DOCTORATE IN CLINICAL PSYCHOLOGY PROGRAMME SPECIFICATION
Statement of the Knowledge, Understanding and Skills Pertaining to the
Taught Doctorate in Clinical Psychology Awarded by the University of Edinburgh
1. Programme Title:
University of Edinburgh/NHS (Scotland) Clinical Psychology
Training Programme
2. Awarding Institution:
University of Edinburgh
3. Teaching Institution:
University of Edinburgh,
Section of Clinical and Health Psychology,
School of Health in Social Science
4. Faculty/College:
College of Humanities and Social Science
5. Accrediting Professional Body:
British Psychological Society,
Committee on Training in Clinical Psychology
6. Final Award:
D.Clin.Psychol.
7. Date of Specification:
Version 1, December 2004
8. External Benchmarks/Reference Points:
The programme specification has been developed to reflect guidance from the following external reference
documents:
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Quality Assurance Agency for Higher Education, Guidelines for Preparing Programme
Specifications
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Quality Assurance Agency for Higher Education, Clinical Psychology Benchmark Statement
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British Psychological Society, Quality Assurance Policies & Practice for Postgraduate Training
(second edition), July 2002
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Committee on Training in Clinical Psychology Accreditation Criteria
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Committee on Training in Clinical Psychology, Information Pack for Institutions Preparing for a
Full Accreditation Visit (revised August 2003)
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Division of Clinical Psychology Statement of Core Purpose and Philosophy
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British Psychological Society Code of Conduct
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Division of Clinical Psychology Professional Practice Guidelines
9. Programme Aims:
The main aims of the programme are to:
 Provide doctoral level training that enables graduate psychologists to develop a wide range of
clinical, research and organisational skills, and high standards of professional behaviour, in order to
meet the requirements of chartered status and function as flexible and competent clinical
psychologists within the National Health Service; and
 Equip trainees with the appropriate information and guidance to enable them to achieve and develop
a model of reflective professional practice to the standard required of members of the profession.
These aims are underpinned by a core philosophy that emphasises valuing of, and respect for, the broad range of
client groups with whom trainees will work in the context of training. The programme is rooted in the scientistpractitioner traditions of the profession, and focuses on the achievement of competence in academic, research
and clinical domains. The programme draws on the close links and collaborative partnership established between
academic staff and their clinical colleagues in local NHS services; and seeks to foster a learning environment
designed to facilitate and support both professional and personal development.
The objectives of the programme are to provide trainees with the skills, knowledge and values required to
integrate psychological theory with clinical practice to enable them to:
 Assess, formulate, evaluate and solve clinical problems, using a range of psychological theories and
knowledge, and drawing on a variety of models of psychological therapies and intervention
 Evaluate the efficacy of treatments and work within a framework of evidence based practice, drawing
from and developing the professional knowledge base
 Apply knowledge of different areas of psychology to form a basis for working in a wide range of
specialty areas within clinical psychology
 Work in a variety of settings (e.g. academic, health, community)
 Adopt both direct and indirect modes of intervention to improve and support psychological aspects of
health and social care
 Communicate effectively with staff from other disciplines and work within multi-disciplinary teams
as a clinician, supervisor or consultant
 Build effective alliances with individuals (including staff, clients and carers) from a diverse range of
cultural and ethnic backgrounds
 Demonstrate high standards of conduct and ethical behaviour consistent with recognised guidelines
for professional practice
 Understand the social context within which psychological problems may develop, and how
environments may be modified to ameliorate problems
 Understand the policy, legislative and planning contexts of the services in which clinical practice is
undertaken
 Understand the need for regular evaluation of their work, be skilled in self-reflection and selfawareness, and understand the need for continuing professional development after qualification.
A curriculum map of the programme specification is presented in Table 1.
10. Programme Learning Outcomes:
The programme provides trainees with an opportunity to develop the integrated range of competences necessary
for eligibility for chartered status within the British Psychological Society, providing sufficient experiences to
equip trainees with the professional knowledge, skills and core values to work effectively with clients in a range
of settings using a variety of psychological interventions.
10.1 Knowledge and Understanding
On completion of training, trainees will be able to:
 Understand contemporary psychological theories and the application of the scientific knowledge base in
clinical psychology to underpin clinical and research practice
 Integrate prior knowledge in novel situations, enhancing their professional ability to think critically,
creatively, and reflectively; and to evaluate the impact of planned psychological interventions
 Develop, conduct and evaluate research, which is both ethical and of clinical relevance within the NHS
and other settings
 Apply appropriate assessment procedures, develop appropriate formulations, and carry out appropriate
interventions with clients, recognizing and observing appropriate professional boundaries and standards
of competence, and conducting appropriate appraisal of the impact of such procedures in service delivery
systems, using highly developed self-reflective skills
 Understand the importance of fostering productive and therapeutic working alliances with clients, while
maintaining awareness of the wider social setting of interventions, and balancing the needs of clients and
service delivery systems
 Understand the range of service delivery models available for interventions at individual, group and
systemic levels with a variety of client groups
 Understand consultancy models and the importance of consultancy as an advance practice skill
10.2 Subject Specific Skills
On completion of training, trainees will be able to:
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Obtain, summarise and synthesise clinical and research material from a range of appropriate sources
Demonstrate skills in the psychological assessment and theoretically based formulation of clinical cases
Critically evaluate psychological theories and models as they are applied in clinical psychology practice
and research
Demonstrate understanding in the application of theoretically based treatment in regards to clinical
cases
Consider and appraise the relative benefits of different models and approaches in clinical practice and
research
Critically evaluate conceptual and methodological issues and debates in clinical psychology practice
and applied research
Work in collaboration with others to conduct and report research to test theories of psychological
problems and evaluate interventions
Work independently when conducting and reporting research in a number of applied areas in clinical
psychology
Demonstrate competence in the selection and implementation of appropriate methodological designs for
the evaluation of efficacious and effective interventions in practice
Demonstrate competence in the process of clinical effectiveness and audit
Demonstrate competence in the planning and execution of clinically applied research
10.3 Transferable Skills
On completion of training, trainees will be able to:
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Demonstrate the ability to apply the breadth of psychological science in practice, synthesising and apply
theory in practice across disciplinary boundaries.
Use the knowledge base of psychological science to assess, formulate and develop psychological
interventions.
Use transferable knowledge, skills and values from prior experience and apply these in novel situations.
Use scientific principles of critical evaluation and analytical thinking to apply theories in practice to
develop interventions for a range of client groups and service needs
Demonstrate competence in conducting analyses of problems, while considering a range of possible
solutions
Demonstrate the ability to interact and work effectively with a range of health professionals in multidisciplinary settings
Demonstrate competence in written communication skills across placements, understanding the need to
consider the needs of different consumers of psychological reports, letters and research outputs.
10.4 Psychological Assessment
On completion of training, trainees will be able to:
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Choose, apply and interpret a broad range of assessment methods appropriate to the client and service
delivery systems in which the assessment takes place and the type of intervention that is likely to be
required pursuant to the standards normally expected by the profession
Demonstrate competence in the use of formal assessment procedures, using standardised psychometric
measures, use of systematic interviewing procedures (including standardised semi-structured diagnostic
interviews), including the use of other structured means of information gathering, such as observation.
Demonstrate competence in conducting appropriate risk assessments and the appropriate use of these to
guide practice
10.5 Psychological Formulation
On completion of training, trainees will be able to:
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Demonstrate the ability to develop formulations using a range of possible sources of information.
Trainees will integrate information from assessments and other wide range of information sources to
determine a coherent account of the clients needs and the cause, development and maintenance of
clients problems.
Demonstrate competence in the incorporation of the interpersonal, societal, cultural and biological
factors important in the understanding of the clients difficulties.
Demonstrate competence in the use of formulation to plan appropriate and flexible treatment
interventions that consider the clients perspective, including determining possible obstacles to
intervention and assist multi-professional communications and understandings of the scientific
application of psychological theories
Demonstrate the necessary and appropriate knowledge base to develop formulations and use these as
hypothesises for the development of interventions and understandings of the client and their
experiences. As such trainees will understand the necessity to revise formulations as appropriate and the
importance of reformulation.
Demonstrate competence in the communication of formulations with clients in order to facilitate their
understandings of their own experiences
10.6 Psychological Intervention and Evaluation
On completion of training, trainees will be able to:
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Use formulation as a basis for planning interventions, trainees will demonstrate the ability to implement
psychological interventions appropriate to the clients presenting problems, taking account of the
psychological and social circumstance of the client in a collaborative manner with individuals, couples,
families, groups or couples, and systems, services and organisations.
Demonstrate the ability to implement interventions through and with other professional for the benefit
of clients, their carers (formal and informal), or within systems.
Demonstrate competence in monitoring and evaluating psychological interventions and demonstrate
reflective skills that allows for the modification of interventions according to information gathered.
Recognise when intervention is inappropriate, or where further intervention is inappropriate and provide
clients, groups or systems with suitably constructive options that are respectful and appropriate.
10.7 Personal and Professional Skills
On completion of training, trainees will:
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Develop awareness of the impact of diversity and difference when working with a range of clients and
in a range of services.
Understand their responsibilities towards clients they come in contact with. Trainees will understand the
need to remain cognisant of the ethical demands in practice and remain bound by the BPS code of
conduct.
Develop an awareness of the inherent power imbalance between practitioners and recipients of their
care and minimise the potential for the abuse of this power imbalance.
Know the professional responsibilities of working within the limits of one’s competence and the duty to
seek supervision as appropriate.
Know the importance of continuing professional development with respect to the duty of care to clients,
carers and within systems.
Know their responsibility for managing personal learning needs and maintaining strategies for
developing these. In addition trainees will understand how to use supervision and feedback as a way of
reflecting upon personal learning needs.
Know that they have a personal responsibility to develop strategies to minimise the emotional and
physical impact of practice and where necessary seeking appropriate support and supervision.
Know they have a duty and responsibility to maintain collaborative working arrangements with
colleagues, fellow psychologists and service users.
10.8 Communication, Teaching and Service Delivery Skills
On completion of training, trainees will be able to:
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Understand the need to develop skills in effective communication with colleagues from other health
professions. Providing psychological information in a manner appropriate to the needs of the audience
 Demonstrate good communication and teaching skills for the purpose of presenting clinical and nonclinical psychological information, at an individual, group and delivery system level
 Develop competence in the delivery of information to people with a wide range and levels of ability.
Taking account of the needs of learners and participants in any training as well as respecting the needs
of others to benefit from a variety of teaching methods. Trainees will understand that clarity of
communication is essential in ethical practice in research such that any participant in research has a
right to a full understanding of the extent of their involvement and their rights within the research
relationship.
 Understand the need for clarity and precision in communication within supervision.
 Develop skills, knowledge and values that will equip them to function as an effective member of multidisciplinary teams.
 Understand change processes in organisations and service delivery systems that are likely to come into
contact with as part of their practice.
 Apply transferable knowledge, skills and values when working at the level of organisations.
 Develop understandings of the need for consultancy in practice and when working at a consultative
level will be fully cognisant of the boundaries of competence when providing advice and consultation.
11. Teaching, Learning and Assessment:
A variety of teaching and learning methods are employed to achieve the learning outcomes specified above:
 Formal teaching including didactic lectures, small group seminars and skills based participatory
workshops
 Experiential case presentations by experienced clinicians
 Presentations of case studies by trainees within their cohort group, with support and feedback provided
by academic and clinical staff
 Peer presentation and review sessions, focussing on critical evaluation of published research and
presentation of research ideas
 Private independent study time to support academic and clinical course components
 Supervised research time allocated to each individual trainee, to assist development of their own research
ideas and support their small-scale research and thesis
 Supervised clinical experience over three years covering four core areas and two specialist/elective
clinical placements (each trainee being supervised by a suitably qualified, locally based, chartered
clinical psychologist).
Assessment of learning outcomes occurs through a range of different procedures as follows:
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Four unseen written examinations covering four broad areas in Clinical Psychology: Adult Mental
Health, Learning Disabilities, Children and Adolescents, Older Adults/ Neuropsychology. Trainees
complete two examinations at the end of each of the first two academic years. In the Flexible Training
Scheme the timing for completion of examinations is dependent upon the planned developmental
training sequence of academic and core competence clinical placements as set out by the ITDP.
One seen written essay on professional issues is completed in year three. Trainees are given a choice of
topics for the essay. In the Flexible Training Scheme the timing for completion of the professional
issues essay is dependent upon the planned developmental training sequence of academic and core
competence clinical placements as set out by the ITDP.
Four case studies submitted following completion of the first four training placements, one from each of
the core competence training placements (Adult Mental Health, Learning Disabilities, Child &
Adolescents, Older Adults/Neuropsychology). In the Flexible Training Scheme the timing for
completion of the four case studies is dependent upon the planned developmental training sequence of
academic and core competence clinical placements as set out by the ITDP.
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Six clinical placements in four core areas of clinical psychology (Adult Mental Health, Learning
Disabilities, Child & Adolescents, Older Adults/Neuropsychology) and two elective areas. At the end of
each placement, the trainee and their supervisor jointly agree upon ratings completed in the Evaluation
of Clinical Competence (ECC) forms. On placement, trainees are responsible for completing an up to
date portfolio of relevant clinical experience and practice. The portfolio is made up of placement
contracts, learning objective forms, weekly records of clinical activity and any other associated
placement paperwork
Four small-scale research projects completed at the end of each clinical placement in years one and two.
Two of these small-scale research projects require to be fully written up and submitted as part of a
trainee’s portfolio of training. The remaining two small-scale research projects are submitted as
abstracts In the Flexible Training Scheme the timing for completion of the small-scale research studies
is dependent upon the planned developmental training sequence of academic and core competence
clinical placements as set out by the ITDP.
A substantial independent doctoral research thesis 25,000-30,000 words in length. This thesis is
examined by viva voce examination by internal and external examiners. In the Flexible Training
Scheme the timing for completion of the thesis is dependent upon the planned developmental training
sequence of academic and core competence clinical placements as set out by the ITDP. Trainees can
develop and plan their thesis from the beginning of year two and can choose to submit their completed
thesis by the end of years three, four or five of their training depending upon their ITDP.
The assessments are comprehensive and objective. The four written examinations are double-marked
anonymously; other written work is also second marked in order to compensate for positive and negative biases
in the primary markers. The external examiner may adjust marks also.
Details of the requirements for each piece of assessed work are provided in the Course Handbook supplied to
trainees. The Handbook also contains guidelines for marking; details of the ground for academic and clinical
failure; and information on the appeals procedure as agreed by the training committee and following university
regulations.
A description of the relationship between assessments and learning outcomes is provided in Table 2.
12. Programme Structure:
The programme is a partnership between the University of Edinburgh and clinical psychologists working within
nine NHS Health Board areas (from October 2004). The course has a formal academic syllabus, based on the
BPS National Curriculum for Clinical Psychology, which provides a coherent training in Clinical Psychology
over three years. During This period of training, 839 hours are set aside for formal teaching, which accounts for
approximately 25 per cent of total training time. Within this total, 45 hours are set aside for Professional Issues
teaching and 108 hours are set aside for the Research Skills teaching. Both these modules are organised
developmentally over the full 3 years of the teaching programme. At least 55 per cent of time is spent in clinical
practice on placement; and 20 per cent of time is set aside for independent private study.
In the Flexible Training Scheme, the programme structure is exactly the same as for the standard three year
Course, however, an ITDP is agreed between host NHS Area and the appropriate Speciality Head, The NHS
Course Manager, Dr. Ann Green, the Senior Clinical Tutor, Ms Sheena Bailey, and the trainee themselves. Each
ITDP sets out a structured developmental training programme within a four or five year training plan. Regardless
of the length of the training plan each trainee must complete three years of academic and clinical teaching and
core competence based placement experience.
12.1 Academic Component
The teaching programme is organised into six modules over the three years of training as specified in an
Individual Training & Development Plan. In the Flexible Training Scheme the three years of training will be
distributed across the planned four or five plan as set out in the ITDP. Regardless of the length of the training as
set out in the ITDP, all trainees must successfully complete all six training modules. The timing for the
completion of all teaching modules is determined by the ITDP. Over the six modules of the training programme,
there are four major life span developmental themes: Adult Mental Health, Learning Disabilities, Child,
Adolescents and Families, and Older Adults. The lifespan developmental themes are supplemented by two
additional specialist teaching modules. Research and professional issues teaching is provided developmentally
across all teaching modules and is completed within three years.. Flexible Training Scheme trainees return to
their original training cohort to complete their research and professional issues teaching within three years from
the start of their training.
The syllabus covers the required learning objectives that demonstrate academic competence in clinical
psychology. In year one; modules one and two, a substantial proportion of teaching is workshop based and
trainees are encouraged to develop clinical decision-making skills. Skills based workshops are also applied in
modules three and four covering multidisciplinary working and systemic approaches in children and in older
adults. In modules five and six of the teaching programme, workshops-based teaching sessions cover major
models of psychotherapy across and within client groups. The teaching syllabus supports and encourages the
application of knowledge and practice that facilitates the transfer of skills across specialities and within a
developmental learning framework. All teaching modules provide teaching on formulation, assessment,
intervention, evaluation, research, and service delivery. The syllabus also encourages trainees to become selfreflective practitioners and promotes this activity through peer presentations, specific sessions within
professional issues teaching, and by encouraging lecturers to model these skills in their presentations and
workshops. The syllabus promotes the communication and teaching skills of trainees by encouraging their
participation in teaching through trainee presentations and critical evaluations of research and clinical papers.
Trainees are provided with feedback on their communication and teaching skills following their participation in
peer teaching.
The teaching content is organised into modules that are synchronised with placement experience. Before each of
the first four core clinical placements, trainees spend four to five weeks in teaching in Edinburgh; thereafter,
there are two additional teaching days per month throughout the placement. During the final two placements,
teaching is spread across six months, with teaching blocks lasting for one week in every month over the two sixmonth periods.
Currently, most of the teaching takes place within the Kennedy Tower at the University of Edinburgh. In
addition, a small number of teaching days take place in individual clinical psychology departments outside the
University Section of Clinical and Health Psychology. The Course has also recently started to develop online
supportive training environments in Older Adults and Learning Disabilities.
12.2 Clinical Component
Clinical Experience commences in November of year one following the completion of the first teaching module.
In the first year of the programme, trainees complete an adult mental health and a learning disabilities core
competence placement. Depending upon the ITDP trainees complete child and adolescents core competence
placements, older adult core competence placement and two specialist/elective core competence placements over
the duration of their training plan which can last for either four or five years. Overall, the clinical experience
gained during the core competence placements covers a wide range of problems, clients, settings and modes of
working.
Clinical psychologists with at least two years experience supervise trainees. Where necessary a clinical
psychologist with at least one year of experience will supervise, whilst remaining under the overall guidance of a
more experienced colleague. The latter tends to occur if there is a shortage of supervisors in a particular
specialist area, but may also take place to provide professional development opportunities for new supervisors.
Although guidelines permit supervision after one year, the senior clinical psychologist proposing such a tandem
supervisory arrangement always consults the Senior Clinical Tutor about the adequacy of such arrangements.
However, this arrangement is exceptional because of the wealth of clinical placements available in the NHS
Areas linked with the University of Edinburgh course. Each trainee has a named ‘main’ supervisor on every
placement.
A written placement contract is drawn up within two weeks of the start of each placement. In practice most
trainees and supervisors use their first supervision session to do this in the first week of placement. Placement
contracts reflect learning objectives identified at the end of the previous placement following completion of the
Assessment of Clinical Competence evaluation forms. It is a requirement that trainees must receive at least one
formal hour of supervision on placement, and three hours of other contact time, per week; however, in most
cases supervision occurs on a more regular basis and as the situation and need demands. For the mid-placement
visit by the clinical tutors, a formal written evaluation of the trainee is carried out using the Evaluation of
Clinical Competence form. There is also a full written report produced by the Clinical Tutor following the mid-
placement review meeting. Subsequently, at the end of the placement, the final Evaluation of Clinical
Competence form is completed by the supervisor, signed by the trainee, and discussed at the appropriate Director
of Studies meeting.
12.3 Research Component
The main aim of the Research Module is to develop research skills and a scientific approach to the formulation
and study of problems in applied psychology. The main outcome of the research module is to produce trainees
who are sophisticated consumers of research. In effect trainees are helped to become more analytical and critical
in their thinking and in the evaluation of outcomes, whether this is in clinical practice, in the setting up and
evaluation of systems of working, or in the outlining and formulation of a competent research methodology in
order to address specific research questions. Through an incremental approach to research design and
implementation, via small-scale research projects through to the eventual execution and completion of a doctoral
thesis, trainees develop critical reasoning skills and demonstrate independent thinking and knowledge
application. The learning objectives specified for the research module include, for example, experience of a wide
range of different research designs, the use of qualitative and quantitative data, and competence in the use of
computer statistical packages. These objectives have been developed in conjunction with the Training
Committee, and with the clinical supervisors, the latter having an integral role in practice based research.
The research curriculum has a programme of teaching including didactic lectures in the first year through to
interactive problem-solving statistical workshops in years two and three, encompassing a wide range of methods
of data analyses both exploratory and hypothesis testing including qualitative and quantitative methods. The
Flexible Training Scheme trainees complete their research teaching within their original larger cohort group by
the end of year three of their training plan.The distributed research module facilitates trainee learning from basic
statistical concepts and simple exploratory data analytic techniques, through to more sophisticated multivariate
approaches. Hands-on experience of the use of computer statistical packages occurs throughout the training
period as specified in the Individual Training and Development Plans. As most trainees will be likely to use the
statistical data analysis programme, SPSS, a lot of emphasis is placed upon familiarising trainees with this
statistical package from year one onwards. All packages used for the SPSS workshops are also available on
designated trainee computers, along with additional specialised modules, for those who wish to familiarise
themselves further with this programme, or gain particular experience of analyses they plan to use in their own
studies. Particular emphasis is placed on the very real ethical constraints on applied research, and this is
supported by additional focus on ethical issues within the Professional Issues module.
Small Scale Research Projects (SSRPs) provide trainees with the optimal environment to plan and execute
clinically relevant applied research, from initial ideas through to design and data analysis, the completion of
research reports, and where appropriate the completion of applications for ethical approval. One small-scale
research project is required to be carried out in each of the four core competence placement experiences (Adult
Mental Health, Learning Disabilities, Children, Adolescents and Family, and Older People). Placements allow
up to half a day per week for small-scale research. Two of the small-scale projects are written up for formal
assessment, which gives the trainee a choice of which projects to submit. All four small-scale research projects
are presented to their peers, providing valuable opportunities for the development of both presentation and
critical skills. All trainees are required to submit a clinically relevant research thesis, of between 25,000 and
30,000 words, towards the end of their final year of training. The thesis is expected to include a substantial
literature review and an account of a piece of empirical research of a doctoral standard. As part of the thesis
requirements, all research proposals are submitted to local Ethics Committees, and any additional equivalents
that may exist if the research participants are outwith the NHS. At the beginning of the third year, trainees are
required to submit their research proposals, which are reviewed by the Research Committee, comprising the
Course academic staff. Trainees are eligible to submit their thesis ideas at an earlier stage if appropriate.
Recommendations and suggestions are then made to each trainee and a research contract is developed with
academic and clinical supervisors. Particular care is taken over thesis proposals and the choice of appropriate
field supervisors for the research, in addition each trainee also has a University Supervisor. The trainee is
expected to reach agreements with both the field and university supervisors regarding respective responsibilities,
targets, schedules and supervision meetings.
12.4 Personal & Professional Development Component
The main aim of this module is to assist the trainee in developing their identity as a clinical psychologist,
pursuant to the skills, knowledge and values expected of the profession. To assist trainees with their
development in this regard, teaching covers the ethical and practical concerns of working with many client
groups who may be vulnerable in one respect or another. As the profession is rooted in the scientist-practitioner
tradition, trainees are encouraged to become cognisant of their identity as practitioners of psychological science
to address human distress and problems. Thus academic, clinical and research competency is highlighted as a
professional issue.
Another core issue in the personal and professional development of trainees over the term of the training
programme is the importance of self-awareness in appraising and reflecting upon aspects of their own practice.
An important core competency to be developed by trainees is awareness of their own limits and boundaries in
clinical practice, and awareness of the need to seek appropriate supervision, as and when the situation demands.
As the profession of clinical psychology is based upon the fundamental premise that acknowledges the equal
value of all people, trainees are required to develop awareness of the importance of diversity within the social
and cultural context of their relationships and working practices with clients, systems and settings. The Flexible
Training Scheme trainees complete their Professional Issues teaching within their original larger cohort group by
the end of year three of their training plan.
13. Criteria for Admission and Progress:
Applicants require a good honours degree in psychology from a British University, or equivalent, which is
approved as providing the Graduate Basis of Registration with the British Psychological Society. Although
candidates are expected to have obtained a first or upper second-class degree, the course will in some
circumstances consider candidates with a lower second-class degree if they have successfully completed a
relevant postgraduate degree. In addition, it is expected normally that candidates will have gained at least some
relevant clinical or research experience, although the quality of relevant experience rather than the quantity is
considered most important. The selection criteria and procedures are subject to regular review in the context of
Course stakeholders. The selection policy does not discriminate between candidates according to gender, age,
race, religion, creed, or disability. The University of Edinburgh is accessible to all candidates irrespective of
disability. The Course seeks to be fair and to implement its own and the employing authorities Equal
Opportunities Policy.
Progression through each year of the programme is contingent upon satisfactory performance in academic and
clinical assessments and examinations. Failure in the academic component is assessed by the academic staff in
conjunction with the external examiner and clinical tutors via The Board of Examiners. All components of the
degree must be passed, although a failed case report or case study may be ‘carried’ and resubmitted by the
following December. It is possible to re-sit exams in December of the following academic year also. Written
guidelines on placement failure are provided to all trainees and supervisors, and are contained in the Course
Handbook. The clinical tutor will recommend appropriate remedial action in the first instance depending on the
type of placement failure that has occurred (e.g. inadequate range of experience or supervision, prolonged
illness, etc). There is an appeals procedure, which is consistent with the University and employer’s procedures,
and is made available to all trainees as part of the Course Handbook.
14. Support for Trainee Learning:
The Directors of Studies and the Examinations Tutor maintain a record of any learning needs or special
requirements of trainees. Appropriate assistance and support is then provided regarding academic and clinical
work, where required, in conjunction with the learning support office at the University.
The following range of support is available to trainees throughout the training:
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All trainees are allocated two Directors of Studies (academic staff member and clinical tutor team
member) at the start of their training. The Directors of Studies are responsible for assessing the overall
developmental learning and training needs of the individual trainee for the achievement of competence.
All trainees are allocated a personal trainee ‘buddy’ from a higher year who will meet with them, as
required, to help the trainee become acquainted with course procedures.
First year trainees are linked with a Personal Tutor from a list of experienced clinical psychologists
provided by the course. From the second year onwards, trainees are at liberty to choose a different
Personal Tutor if preferred. The Personal Tutor is someone who will not be involved in the assessment
of the trainee, and from whom the trainee may receive mentoring and personal support.
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Each training cohorts are allocated a Year Tutor who is a member of academic staff, and who meets
regularly with each class year to review issues of concern, including any that relate to teaching.
Each training cohort is provided with the opportunity to take part in a training support group, facilitated
by an experienced group process psychologist external to the course.
Trainees can self-refer to confidential counselling services provided in some NHS areas.
Trainees are provided with a Handbook at the start of their training which lays out the Course
procedural guidelines, including relevant clinical and academic information such as leave entitlement,
travel claims, placement organisation, what to do in the event of personal, professional, academic and
clinical difficulties etc.
The Course has purchased a number of laptop computers with relevant and up to date software that can
be booked by trainees for their use. Priority is given to third year trainees for thesis use, but first and
second year trainees may borrow laptops for limited periods of time also. The software provide for use
by the trainees is optimal for word processing and data analysis. In addition, there are a number of
computing laboratories in the Colleges of Social Sciences and Medicine, and in the wider University, to
which Trainees have access also.
Trainees have a small private room for their own use on the 4th floor of the Kennedy Tower, where
their personal mail is delivered, and three desktop computers are located for trainee use.
Trainees have access to the University of Edinburgh library, which has sites throughout Edinburgh and
in particular within the Kennedy Tower located on the sixth floor. Trainees have access to libraries in a
range of placement locations within the NHS Areas linked to the Course also.
All Trainees have e-mail addresses provided by Edinburgh University.
15. Quality Assurance and Standards for the Programme:
The quality of the programme is checked via the following internal and external validating mechanisms:
15.1 External Mechanisms
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External examiners review the programme, and the standard of portfolios developed by trainees
throughout the training, and provide a formal written report to the Course.
Accreditation by the Committee for Training in Clinical Psychology of the British Psychological
Society occurs every 5 years.
The programme is subject to University Wide Curriculum Project quality assurance procedures
The programme provides appropriate reports to its funding and commissioning agency (NHS Education
Scotland) as required.
15.2 Internal Mechanisms
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The Training Committee meets to discuss strategic issues and provide professional leadership for the
development of the training programme. The membership of the committee includes representation
from all major stakeholders, including the Course Director, the NHS Course Manager, academic staff,
clinical tutors, representatives of the linked NHS Area services, supervisor representatives, trainee
representatives, and the NES National Director of Training. This makes a committee of approximately
25 people. The Training Committee has a Constitution that was agreed in 1996 and reviewed in 2003.
The Committee meets as required, but at least twice per year. The frequency of meeting is determined
by the combined geographic size of the Courses linked NHS Areas (currently nine Scottish Regions),
which prohibits more frequent meetings.
The Course has an Executive Committee for dealing with matters of immediate concern that cannot
await the next meeting of the Training Committee. This Executive Committee meets approximately
quarterly and comprises the Course Director, Deputy Course Director, NHS Course Manager and the
Senior Clinical Tutor(s).
The Course Organisation Group meetings are held fortnightly to discuss the day to day running of the
programme and individual trainee progress is reviewed and discussed as appropriate.
An examinations board meets annually to review and monitor the progress of trainees. The examination
board consists of all members of the academic staff, the clinical tutor team, the external examiners, and
senior academic members of University staff within the School of Health in Social Science.
On a bi-annual basis, a module coordinators meeting oversees issues of quality assurance of the
curriculum, and considers syllabus development. Membership of the module coordinators meeting is

open to academic and clinical module coordinators, clinical tutors, supervisor representatives, and
trainee representatives.
Two curriculum working groups covering modules one and two of year one and modules three to six of
the teaching programme are currently meeting to discuss the transition of the course from a placement
experience model to a core competences model. The membership of this is drawn from representatives
of the academic and Clinical Module Coordinators, Supervisor Representatives, Clinical Tutors, NHS
Area Representatives and Trainees.
15.3 Trainee Feedback
In addition to the internal and external quality assurance checks for the training programme, trainees have
regular opportunities to comment on, and influence, the quality of the training programme.
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At the end of each teaching module, individual trainee feedback is collated by the module coordinators,
in both written form and in informal face-to-face discussion, at the end of module meeting. Individual
contributors receive feedback from the clinical and academic module coordinator.
At mid-placement and end of placement meetings with clinical supervisors, trainees complete an
evaluation of the quality of the placement and supervision received.
Regular meetings between training year cohorts and their year tutor are held to facilitate communication
between the course and trainees.
Trainee representatives from each of the three years have regular meetings with the Course Director and
NHS Course Manager to consider the needs of their individual training cohort year.
Trainee representation is encouraged on all programme committees, including the Training Committee,
Module Coordinators Meetings, Steering Group for the Online Older Adults Module and the
Curriculum Working Groups.
End of Programme Specification
APPENDIX 1A
Table 1: Competence Based Curriculum Map
Programme Title
University of Edinburgh/NHS (Scotland) Clinical Psychology Training
Programme
Awarding Institution
University of Edinburgh
Teaching Institution
University of Edinburgh, School of Health in Social Science,
Section of Clinical and Health Psychology
Faculty/College
College of Humanities and Social Science
Accrediting Professional Body
British Psychological Society Committee on Training in Clinical
Psychology
Final Award
D.Clin.Psychol.
Date of Specification
Version 1, September 2004
Key External Reference Points
QAA Guidelines for Preparing Programme Specifications and BPS
Committee on Training in Clinical Psychology Accreditation Criteria
Course Values, Philosophy and Main Aims for Education of Trainees:
Trainees will have the skills, knowledge & values required to integrate psychological theory with clinical
practice and enable them to:
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

Assess, formulate, evaluate and solve clinical problems, using a range of psychological theories and
knowledge, and drawing on a variety of models of psychological therapies and intervention
Evaluate the efficacy of treatments and work within a framework of evidence based practice,
drawing from and developing the professional knowledge base
Apply knowledge of different areas of psychology to form a basis for working in a wide range of
specialty areas within clinical psychology
Work in a variety of settings (e.g. academic, health, community)
Adopt both direct and indirect modes of intervention to improve and support psychological aspects
of health and social care
Communicate effectively with staff from other disciplines and work within multi-disciplinary teams
as a clinician, supervisor or consultant
Build effective alliances with individuals (including staff, clients and carers) from a diverse range of
cultural and ethnic backgrounds
Demonstrate high standards of conduct and ethical behaviour consistent with recognised guidelines
for professional practice
Understand the social context within which psychological problems may develop, and how
environments may be modified to ameliorate problems
Understand the policy, legislative and planning contexts of the services in which clinical practice is
undertaken
Understand the need for regular evaluation of their work, be skilled in self-reflection and selfawareness, and understand the need for continuing professional development after qualification.
Table 1: Competence Based Curriculum Map (Continued)
Academic Competence
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Knowledge Development
Knowledge Application
Knowledge Transfer
Teaching and Learning Strategies
Core knowledge and understanding is acquired via attendance
at lectures, workshops, seminars, discussions and independent
study.
Assessment of competence is indexed via unseen
examinations
Clinical/Professional/Practitioner
Competence
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Theory-Practice Links
Assessment
Formulation
Intervention
Evaluation & Research
Communication
Personal & Professional
Development
Skills Development Strategies
Practitioner skills are developed through application of theory
in practice on core competence placements. A clinical
supervisor oversees the development of specific clinical
competence. Competence is demonstrated by the ability to
apply psychological knowledge to enhance the trainee’s
professional practice for the benefit of their clients and the
services within which they operate. Clinical Tutors ensure
that a full range of placements is offered to assist in the
process of transferable skills. Clinical Tutors and Director of
Studies assist the trainee in monitoring the achievement of
competence within a three-year developmental training
framework (Individual Training & Development Plan).
Assessment of competence is assessed using evaluation of
clinical competence forms completed at the end of every
placement. Theory-practice links are assessed by completion
of case studies. The assessment of practical research
competence is via completion of small-scale research
projects. Professional and personal development is assessed
through a written seen essay completed in year 3.
Research Competence
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Analytical Thinking
Ethical Practice
Organisational Ability
Data Preparation & Management
Research Reporting
Research Skill Development Strategies
Research skills are taught throughout the three years and the
aim is assist trainees in the development of competence in the
design use and choice of appropriate methods of investigation
in research. Practical sessions and lectures provide trainees
with skills in the interpretation and use of quantitative and
qualitative methods in research. The requirement of the
submission of a doctoral thesis of 30,000 words ensures that
trainees are competent in the execution and completion of
research in practice and that communication skills are
enhanced as writing is required for different audiences (e.g.
ethical applications, participant information sheets, report
writing, etc).
Assessment of competence is evaluated via the completion of
small-scale research projects in year 1 and 2, and a viva voce
examination of the doctoral thesis in year 3.
Degree Programme Table
NY Course
T
1
Clinical Psychology 1
Research 1
Adult Mental Health - Clinical Placement
Learning Disabilities - Clinical Placement
Exit Award of Certificate in Health Related Psychology
S
L
CT
D
D
D
D
12
12
12
12
40
40
40
40
2
Clinical Psychology 2
Research 2
Child, Adolescents and Families - Clinical Placement
Neuropsychology & Older Adults - Clinical Placement
Exit Award of MSc in Applied Psychology or MSc / Diploma in
Health Related Psychology
D
D
D
D
12
12
12
12
40
40
40
40
3
Specialist Clinical Placement 1
Specialist Clinical Placement 2
Thesis
D
D
D
12
12
12
40
40
140
Credit Total
Final Exit Award DClinPsychol
DPT updated June 2011
540