1st Feb.2010
1. Title of programme
Doctorate in Clinical Psychology by
Research
2. Awarding Institution
University of Hull
3. Approval/Accreditation
Details
Health Professional Council (HPC)
British Psychological Society (BPS)
4. Name of final award
Doctorate in Clinical Psychology
(Successful completion of the programme
confers eligibility for HPC registration as
Clinical Psychologist and to apply for
registration for Chartered Membership of
the BPS as well as full membership of the
Division of Clinical Psychology and with the
British Psychological Society as full member
of its Division of Clinical Psychology).
5. QAA subject benchmark
- QAA subject benchmark – clinical
psychology 2004
6. Aims of the Programme.
6.1 The principal aim of the programme is to produce competent clinical
psychologists who are qualified for employment in the NHS and whose
professional practice will conform to the high ethical and professional practice
standards specified in the HPC’s and BPS’s publications: Standards of
Education and Training Guidance (HPC 2009); Standards of Proficiency for
Practitioner Psychologists (HPC 2009), Standards of Conduct, Performance
and Ethics (HPC 2008 ), The Professional Practice Board’s Generic
Professional Practice Guidelines (BPS 2007) and the Division of Clinical
Psychology publications as supportive advice and appendices to the
Professional Practice Board Guidelines .
6.2 The distinctive characteristics and competencies of clinical psychologists
have been defined in a series of documents (HPC Standards of Education
and Training Guidance; HPC Standards of Proficiency for Practitioner
Psychologist; MAS and MPAG Reports; CTCP Accreditation Criteria; QAA
Benchmark Statement for Clinical Psychology; BPS National Occupational
Standards for Clinical Psychology, Quality Assurance Framework for Higher
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Education Qualifications). The programme seeks to produce clinical
psychologists who are fit for purpose, that is individuals who:
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who have the competences and capability which meet the needs of the
local and national health service;
who are steeped in its culture and values;
who are aware of the policies and processes by which these are
implemented;
who are motivated to remain up-to-date with NHS policy development.
6.3 The programme's unifying orientation is the application of scientific
knowledge to the understanding and treatment of psychological problems and
disabilities. Trainees need to develop knowledge and the ability to evaluate
critically the current literature relating to a particular type of problem, including
the empirical and experimental evidence for and against the use of a given
intervention. By the end of the programme, trainees will have:
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a good mastery of cognitive behavioural therapy and systemic therapy
plus the knowledge and understanding of a range of psychological
clinical models applicable to individual, family and group work;
knowledge and understanding of issues relating to diversity and
differences;
multi-theoretical formulation skills (which include formulation about
systems and organisations as well as individuals) which draw from a
broad range of theoretical models, across client groups of different
backgrounds and abilities, across a variety of settings and ranging from
individual work to group work and family work;
the ability to apply their knowledge and skills to a variety of clinical
problems in terms of assessment and formulation;
the ability to apply their knowledge and skills to develop effective
interventions and to evaluate these within an appropriate
methodological framework;
knowledge of research methods in clinical psychology and an ability to
apply these to NHS R&D priorities;
the skill to manage a continual professional learning agenda to acquire
clinical knowledge, the maintenance of current awareness of the everevolving knowledge base of the profession and an ability to implement
evidence-based practice;
the skill to be a reflective practitioner who has critical self-awareness;
the ability to consider the psychological, emotional and behavioural
impact on the self of clinical and personal experiences, both during and
following clinical encounters.
7. Programme outcomes.
7.1 The outcomes of this programme – the competencies required by a
clinical psychologist – are achieved through the integration of the four main
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‘strands’ of the programme, which are academic; clinical practice under
supervision; research; and personal and professional development.
7.2 The HPC’s Standards of Proficiency and the BPS Committee of Training
in Clinical Psychologists’ list of nine high-level summaries of the required
objectives and competences (general and transferable skills, psychological
assessment, psychological formulation, psychological intervention, evaluation,
research, personal and professional, communication and teaching and
services and organisations) form the outcomes of the programme. Based on
these standards of proficiency by the HPC and the nine competencies listed
by the BPS Committee of Training in Clinical Psychology (CTCP), seven main
teaching bundles are formed. These bundles focus on helping trainees to
develop the following competencies.
I. Therapeutic relationships and self awareness
Trainees will have developed:
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an understanding of key issues in therapeutic relationships e.g.
boundaries;
an appreciation of the inherent power imbalance between
practitioners and clients and how abuse of this can be minimised;
the ability to use formulations with clients to facilitate their
understanding of their experience;
the ability to recognise when (further) intervention is inappropriate,
or unlikely to be helpful, and to communicate this sensitively to
clients and carers;
strategies to handle the emotional and physical impact of their own
practice and to recognise the need for and to seek appropriate
support when necessary, with good awareness of boundary issues;
their skills in managing their own personal learning needs and
strategies for meeting these;
an understanding of the supervision process for both supervisee
and supervisor roles.
II. Clinical Skills
Trainees will have developed competence in:
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developing and maintaining effective working alliances with
clients, including individuals, carers and services;
choosing, using and interpreting a broad range of assessment
methods;
conducting appropriate risk assessment and using this to guide
practice;
making formulations of presenting problems or situations, drawing
on a range of psychological models and using them appropriately;
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using formulations to plan appropriate interventions that take the
client’s perspective into account;
implementing appropriate psychological interventions (following
from a formulation) directly or indirectly with individuals, groups or
services;
revising formulations in the light of ongoing intervention and when
necessary re-formulating the problem;
communicating effectively clinical and non-clinical information from
a psychological perspective in a style appropriate to a variety of
different audiences (e.g. to professional colleagues, and to users
and their carers);
adapting style of communication to people with a wide range of
levels of cognitive ability, sensory acuity and modes of
communication;
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 contents).
III. Practice Based Knowledge & Applications
Trainees will have developed competence in:
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deciding, using a broad evidence and knowledge base, how to
assess, formulate and intervene psychologically from a range of
possible models and modes of intervention with clients, carers and
service systems;
developing formulations of presenting problems or situations which
integrate information from assessments within a coherent
framework that draws upon psychological theory and evidence and
which incorporates interpersonal, societal, cultural and biological
factors;
IV. Ethical Practice, Values & Professional Issues
Trainees will have established:
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understanding of the ethical foundations of clinical psychology
practice;
awareness of issues within the profession and of personal
development procedures;
awareness of the role of values in clinical practice;
understanding of ethical issues and applying these in complex
clinical contexts, ensuring that informed consent underpins all
contact with clients and research participants;
understanding of the impact of difference and diversity on people’s
lives, and its implications for working practice;
And trainees will have developed competence in:
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working effectively, at an appropriate level of autonomy, with
awareness of the limits of own competence and make appropriate
referrals to other professionals;
accepting accountability to relevant professional and service
managers;
V. Disciplined Enquiry
Trainees will have:
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developed an understanding of research design, methodology,
analysis and dissemination;
gained insight into the role and use of the audit cycle in the
NHS;
developed knowledge about conducting service evaluation/audit
and small N research;
developed knowledge about selecting and implementing
appropriate methods to evaluate the effectiveness, acceptability
and broader impact of interventions (both individual and
organisational), and using this information to inform and shape
practice;
Trainees will have developed competence in:
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identifying and critically appraising research evidence relevant to
practice;
conducting service evaluation/audit or small N research;
conducting collaborative research;
planning and conducting independent research i.e. identifying
research questions, demonstrating an understanding of ethical
issues, choosing appropriate research methods and analysis,
reporting outcomes and identifying appropriate pathways for
dissemination;
VI. NHS Context & Professional Relationships
Trainees will have developed competence in:
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working with users and carers to facilitate their involvement in
service planning and delivery;
consultancy models and the contribution of consultancy to practice;
working collaboratively and constructively with fellow psychologists
and other colleagues and users of services, respecting diverse
viewpoints;
working effectively in multi-disciplinary teams;
using formulations to assist multi-professional communication, and
the understanding of clients and their care;
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processes of change in service delivery systems and appropriate
interventions to facilitate this;
Integration through Reflection
Trainees will have developed the competencies to:
a. generalise and synthesise prior knowledge and experience in
order to apply them in different settings and novel situations;
b. make use of self-awareness in their clinical and research work;
c. work as a reflective practitioner;
d. think critically, reflectively and evaluatively;
e. use supervision to reflect on practice and make appropriate use
of feedback received;
8. Teaching, Learning and Assessment methods used to enable
outcomes to be achieved and demonstrated
8.1 Teaching and learning in all four ‘strands’ of the Course is based upon a
progressive learning model. The competencies acquired in the first year of
clinical training provide the basis for those learned in the second year, and in
turn, those in year two for year three competencies.
8.2 Trainee clinical psychologists are salaried employees of the NHS and are
regarded as junior colleagues. Teaching is designed and delivered for adult
learners, who need to acquire the skills for continuous learning throughout
their professional career. A variety of teaching / learning formats is used,
including:
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Lectures;
workshops;
small group discussions;
trainee clinical case presentations;
independent study;
individual and group supervision of both clinical and research activity.
8.3 Teaching and learning take place both in the University and in clinical
practice settings. Although the formal programme of teaching is presented in
the University, there is provision, in NHS and other service settings, of
learning opportunities to acquire competence in clinical practice and research
and to foster personal and professional development.
8.4 Much of the teaching of the formal programme is delivered by practising
clinician psychologists, who are encouraged to include case material in their
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presentations to further the integration of theory and practice. Teaching and
learning on practice placement is delivered and consolidated through clinical
supervision. Teaching is synchronised with placements at all stages of
training.
8.5 The extensive course handbook enables clinical supervisors, ‘field’
research supervisors and clinician teachers to have an overview of the totality
of the four ‘strands’ of the programme and the position of their contribution
within it.
8.6 Assessment methods have been designed to meet the HPC and BPS
requirements for assessments of trainee competence at intervals throughout
the programme. The detail of these is set out in the programme handbook
section on trainee evaluation and in a separate timeline table.
8.7 The assessments are thus related to programme outcomes and take a
variety of forms including:
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written case studies;
a research report for small scale (service-related/audit) research
project;
research reports for main research project;
clinical literature review;
supervisor evaluations of practice;
clinical practice evaluations by course staff
unseen and open-book examinations.
8.8Performance on assessments is clearly linked to progression on the
programme. Trainee performance on three major components of the Course
(taught academic syllabus, clinical placement work and research) is assessed
independently. Trainees must achieve a “pass” standard on each piece of
work in each component to complete the Course.
8.9The Course does not give credits for prior (experiential) learning. Students
will need to pass all the requirements of the Course in order to gain the
doctoral degree.
8.10There are no exit qualifications at a lower level. For example candidates
who fail the course will not be able to gain a masters degree or a diploma
because they passed certain components of the Course.
8.11The CTCP’s list of nine competencies form the outcomes of the
programme. See diagram 1 for the link between assessment and
competences. In addition to these summative assessments, there are a
number of formative assessments throughout the programme.
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Diagram 1: Matrix showing the link between assessment and competence
Nine
competencies
1. General,
transferable
2. Assessment
3.Formulation
Psychometric skills
Critical appraise
the problem
presented and
decide on the
appropriate
psychometric tests
Critical evaluation
of theory &
evidence from
literature, to
synthesise and
formulate clinically
related questions
4.Intervention
5.Evaluation
6.Research
7.Personal,
professional
8.Communication &
Teaching
YEAR 4
ASSESSMENTS
1. Psychometric
compendium
(Formative but
trainees have to
pass)
2. Clinical
Literature
Review
Literature
search skills,
applying
knowledge &
critical
evaluation
3. 1:1 Case
study
Reflectivity &
applying
knowledge
Working alliance &
other modes of
assessment
4. Clinical
Practice
Evaluation
5.Compendium
Exam
Reflectivity
Working alliance &
interview and
assessment skills
Application of
knowledge to
novel
situations
Demonstration
knowledge of risk
assessment and of
various modes of
assessment
Appraising the
evidence in the
light of theory to
develop new
questions that
contribute to new
psychological
knowledge
Formulation
development; plan
intervention
& communicate
Formulation and
reformulation
Implementing
intervention
Ability to
demonstrate what
information
required to develop
a formulation
Demonstrate of
broad accurate
theoretical and
clinical knowledge
base which can be
used to determine
appropriate
intervention
Selecting
methods
of
evaluation
Effectively targeting
written
communication
Power issues,
informed consent,
boundaries
Written
communication and
professional
correspondence
Verbal presentation
skills
Professional
ethics, power,
difference &
diversity
Demonstrate an
understanding of
requirement to adapt
communication
Intervention
planning
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Research ethics
9.Services &
organisation
YEAR 5
ASSESSMENTS
6. MDT case
study
Reflectivity &
applying
knowledge
Formulation
development; plan
intervention
& communicate
Implementing
intervention
through others
Selecting
methods
of
evaluation
Professional roles,
informed consent,
boundaries
Working alliance
with MDT members
7. MDT rating
8. Small scale
research project
Working alliances &
other modes of
assessment
Applying
research into
practice,
thinking
critically,
evaluatively
and
reflectively
Applying
knowledge
Showing knowledge
of modes of
assessment
10. Clinical
Practice
Evaluation
Reflectivity
Demonstrating
knowledge of risk
assessment and of
various modes of
assessment s
Understanding
context,
consultative &
MDT skills,
MDT contribution
Effectively
communicating
research information
relevant to audience
Showing
understanding of
and contributing to
organisational
context
Professional roles
Selecting
methods
of
evaluation
&
effectiven
ess audit
9a. Fifth year
exam – Paper 1
9b. Fifth year
examine – Paper
2
Written
communication and
professional
correspondence
Ability to
demonstrate what
information is
required to develop
a formulation and
to hypothesise
possible
formulations from
limited information
Formulation with
systemic focus.
Intervention
planning
Demonstration of
accurate
theoretical and
clinical knowledge
base which can be
used to determine
appropriate
interventions.
Recognising when
intervention is not
indicated
Development of
MDT care package
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Selecting
methods
of
evaluation
Selecting
outcome
measures
Planning
conducting and
implementing
small scale
service orientated
or audit research
Professional
ethics, power,
difference &
diversity,
boundaries
Professional roles
Understanding of
the therapeutic
relationship
Professional
ethics, power,
difference &
diversity,
boundaries
Understanding
context &
organisational
change
Verbal presentation
skills
YEAR 6
ASSESSMENTS
Critical appraisal of
the problem
presented and
choice of and
interpretation of
appropriate
psychometric tests
11.
Psychometric
case study
12. Systematic
literature review
Thinking
critically and
evaluatively
1 3. Reseach
portfolio Journal
articles ( one
based on main
research project
and one
systematic
literature review)
14. Research
Viva
Thinking
critically and
evaluatively
Formulation of
problem on basis
of full assessment
and
communication of
formulation to
appropriate parties.
Intervention
flowing from
formulation
Critique of
case
studyability to
critically
appraise
own work
Written
communication
And professional
report writing
Thinking critically
and systematically
do literature
search; evaluate
evidence and
argue cogently ;
writing for a peerreviewed journal
Thinking critically
and
systematically;
data collection
and analyses;;
writing for a peerreviewed journal
Thinking
critically and
evaluatively
Effectively
communicating
information to
relevant audience
Reflection on
research process
Effectively
communicating
research information
relevant to audience
Effectively
communicating
research information
relevant to audience
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9. Programme structure
9.1 The programme is continuous over three calendar years, beginning in
September. As salaried NHS employees, trainees receive an annual leave
allowance but this cannot be taken during university teaching days.
Attendance at the university and on placement is compulsory. Over half the
available time is spent in supervised clinical practice, with the remainder split
equally between the formal academic programme on the one hand and
research and private study on the other.
9.2 Teaching, clinical experience and research training are all within a
developmental framework of individual work, team and system work and
finally specialisation. There is an emphasis throughout on developing
transferable skills. Trainees are expected to demonstrate competences
according to the developmental model. Close working with NHS colleagues
ensures close integration and most programme staff work as NHS clinicians.
NHS clinicians, mostly clinical psychologists, provide the bulk of the teaching
on the programme. Teaching is synchronised with placements at all stages of
training.
9.3 Generally, postgraduate trainees spend 3 days a week on clinical
placement (Monday, Tuesday, Wednesday) and 2 days a week at the
University (Thursday, Friday). In the final year of clinical training, trainees
spend Tuesday, Wednesday and Thursday on clinical placement and Friday
and Monday for academic work, including research. During Semester time,
alternative Friday mornings are devoted to research seminars, examination of
clinical issues and case conferences, in which trainees in rotation present
confidential case-material from their work on placement. Clinical workshops
and lectures take place on academic days.
9.4 The first year of clinical training begins with a nine-week teaching block
during which trainees are provided with an induction to employment in the
NHS and extensive practical skill-based workshops to prepare them for their
first clinical placement. The emphasis during this teaching block is on 1-1
working with individuals across the lifespan and ability range, in preparation
for the placements in the remainder of year four.
9.5 The fifth year begins with a four-week teaching block, which prepares
trainees for indirect work and working within a multi-disciplinary setting during
their placements that year.
9.6 Following a four week teaching block, the final year consists normally of
two elective specialist placements lasting for five and a half months each,
determined partly by trainee preference, in consultation with the placement
co-ordinator. Trainees often elect to undertake placements in centres of
excellence which may be of some considerable distance from Hull University.
Occasionally this may include an overseas placement.
9.7 The system of placement planning and allocation is described below.
Supervised clinical practice is organised within individual training pathways,
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which are fixed for the first two years of training. In the first year of clinical
training placements are structured to facilitate the development of
competencies in 1:1 working and fifth year placements provide the opportunity
to experience multi-disciplinary and indirect methods of working. Sixth year
elective placements are designed to consolidate core competencies and
provide further clinical experiences, often in more specialised settings.
9.8 The research programme is organised by a staff research group led by the
Research Coordinator. It operates in the context of a Departmental Research
Strategy, which is strongly focussed on ongoing research by academic staff
who act as supervisors for the large-scale trainee research project. It aims to
equip and motivate trainees with a broad range of knowledge and skills, thus
enabling them to become effective and productive scientist-practitioners of
evidence-based research methods in typical areas of clinical psychology. It
also provides the skills required to enhance areas of research-methods and
competence in future clinical psychological careers, as part of continuing
professional development.
9.9 In addition to the Large-Scale Research Project, the Small-Scale
Research Project -SSRP (used to be known as Placement Based Project) is
also part of the research programme. The Small-Scale Research Project is set
in the NHS with placement supervisors suggesting topics (and providing
supervision) that are of interest to the placement and supervisors in service
provision. The remit of the SSRP is to either answer the question “What
standard does the current service achieve (Service Evaluation) or “Does this
service reach a predetermined standard” (Clinical Audit). The aim of the
SSRP is to give hands-on experience of research rather than to generate
generalizable new knowledge. Teaching and qualitative or statistical analysis
support to conduct the SSRP, is available to the Trainee from the Department.
10 Support for learning
10.1 The University Department of Clinical Psychology is located within the
Post Graduate Medical Institute in a self-contained suite which includes 4
well-appointed, dedicated clinical teaching laboratories and 1 additional
seminar room. The Department has exclusive use of audio-visual teaching
equipment and possesses an extensive clinical test library. There is easy
access to the main University library, the Graduate Research Institute (GRI),
the Department of Psychology (Fenner Building and Applied Science 3), the
University bookshop and the Students Union. To obtain copies of material not
held in the University library there is a Document Supply Service.
Trainees also have access to eBridge, a web-based virtual learning
environment which can be accessed from anywhere with an internet
connection using a web browser. This enables access to electronic versions
of course materials and guidance documents.
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Whilst on clinical placement, trainees have access to NHS libraries and to the
NHS online National Library for Health.
The placements meet the minimum standards that each trainee has access to
a desk and a telephone. Laptop computers are available from the University if
no computer is available on placement.
10.2 At the beginning of the programme, the trainee is allocated a personal
tutor who is a member of the clinical academic staff of the University. It is
expected that the personal tutor and student will meet at least once a
semester in order to discuss academic and personal progress and/or
difficulties. It is the tutor who usually carries out an annual individual
performance development review with the trainee. The personal tutor can also
acts as the student's advocate if the student is the subject of University
disciplinary procedures, appeals, official inquiries and other difficulties.
10.3 In addition to personal tutors, the following mechanisms are in place:
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a mentor system via which trainees can seek support confidentially
from practising psychologists via a co-ordinator in the NHS. The coordinator or the mentor will not inform the Course Team about any
contacts. This system ensures that trainees can seek additional
supports without any risk of prejudice to the trainees’ standing on the
Course;
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a buddy system for the appropriate peer bonding and support;
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a research tutor who has expertise in the trainee’s proposed major
research project.
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A clinical tutor who oversees the trainees placement experience, acts
as a link person between the course and supervisor and provides
additional tutorial input to trainees if required.
10.4 It is expected that the clinical supervisor of each placement will offer, but
not impose, supervision which will encompass personal issues and personal
development.
10.5 The programme has access to two independent sources of support for
trainees who develop personal or mental health problems. These are the
University Counselling Service and the employing Trust’s occupational health
service.
11 Methods for evaluating and improving the quality of teaching and
learning.
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11.1 Programme Committees
All of the programme’s committees have a role in the monitoring and
improving the quality and content of the programme. Most of the committees
include significant NHS psychologist and trainee representation. In particular,
the Academic Syllabus Committee, the Clinical Placements Committee and
the Trainee Research Committee review routinely all aspects of each of the
three component strands of the Course.
11.2 Teaching Quality Assurance
It is University policy that all courses should be subject to TQA procedures
and such procedures are an integral part of the doctorate programme. All
academic aspects of the programme are reviewed, where feasible
immediately on completion. The Academic Syllabus Co-ordinator has
responsibility for the design of electronic TQA feedback questionnaires which
trainees complete. All responses remain anonymous: completed forms are
received in confidence by the Programme Manager who collates numerical
ratings and written comments in typed form. All feedback is processed by the
Academic Team and the Programme Manager reported feedback to individual
staff and external lecturers to whom the comment and ratings apply. Where
there is persistent and consensual criticism, steps are taken to remedy the
difficulty. TQA procedure also applies to placement learning.
11.3 The External Examiner's Report
At the end of each academic year, a Board of Examiner's meeting takes place
at which assessed work from all three postgraduate years of the programme
is reviewed by the External Examiner and the Course staff. Subsequently the
External Examiner provides a written report on the quality of work submitted
and general standards of the programme. This report is included in the Annual
Report to the Purchasing Consortium of the York and Humber SHA, the Board
of Management of the Course, the Graduate School and the Dean of Hull
York Medical School.
11.4 Course Annual Report
Each Autumn a written annual review report is made to the York and Humber
SHA which commissions the programme and the Quality Office at Hull
University for quality assurance purposes.
11.5 Health Professional Council (HPC)
The HPC is an independent statutory regulatory body whose main aim is to
protect the public. It currently regulates 14 health professions. Clinical
Psychology is regulated by the HPC. It is a legal requirement that anyone
who wishes to practice using the protected title “Clinical Psychologist” is on
the HPC Register. When the HPC took over the regulation of clinical
psychology in 2009, the Hull Clinical Psychology Doctorate Course was
granted open-ended approval based on the status of our programme’s
accreditation with the BPS. Successful completion of this Course provides
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eligibility to apply for registration with the HPC. For more information about
the HPC, please see the HPC website at: http://www.hpc-uk.org/
11.6 The HPC does not regulate clinical psychology students. However
students are expected to adhere to the HPC’s policy on professional
standards described in their booklet Standards of Conduct, Performance and
Ethics (HPC 2008). Guidance on Conduct and Ethics for Students (HPC
2010) has also been published.
11.7The HPC intends to visit all the practitioner psychologist programmes
over a three academic year period, commencing in 2009-2010 with all visits
completed by July 2012, with ongoing approval of all programmes reconfirmed
by the 2012-2013 academic year at the latest. In January 2011, the HPC is
scheduled to visit the University of Hull Doctorate Degree Course in Clinical
Psychology.
11.8 British Psychological Society (BPS) Accreditation
All clinical psychology training programmes are subject to accreditation by the
BPS every five years. Accreditation teams are particularly interested in trainee
and other stakeholder views of the programme. The Course enjoys full
accreditation status with the BPS and the next visit is scheduled in January
2011 as a joint visit with the HPC.
11.9 Review by the Quality Assurance Agency (QAA) for Higher Education
All university departments in the UK are subject to 5-yearly review by the QAA
to evaluate and monitor the quality of teaching and learning. Clinical
Psychology was part of a subject review of psychology in March 1999. The
subject was rated "excellent", scoring 23 out of a possible 24 points.
12 Admission criteria
12.1 Unlike other doctoral programmes in clinical psychology, admission to
the postgraduate phase of the integrated programme is restricted to graduates
of the Psychology Departments of the Universities of Hull and York.
12.2 The recruitment and selection policy is determined by the Selection
Committee of the programme, and is monitored by the Board of Management.
Both of these bodies include substantial NHS service manager representation.
Selection criteria for admission are reviewed annually by the Selection
Committee and the Selection Panel members taking part.
12.3 Candidates from Hull University wishing to be considered for the
postgraduate training programme in Clinical Psychology are entered for
selection after Part I Finals results have been published (June of the Second
Year). Candidates from York University are entered for selection in June of
the Third Year.
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12.4 A person specification is employed in the selection process and sets out
the personal and other attributes required of successful candidates. This
includes some experience during undergraduate years, or before, of working
within health and personal care services.
12.5 Selected candidates must obtain an upper second or first class degree in
single honours psychology and must have studied a number of compulsory
clinical modules during the final year of their first degree.
13. Date specification written
February 2010
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