Lancaster University Doctoral Programme in Clinical Psychology
Brief description and key to strands of teaching
In the DClinPsy programme
Teaching on the DClinPsy is scheduled in chronological blocks which provide content parallel to
trainee’s practice placement experiences. The six blocks of teaching are:
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Induction (intensive through September of year one)
Child & Family (October to March in year one)
Adult Mental Health (April to September year one)
Older Adults, Health & Neuropsychology (October to March year two)
‘People with Learning Disabilities’ (April to September year two)
‘Third Year’ (throughout year three)
In addition, the content of teaching on the DClinPsy is organised around nine conceptual strands,
each of which runs throughout the three years of the programme. Specific teaching sessions may
belong to more than one strand.
On the teaching timetables the ‘lead’ strand for each
teaching session is indicated by a large coloured block like this >
Any other strands the teaching session also links to
(‘co-strands’) are indicated by smaller coloured blocks like this >
A full description of each of the nine strands can be found in the DClinPsy curriculum handbook. In
brief, however, they comprise of the following:
Assignment Preparation
This strand introduces information about the different assignments which have to
be submitted as part of the requirements of the DClinPsy. It explains the
processes and preparation required for each assignment and how they will be
assessed.
Critical and Contextual Psychology
This strand examines the assumptions which inform scientific activity in relation
to clinical psychology. The strand provides trainees with conceptual frameworks
to enable them to develop a scholarly and constructively critical approach to
clinical psychology, and an awareness of issues of power and diversity.
From Theory to Practice
This strand will introduce trainees to a selected number of major and emerging
therapeutic models. It aims to develop trainee understanding of theoretical
aspects of therapeutic models and how they can be applied in clinical practice
across a range of specialties.
Lancaster University Doctoral Programme in Clinical Psychology
Brief description and key to strands of teaching
In the DClinPsy programme
Personal Development and Reflection
The PDR strand aims to support trainees in the development of self-knowledge and
self-awareness, support personal growth, and facilitate the development of
resilience in relation to changes and challenges. The strand provides trainees with
opportunities and experiences to enable them to become reflective and reflexive
practitioners.
Physical Health & Cognitive Development
This strand covers health and medical related issues that may occur during a
person’s life, focusing on what may be termed ‘organic’ conditions such as
neurological conditions and physical disabilities, but with an emphasis on
considering those issues in the context of the people accessing psychological
support, as well as the context in which clinical psychology may be situated (e.g.
medical settings / diagnostic-based services).
Professional Issues
This strand aims to ensure that trainees develop a professional and ethical value
base and an understanding of the professional and organisational context within
which clinical psychologists practise. This includes the process of developing
professional values, identity and ethical practices as a clinical psychologist as part
of a distinct profession, and developing competence to practise autonomously yet
within the boundaries of agreed frameworks.
Quality Assurance
The aim of this strand is to ensure that trainees are equipped to meet all
mandatory requirements that apply to them on the programme. This includes
training required of the employing NHS Trust and the requirements of the HPC,
BPS and NHS clinical governance legislation. It covers a range of learning activities
as well as some formally delivered teaching sessions.
Research
The objectives of this strand are to enable trainees to: conduct research to a high
standard which advances both psychological theory and service practice; apply
ethical principles to their research work; understand the basic principles of a
range of research strategies, methods and approaches to data analysis, and how
they can be applied in NHS settings; critically evaluate their own and others'
research, and to develop the skills and knowledge to disseminate their research
work appropriately and to understand the importance of doing so.
Transferable Clinician Skills
This strand supports the development of the trans-theoretical skills required of a
clinical psychologist. Teaching sessions across the three years cover core abilities
within the professional role, such as interviewing; adapting communication to a
range of listeners; formulation; engaging with difference; managing risk;
leadership; consultation, and working with families, staff and carers.
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