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