Course Handbook
Course Name: Professional Doctorate in
Clinical Psychology
Year: 2015-16
Contents
Section
Page
Sources of Additional Information
1
1.
Welcome
2
2.
Your course team
4
3.
An introduction to your course
7
4.
The structure of your course
9
5.
Employability
10
6.
Professional recognition
10
7.
Learning, teaching and assessment on your course
11
7.1
Learning and Teaching
11
7.2
Research
11
7.3
Placements and work-based learning
13
7.4
Assessment
18
7.5
How to submit summative assessments
20
7.6
Feedback on your work
20
7.7
External examiners appointed to your course
21
8.
Extra Costs
21
9.
Communication
22
10.
Trainee employment
22
11.
Support and Guidance (including Personal Tutoring)
27
12.
The Student Voice
30
13.
Rules and Regulations
31
Appendix A: Award Learning Outcomes
33
Appendix B: Curriculum Maps
35
Sources of Additional Information
This handbook provides useful information about your course, how it will be delivered and
how you will be assessed. It does not try to give you all the information you will need during
your time at the university. More information can be found in the following places:
On-Line Student Handbook
The on-line student handbook (http://www.staffs.ac.uk/student/guide) provides important
information about the university and the services available to students, including:
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Welcome Week
Student Cards
e:VisionStaffs Portal
Our Student Charter
The Staffordshire Graduate
Term Dates
Timetabling
Student accommodation
Campus and travel information
Finance, fees and support
Disclosure and Barring Service
applications
Visas
Course and module enrolment
Changing your award or modules
Withdrawing or intermitting from
your course
University rules and regulations
Disciplinary matters including
academic misconduct
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Appeals and complaints
Referencing and study skills
(including guidance on completing
assessments)
What to do if you can’t hand in
work due to circumstances beyond
your control
Examinations
Getting feedback on your work
The student voice
Employability and careers
IT services and support
Disability and dyslexia
Counselling
The Nursery
The Multi-Faith Chaplaincy
Graduation
Certificates, Transcripts and
Verification Letters
Module Handbooks
Your course is made up from a number of individual modules. Detailed information on each
module is provided in separate module handbooks. Your module tutor will tell you how to
access the handbook for their module.
The Blackboard On-Line Learning Environment
Information and learning materials for your modules will be provided on the Blackboard online Learning Environment. Blackboard will form an important part of your learning
experience. Please let your module tutor know if you encounter any problems accessing this
material.
1|Page
1.
Welcome to the Faculty of Health Sciences
A very warm welcome to you!
You are joining a vibrant community of staff and students across a wide range of health
science disciplines. Whatever the specific nature of your chosen programme, you will
benefit from a lively mix of people, facilities and resources.
To help you to succeed you will have access to our staff expertise and facilities, and
also to a range of student support services to help deal with your own particular needs
and circumstances. Your success is the measure of ours, so we have a very real interest
in making sure that you make the best of your time here. As well as qualifications, we
want to help you to acquire the skills, knowledge and confidence that will carry you
through to a rewarding and fulfilling professional life. Staff will be available to advise,
encourage and support you throughout your programme. They’re dedicated to helping
you be a success!
We can only support you effectively, however, if we are aware of any problems you are
encountering, so please, if you are struggling with any aspect of settling into University
life, talk to one of us about it. You can approach your personal tutor, your award
leader, our student guidance advisor, or staff in the reception team of the Faculty office.
While the first few weeks at university can seem bewildering, try not to be put off by
this and remember that we are all here to help!
Your part is to take your study seriously, to ensure that you set-aside appropriate time
for your study, to make full use of the diverse range of learning opportunities, both in
class and directed learning activities outside of classes.
You have made a good choice in coming to Staffordshire University. By engaging fully
with your course as well as the students and staff around you, together we will help you
realise your full and unique potential.
My colleagues and I look forward to working with you and wish you every success with
your studies.
Very best wishes,
Dr Nigel Thomas
Dean
Faculty of Health Sciences
Visit our website: http://www.staffs.ac.uk/academic_depts/health/index.jsp
2|Page
Welcome from the Programme Director
Welcome to the Staffordshire Doctorate in Clinical Psychology, especially to the new
cohort of trainees!
This handbook is primarily intended for trainees and supervisors, but will also be a
useful source of information for mentors, lecturers, research supervisors, assessors and
examiners.
The programme is a full-time, 3-year training leading to a Doctorate in Clinical
Psychology (DClinPsy). The programme is approved by the Regulatory Body, the Health
and Care Professions Council (HCPC); successful completion of the award confers
eligibility to apply for Registration as a Practitioner Psychologist with the HCPC. The
programme is also accredited for quality by our Professional Body, the British
Psychological Society (BPS). The programme is delivered from the School of Psychology,
Sport and Exercise, Faculty of Health Sciences at Staffordshire University based in its
Science Centre on Leek Road, Stoke-on-Trent.
The programme is a partnership between the University, the NHS commissioners,
Health Education West Midlands (HEWM), and practising clinical psychologists in two
local NHS Trusts in the counties of Shropshire and Staffordshire. Supervisors from other
statutory and voluntary agencies, such as the Local Authority or the NSPCC and the
private sector, may also make a contribution to the programme. The programme is seen
as part of the local clinical psychology community and seeks to encourage full mutual
participation between the programme and local NHS services. Senior NHS Trust staff
are members of the Award Board of the programme and contribute to progression and
award decisions for each trainee.
The information in this handbook is intended to be as accurate and up-to-date as
possible. It does not, however, replace the entries in the Universities’ Prospectus,
Calendar and Regulations, which are authoritative statements. In case of conflict,
university regulations take priority. The statements in this handbook are made in good
faith. It may however be necessary from time to time to vary courses, procedures, and
other arrangements.
The programme handbook is a working document and is subject to revision in response
to changes in regulations or processes. If you notice any errors or out-of-date
information, please let us know. We would also be grateful for any feedback and
comments about this handbook so we can continue to improve it.
I wish you every success in your studies and I hope you have an enjoyable three years
with us.
Professor Helen Dent
Programme Director
3|Page
2.
Your course team
Name
Job Title
Tel
E-mail Address
Working
Days
Dr Helen
Combes
Academic Director
Principal Clinical
Lecturer
(01782)
295803
h.a.combes@staffs.ac.uk
Mon - Fri
Prof
Helen
Dent
Programme
Director
(01782)
294847
h.r.dent@staffs.ac.uk
Dr Jo
Heyes
Acting Clinical
Director
(01782)
294774
Joanna.Heyes@staffs.ac.uk
Mon-Thurs
Dr Ken
McFadyen
Senior Clinical
Lecturer –
Academic/
Research Tutor
(01782)
295868
k.mcfadyen@staffs.ac.uk
Wed &
Thurs
Dr Helena
Priest
Research Director
(01782)
294580
h.m.priest@staffs.ac.uk
Mon – Fri
Dr Helen
Scott
Senior Clinical
Lecturer –
Academic/
Research Tutor
(01782)
294021
h.scott@staffs.ac.uk
Tue-Fri
Mrs
Pauline
Whiston
Programme
Administrator
(01782)
294007
p.a.whiston@staffs.ac.uk
Wed-Fri
Mon,
Wed – Fri
Our staff team represent a wide range of clinical specialities and research interests, and
we aim to maintain a staff: trainee ratio of 1:10 in accordance with BPS accreditation
criteria, so that we can deliver the programme in a way that is consistent with our
philosophy. Additional members of staff the university and clinicians in Shropshire and
Staffordshire contribute to teaching and research supervision.
Brief biographies of academic staff can be found on the following pages, and more
details can be found on the School of Psychology, Sport and Exercise website:
http://www.staffs.ac.uk/academic_depts/pse/people/
4|Page
Dr Helen Combes
Academic Director and Principal Clinical Lecturer, Registered Clinical Psychologist,
Chartered Psychologist (0.8 wte)
After completing a DClinPsy at Sheffield University in 2001, Helen worked as a Clinical
Psychologist in the Sheffield Learning Disabilities Directorate. Helen moved from
Sheffield to join the programme team in October 2004. She has also worked into
children’s services in a behaviour education and support team in North Staffordshire.
She has a particular interest in working in partnership with parents and families who are
living with disability and uses contextual, third wave approaches such as Acceptance
and Commitment Therapy and Functional Analytic Psychotherapy. She has published on
various aspects of applied and clinical psychology and has a specific interest in
community approaches which empower people, especially those people living with
disability. She continues to undertake clinical work and is a BABCP Accredited Therapist,
having completed her training in Cognitive Therapy in Oxford.
Prof Helen Dent
Programme Director, Registered Clinical & Forensic Psychologist (1.0 wte, 0.8 on the
programme)
Helen was appointed as Programme Director to set up the course in November 2003.
Helen qualified as a clinical psychologist in 1982 at the Institute of Psychiatry in London.
She has taught on the University of Leeds and the University of Birmingham Clinical
Psychology programmes. She has also worked in London, Leeds, Wakefield, Birmingham
and Stoke-on-Trent in clinical psychology services specialising in Alcohol Abuse,
Neuropsychology, Adult Mental and Physical Health, and Children & Families. She has
published on various aspects of applied and clinical psychology, and her current clinical
and research interests concern attachment theory and interviewing of vulnerable
witnesses.
Dr Jo Heyes
Clinical Tutor, Registered Clinical Psychologist (0.8 wte)
Jo joined the programme in September 2012. She trained as a clinical psychologist on
the Southampton course. After qualifying in 2001 she worked for four years in adult
community mental health teams (CMHTs) in West Dorset and also in substance misuse
services there. On moving to Staffordshire in 2005 Jo began working in child and family
services in North Staffordshire, mostly working on early intervention and prevention
with young children and parents. Jo has also worked within a traditional CAMHS (Child
and Adolescent Mental Health Service) team and prior to joining the Programme
managed a local CAMHS team providing services for children and young people with a
wide range of clinical presentations. Her particular interests relate to early attachment
processes, parenting and infant mental health. Jo continues to provide independent
clinical services, and also works with the Department of Health’s Family Nurse
Partnership, supporting the provision of early intervention/prevention services to young
women during their first pregnancy and parenting experience. Jo is currently studying
for the PGCHPE at Staffordshire University.
5|Page
Dr Kenneth McFadyen
Senior Clinical Lecturer & Academic/ Research Tutor, Registered Clinical Psychologist
and Registered Cognitive Behaviour Psychotherapist (0.4 wte)
Ken joined the programme in December 2010. Following qualification from the Coventry
& Warwick Universities training course Ken has worked in Adult Mental Health in
Worcestershire, South Australia and Staffordshire. He has undertaken further training in
EMDR and is an accredited practitioner. Additionally, he has specific interest in 3rd wave
Cognitive Behavioural Therapies such as ACT and Mindfulness based CBT. He has
research interests in clinical supervision, as well as gender identity and sexualities. Ken
also works for two days per week on the CBT/IAPT programme team. He has completed
his PGCHE at Staffordshire University and is near completion of a Master Degree in
Education.
Dr Helena Priest
Research Director, Chartered Psychologist (1.0 wte)
Helena joined the programme in September 2005, and is employed 4 days per week by
Keele University as a Senior Lecturer in the School of Psychology (seconded to the
DClinPSy programme), and 1 day per week at Staffordshire University. Her professional
background is in mental health nursing and she has worked for many years in
nursing/medical education, teaching applied psychology, communication, counselling,
mental health nursing, and research topics. She is a member of the British Psychological
Society Division for Teachers and Researchers in Psychology and the Qualitative
Methods in Psychology sections. Her research interests are in psychological care-giving
in physical illness, the mental health needs of people with intellectual disabilities, and
interprofessional learning, and she has published widely in these areas.
Dr Helen Scott
Senior Clinical Lecturer & Academic/ Research Tutor, Registered Clinical Psychologist
(0.864 wte)
Helen joined the programme in April 2010. After qualifying as a Clinical Psychologist at
Birmingham in 2004, she worked as a Clinical Psychologist in an Adult Community
Mental Health Team (CMHT) in South Staffordshire. She has also completed further
training in psychodynamic psychotherapy, which is one of her main interests. Prior to
qualifying as a Clinical Psychologist, she held several research posts in London,
including the Institute of Psychiatry and the Sainsbury Centre for Mental Health. Much
of her research involved people with severe and enduring mental health difficulties and,
in particular, ‘dual diagnosis’ – people with substance misuse and mental health
problems. She has several publications related to her research, as well recent
publications co-authored with trainees.
6|Page
Mrs Pauline Whiston
Administrator
Pauline joined the team in October 2008. Previously Pauline worked in the Personnel
Department of the University for 3 years since graduating from Keele University in 2005
with a BA (Hons) in Educational Studies and Business Administration.
3.
An Introduction to your Course
Your award has a set of written learning outcomes that describe what you should be
able to do by the end of the course. These statements are designed to help you
understand what you need to do to pass your course and receive your award. The
outcomes for your course can be found in Appendix A of this handbook.
Each module that you study has separate learning outcomes, which, taken together,
enable you to demonstrate that you have achieved the overall learning outcomes for
your award. The learning outcomes for your modules can be found in your module
handbooks.
The specific learning outcomes for your award and modules have been matched to
eight university wide learning outcome statements (knowledge and understanding;
learning; enquiry; analysis; problem solving; communication; application; and
reflection). These standard statements describe the abilities and skills all Staffordshire
University students should demonstrate in order to pass their course. The statements
have been designed to meet national expectations contained within the Framework for
Higher Education Qualifications. This ensures that the learning outcomes for your
course are equivalent to similar courses at other UK universities and colleges. A table
showing how your module learning outcomes have been aligned with the eight
university learning outcome statements can be found in Appendix B.
3.1 Background to the Clinical Psychology Programme
The Staffordshire University Doctorate in Clinical Psychology is one of three established
clinical psychology programmes in the West Midlands, where clinical psychology is a
strong and well-developed profession. Clinical placements are located throughout the
large counties of Shropshire and Staffordshire, and trainees will be required to travel
considerable distances at times during their training.
Health Education West Midlands (HEWM) funds the employment costs and University
fees for clinical psychology trainees. Trainees are employed either by North
Staffordshire Combined Healthcare NHS Trust or by South Staffordshire and Shropshire
Foundation NHS Trust for a fixed period of 3 years; the two Trusts have different terms
and conditions of employment. Line management, salaries and terms and conditions of
employment are the responsibility of the employing Trusts. Trainees are indemnified for
their clinical work by the employing Trust, but are strongly encouraged to take out
personal professional indemnity insurance.
7|Page
3.2 Purpose and Values
The core purpose of this programme is to train skilled professional clinical psychologists
who make a significant contribution to practice. We encourage trainees to be alert to
changes in the contexts in which clinical psychology is delivered, the health needs of the
population and the evidence base that informs clinical practice.
The programme is based on the HCPC Standards of Education and Training (SETs) and
Standards of Proficiency (SoPs) and the BPS accreditation criteria, which outline the
professional practice, knowledge and skills that underpin psychological work across the
range of clients within clinical settings. These criteria are mapped to the Staffordshire
University
Level
8
(Doctoral
level)
learning
outcomes
(See
www.staffs.ac.uk/assets/suoutcomes_tcm44-34896.doc and Appendix B)
The programme is also strongly influenced by the impact of society and context on
psychological wellbeing, a critical appreciation of psychological and other theories, and
the importance of integration between psychological research and clinical practice. To
this end, we collaborate with users of services to enhance all aspects of the programme,
notably selection, teaching, clinical practice, research and quality management.
The academic curriculum has been designed to encourage integration of theory,
practice, reflection and the development of transferable skills (generalisable metacompetencies). Clinical psychology is a profession that encompasses a range of different
ways of working, and evidence suggests that different models of therapy can contribute
to effective clinical outcomes in different contexts. The programme will offer trainees
the opportunity to experience a range of psychological models, both in the teaching
programme and in placements.
The practice of clinical psychology is often most effective when provided in conjunction
with others. Trainees are encouraged to draw on wider networks to enhance their interprofessional learning wherever relevant and practical. At the end of training, we aim to
have developed clinicians to the point where they can draw on a range of psychological
models and theories to inform their clinical work and to be confident in using a variety
of research methods appropriate to answering clinical questions.
3.3 Programme Management Structure
The programme management structure ensures representation of all stakeholders in the
delivery, evaluation and development of training: service users, trainees, staff, NHS
psychological services, the University and HE West Midlands. The major decision making
forum for policy, strategy and operation is the Programme Board. This sits alongside the
Award Board which has responsibility for the assessment process. The programme
committee membership structures and terms of reference are available on the
Blackboard on-line Learning Environment. Trainees have representation on the
Programme Board and all its subcommittees.
8|Page
3.4 Programme Aims
1.
2.
3.
4.
To train psychologists for work in the NHS and related settings as Clinical
Psychologists, in accordance with the Health and Care Professions Council’s Standards
of Education and Training and Standards of Proficiency and the British Psychological
Society’s Accreditation Criteria.
To provide trainees with the academic, research and clinical skills to demonstrate the
ability to work as a reflective scientist practitioner and for this work to be of a doctoral
standard.
To develop these skills and values based on a model of being a critically reflexive
scientist-practitioner.
The Structure of your Course
The programme is delivered over an extended academic year for three years
(September to September each year), with 2 semesters of 15 teaching weeks per
academic year and associated clinical placements. All modules are compulsory and
there is no provision for Accreditation of Prior Learning (APL). In order to progress from
one year of the award to the next, all relevant modules or part modules for that year
must have been completed and the corresponding assessments passed. Trainees must
attend at least 80% of the module teaching (and programme overall), but there is an
expectation that you will attend all of the planned teaching.
Module handbooks are available on the Blackboard on-line Learning Environment,
detailing the learning outcomes, teaching session titles and assessments for each
module. The Learning Outcomes for each module are mapped against BPS
Competencies and HCPC regulations, QAA Benchmark Statements, the generic
learning outcomes for doctoral level study at Staffordshire University and the learning
outcomes of the programme.
The total number of credits for the programme is 540, which are distributed as follows:
Academic/Research
270
Clinical
270
Total
540
9|Page
Modules and Credit Ratings (All modules are at Level 8). The summative assessment
point is at the end of each module.
Module Title (Level)
Year
One
Assessment, Formulation, Intervention and
Evaluation 1
30
Year
Two
Assessment, Formulation, Intervention and
Evaluation 2
Professional Research 1
Year
Three
30
30
Professional Research 2
30
Professional Research 3
60
Leadership: Organisational and Systemic
Influence
30
Assessment, Formulation, Intervention and
Evaluation 3
30
Personal and Professional Values and Skills
Placement 1
30
90
Placement 2
90
Placement 3
Credit total per annum
5.
90
180
180
180
Employability
The award has been designed in close collaboration with NHS colleagues and is
intended to provide trainees with relevant skills for work and a career in the NHS, and
the emphasis throughout training is therefore on the workplace. Trainees discuss their
career plans with their Clinical and Personal Tutors.
The BPS Appointments Memorandum is a monthly publication of 'situations vacant'
available to members of The British Psychological Society. It can be accessed on-line at
http://www.appmemo.co.uk. Jobs are also advertised via the on-line NHS website
www.jobs.nhs.uk. Details of vacancies that are received by the programme office are
circulated by email as appropriate.
6.
Professional Recognition
The programme has ongoing approval from the Health and Care Professions Council
(HCPC), and accreditation from the British Psychological Society (BPS). We will be
seeking BPS re-accreditation within the 2015-16 academic year.
10 | P a g e
7.
Learning, Teaching and Assessment on your Course
7.1 Learning and Teaching
Learning and teaching strategies are varied and based on a philosophy of active
learning. Trainees are required to demonstrate initiative and develop skills
appropriate to both independent and collaborative working. Experiential learning
will occur in addition to the more traditional forms of teaching and learning. There
will also be clinical skills workshops using peer, facilitator and video-feedback. Some
learning is problem-based, drawing on relevant library, internet or Blackboard
materials. You are encouraged at all times to reflect upon and evaluate your own
learning.
Clinical Psychology can be personally challenging and it is recognised that clinical
teaching can be stressful. You may feel uncomfortable or upset by material to
which you are exposed. Throughout the programme you will be asked to take part
in role plays, and to bring your own experiences into sessions. We expect that you
will actively participate in all aspects of the academic programme, but the Health
and Care Professions Council requires you to agree to participate in clinical
teaching, and you will therefore be asked to give that consent in writing. However,
you do have the right to withdraw from teaching if it presents you with significant
difficulties. In such circumstances, you must consult your Personal Tutor about
alternative learning arrangements.
Teaching during semesters will normally be in the Science Centre between the
hours of 9.30 and 5.00. You are required to sign a register on arrival. Personal
tutors will contact trainees who arrive late for teaching to discuss how to ensure
future punctuality. Late arrival subsequent to this discussion will be notified to the
trainee’s NHS line manager. NHS Line managers will also be notified of absences
other than those granted for annual leave or sickness. Persistent late arrival or
unauthorised absence will invoke fitness to practise procedures.
You are reminded that it is your duty as an NHS Trust employee to keep your
employer and University staff informed of your whereabouts and to be available for
contact or meetings if needed.
7.2 Research
The research component of the programme accounts for approximately 30% of the
programme content, including research methods teaching and work on the major
research thesis. Research teaching falls into three modules:
•
Professional Research 1, 30 credits in Year 1
•
Professional Research 2, 30 credits in Year 2
•
Professional Research 3, 60 credits in Year 3
11 | P a g e
The handbooks for these modules provide full details. Other research related
teaching and assessment, such as service evaluation and case study work, is
included in other modules. We are confident that trainees successfully completing
this programme will not only have made a significant contribution to the knowledge
base and profession of Clinical Psychology, but will also be equipped with the skills
and knowledge required to be competent researchers in their future areas of
employment.
Choosing a Research Topic
The supervised research comprises a critical investigation and evaluation of an
approved topic, resulting in an independent and original contribution to knowledge,
demonstrated by an understanding of research methods appropriate to the chosen
field. It culminates in the presentation and defence of a thesis by oral examination
(‘viva’) to the satisfaction of the examiners.
The thesis is a major piece of written, research-based work presented as 3 papers
(literature review, empirical report, executive summary/practice report, with a
maximum combined word limit of 20,000 words). It provides an opportunity to
assess your ability to plan, structure and undertake a large research study; collect,
analyse, critically evaluate and interpret data; and disseminate outcomes orally and
in writing.
Research Supervision
Trainees discuss ideas for their research thesis early in Year 1 with the Research
Tutor team, who will help them to identify appropriate topics, methodologies and
supervisors. They will normally have a supervisory team consisting of at least one
academic supervisor and one clinically based supervisor, who can collectively offer
expertise in the proposed field of study and methodology. In addition, an adviser or
advisers may join the team, with the agreement of the Research Tutor team, to
contribute some specialised knowledge or methodological advice, or provide a link
with an external organisation. You will be expected to focus your research in line
with national and/or local priority areas and/or service user generated ideas, and
will be unable to research topics or use methodologies for which appropriate
supervision cannot be found. A provisional title and proposed methodology is
submitted in March of Year 1 using a standard form (available on Blackboard). All
members of the research team sign a research contract, which is submitted at the
end of January in year 2.
Publications from thesis
It is a programme requirement that at least one paper from the research thesis is
submitted to a peer reviewed journal. There is no set rule about who can and
should be included in the authorship of papers submitted for publication arising
from thesis work, although the BPS Statement of Policy on Authorship and
Publication Credit (2011) offers useful guidance. The trainee would normally be first
12 | P a g e
named author, but supervisors who have made a significant contribution in either a
clinical or academic capacity would normally expect to be included in the paper
authorship. Please discuss this at the time of research contract completion and
record the agreements, though you may wish to revisit them later when papers are
being written.
7.3 Placements and Work-Based Learning
This part of the programme prepares trainees for clinical practice based on a strong
foundation of theoretical knowledge and empirical evidence. Emphasis is placed
upon the integration of psychological theory and research evidence using examples
gained within clinical practice. Trainees are encouraged to engage in reflective
practice, applying their clinical experiences during the academic and research
elements of the programme.
The clinical practice element of the programme aims to enable trainees to develop
their roles as therapists, service evaluators, researchers, educators and facilitators.
It is recognised that within a three-year programme, only a basic competence in
these areas can be developed and these skills will increase throughout their
subsequent career.
You will undertake clinical placements within the Staffordshire and Shropshire area
throughout the three years of training. All placements will be allocated to reflect
your ongoing learning needs, and you will spend at least 50% of total training time
on placement. See table below, which details the minimum number of days
required to be present on placement in each year in accordance with the minimum
80% attendance requirements. However, there is an expectation that you will
attend all planned placement days.
Timetabled placement
days
Minimum number of days
trainees must attend placement.
Year One
130. 5
100. 5
Year Two
139. 5
109. 5
Year Three
135
105
This assumes 35 annual leave days per year split thus: 30 days leave from
placement and 5 days leave from study. If you are unable to meet this minimum,
then an extension to training will be required; the nature of this will be agreed at
the programme Award Board.
You are required to monitor and record you own clinical progress in terms of
knowledge, skills and experience gained on placements, via the Individual Learning
Portfolio and the Trainee Logbook.
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Core Competencies
All placements will enable trainees to develop the necessary competencies in the
following areas, as required by the British Psychological Society (2014); see
Appendix A.
Clinical Supervision: The Model
The Clinical Tutors plan placements to offer trainees a coherent and effective
experience. You will work with a range of main supervisors during each placement
module and will have an Individual Learning Portfolio which is developed in
discussion with each main supervisor, the Clinical Tutor and the Personal Tutor. The
main supervisor assumes responsibility for the work of the trainee during the
placement.
The following are minimum requirements in terms of the qualifications and
experience of Supervisors:
Main Supervisors
At least two years post-qualification experience in Clinical Psychology, and
registration with HCPC as a Clinical Psychologist.
Attendance at a Supervisor Training & Accreditation & Recognition (STAR) session
Other Supervisors
Supervisors from other professions may also be able to take on the Main Supervisor
role (e.g. Family Therapists) but they will also be expected to be at least two years
qualified and to be registered with their appropriate professional body.
Placement Procedures: Allocation to Placements
The programme provides clinical placements within the Staffordshire and
Shropshire area. Some third year placements may be arranged outside this area
with prior consultation with the Clinical Tutor Team. As placements cover a large
geographical area, all trainees will be expected to travel long distances for at least
part of their training. For trainees living outside of the placement area, this may be
more extensive due to the need to travel before entering the region. If you are
travelling by car, it must be taxed and in a roadworthy condition, and you must
have appropriate insurance which covers business travel.
In Years 1 & 2, the Clinical Tutor Team allocates each trainee to a main supervisor
and placement reflecting your ongoing training need. Year 1 trainees cannot
commence their placements without Disclosure and Barring Service (DBS) and
Occupational Health clearance.
In Year 3, trainees may have some choice about their main supervisors and
placement dependent upon progress over the Programme and their specific
learning needs. You will be required to submit a proposed plan to the Clinical Tutor
Team in May of the second year to outline preferences and the necessary clinical
skills and competencies to be acquired.
Allocation to all placements is based upon individual trainees’ learning needs. You
are expected to develop your Individual Learning Portfolio with the clinical tutor
14 | P a g e
team over the course of training and to keep them informed of any issues which
may impact upon this, such as personal experiences or relationships with people in
the host Trust or specialty that could potentially affect learning on placement.
Please note that trainees undertaking their training on a part-time basis in their
third year must attend placement for a minimum of two days per week. This is in
order to maintain a coherent and sufficient level of clinical experience during the
final year.
Out of Region Placements
The aim of the programme is to provide placements within Shropshire and
Staffordshire. However, there is some flexibility in providing out of region
placements, for part of the third year. Third year trainees will only be permitted to
undertake an out-of-region placement for up to half of their final year, and a
nationally agreed protocol for requesting out of region placements will be followed.
The following points are taken into account when considering the need for an outof-region placement:
•
Trainee progress and previous demonstration of competency
•
Clinical training needs
•
Competition for access to clinical resources in the Midlands region
•
The academic and clinical profile of the trainee concerned.
The final decision regarding out-of-region placements rests with the Programme
Board and may be refused, based on the above.
Placement Visits and Paperwork
Document
What is it?
Who has
responsibility for
completing this?
When does it
need to be
completed?
Placement
contract
A broad summary of the
pattern and aims of work to
be undertaken on placement
with details of induction and
supervision arrangements
The trainee with
support from the
main supervisor
Within 2 weeks of
starting the
placement with
that main
supervisor
Individual
Learning
Portfolio
A plan of the work to be
undertaken towards the core
competencies including
details of how competence
will be demonstrated and
evaluated
The trainee with
support from the
main supervisors
This is a working
document and
will be developed
throughout each
placement
Log Book
A cumulative record of
activities undertaken over
the course of each clinical
placement. Trainee self-
Trainee
Additions are
made throughout
the programme.
Part A needs to
15 | P a g e
evaluation of knowledge and
skills in relation to different
areas of competence
be submitted
within 2 weeks of
completing the
placement
Supervisor
Evaluation
of Clinical
Competence
(ECC)
The main supervisor’s
evaluation of the trainee’s
competence in different
aspects of work
Main supervisor,
and discussed
with trainee
Two independent
ECCs are required
by the 1st
September of
each year.
Trainee
Evaluation
of Clinical
Placement
The trainee’s evaluation of
the quality and range of
learning opportunities during
the placement
Trainee
Within 2 weeks of
completing the
placement
Pre-placement Visit
Trainees usually organise a pre-placement visit approximately one month prior to
commencing placement. The aim of the visit is for the main supervisor and trainee to
become acquainted and to discuss the opportunities and experiences offered.
Supervisors may at this stage wish to provide trainees with relevant orienting
literature regarding the department, locality and nature of the placement.
Negotiating the Placement Contract and Individual Learning Portfolio
Trainees should provide the Programme Office with a placement contract for each
main supervisor within 2 weeks of commencing the placement. It is important that
main supervisors and trainee begin work on the Individual Learning Portfolio at an
early stage in the placement. Consideration should be given to the range of
opportunities available, as well as the needs, interests and previous experience of
the trainee. The Individual Learning Portfolio is reviewed formally at the Placement
Reviews, but should be reviewed informally and modified as necessary at various
stages in the placement by both supervisor and trainee. The ILP constitutes a
working document and will be added to over the course of the placement to take
account of new opportunities that may arise or changes in what is available
Placement Reviews
Formal review meetings are arranged at intervals during the year between the
trainee, the main supervisors, other supervisors and the Clinical Tutor. The purpose
of the review is:
•
To monitor the progress of planned experiences, with reference to the
logbook, Individual Learning Portfolio and placement contract.
•
To give Placement feedback to the trainee on clinical performance.
•
To allow the trainee to comment on the placement and supervision.
•
To allow opportunity for the supervisor or trainee to raise points of concern
so that there is time to address these and develop a clear action plan if
required.
16 | P a g e
The Clinical Tutor will see the supervisor(s) and the trainee separately to briefly
review their impressions regarding the placement and clarify strengths and possible
areas for development to be discussed during the main placement review meeting.
The Clinical Tutor then sees the supervisor(s) and trainee jointly. A Placement
Review Form is used to structure the meetings. The timing of placement review
meetings varies depending on the structure of the placement.
If there are any difficulties, an attempt is made to resolve these by discussion in
the joint session and by drawing up an action plan with a timescale for completion.
Further reviews will normally be arranged where there are placement difficulties, or
to monitor any recommended changes.
Feedback and Clinical Competency Evaluation Forms
At placement review meetings, supervisors should raise any points of concern to
allow the trainee sufficient time to demonstrate competency and improvement
within the remainder of a placement. At the end of their period of responsibility for
a trainee, main supervisors will provide full feedback on the trainee’s clinical
performance summarised within the Evaluation of Clinical Competence form.
Feedback should be detailed and constructive, and designed to help a trainee to
develop effective and appropriate clinical and professional skills.
The ratings given by the Main Supervisors in their evaluations of the trainee are
collated by the Clinical Tutor to produce an overall evaluation of trainee clinical
competence for the full placement module (one year) for submission to Award
Board. Supervisors need to directly observe each competence at least once and
assess whether it is acquired or not. Each area of competence must be passed (or
rated as “No Opportunity”) for both placements in order for the module to be
passed. Trainees complete a feedback form to comment on the placement
experience and supervision received. This is submitted along with the log book and
ILP activity sheets.
If the placement supervisor considers that the practice or behaviour of the trainee
raises serious concerns about their fitness for training as a clinical psychologist this
will be dealt with under the procedures outlined in 10.7 and 10.9.
Procedure to be followed when there is concern that a trainee may not pass a
clinical placement
A supervisor who has concerns about the placement should contact the Clinical
Tutor Team as quickly as possible. Any problem is best addressed at an early
stage, as there are usually more options available to remedy the situation.
When concern is expressed about the behaviour, performance or competence of a
trainee on a clinical placement, in the first instance this will be investigated by the
Clinical Tutor Team in order to assess the seriousness of the concern. If the Clinical
Tutor Team feels that the concern is such that the trainee may receive a referral for
the placement, an action plan is put in place which is reviewed prior to the end of
the placement. If the supervisor still feels that a referral is warranted, the final
decision on the appropriate placement grade is agreed in consultation with the
17 | P a g e
main supervisors, Clinical Tutor Team, Programme Director and External Examiner,
and subsequently ratified by the Programme Award Board. The trainee’s line
manager will also be informed.
In Case of Concerns about Supervision/the Supervisor
If a trainee has any concerns that he/she has been unable to resolve with the
supervisor, they should discuss this initially with a member of the Clinical Tutor
team or personal tutor. The tutor will provide appropriate signposting and discuss
a course of action. This may also involve contacting the supervisor’s line manager
in case of suspected professional misconduct.
7.4 Assessment
Assessment Regulations can be found on the University’s website at
http://www.staffs.ac.uk/assets/assessment_policy_tcm44-26754.pdf
General Guidelines for Assessed Work
The purpose of assessment is to test trainees’ knowledge base, helping you to
identify areas of strength, areas for further development and learning, and to
prepare you for future assessments. All assignments must be clearly presented and
structured. Writing must be clear and succinct using a formal, critically reflexive and
analytic style commensurate with Doctoral level study. The BPS offers an e-learning
module on grammar and effective writing for those lacking in confidence in this
respect (see http://www.bps.org.uk/events/e-learning/e-learning), and you are also
advised to consult the American Psychological Association Publication Manual (APA,
2013) for guidance on writing style, presentation and referencing.
Reference: American Psychological Association (2013). Publication manual (6th
Ed.). Washington: APA.
Overlap
Over the three years, assessed work should:
•
Demonstrate familiarity with a range of theoretical models and intervention
approaches
•
Demonstrate a range of clinical interests
•
Demonstrate breadth and depth in clinical psychology, rather than a
narrow over-specialisation
•
Demonstrate versatility.
As this is a generic programme, topics for written assessment must avoid undue
overlap. For example, you should not choose a case study, an essay and a small
scale evaluation project in one problem area, or based on one kind of therapeutic
technique. Try to think ahead about what areas might be selected for assessment
and arrange to meet with your Personal Tutor or Module leader to discuss briefly
the work you are proposing to submit. The meeting should be scheduled before the
Placement visit (for case studies) or as soon as a topic/option has been identified.
18 | P a g e
Assessment grades
Most assignments are graded as pass/fail, or non-submission (fail) in accordance
with the Professional Doctorate Framework. Exceptions are the Professional
Research 2 examination (which has a % score) and the Professional Research 3
research thesis. Module handbooks detail the specific marking criteria for each
grade, in accordance with the module learning outcomes.
Support and guidance for assessed work
Support and guidance will vary according to the type of assessment; however you
can normally expect to receive:
•
•
Assignment launch as a group - a timetabled, classroom session early in
the module when information regarding the assessment method, marking
criteria and general guidance will be given. This will enable the assessment
method to be explored and provide the opportunity for you to discuss what
is expected of you and to seek clarification on any points.
A group tutorial timetabled part way through the module to discuss the
assessment further.
Formative feedback
Before summative submission of assignments, you will have the opportunity to gain
formative feedback on a number of academic assignments, marked according to
the assignment marking criteria. The revised assignment must then be re-submitted
by the summative deadline, including a written document indicating the responses
to the formative feedback and where they can be found.
Formative (practice) submission is entirely voluntary, whereas summative (actual)
submission is mandatory for the successful completion of the programme.
Formative submissions should adhere to the following guidelines:
•
•
•
•
•
•
Be a complete assignment.
Conform to word limits that are applied to that assignment. Where
submissions are over the word limit, these will not be formatively assessed.
Include a table of contents with page numbers.
Follow APA (2013) referencing guidelines.
Be submitted via Blackboard using Turnitin or Assignment Tool, as directed
in the relevant module handbook.
Be submitted before 12.30 pm on the formative submission deadline.
Please note that extenuating circumstances (see 7.5) do not apply to formative
submission deadlines, and applications for such should not be made.
The formative deadlines are fixed, except where a learning support agreement is in
place, in which case they may be negotiable.
19 | P a g e
7.5 How to Submit Summative Assessments
You must submit all pieces of required assessment for each module on or before
the submission date. There may be occasions when you are unable to submit or
undertake a piece of assessment due to circumstances beyond your control. The
University has put in place a procedure for dealing with such extenuating
circumstances. You can find more information on the university procedure at:
http://www.staffs.ac.uk/extenuating/
Submitting Assessments and Meeting deadlines
•
•
•
•
•
•
•
Before submitting assignments you should undertake Information
Governance Training via
https://www.igte-learning.connectingforhealth.nhs.uk/igte/index.cfm
to satisfy yourself that you are up to date with the requirements around
consent for the use of clinical material whilst training. Permission should be
sought to audio record clinical sessions. Evidence of this permission should
be kept in the service user’s clinical file and not sent to the Programme
Team.
There is a library tool available to help with assignment scheduling at
http://www. staffs.ac.uk/ask/. Late submissions are not accepted and no
extensions are possible except as agreed on learning support statements.
Check that the work does not contain typographical, spelling or
grammatical errors, is clearly typed and is at least one and a half line
spaced, and 12-point Arial font size with 2cm margins.
Delete names and any other information throughout the work (including
Appendices) that might identify client(s), for example names, other
professionals or institutions. Include a sentence on the first page stating
that Trust procedures have been followed on confidentiality and consent.
Ensure all citations, references, tables, figures and statistics included in the
work are accurate, and conform to American Psychological Association
(APA, 2013) style.
Word limits must be adhered to and the word count stated (excludes
reference lists only).
If the requirements stated above are not adhered to, work may receive a
referral.
Most assignments are submitted electronically via Blackboard. The full assessment
details and submission date(s) are presented in the relevant module handbooks.
7.6 Feedback on your Work
You will normally receive feedback on all your assessments within 20 working days
following the date of submission or actual date of the assessment. The anticipated
feedback return times for all assessments are published in Module Handbooks.
In order to ensure that feedback is provided within 20 days, in most cases, the
marks for your work will be provisional and will be subject to final ratification by the
appropriate Assessment or Award Board in due course.
20 | P a g e
Marking, feedback and results notification
A sample of work is double marked. Assessors will consider writing style and
presentation, structure, clarity and coherence of arguments, coverage and
integration of literature, reflections on clinical implications and critical evaluation.
Work that is referred by one or both assessors is submitted to the external
examiner. If the two assessors have each recorded a ‘referral’, the external
examiner is asked to confirm the mark. If after discussion the two assessors
disagree on a referral, a third internal marker is asked to make a final judgement.
After receiving External Examiner confirmation of a referral, trainees will be given a
date to resubmit an assignment, usually within the 1st week of August each year
(resit week).
7.7 External Examiners Appointed to your Course
External examiners help the university to ensure that the standards of your course
are comparable to those provided by other universities or colleges in the UK. More
information on the role performed by external examiners can be found at:
www.staffs.ac.uk/externalexaminers/
External examiner(s) responsible for your award are Dr Ian Fletcher, Dr Chris
Jones, and Dr Annette Schlosser. Ad hoc additional examiners are sometimes
involved in examining the research thesis in Year 3.
Dr Ian Fletcher is a Senior Lecturer in Research Methods for the Doctorate in
Clinical Psychology at Lancaster University. He was appointed as External Examiner
in September 2013.
Dr Chris Jones is Research Director for the Clinical Psychology Doctorate
Programme at Birmingham University. He was appointed as External Examiner in
September 2014.
Dr Annette Schlosser is Academic and Clinical Tutor for the Doctorate in Clinical
Psychology programme at Hull University. She was appointed as External Examiner
in March 2015.
It is not appropriate for you to make direct contact with your external examiner.
8.
Extra Costs
There are no mandatory additional costs associated with this award. Trainees are
able to claim travel expenses from their employing Trusts to attend clinical
placements, at public transport rate.
You may encounter some incidental expenses as part of undertaking your research
thesis. There is a small budget available to support such essential expenses;
applications are considered on a case by case basis and assessed against the
criteria stated in the Research Expenses Policy (available on Blackboard).
21 | P a g e
9.
Communication
Although the DClinPsy programme is part of the Faculty of Health Sciences, it is
physically located within a building (Science Centre) that is predominantly the home
of another Faculty (Faculty of Computing, Engineering and Sciences). Programme
Administrators are located in the Faculty Office on the first floor of the Science
Centre.
Communication Arrangements
Communication between staff and trainees takes place in a variety of ways. You
should check whether information required is in the Programme Handbook or
Module Handbooks (all accessible via Blackboard) or elsewhere on Blackboard
before contacting staff.
Electronic Communication
Blackboard and/or e-mail will be used for notices and programme announcements.
You are advised to check both at least twice a week, ensuring there is sufficient
space in e-mail inboxes to receive new messages.
Meeting tutors
You should book meetings with individual members of staff by email.
University Enrolment & Module Registration
At the start of each academic year, the Programme Office will arrange for you to
enrol with the University. You will be issued with a University Card, computer user
name and password. Once enrolment is complete, you are officially registered as
full-time postgraduate students.
Trainees must provide the Programme Office with up to date personal details and
notify any changes to the University’s central Student Records departments via the
My Details section of MyPortal: https://myportal.staffs.ac.uk/. You must also inform
their NHS employer of any changes to personal details.
10. Trainee Employment
10.1 Salaries and Incremental Dates
Currently, trainees commence on Band 6 of the NHS Agenda for Change pay
scale, with annual increments. Previous service is not taken into account in
determining the incremental date but a period of continuous employment in
the NHS is considered for the purposes of annual leave entitlement, pay
during sick leave, and maternity/paternity leave.
10.2 Annual and other leave
You must provide the Programme Office with a copy of your 'Record of
Duties' form at the end of each month.
You are entitled to annual leave in accordance with you employing Trust
policies.
22 | P a g e
Before annual or other leave is taken, you must:
• plan and agree it with your Personal Tutor and placement supervisor(s)
• complete a programme Annual Leave form, which must be signed by
the Personal Tutor and submitted to the Programme Office;
• apply for leave in the same way as other employees in the Trust.
You are not normally allowed to take more than two consecutive weeks as
annual leave, but may negotiate up to three weeks if this falls between
clinical placements.
The programme will not approve requests for planned leave during induction
blocks (at the beginning of each academic year). If you are unavoidably
absent during induction, you must meet with your personal tutor to negotiate
an individual plan to ensure that you can gain the knowledge and skills
required for subsequent placement(s) within an appropriate timescale. In the
event that the programme deems that too great a proportion of learning has
been missed, or it is not possible to agree a sufficiently robust individual plan,
the programme reserves the right to negotiate a period of intermission from
training with the trainee.
Trainees can request to take a maximum of two university days (except
during induction blocks) as annual leave per academic year (September to
August). In order to maintain teaching for the rest of the group and because
of the small numbers in teaching, a maximum of three trainees from each
trainee cohort may apply to take annual leave on any one university day.
Requests must be made in advance via the calendar function on Blackboard.
Trainees must also write to the lecturer(s) (and cc. their Personal Tutor) to
apologise for their absence and to request information to enable them to
catch up on missed teaching.
In the case of absence due to sickness, trainees should:
• follow Trust regulations and procedures for informing their employer of
sickness and submitting certificates;
• telephone both their Clinical Supervisor and the Programme Office to
report absence due to sickness on the first day of absence. The
University then requires telephone notification of continued sickness;
• record sick leave on the programme Record of Duties form submitted at
the end of each month.
Trainees’ employing Trusts will be notified of any deviations from these
regulations.
10.3 Atypical Leave
Atypical leave is defined as any period of absence from the programme which
is not defined as sick or annual leave. Requests for periods of atypical leave
must be made in writing and discussed with the trainee’s personal tutor.
Guidelines for organising completion of the Doctorate in Clinical Psychology
following a period of atypical leave
23 | P a g e
If permission for an extended period of atypical leave is given, trainees must
complete a ‘Withdrawal/Intermission’ form (available from the programme
administrator) indicating the date intermission will commence and planned
date of return to training. This must be signed by the trainee’s personal tutor.
On return to the programme, trainees must either notify the Information
Centre immediately information-centre@staffs.ac.uk or complete a ‘Return
from Intermission’ form (available from the programme administrators).
Liaison with NHS Employers & Commissioners
If a trainee receives permission to take a period of atypical absence, it is their
responsibility to immediately inform their employer. Programme Staff will not
normally disclose information to the employer prior to trainee disclosure,
without the trainee’s consent. The employer then usually makes contact with
Programme Staff and the Commissioners. Following this stage, the
Programme Director or the Clinical Director will liaise with the Commissioners
concerning the funding arrangements. The Commissioners essentially wish to
know:


that the Universities support the trainee’s plan to complete the
Doctorate following a period of absence
the dates of this plan (dates of absence, return to work and
completion dates for the programme).
Maternity and paternity leave
This is honoured in accordance with the employing Trust policy. Trainees
should follow Trust procedures when making an application. An application to
the Extenuating Circumstances panel will in addition need to be made if
paternity leave impacts on submitting assignments by the stated deadlines.
Legal Rights
Following maternity leave, employees have a right to ask to return to work
part-time:
(http://www.direct.gov.uk/en/Parents/Moneyandworkentitlements/WorkAndF
amilies/Pregnancyandmaternityrights/index.htm).
An employer can reject a flexible work request based on a limited number of
business-related reasons.
Developing a plan for completion of the Doctorate following atypical leave
There are restrictions on how the programme can be completed, for example
assignments cannot be carried out prior to accessing the teaching. For this
reason, individual plans for completion of the Doctorate must be developed
by a member of the programme staff, usually the trainee’s personal tutor,
who will take individual circumstances into account.
Due to restrictions concerning progression and the organisation of modules
during the first and second years of the programme, trainees may be required
to intermit from the programme for a full calendar year if absence of more
24 | P a g e
than one month is taken before the trainee is eligible to progress to year
three. For example, if a trainee commences maternity leave on the 1st
February they will return one year later on the 1st February. For the same
reason, it is very difficult for years one and two of the programme to be
undertaken part-time. If the trainee is returning to the programme part-time,
the personal tutor will need to liaise with the Academic, Clinical and Research
Directors of the programme in order to develop viable plans for the trainee to
achieve competence and fulfil all requirements in these three areas. The
number of days per week devoted to clinical placement attendance may not
be less than two.
Confirming the Plan
When the trainee and personal tutor have developed a draft plan it should
first be scrutinised by programme staff to check that all aspects – academic,
clinical, research and personal/professional development – are viable. The
plan can then be shared with relevant NHS staff (line manager, clinical
supervisors) for their agreement. When agreement is reached it will then be
communicated to the relevant Commissioner in support of the case for
funding.
10.4 Council Tax
As full-time students, trainees can apply for Council Tax exemption. Please
see
http://www.staffs.ac.uk/support_depts/info_centre/finance/index.jsp#councilt
axcert for details of how to obtain a council tax exemption certificate.
10.5 Health and Safety
The programme adheres to Staffordshire University’s Risk Assessment
Guidelines
www.staffs.ac.uk/assets/New%20Doc%20R-ASS-2011_tcm44-14297.DOC
Occupational Health Medical Checks are conducted by a local NHS
Occupational Health department, arranged by the allocated Employer.
Trainees are inducted into the appropriate health and safety procedures with
their employing managers and should ensure they are made aware of health
and safety issues when on placements at other NHS Trusts. This will
normally be discussed with the NHS line manager or the supervisor at the
pre-placement visit.
10.6 Safeguarding
Mandatory training is provided by the local NHS Trust prior to commencing
clinical placements. All trainees are required to attend further updates
provided by their employers.
25 | P a g e
10.7 Standards of Conduct
The programme prepares trainees to meet the Standards of Proficiency for
initial and ongoing Registration with the HCPC as a Practitioner Psychologist.
Clinical psychologists practise in a society of complexity and diversity and
their clients are often among the most vulnerable and disadvantaged in
society. Trainees undertaking professional training programmes must,
therefore, adhere to:
•
•
•
The BPS Code of Ethics and Conduct (2009):
http://www.bps.org.uk/system/files/documents/code_of_ethics_and_
conduct.pdf;
HCPC (2012) Standards of Conduct, Performance and Ethics:
http://www.hpcuk.org/assets/documents/10003B6EStandardsofconduct,performance
andethics.pdf
Staffordshire University Student Behaviour and Fitness to Study
Policy:
http://www.staffs.ac.uk/assets/Student%20Behaviour%20and%20Fit
ness%20to%20Study%20Policy_tcm44-78563.pdf
High standards of personal as well as professional conduct are required,
because poor conduct outside of professional life may still affect someone’s
confidence in trainees and the profession. It is therefore important to take
into account the impact that personal presentation may have on service users
and colleagues, and to dress in an appropriate professional manner at all
times in both University and Placement contexts. All trainees sign SelfDeclarations in relation to a) General Good Character and Good Health and b)
Criminal Record and other Suitability Information, at the start of each
academic year. New entrants also sign an entry agreement detailing
requirements of conduct and responsibilities during training.
10.8 Criminal Convictions
Following acceptance of a place on the training programme, enhanced level
Disclosure and Barring Service (DBS) checks are organised by the Programme
via Staffordshire University and/or the employing Trust. Trainees are sent a
copy of the disclosure by the DBS and employers may request sight of this.
Trainees must retain this result for the duration of their training.
10.9 Academic Misconduct, Fitness to Practise, and Student Disciplinary Procedures
Trainees are required to maintain fitness to practise clinical psychology
throughout the programme. Any incident relating to academic misconduct
may be referred to the Fitness to Practice Operational Procedure for
consideration by the Faculty of Health Sciences Fitness to Practise Panel. See:
http://www.staffs.ac.uk/assets/Fitness%20to%20Practise%20Procedure%20
2014-2015_tcm44-78895.pdf
26 | P a g e
If attempts to resolve the concerns are unsuccessful, or if there is serious
concern that the trainee’s behaviour is damaging or dangerous to clients,
colleagues, other trainees or supervisors, or if it is believed that the trainee’s
behaviour may constitute an unacceptable risk to themselves, the University
Student Disciplinary Procedures will be initiated:
http://www.staffs.ac.uk/assets/student_disciplinary_tcm44-26980.pdf
Trainees are also subject to the policies and procedures of the employing NHS
Trust concerning professional practice in the placement setting. The
invocation of the University Student Disciplinary Procedure is separate from
the Trust’s own disciplinary processes, which may be invoked in the case of
unprofessional behaviour that contravenes those policies.
When there is a case pending, the trainee’s employer will automatically be
informed without prejudice. A fitness to practise or disciplinary procedure may
result in suspension from training until the matter is resolved.
A satisfactory standard of work must be maintained during each academic
year. Any trainee persistently failing to maintain a satisfactory standard of
work may be required by the Academic Board or Academic Registrar to
withdraw from the University at any stage in the programme. The employing
NHS Trust line managers and the funding body will be informed of any final
decisions. See also Rules and Regulations; section 13.
11. Support and Guidance
Information on university support services can be found in the on-line student
guide (available at: http://www.staffs.ac.uk/student/guide/)
The Student Advice Centre run by the Students’ Union provides independent,
impartial and confidential advice to students free of charge. More information on
the Students’ Union can be found at: https://www.staffsunion.com/
11.1 Personal Tutors
The Programme Director will assign a member of the programme team to act
as a Personal Tutor for each trainee. In most cases, from year 2 onwards,
your Academic Research Supervisor will become your personal tutor. The
Personal Tutor’s role is to facilitate discussion and guidance about personal
and professional development in the journey towards becoming a qualified
clinical psychologist (including strengths and learning needs). This may
include signposting you to other sources of support and development. The
personal tutor will act as your representative at staff meetings and formal
progress reviews, and has responsibility for advising the programme team of
any issues that may impact upon your successful completion of the
programme. The personal tutor remains aware of your academic and clinical
progress and their research development.
27 | P a g e
Contact with a personal tutor may occur at the University or during placement
meetings. There will be at least 2 formal review meetings per year, although,
if needed, the personal tutor is available for advice via email or telephone.
The second annual meeting each year has been approved by the Trust as the
annual appraisal.
The personal tutor will conduct an exit interview prior to the end of the
programme. The aim of this interview is to
• review experiences over the programme;
• consider CPD requirements in relation to the trainee's next post;
• check that the trainee has fulfilled all requirements necessary for
graduating.
11.2 Reflective Group
Trainees attend a Reflective Group throughout the programme to allow for
reflection upon personal & professional development and the integration of
the various aspects of clinical training. It is intended to be a safe space within
which people can grow and respond to the challenges that clinical training
and practice offers.
The overall aim of the group is to facilitate reflection on the different aspects
of training to encourage integration of these aspects with the personal and
professional history and experience of participants. The group also aims to
facilitate the use of analytical skills and the intuitive and emotional reasoning
to enable participants to adopt a range of perspectives on their experiences
during training. The specific needs of each group are usually negotiated with
the reflective group facilitator.
The groups normally run for an hour and a half, every three weeks on
Thursday mornings. They are facilitated by suitably qualified external
facilitators and the content negotiated with trainees. Confidentiality and
boundaries will be protected. Membership of the group is a programme
requirement. The groups are reviewed annually, and anonymous, generic
feedback is provided to the Programme Director.
Due to the nature and function of the groups, the reflective group facilitators
are not able to be a clinical supervisor for any group members for the
duration of clinical training.
Procedure to be followed in case of a breach of confidentiality
In case of a breach of confidentiality outside a reflective group, the preferred
course of action should be to bring the issue back to the next reflective group
meeting. If the individual affected feels the need to discuss it sooner than
that, s/he should approach the facilitator of the reflective group concerned. If
necessary, if there is a long gap before the next reflective group meeting, an
extra group could be arranged.
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If a breach of confidentiality is reported to a member of the programme staff,
the staff member should encourage the trainee to take the matter back to the
next reflective group meeting or to contact the group facilitator. If the trainee
does not feel able to do that, the staff member should offer to contact the
facilitator on their behalf. If the trainee declines this, no further action will be
taken.
The most helpful intervention would always be to discuss the breach of
confidentiality within the group rather than any external action. This will be
most likely to repair the damage caused and provide learning for the group.
If a breach of confidentiality is so serious that the facilitator of the group has
concerns about an individual trainee’s fitness to practise, they would initially
discuss this with the person concerned. If serious concerns remained, the
facilitator would then be obliged to inform programme staff.
11.3 Additional Support
The programme recognises that the experience of training as a clinical
psychologist may raise professional and personal issues, which can be
stressful. As well as the mechanisms outlined above which are all designed to
offer support; there are other ways for trainees to obtain personal support.
Mentors
Trainees are encouraged to choose a mentor from an identified pool of clinical
supervisors at the beginning of training. The role of the mentor is to be
available for independent advice and support; however, they cannot also be a
placement supervisor for the duration of training. The trainee can ask for a
mentor to attend a Placement Visit, if this is deemed to be helpful.
Peer Support
Research into stress in trainees suggests that other trainees usually provide
the most effective forms of support. The programme aims to establish a
collaborative and co-operative group ethos. Trainees are encouraged to be
supportive to each other. A 'Buddy System' is in operation.
Therapy Network
The West Midlands region has a 'Therapy Network' scheme set up to offer
personal therapy for trainee and qualified clinical psychologists who are
experiencing distress. This is a register of therapist volunteers who
psychologists can access independently and is updated and evaluated
annually.
University Support Services
The University has confidential and independent counselling services available
for students on this award (see
http://www.staffs.ac.uk/support_depts/counselling/index.jsp) which include
provision of confidential and independent counselling services. Information on
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university support services can be found in the on-line student handbook
(available at: http://www.staffs.ac.uk/student/guide/)
Trainees may also access counselling support within their employing
organisations.
The Student Advice Centre run by the Students’ Union provides independent,
impartial and confidential advice to students free of charge. More information
on the Students’ Union can be found at: https://www.staffsunion.com/)
12. The Student Voice
During the programme you will have the opportunity to share your views and
opinions on your modules, course and the university. Your feedback is key to
ensuring that we get an accurate picture of what it is like to be a student at
Staffordshire University and enables us to enhance the learning experience for
current and future students.
At the start of training, trainee representatives will be invited to represent their
cohort on each of the following groups (most meet twice per year):








Postgraduate Programme Committee Meetings
Programme Board
Curriculum Group
Research Group
Clinical Experience Group
Service User Group
Selection Group
Personal and Professional Development Group
Other feedback mechanisms include:




Academic: At the end of each module trainees will provide feedback via an
anonymous Qualtrics on-line survey on all teaching sessions delivered in
the module. Anonymous data will be shared with the relevant lecturers and
the module lead, and is used to inform the University’s annual monitoring
process.
Clinical: Trainee feedback on placements is given on the Trainee
Evaluation of Placement form and this supplements verbal feedback to the
programme staff during placement visits
Research: Trainees’ views on research teaching are sought via the
Qualtrics module evaluation survey. However, as there is considerable
individual tuition given by the research team, trainees are encouraged to
talk openly about their experience of their research work and their support
and liaison with research supervisors.
Lecturer Feedback: Lecturers are provided with a feedback sheet to give
information on their experience of teaching the trainees. This will be fed
back to trainee representatives in the curriculum sub-group, who will be
expected to share this feedback with their peers.
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
Student Surveys: You will be invited and encouraged to complete the
national PTES (Postgraduate Training and Education Survey) each year.
13. Rules and Regulations
Your course is delivered and assessed according to the University’s Academic Award
Regulations. These can be accessed at: http://www.staffs.ac.uk/regulations
The Clinical Psychology award also aligns to the Staffordshire University
Professional Doctorate Framework
(http://www.staffs.ac.uk/assets/professional_doctorates_framework_tcm4433486.pdf)
with the exception of:
(i) The appointment of external examiners, which is consistent with the
practice of similar awards in the sector.
(ii) Attendance: Trainees must have attended at least 80% of the module
teaching (and programme overall).
(iii) Assessment: Trainees must pass all assessments. If a piece of assessed
work fails to satisfy the assessment criteria of the module, it will be
awarded a referral grade and a resubmission will be allowed on one
further occasion only. In the case of a placement module assessment, this
resubmission may apply to all or part of the placement as determined by
the Award Board (and completion of the programme may be extended
accordingly).
If a resubmission fails, the trainee is deemed to have failed the programme, subject
to ratification by the Award Board.
Trainees may resubmit work for a maximum of 1 x 90 credit placement module
assessment.
A satisfactory standard of work must be maintained during each academic year.
Any trainee persistently failing to maintain a satisfactory standard of work may be
required by the Academic Board or Academic Registrar to withdraw from the
University at any stage in the programme. The employing NHS Trust line managers
and the funding body will be informed of any final decisions. An Aegrotat Award
cannot be given for the Professional Doctorate in Clinical Psychology.
Persistent failure to maintain a satisfactory standard of work shall include the
following situations:
(i) Dangerous and/or unsatisfactory professional performance in a
professional placement or attachment. Such a circumstance shall incur the
trainee's immediate suspension and, subject to an investigation, may result
in termination of NHS employment and the trainee being required to
withdraw from the University. University disciplinary procedures will be
carried out independently of those of any external body;
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(ii) Failing to pass or be deemed not to have fulfilled the requirements for the
assessment of any module at the second attempt;
(iii) Termination of a trainee’s employment. If a trainee’s employment is
terminated, his/her registration on the award will also be automatically
terminated. Equally, failure of the programme will result in termination of
NHS employment.
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Appendix A – Award Learning Outcomes
By the end of the programme trainees will have demonstrated achievement of the University
Learning Outcomes for level 8 (doctoral study – see Appendix B); the HCPC (2015)
Standards of Proficiency for Practitioner Psychologists; and the BPS (2014) overarching
goals, outcomes, ethos and values encompassing 9 core competencies:
BPS (2014) Overarching goals, outcomes, ethos and values
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
A value driven commitment to reducing psychological distress and enhancing and
promoting psychological well-being through the systematic application of
knowledge derived from psychological theory and evidence. Work should be
based on the fundamental acknowledgement that all people have the same
human value and the right to be treated as unique individuals.
The skills, knowledge and values to develop working alliances with clients,
including individuals, carers and/or services, in order to carry out psychological
assessment, develop a formulation based on psychological theories and
knowledge, carry out psychological interventions, evaluate their work and
communicate effectively with clients, referrers and others, orally, electronically
and in writing.
Knowledge and understanding of psychological (and other relevant) theory and
evidence, related to specific client groups, presentations, psychological therapies,
psychological testing, assessment, intervention and secondary prevention
required to underpin clinical practice.
The skills, knowledge and values to work effectively with clients from a diverse
range of backgrounds, understanding and respecting the impact of difference
and diversity upon their lives. Awareness of the clinical, professional and social
contexts within which work is undertaken and impact therein.
Clinical and research skills that demonstrate work with clients and systems based
on a reflective scientist-practitioner model that incorporates a cycle of
assessment, formulation, intervention and evaluation and that draws from across
theory and therapy evidence bases as appropriate.
The skills, knowledge and values to work effectively with systems relevant to
clients, including for example statutory and voluntary services, self-help and
advocacy groups, user led systems and other elements of the wider community.
The skills, knowledge and values to work in a range of indirect ways to improve
psychological aspects of health and healthcare. This includes leadership skills and
competencies in consultancy, supervision, teaching and training, working
collaboratively and influencing psychological mindedness and practices of teams.
The skills, knowledge and values to conduct research and reflect upon outcomes
in a way that enables the profession to develop its knowledge base and to
monitor and improve the effectiveness of its work.
A professional and ethical value base, including that set out in the BPS Code of
Ethics and Conduct, the DCP statement of the Core Purpose and Philosophy of
the profession and the DCP Professional Practice Guidelines.
High level skills in managing a personal learning agenda and self-care, in critical
reflection and self-awareness that enable transfer of knowledge and skills to new
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settings and problems and professional standards of behaviour as might be
expected by the public, employers and colleagues.
BPS (2014) Core competencies
1. Generalisable meta-competencies
2. Psychological assessment
3. Psychological formulation
4. Psychological intervention
5. Evaluation
6. Research
7. Personal and professional skills and values
8. Organisational and systemic influence and leadership
9. Communication and teaching.
References
British Psychological Society (2014). Standards for doctoral programmes in clinical
psychology. Leicester: BPS.
Health and Care Professions Council (2015). Standards of proficiency: Practitioner
psychologists. London: HCPC.
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Appendix B – Curriculum Maps
Staffordshire
University
Outcomes
Knowledge and
Understanding
Level 8 Descriptors
BPS
Outcomes
Modules
Demonstrate a systematic acquisition and
understanding of a substantial body of
knowledge which is at the forefront of an
academic discipline or area of professional
practice.
3
AFIE 1, 2, 3
PPVS
Placements
1,2,3
Learning
Make informed judgements on complex
issues in specialist fields, often in the
absence of complete data.
2, 4
Enquiry
Undertake pure and/or applied research and
development at an advanced level,
contributing substantially to the
development of new techniques, ideas,
approaches, and the creation and
interpretation of new knowledge (through
5
PR 1, 2
LOSI
Placements
1,2,3
AFIE 2
PR 3
original research or other advanced
scholarship, of a quality to satisfy peer
review, merit publication and extend the
forefront of the discipline).
Analysis
Conceptualise, design and implement a
project for the generation of new
knowledge, applications or understanding at
the forefront of the discipline.
8
PR 2
AFIE 2
Problem
Solving
Adjust the project design in the light of
unforeseen problems.
2, 8
AFIE 1, 2
LOSI
PR 2, 3
Communication Communicate ideas and conclusions clearly
and effectively to specialist and nonspecialist audiences.
2
Application
1
PPV
AFIE 3
LOSI
PR 3
Placements
1,2,3
LOSI
AFIE 2, 3
PR 1, 2, 3
Demonstrate a detailed understanding of
applicable techniques for research and
advanced academic enquiry.
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Reflection
Demonstrate the qualities and transferable
skills necessary for employment requiring
the exercise of personal responsibility and
largely autonomous initiative in complex and
unpredictable situations, in professional or
equivalent environments.
6, 7, 9, 10
PPV
AFIE 1, 3
LOSI
Placements
1,2,3
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