their professional body.
Are people connected enough? The NE has recently reestablished their links whilst the NW continues to be
quite strong.
There has been a struggle to recruit numbers from either trainees or qualified practitioners.
In the Sheffield Health and Social Care NHS Trust on the job description commitment to a professional body
such a DCP is a desirable requirement.
LG feedback that last years DCP conference had been good, with a reduced fee for all members.
The next branch meeting is Wednesday 7th October
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8. AOB
Voluntary Assistants. GDL raised that following the voluntary assistant post survey email from DCP on 1
September 2015 that SHSC Trust would not be taking on voluntary assistants. There is the potential for it to be
as exploitative and creates a 2-tier system within the trust.
ACTION GDL to forward the email on for SR to circulate. Programmes and Trusts were urged to read and
submit responses by the deadline.
LG will also forward a related article for circulation on to SR
Open Day. LG explained to the group that Liverpool was planning to hold an Open Day for their programme.
This aim of this is to Widen Access to the programme rather than increase the number of applications. Have
any other programmes done this and if so how many people attended. Leeds have done this in the past and
capped their number at 60.
9. The Future
Manchester will host the next meeting in the spring.
Action SR to send out a doodle poll to confirm an available date
SR to send a list of possible agenda items created from this meeting to the meeting in Manchester.
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APPENDIX 10
Northern IAPT Trainers Group
The Northern IAPT Trainers Group aims to bring together all parties involved in delivering training within the IAPT
workforce with a view to enhancing the provision of training.
Additionally the Northern IAPT Trainers Group will unite educators throughout the North West, including the West
Midlands region. The intent is to develop solidarity amongst training providers, sharing and enhancing practice and
furthering the knowledge base.
The group is open to all individuals and organisations that provide IAPT training within the aforementioned regions.
It will offer them a hub of centralised resources and provide support in the form on an online discussion board
(forum). This forum can also be used to network with other professionals and as a tool to solicit opinion from other
training programmes.
In summary then we aim to use this group in order to do the following:
 Share good practice
 Support trainers
 Innovate
 Share resources
 Provide a point of expertise on IAPT training for commissioners
Future Meetings:
10 May 2016: Manchester 11-2pm
8 November 2016: The Studio, Birmingham 11-2pm
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APPENDIX 11
SYCPEP meeting minutes
South Yorkshire Clinical Psychology Education Partnership Meeting
Notes from meeting held on 3rd February 2015
Present:
Nigel Beail, SWYP NHS FT
Gwyneth De Lacey, SHSC NHS FT
Louise Haggar, RDASH NHS FT
Gillian Hardy, UoS - Chair
Steve Jones, SCH, NHS FT
Johann Labuschagne, STH NHS FT
Kevin Moore, Health Education Yorkshire and the Humber
Sue Walsh, UoS/SHSC NHS FT
1. Apologies: Liza Monaghan
2. Minutes
Minutes from meeting held on 31 July 2014 were agreed as correct.
3. Matters Arising
GDL sent updated information about workforce planning to KM.
Louise Haggar has been appointed as the representative for RDASH.
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4. HEYH
KM updated those present. Health Education Yorkshire and the Humber is in a transition phase. Stage 1 was to
reduce the thirteen LETBs. A structure has been put in above us of four regions to mirror NHS England – North,
South, London and the Midlands. The Managing Directors of each of the thirteen LETBs were reviewed. All three
manager posts in our LETB were removed and replaced with a local director. Laura Roberts is the new Northern
Director. We have a new Director of Education Quality and a new Director of Finance. Phase 1 was completed in
October 2014 and KM is now managing a new group of people. Stage 2 is to achieve 20% management cuts.
Consultation on the structures is finished and staff informed. By the end of March we will have gone through the
transition. Our team is evolving with three senior roles – Head of Workforce Transformation is one section,
Education Transformation another section and Education Commissioning. There are a lot of changes around our
systems. Applying for commissioning changes now has to go through a formal process. We become Health
Education North as of 1st April 2015.
GH enquired if KM could see big changes in terms of our relationships with HEYH or with Education England in
terms of how we go about commissioning or what we should be prepared for. KM stated there would be a lot more
challenge in the system from the centre around value for money. As a LETB we have already had money taken
from us for next year’s allocation. We need to make them think very seriously that that money is for changing and
transforming the workforce. Our investment has to be in the future workforce with a focus on investing in staff.
Questions about tariffs were raised and discussed. KM reported that we make financial allocations to Trusts based
on their educational training placement activity. This includes clinical psychology. How the Trust disperses that
money is up to the Trust but they are encouraged to use it for quality purposes. GH asked what does the tariff
reimburse for, are there specifics for what it should be used for or recommendations? KM reported that it was for
Education training support and quality and service delivery and where we can improve the quality of the educational
experience of the individual. It is designed to reimburse trusts for costs. JL thought it would be appropriate to have
some quality assurance or some feedback from KM that the money would be allocated for its intended use. KM
advised looking at The Learning Development agreement which each Trust signs up for to provide in terms of the
clinical led environment and experience. They have to deliver in full their commitment against the LDA. Also, to
check on the website on best practice guidance about tariff use.
There are possible complications for Clinical Psychology due to hosting arrangements but from 1 st April 2015
monies should be available for Clinical Psychology in Yorkshire and The Humber. All LDAs have been signed off.
From 1st April 2015 we will be paid 100% of tariff in full. Tariff for non-medical is, flat rate, 1 x whole time equivalent
on placement for 38 weeks of the year, which equates to about £3,200. Non-medical tariff is new money that we
have found within our budget. Figures for clinical psychology come from information on the University returns.
Everyone collects data and it was agreed it would be helpful to standardize our figures.
ACTION: SW. Once we have clarified how we calculate our figures we will send out to Heads of Services.
ACTION: KM will provide JL with a copy of the clinical psychology tariff and a copy of the best practice guidance in
terms of tariff and find out how the tariff links into the Trust.
HEYH have never paid for medical tariffs.
ACTION: JL will contact Linda Crofts for further information regarding redistribution of these monies.
5. Impact of local and national drivers
Covered by KM as above.
6. Service Developments
NB reported ongoing transformation and restructuring of services across SWYP. Barnsley is least likely to change
because the model is going to be similar to what Barnsley already had in place. Retention of staff will hopefully be
addressed by restructuring. Learning Disabilities will look a lot different. Children’s Services have not been touched
yet.
GDL reported that lots of organizational change is going on all the time. The whole of the service is undergoing
ongoing developments and organizational and transformational change in trying to keep care closer to home. There
are more primary care developments as well.
SJ reported restructuring and transformational changes with a steady demand for clinical psychologists specifically.
Discussed predominantly female workforce of child-bearing age and implications of several staff being on maternity
leave at any one time generating a demand for a significant number of temporary lower band staff. Finding
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CPU Annual Report 2015
difficulties in recruiting temporary posts and currently also permanent posts. Experiencing recruiting suitable people
at Consultant level difficult.
LH reported that the service was in a state of flux. The Service is losing the Director of Psychological Therapies so
in terms of clinical leadership we are now all in a separate business division but it is not clear strategically which
way RDASH will go when the new Chief Executive is in post.
7. Workforce Developments/Planning
a) Additional commissions
Discussions have taken place between GH, GDL and KM since the summer and brought to the meeting as part of
our push to reduce costs. KM reported there was no movement on additional commissions and GH asked how we
might progress on this. KM reported that from the national education and training commissioning figures on the
Workforce Plan for England that Commissions nationally have been reduced from 532 to 526. A discussion about
the figures followed. People have concerns about the quality of the data. It was agreed that it would be useful to
have a picture of the national trends across all the Courses. This would be good information to gather. Sheffield are
planning to meet with the other northern courses in April and a Yorkshire version of the investment plan with more
detailed data would be helpful to have for that event.
ACTION: KM to produce a Yorkshire & Humber version of the investment plan so we can see the numbers just
across Yorkshire & The Humber.
ACTION: GH/MB to circulate the Education & Training Commissions information sheet to Heads of Service.
b) International students
GH updated KM on our position of taking on international non-EU fee-paying trainees. We have advertised for 2015
and have had some applications. We are in the process of doing some pre-selection work with them and they will
then come into our normal selection process. We are accepting a maximum of two and it will be a trial. We are sure
this will not impact on our commissioned places.
8.CPD Needs/Supervisor Training
a) Supervisor training register
SW reported that under HCPC guidelines, in order to ensure the governance of our supervisors we are putting
together a supervisors register and this is underway. Currently we are putting together a record of which
supervisors have attended which training events. Not everybody is doing that and people have got involved in other
supervision training events and we are trying to include these on our register.
b) Supervisor Workshop
SW reported that in order to make sure that everybody is up to date with all the new developments on the Course,
we are putting together a half-day workshop at the end of April to try and ensure that all our supervisors who can
attend will be informed of the changes on the course. For example, E-portfolios and Learning Logs and the new
BPS Accreditation Criteria as well as Pebblepad and the new web based learning systems that we are running out.
The workshop is for everyone who provides placements, a) to get eligibility to supervise and b) to be updated. All
the courses are doing versions of this so that we are assured of our governance.
9. Placement Issues
a) Placement audit executive summary
The Executive Summary: Placement audit report December 2014 was disseminated. After each placement has
ended the trainee evaluates the placement. That evaluation is then sent to the supervisor and to the clinical tutor to
be signed off. In the report is an evaluation of each of the placements that occurred over the last year, September
2013 – September 2014. We are very pleased to report that universally placements are considered very highly.
They are generally very highly equipped in terms of facilities. Supervision provided from our supervisors is
generally considered of a very high quality and we had a 99% completion rate of the audit. From our perspective
the placement audit is proving to be a very effective way of assessing quality of placements. The full report along
with our Annual Report will be sent out to services shortly. KM confirmed that the work we are doing on placement
audit is sufficient for him instead of the PPQA.
SW reported that it is proving currently very very tight for us placing trainees. NB asked SW to feedback to him
regarding any issues in placing trainees in Barnsley. The service is very keen to get new supervisors on to ISW
training.
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LH offered a specialist forensic placement in her service in Doncaster should we need one.
10. HR/Employment Issues
No issues were raised.
11. Any Other Business
a) PBEIS/Corenet
No issues were raised.
12. Date and time of next meeting
Date: Wednesday 22nd July 2015 Venue: CPU
Heads of Service: 2.30 – 3.30pm
SYCPEP: 3.30 – 5.00pm
If you would like a parking permit, please email Maxine Boon at least two weeks in advance at
m.boon@sheffield.ac.uk.
APPENDIX 13
Annual Feedback Report 2015 – Executive Summary
1. Background & Methodology
This report summarises the views of the Sheffield DClin Psy Programme stakeholder groups obtained through
online survey questionnaires. The findings from the questionnaires form part of the programme’s internal quality
monitoring process, and are fed back to the Programme Training Committee via the Curriculum sub-Committee.
A link to the relevant survey was emailed to all trainees, placement supervisors and external teachers who have
engaged with the programme over the last academic year (Sept 2014 - July 2015). The survey retained the same
questions as last year, and asked stakeholders to rate the key elements of their experience of the programme over
the past academic year. Again, all questions were made mandatory, with a view to reducing the number of ‘skipped’
questions and the rate of attrition.
2. Response Rate
The response rate across each group was as follows: First Year group: 78% (14/18); Second Year group: 94%
(15/16); Third Year group: 72% (13/18); Supervisors: 41% (32/78); External speakers: 44% (64/146).
This represents a decrease compared to last year’s response rate for third year trainees, with the same figures for
the second year. The response rate for external speakers is higher compared to last year (27%), and there is also
a slight increase in the responses from supervisors.
3. Summary of Results
3.1 Trainee Feedback
Generally the effectiveness of the teaching of core competencies was rated highly. Across all three years the
personal and professional development aspects of the programme was also rated highly. Self-awareness and
Reflective Practice was also rated highly across all three years. In addition, Psychological Formulation and
Psychological Assessment were also rated highly.
Placements, feedback on assignments and research support were all rated highly. The support systems were
generally rated well by first year trainees. The second year students also rated support systems highly with the
exception of the Mentor System. For the third year the responses were mixed, with Trainees rating the support of
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CPU Annual Report 2015
the Clinical Tutor and Administration Team as good to excellent, some trainees however did not find the Mentor
System or Personal and Professional Development (RP groups) useful.
3.2 Supervisor Feedback
Supervisors rated placement planning, teaching, and the quality of trainees highly. Placement processes were
similarly rated highly. However the resources available to supervisors were rated less favorably. The website
resources continue to be underutilized and some supervisors indicated that they would like further information
about Trainees prior to commencement of placements. Supervisors also reported some issues associated with the
use of the core-net data outcome collection system.
3.3 External Teacher Feedback
In general external teachers were extremely positive about their experience of providing sessions, including the
support they had received in preparation. Trainees were reported as engaged and a pleasure to teach.
HOWEVER, SOME SPEAKERS COMMENTED NEGATIVELY ON THE QUALITY OF THE AUDIO PROJECTOR
(WHICH CAN BE NOISY). SOME ALSO COMMENTED ON THE ROOM SIZE AND NOISE INTERFERENCE
FROM ADJOINING ROOMS.
4. Action List
1.
2.
3.
4.
5.
Discuss the feedback relating to the Mentor System within the PPD subcommittee.
Discuss the teaching feedback within the curriculum subcommittee.
Discuss the feedback from supervisors within the clinical tutor team.
Review and revise the CPU website and resources available for supervisors.
Ensure that the audio-visual equipment is functioning correctly.
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CPU Annual Report 2015
APPENDIX 14
Improving Access to Psychological Therapies (IAPT)
PG Certificate in Low Intensity Psychological Interventions (PWP)
Service Liaison Form
Trainee Name:
Service:
Service Supervisor Name:
Supervisor Email:
Line Manager:
Manager Email:
Trainee:
To be completed by trainee.
If applicable: any academic or service issues specific to yourself? Use the box below:
Trainee Signature:
Date:
University:
To be completed by academic tutor.
Satisfactory trainee progress:
Yes / No
If applicable: any academic
issues regarding the trainee.
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CPU Annual Report 2015
Tutor Signature:
Date:
Service:
To be completed by service line manager or case/clinical supervisor.
Satisfactory trainee progress:
Yes / No
If applicable, any service or
organisational issues regarding
the trainee.
Manager/Supervisor
Signature:
Date:
Suggested course of action:
No action required
Phone call
Service visit
APPENDIX 16
HONORARY APPOINTMENTS IN CLINICAL PSYCHOLOGY
Honorary Lecturers
Honorary Research Fellow
Honorary Professors in Clinical Psychology
Honorary Teachers in Clinical Psychology 2015
Alick Bush
Jenny Donnison
Eleni Chambers
Maria Downs
Cheryl Davis
Alan Gray
Gwyneth De Lacey
Steve Jones
Dr Jason Davies, Dr Claire Isaac, Dr Rebecca Knowles
Dr Adrian Simpson
Professor Nigel Beail, Professor Graham Turpin, Professor
Pauline Slade
Anne-Marie Lister
David Newman
Andrew Roberts
Shonagh Scott
Sophie Thomas
Pete Walpole
Tony Whiting
Amy Wicksteed
External Examiners 2015
Professor Chris McCusker, Queens University Belfast
Dr Carol Martin, University of Leeds
Dr Richard Brown, University of Manchester
Dr Dean McMillan, University of York
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CPU Annual Report 2015
APPENDIX 17
List of Acronyms
ACC
ACP
BPS
CAT
CLRN
CPD
CPF
CPPAB
CPSC
CPSR
CPU
CS
CSC
CSIP
CSUH
CTCP
DClin Psy
DCP
DDA
EEB
HCPC
IAPT
IEB
IET
IPL
LETBs
LeTS
LSR
MOLE
NGH
NSB
OCSA
PBEIS
PMG
PPD
PPI
PRES
PTC
PWP
RDaSH
REF
RHH
RP
RSC
RTAG
RTP
SAQ
SCH
Assessment of Clinical Competence
Academic Clinical Project
British Psychological Society
Cognitive Analytic Therapy
Comprehensive Local Research Networks
Continuing Professional Development
Clinical Psychology Forum
Collaborative Placement Planning and Allocation Board
Clinical Practice Sub-committee
Centre for Psychological Services Research
Clinical Psychology Unit
Case Study
Curriculum Sub-committee
Care Services Improvement Partnership
Central Sheffield University Hospitals
Committee on Training in Clinical Psychology
Doctor of Clinical Psychology
Division of Clinical Psychology
Disability Discrimination Act
External Exam Board
Health and Care Professions Council
Improving Access to Psychological Therapies
Internal Exam Board
Independent Evaluation of Teaching
Interprofessional Learning
Local Education and Training Boards
Learning and Teaching Support
Library Seminar Room (Psychology Department)
My Online Learning Environment
Northern General Hospital
Non-staffing budget
Observed Clinical Skills Assessment
Practice Based Evidence in Services
Psychology Management Group
Personal and Professional Development
Public and Patient Involvement
Postgraduate Research Experience Survey
Programme Training Committee
Psychological Wellbeing Practitioner
Rotherham, Doncaster and South Humber NHS Foundation Trust
Research Excellence Framework
Royal Hallamshire Hospital
Reflective Practitioner
Research Sub-committee
Regional Training Advisory Group
Research Training Programme
Short Answer Questions
Sheffield Children’s Hospital
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ScHARR
SETs
SHSC
SHSRC
SOPs
SR1
SSC
STH
TUPE
School of Health and Related Research
Standards of Education and Training (HCPC)
Sheffield Health and Social Care NHS Foundation Trust
Sheffield Health and Social Research Consortium
Standards of Proficiency (HCPC)
Seminar Room One (Psychology Dept)
Selection Sub-committee
Sheffield Teaching Hospitals
Transfer of Undertakings (Protection of Employment) Regulations
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