Doctorate in Clinical

Transcription

1 Doctorate in Clinical Psychology Academic Module (PSYD043) Handbook Cohort Doctorate in Clinical Handbook Psychology Please consult ELE for updated and revised electronic versions of this handbook 1

2 Doctorate in Clinical Psychology Academic Module Handbook Table of Contents Section Section 1: Academic Module Aims and Objectives Introduction Guidelines on Assessments Section 2: Appendices: A-1 Academic Module Descriptor A-2 Academic Series and Convenors A-3 Year One Timetable A-4 Assessment Timeline A-5 Assessment cover sheet A-6 Academic Progression and Failing Diagram A-7 Confidentiality and Consent Guidance A-8 APA Guidance: Top tips and common errors A-8 Example Letter to Marker A-10 Flow chart of marking Page Numbers Marking Guidelines and Feedback Forms: A-11 PBL presentations A-12 PBL written summaries A-13 Clinical Practice Reports A-14 Consent forms A-15 Professional Issues Essay

3 SECTION ONE Doctorate in Clinical Psychology Academic Module Handbook (PSYD043) 3

4 Aims and Objectives University To provide an education for programme members intended to give them competence in their chosen discipline, and to encourage them to develop their intellectual capabilities within an institution that is committed to advancing research, scholarship and learning, and to disseminating knowledge. Educational Aims of Psychology: College of Life and Environmental Sciences To provide an education of high quality across a range of areas of psychology in a stimulating and supportive environment that is enriched by research and/or current practice in the discipline where appropriate. To provide training in scientific skills of problem analysis, research design, evaluation of empirical evidence and dissemination in the context of psychology. To provide a range of academic and key skills that will prepare our programme members for employment, future study, or training for professional practice. To equip programme members with a range of methodological skills, advanced specialist knowledge, and experience of communication of the results of research, which can allow them to function as effective research students or as researchers in an academic or applied setting. Specific Aims of the Doctorate in Clinical Psychology Training Programme To produce clinical psychologists who will go on to work in the National Health Service (NHS) and make a meaningful and strong contribution to users of the NHS, the services themselves and the clinical psychology profession. (See Appendix A-1 for Academic Module Descriptor and Intended Learning Outcomes) 4

5 Introduction This section of the handbook will describe the academic components of the DClinPsy Programme including an outline of the curriculum and timetable for your three years of training. Consistent with the programme s commitment to a model of lifelong and self-directed learning, the academic component will require an active learning style, such that formal teaching is but one part of the contribution to learning. We hope that you will find the academic curriculum stimulating and challenging, sometimes enjoyable and sometimes, by its very nature, frustrating. The knowledge base of the profession is continually expanding and we cannot hope to teach you all that you need to know as competent, qualified clinical psychologists and even if we did there is no guarantee that you would learn it! An important emphasis, therefore, will be upon learning how to be an effective learner rather than simply being exposed to vast amounts of knowledge. Another important aspect of the academic curriculum is that it is designed to take account of the needs of practitioners in the modern NHS, specifically the requirement for practitioners to be collaborative effective team workers. Consequently the academic curriculum is designed to facilitate your development as collaborative learners working with peers to achieve goals and tasks. We hope to provide a stimulating, rich environment that equips you with the critical skills, knowledge and experience to embark on a career of development in clinical psychology. We also acknowledge the central and vital position of clinical placements in your learning process and will endeavour throughout the academic programme to promote the development of theorypractice links wherever possible. The Academic Curriculum The academic curriculum is conceptualised around a lifespan model of developmental challenge. This implies an organisation of the curriculum around the concepts challenges, resources and development (Hendry & Kloep, 2002) across life stages e.g. childhood, adulthood and old age. Within this model development is seen to occur as the result of challenges if an individual is appropriately resourced to meet the demands placed upon them. The curriculum is divided into four core themes, within which are individual seminar series: 1) Lifespan development: In addition to introducing the lifespan challenge model, this theme includes seminar series on development and challenges in childhood, adulthood and older age, and the additional challenges of learning disability across the lifespan. 2) Psychological therapies: Core Therapeutic Competencies, cognitive behaviour therapy, psychodynamic and systemic approaches are covered, providing knowledge to support practice-based learning in the Clinical Module and are organised with reference to the Competency Frameworks for Improved Access to Psychological Therapies (IAPT) Practitioners ( 5

6 3) Reflective Organisational Practice: A range of competencies are covered in this series including Professional Identity / Policy, Community Interventions, Diversity, Consultation / Facilitation, Leadership and Organisational behaviour. This series also includes the reflective/experiential group and institutional observations. 4) Advanced topics in clinical psychology: A range of advanced topics are introduced during one day workshops in Year 2, with options to attend a range of advanced Continual Professional Development (CPD) workshops in Year 3. Each seminar series is convened by a member of the Programme Team with advice and guidance from practising clinicians with skills and experience relevant to the particular topic area. (Please see Appendix A-2 for a full list of the academic series and convenors).the convenors are responsible for organising the seminar series, for ensuring that it is well presented and that it provides a balanced experience that will assist you to meet the intended learning outcomes and contribute learning experiences that will facilitate completion of assignments and assessments for the module. Convenors have a major role in the development and delivery of the Academic Module and biannual workshops organised to help convenors plan their seminar series and to liaise across areas of the curriculum. Academic Feedback We value the feedback that trainees provide on teaching sessions and this is vital for us to continue to shape the curriculum and feed back to presenters as part of their own CPD. You are required to give individual electronic feedback at the end of each University based teaching and locality based session. Time is made available at the end of each teaching session to complete feedback, which is a mandatory professional practice requirement for all trainees. Feedback completion rates will be reviewed during your annual appraisal meeting. If a pattern arises (3 or more occasions of failing to complete feedback) the Programme Director will be alerted and this will be noted as a professional issue in the trainee's continuous record which is viewed at the Board of Examiners. You will also have an additional opportunity to provide feedback as a group (via your locality representative) on the academic curriculum to the Programme Liaison Committee which is attended by the Academic, Clinical, Research and Programme Director. Academic Timetable and Attendance During University-based teaching blocks you are required to be present at the University for scheduled sessions from Monday to Thursday with a dedicated study day/locality pack on a Friday. The timetable is arranged so that teaching begins on a Monday morning at The morning session runs from 10.00am 1.00pm, and the afternoon from pm. Sessions on all other days of the week run from 9.15am 12.15pm and from 1.15pm 4.15pm, allowing time for additional meetings if necessary or to complete electronic feedback. 6

7 Following the teaching blocks you will be required to either attend the University or complete locality packs from home or at your locality centre (Exeter University for Devon and Somerset based trainees; St. Anne s Hospital Bournemouth for Dorset based trainees, and a Bristol location (TBC) for Wiltshire, Gloucester and Bristol based trainees) for group or facilitated sessions. Individual and unfacilitated sessions can be undertaken in a personal study location of your choice. Any unallocated sessions in locality-based time will be for additional private study, personal development or for work on assessments/assignments. Please note that trainees are expected to be working normal working hours on locality days and weeks and should not be using this time for alternative activities unless they have sought permission for this to happen. You are expected to attend all academic sessions and attendance will be monitored and raised via the appraisal system if more than three sessions are missed per academic term. Exceptional leave from teaching may be agreed as a general rule on one occasion throughout trainee where there are exceptional circumstances or life events. (Please see Appendix A-3 for a copy of the timetable for year one). Revised versions will be published on the web over the next three years. Assessments and Assignments and Academic Progression Please see Appendix A-4 for an Assessment and Assignment Timeline of Submissions and Appendix A-5 for cover sheet for all submitted work. Assignments are an important part of learning within the DClinPsy and consist of work that is required as part of the Academic Module, for which you may receive formative feedback, but which does not contribute to the assessment of the module. Assignments include: Locality-based tasks and packs Preparatory and follow-up reading for sessions and tutorials Trainee presentations in sessions and tutorials The first two clinical problem-based learning (PBL) presentations at the beginning of year one Four clinical practice presentations A Reflective and Organisational Practice problem-based learning (PBL) task A reflective learning journal in year three 7

8 The assessments are summative pieces of work that contribute to the assessment of the academic module. Assessments include: Three further clinical problem-based learning (PBL) presentations Four clinical problem-based learning (PBL) written summary reports Four Clinical Practice Reports (CPR) One professional issues essay. All assessment within the programme is consistent with the Health Professions Council Standards for Education and Training ( Please refer to the Programme Section of the Handbook for details of marking and pass/fail criteria. Below is an outline description of the assessments and assignments for the Academic Module. The detailed marking guidelines for each piece of work, which will be used by the markers, are included in the Appendix. You are strongly advised to read these and the descriptions below when preparing your work. All assessments in the academic module must be passed. Only two submissions are allowed for each piece of academic work (i.e. the trainee must pass a resubmission after a fail to remain on the programme). (See appendix A-6 for Academic Progress and Failing diagram). Submission of Academic Work All written submissions must be submitted within the stated word length. Random word checks will be conducted on all pieces of submitted work. Any work found to be over the word limit will be returned to the trainee who will have 48 hours to resubmit the piece within the recommended word limit. If this does not occur the piece will be marked as a fail. Similarly, any breaches in confidentiality (Please see Appendix A-7 for advice on Confidentiality in written work) in pieces of work will result in the piece being returned to the trainees. They will have 48 hours to resubmit otherwise the piece will be marked as a fail. All work should be submitted in Microsoft Word. The documents should be locked so that markers can read only and not amend the submission (when saving the document, go to save as, tools, general options and then enter a password under password to modify ). The exception to this is your first submission, which the markers will note stylistic errors on, therefore these should not be locked. All work should be typed with double line spacing, paginated and follow the Publication Manual of the American Psychological Association, 6th Edition (American Psychological Association. (2009). Publication Manual (6th Edition). Washington, DC: Author). (Please see Appendix A-8 for APA guidance). Please note as a formative exercise the first piece of academic work in year one will be marked on the script electronically by markers with regard to APA and style issues to guide trainees. 8

9 The course operates a blind marking system where possible and trainees are encouraged to submit their work in a way that means they are not identifiable, so as to ensure that we can operate this system. However there may be times where it is appropriate for trainees to divulge personal information if it is relevant to the piece of work. Academic support In addition to the twice yearly PBL facilitation, PBL tutors will offer a PBL write up clinic to help trainees consider the themes and possible development areas for their individual written summaries. There will also be a CPR tutorial for every CPR that is submitted. Trainees will meet in their PBL groups with their facilitator and have the opportunity to discuss the piece of work they are planning to write up for their CPR and to received advice/guidance on how it fits the marking criteria and issues that will need attending to. The PBL tutor will also offer an annual session with each trainee (noted as Academic Tutorial in the timetable) to give each trainee the chance to reflect upon their academic progress and any themes that have arisen in the marking feedback and to identify strengths and development areas. For trainees with registered disabilities that are impacting on their academic work, support can be gained through their appraiser, the Disability Officer, The Disability Resource Centre and the Study Skills department. Markers can provide specific formative feedback on areas of concern if it is requested by individual trainees with disabilities that are affecting their academic work. The Trainee Library on ELE also acts as resource for trainees to see previous academic submissions that have been marked to be of a high standard and that are in line with academic guidelines and APA. Study Days As a general rule the course runs in line with guidance from the British Psychological Society (BPS) which suggested a split of approximately 50% on placement, 40% in academic and research teaching/study and 10% study time.. Year One: In Year one you will 20 study days and 9 days of research study (of which you will be required to attend one day in selection week and two half days for your twice yearly appraisals), 120 days on placement and 27 days annual leave and the rest of your time will be spent in academic sessions Year 2: In year two you will have 20 study days, 10 research study days (of which you will be required to attend one day in selection week and two half days for your twice yearly appraisals), 116 days in placement and have 27 days on annual leave Year 3: In year three you will have approx 40 days of workshops, a minimum of 113 days on placement, 50 days for independent research and approximately 21 days study leave (depending on how may workshops there are) and 27 days of annual leave. 9

10 Please note the exact number of days may change over the course of your training. Guidelines on Written Assessments General guidelines and principles for marking, feedback and trainees response to feedback The aim of marking is to help the trainee to evaluate their own learning and reflect on their own practice, in order to develop academic, research and clinical skills to doctoral level. Trainees are solely responsible for producing the work to schedule, making any necessary changes and improvements and meeting the standards. Academic and research tutors/supervisors can be consulted for advice. Staff will endeavour to: Type where possible, or else write legibly Phrase comments as objectively and respectfully as possible, and never as personal criticism. We are marking the work, not the person! (The moderator is responsible for double-checking this). Be specific and constructive about what was good and what was missing, irrelevant, incorrect etc. Explain why the work was given this mark (in the Overall Comments section) Bear in mind the trainee's year level (for case studies and formulation cases) Note positive aspects as well as areas that need more work while ensuring that the balance of the comments reflects the mark (i.e., high marks should be accompanied by mainly positive feedback; low marks will be accompanied mainly by comments about what needs improving) Where there are weaknesses, provide a clear indication of the-required outcome and GENERAL guidance on how this might be achieved but do not do the work for the trainee. Feedback should indicate the areas that need improving but should avoid being too prescriptive. For example, constructive general guidance is 'Your presentation of the xx approach needs to be balanced by including its positive aspects'. An example for too specific feedback is 'Re-submit with 2 paragraphs on RCTs' high internal validity citing Smith 2002 and Jones 2003' is going too far. 10

11 Markers should make sure they line out the necessary changes under the section changes required. These changes NEED to be addressed by the trainee in order to pass the work; they can refer to a specific section in their feedback that illustrates their point/request. Trainees should use information from the entire feedback to address the requested changes. Give a rationale for positive comments about what was done well (rather than just putting 'Fine, Good, Tick etc.) Feedback should encourage trainees to come to their own viewpoint. Markers need to be aware of their own biases. For example, acknowledge areas where there is legitimate debate (eg 'as a systemic therapist I would add x....' 'some psychiatrists would argue y... ') and do not mark the trainee down when he/she is contradicting your own view. Rather feed back where the trainee s argumentation is not backed up, referenced or not logic/contradictory in itself. If the marker feels the trainee has missed a viewpoint/ body of literature this should be highlighted but it should be weighed with respect to scope/word limit available. Avoid making the corrections for the trainee; for example, poor grammar should be underlined and sent back as a conditional pass, not re-written for them. It is useful to point them in the right direction to correct the errors; for example 'Make sure you understand the rules about apostrophes. ' Give also feedback on re-submitted work, so the trainee knows what has improved, and what could still be worked on. If the feedback is clear it should not be necessary but be available to discuss/clarify issues raised by the trainee via the moderator if needed. Trainees will endeavour to: Ensure anonymous marking by following the submission guidelines (e.g. anonymizing the work etc.) Look at the feedback in relation to the marking criteria. Not take the feedback personally. It is about a specific piece of work, not you or your overall ability. Respond constructively to a disappointing mark, even if your first reaction is to feel upset. Remember that the aim of feedback is to help you to learn and reflect on your own practice. 11

12 Not see a disappointing mark as a result of staff malice. Our overall standards are appropriate and closely monitored but also do not expect perfect consistency between markers, since there will always be an element of subjectivity involved. Take time to reflect on the feedback before you respond or in cases of uncertainty - ask to see the moderator. It is not expected that it will routinely be necessary to meet the moderator to talk through the feedback in person. However, the moderator will be happy to clarify specific points if necessary. A meeting will be more useful if you have thought about what you do not understand, so please identify clearly the specific issues that you want to ask about. It might be helpful to draft a response letter first before starting to work on the manuscript. This letter will help the marker understanding your rationale for the changes you made and your thinking behind it. An example for a response letter can be found in the Appendix A-9. Accept that markers will indicate the required outcome and give general guidance on how this might be achieved and will not normally answer questions on how exactly to do it! ('What am I meant to put here?' 'How shall I phrase this). Do not expect staff to provide advance assurance that the work will pass: We cannot guarantee this! You should use your own judgment about how your work matches the criteria. Remember that you do not have to agree with specific suggestions, but you do have to address the issues that have been identified and give a clear rationale why you addressed it in this and not another way. Recognise that academic and research work will almost inevitably lead to some anxiety. Try to keep this in proportion. Your clinical tutor can help with this, but we encourage you in your own self-development to find ways of managing your anxiety. Please take responsibility for your work. Remember that seeking advice from multiple sources is bound to result in differing messages, and sometimes they may conflict (even markers are individuals!). Especially with some of the submissions, it is you who will have to make and justify your choices and decisions. Please see the Marking Flowchart (Appendix A-10) to help clarify the procedures of marking, feedback and resubmission. 12

13 Confidentiality The work of the clinical psychologist necessarily involves working with patients around distressing, sensitive and difficult issues and case material. As practitioners we are given the power to influence the lives of patients who may be very vulnerable. Alongside this comes a high degree of responsibility. It is a job that requires emotional resilience and a high degree of self-awareness and self-care. The programme team recognises that we are all human and all have life experiences and relationships that have shaped who we are. Inevitably, we can all be emotionally affected to varying degrees (in both positive and negative ways) by the work that we do. It is for this reason that the programme promotes reflective practice to ensure that we are mindful of the way our own experiences and assumptions about the world, people and relationships may influence our therapeutic relations and interventions. We would like to promote an ethos which allows programme members the opportunity to reflect openly and honestly on the challenges of their role and the way in which contact with their patients and their life stories can affect us all. This means that programme members may sometimes be sharing personal information about themselves with selected members of staff and with each other. Programme members can expect that team members and their programme member colleagues will be thoughtful and sensitive about the programme member s right to confidentiality. As a staff team we would also have to balance this with the need to ensure that we are all protecting the interests of potential clients and ensure that programme members are able to provide appropriate clinical interventions. For this reason, we provide the following statement about confidentiality of programme members: Confidentiality Guidelines: 1. i) The details of any personal material remains confidential within the context in which it is shared, i.e. it is not fitting for any participant to disclose information about another, in their absence or presence, within the course or in conversation outside of sessions, without agreed permission. ii) The only exception to this if you have concerns about the safety of children or adults. In such cases you should consult your supervisor in the first instance, following agreed Child Protection or other arrangements in your host Trust. 2 When patient material is shared programme members will do so: i) in a manner most likely to protect the identity of the patients; ii) in a manner which honours the limits of confidentiality, explained previously to a patient; iii) with an understanding that no member of the group will disclose any information about such patients outside the sessions. 13

14 Ground Rules for Group and Tutorial Sessions: 1. Work with respect for each other even if we disagree 2. Accept collective responsibility for the emotional climate 3. Accept individual responsibility for individual behaviour, including participation in role play and skills practice 4. Establish permissions for: having feelings, opinions and to learn constructively from mistakes 5. Pay attention to issues of difference such as gender, age, race and culture remembering that each person s experience is true for them and valid 6. Clarify limits of confidentiality and adhere to these 7. Make your own decisions about how much information you wish to share about personal or occupational matters 8. Remember you are the expert about your own life you can choose not to respond to any questions or suggestions from others if you feel them to be inappropriate. Please see Appendix A-7 for full guidance on issues relating to confidentiality and consent in academic submissions Professional Practice Abide by Codes of Practice as defined by our professional and accreditation body-bps and HPC.. 14

15 Guidelines for the Clinical Problem Based (PBL) Exercise Presentation Problem-based learning has been used extensively in many areas of higher education, most particularly in the training of medical students since the 1970s. We introduced problem-based learning to the curriculum because we believe, on the basis of considerable evidence, that it has a number of educational advantages. Problem-based learning is characterised by the following: a. It uses stimulus material (in this instance clinical cases or referrals for psychological input) to engage students in considering the problem in the same context as real life b. Information is not given on how to tackle the problem c. Information is given to help clarify the problem and how it might be dealt with d. Students work co-operatively in small groups with access to a tutor who facilitates the process e. Learning that has occurred is summarised and integrated into the students f. existing knowledge and skills g. Work is carried out intensively into one problem over a period of time Within the academic and research curricula, PBL will not be used to replace, but to complement and facilitate learning from the more traditional teaching seminars. Five academic problem-based learning exercises will be given, an introductory exercise followed by a more substantive exercise in the first term of year one and one in term two, with subsequent exercises in terms one and two of year two. It is intended that the PBL exercises will increase the opportunities to integrate theory and research knowledge derived from more formal teaching with practice right from the beginning of the Programme. The clinical problems will cover a range of learning areas taken from the work of practising clinical psychologists and more general learning objectives, which relate to the core competencies for practice. They may be based around clinical casework or involve service or community psychology issues. Trainees will work on the PBL exercises in their small PBL groups, which, as far as possible, will be geographically based so as to enable you to continue to work on the exercise during study days and/or in the locality. You will be encouraged to nominate a chair and scribe for these meetings who will record actions to be taken by group members. You will then work independently, contributing to the group s goals of finding solutions to the A - 15

16 problems raised within the clinical case. You will be expected to draw on a wide range of resources, including your own past experience, the library, the internet and electronic data bases, and information from placement, in the completion of these tasks. The group will be expected to meet outside of tutorials to bring together, debate and to analyse the contributions before organising these into the presentation. For many this will be a new and quite different way of working. In recognition of this fact PBL groups will be provided with twice yearly facilitated PBL tutorials in year one and two. PBL facilitators take a non-expert role and are present to help the group with process issues not to provide commentary or direct input in terms of the content of exercises. Secondly, the first two PBL presentations are assignments only and are intended to enable you to learn about the process of working within a PBL. The first PBL exercise will be undertaken over a relatively short time period and will be assessed by the PBL facilitators and self assessed by the PBL group during a tutorial. The second PBL exercise will be carried out over a longer time frame and the presentation will be to the whole cohort with assessment by conveners and peers. However, it is important to remember that the feedback is formative, and does not comprise a formal assessment. Subsequent PBL presentations are formally assessed and feedback will be summative as well as formative. The group presentations will last 30 minutes each and it is anticipated that within this time groups will allow between 5 and 10 minutes for questions. Assessments will be carried out by the conveners of the relevant seminar series, the Academic Director and peers (see Appendix A-11 for marking sheet). Peers will give formative feedback, which will be summarised, but will not contribute to the convenors overall feedback and mark. A small number of interested individuals, for example, members of the diversity advisory group, or members of other professional groups with relevance to the PBL exercise may attend to give formative feedback. In this case you will be informed prior to the presentation. In the presentation, your group will be expected to show that you have addressed the following content issues: Addressed any specific questions raised in the PBL exercise Given a clear statement of the problem Considered the therapeutic alliance whether it be with a client, client group or system Psychological assessment planned a systematic assessment and gathered a range of information from a variety of sources to help put the problem in context and to add to the understanding of the problem. Formulation reached a clear and concise formulation derived from theory/research and taking into account the assessment. The formulation should show an increase in sophistication across the five exercises with evidence of an awareness of the range of conceptual frameworks for A - 16

17 understanding psychological distress and well-being (e.g., medical model, diagnostic categories and user perspectives). The role of structural factors, such as cultural background, gender and socio-economic status in the development of psychological distress and well-being, should also be recognised. Intervention where appropriate, made plans for an intervention, which follow from the formulation. An awareness of the strengths and limitations of evidence-based practice should be increasingly evident, as should the ability to recognise when innovation in intervention or service provision will provide the best solution to the problem(s) posed. It should also be apparent that the intervention has been informed by values based practice. Evaluation given consideration to how the intervention might be evaluated and what the outcome is likely to be given the theory and research relevant to the case. Risk taken a positive approach to the assessment and management of risk, balancing competing priorities and needs Critical evaluation shown evidence of critical reflection both on the content and process of the PBL exercise, as well as any relevant professional issues. The group exercise will also be assessed on a number of aspects of process, including task and role allocation, group working, time management and approach to comments and questions. Finally, the exercise will also be rated in terms of presentation skills such as audibility, eye contact, and quality and use of visual aids. Groups may use flip charts, overhead projectors, (OHPs), PowerPoint or other media to illustrate your presentations. NB All trainees are expected to collaborate actively and fully in the group exercises and this includes co-operating with peers in allocating study time to unfacilitated group work. Please refer to the Programme Handbook Assessment Conventions for the regulations regarding absence from the group work or presentation resulting from illness or absence. A - 17

18 Individual Written Summary of Clinical Problem-based Learning (PBL) Exercise Please see Appendix A-12 for marking guidelines and feedback forms. With the exception of the introductory exercise in year one, you will continue to work on the PBL exercises independently, using placement experience as an additional resource, and will submit an individual written summary (3000 words maximum excluding appendices) for each PBL. The primary purpose of this piece of work is to critically reflect on the work (content) produced by the group so as to identify strengths and weaknesses of the approach taken in the light of learning on placement. This summary should be concise, logical and coherent in structure and should seek to review any specific questions raised in the PBL exercise. It would be acceptable for the summary to focus on one or more than one aspect of the presentation, the area for review being chosen on the basis of placement learning. For example, it might be the case that placement reveals new insights into how or what should be assessed and hence the assessment section would be revisited. Alternatively, it might be that experience on placement would suggest a more integrated formulation involving several theoretical orientations rather than a singular model chosen by the group. Over the course of the four written summaries you should seek to show some breadth of learning and not focus on a single aspect of the PBL exercise. The summary should contain enough detail from the presentation to ensure that it is intelligible as a stand alone piece of work. Copies of PowerPoint slides or other media used in the presentation should be included in appendices. A - 18

19 Guidelines for the Submission of the Clinical Practice Report (CPR) Please see Appendix A-13 for marking guidelines and feedback forms. You will need to submit four written Clinical Practice Reports during the course (one in Year one, two in year 2 and one in year three). The clinical practice work chosen should be selected to demonstrate your competence to put a piece of clinical work you have undertaken explicitly within a research, theoretical and professional context. Practically, CPR material could come from the same placement but across the board it should cover a wide range of types of problems and clinical procedures/interventions. The portfolio of the submitted CPRs should reflect the breadth of experience relevant for a clinical psychologist and in addition to individual clinical practice works/client work should involve work with groups or families or experience of teaching, supervision or consultancy. Evidence of knowledge of more than one psychological model is required either within one or across all the submitted CPRs (whatever is appropriate). Some examples of suitable clinical activity are: individual and group work with clients; working with families; indirect work with a client s carers; teaching programmes to clients, staff or carers; service development and consultancy and psychometric assessment. CPRs should also cover a range of areas of supervised experience across the life span: adult psychological problems; child and adolescent psychological problems; work with people with learning disabilities (adults and children); work with older adults. Work that did not go to plan is suitable for submission as CPR and in this instance care should then be taken to address any issues in the critical reflection section. Trainees must evidence that they have sought appropriate consent for the clinical work and for the CPR itself (see Appendix A-7 for advice on gaining consent) and CPR consent forms (see Appendix A-14) need to be signed by the client, yourself and/or your supervisor and included when submitting your CPR to the University. A - 19

20 Guidelines for the Professional Issues Essay Please see Appendix- A-15 for marking guidelines and feedback forms This essay, which is timetabled for submission in the third year, offers you the opportunity to explore in depth an area of importance in the development and practice of the profession of clinical psychology. For example, you may wish to consider ethical dilemmas in clinical practice such as power issues, the contribution past, present and future of clinical psychology to inter-professional work and/or to the NHS or Department of Health current priorities, the impact on clinical practice of prescribing rights for clinical psychologists and so on. It may be that during the training period particular experiences recorded in the reflective journal will provide you with helpful ideas for topics for exploration of the professional issues in this essay. You should consider in the planning stages whether or not you wish to write the essay as a paper for publication in an appropriate journal. Such a decision will be supported and encouraged. The following are some guidelines for the professional issues essay: 1. The essay should be no more than 4000 words in length (submissions over the word limit will be returned for shortening prior to marking); 2. The essay should be well structured to include an introduction, which identifies the key issues to be addressed in the essay and provides the reader with a guide for the arguments, which will follow. 3. The main arguments of the essay should be ordered logically and an emphasis should be placed on a clear and critical analysis rather than an exhaustive review of the relevant literature. 4. The essay should be brought to a close with a well-argued conclusion supported by evidence and outlining the implications for clinical psychology practice and the profession. It is recommended that before submission the essay be exchanged with a peer for peer review and feedback. You may also discuss your proposed essay with your tutor and with the convenors for the Reflective Organisational Practice seminar series. A - 20

21 Guidelines for Reflective Learning Journal Your reflective learning journal is an opportunity during training to monitor, reflect on, integrate and plan your learning experiences and to consider your learning needs in relation to the National Occupational Standards (NOS) and Continuing Professional Development (CPD) guidance from the Health Professions Council (HPC), which form the framework for the CPD portfolio for registered practitioners in preparation for qualified practice. The journal is not assessed through the annual appraisal process. The journal should: 1. Demonstrate evidence of reflection on learning experiences in years one and two, bringing together your learning across the three modules. 2. At the end of Year Two could form the basis for draft proposals for how you plan to organise your time in Year Three (within the confines of the parameters provided by the Programme.) Draft plan will be discussed and signed off by your appraiser at your annual review meeting. 3. Provide a rationale for your choice of academic workshops and how you plan to spend your personal training budget in Year Three. 4. Provide a critique of those workshops and how they have contributed to your learning, personal development and clinical practice. 5. Show evidence of planning for future continuing professional development in all NOS domains (Ethics, Practice, Research & Evaluation, Training, Communication, Management) beyond graduation. A - 21

22 Appendices A - 22

23 Appendix A-1 Academic Module Descriptor MODULE [PSY D043] MODULE TD CODE LEVEL MODULE Academic Skills in Clinical Psychology TITLE LECTURER(S Academic Director ) CREDIT 135 ECTS VALUE 67.5 VALUE PRE- N/a REQUISITES CO- D.ClinPsy Research and Clinical Skills Modules REQUISITES DURATION OF MODULE 36 months TOTAL STUDENT STUDY 1350 hours (contact hours 800) TIME AIMS This module comprises one of the three necessary modules for the taught Doctorate in Clinical Psychology (DClinPsy). Taken together these modules form the basis for the academic, clinical and research skills that trainees require to practice as clinical psychologists. Overall, the academic module aims to enable trainees to gain the: theoretical and empirical knowledge, critical, analytical and integrative skills, and, professional, ethical and client centred values needed to work effectively to enhance and promote psychological well-being. Specific aims are to: 1. facilitate trainees access to and awareness of up-to-date knowledge about the biological, psychological and social factors that are associated with psychological well-being and distress and disorder in individuals, families, groups and communities across the life cycle; (TS) 2. introduce trainees to the main elements of theory, evidence and practice pertaining to core skills for the clinical psychologist working with clients across the life span with special reference to four approaches: community, systemic, psychodynamic and cognitive behavioural therapy; (TS, PA, PF, PI, E, R, PPS, SD) 3. enhance trainees ability to identify resources that will further their learning for their individual professional development needs and to suit the requirements of their future professional contexts; (PPS, CT, E, SD, R) 4. enable trainees to work ethically, respectfully and collaboratively with clients and other professionals; (TS, PA, PF, PI, E, R, PPS, CT, SD) 5. bring to trainees attention relevant current professional guidelines and policy documents; (TS, PPS, SD) 6. encourage trainees to take a constructively critical and reflective approach to their own and others work; (TS, PA, PF, PI, E, R, PPS, CT, SD) 7. facilitate trainees in communicating effectively both verbally and in writing for lay, professional and academic audiences; nurture trainees own particular academic strengths and interests and foster a commitment to lifelong learning. (TS, E, PPS, CT, R) A - 23

24 INTENDED LEARNING OUTCOMES On completion of the programme, trainees will be expected to be able to: Core Academic Skills 1. Understand the theoretical, empirical and practical basis for the core competencies of a clinical psychologist: establishing relationships; assessment; formulation; intervention; evaluation; (TS,PA, PF,PI,E,PPS) 2. access, review, critically evaluate, synthesise and communicate empirical and theoretical knowledge in clinical psychology; (CT, TS, PPS) 3. respect, understand and work collaboratively with the knowledge and theories held by clients from a diverse range of backgrounds and other professional groups; (SD,TS, PPS) 4. autonomously integrate and implement psychological evidence and theory in real world settings (taking into account complex and unpredictable contexts and recognising complexities/deficiencies and/or contradictions in knowledge);(ts, PF, PI, SD, PPS) 5. independently justify, evaluate, report and monitor their own and other s work, and lead in planning and implementing changes (TS, PI, E, CT, PPS) 6. participate autonomously in life long learning making use of a wide range of resources to extend and develop their knowledge skills and values. (TS, PPS, CT) 7. synthesis new approaches, in a manner that can contribute to the development of methodology and understanding (PI, R, PPS, TS) Subject Specific Skills 1. Identify the major bio-psycho-social factors associated with psychological wellbeing, distress and disorder across the life span, with special reference to children, adolescents and families, people with learning disability, adults, older adults and people challenged by a variety of issues including health difficulties, physical and sensory disabilities, and addictions; (R, TS, SD) 2. understand and work with a range of conceptual frameworks for understanding psychological well-being, distress and disorder across the life span (including the life span development model, scientist and reflective practitioner models, medical model, diagnostic categories and client perspectives); TS, PPS, SD) 3. assess, formulate, intervene and evaluate using theory, evidence and techniques drawn from two or more psychological approaches from at least the following community, systemic, psychodynamic and CBT; (TS, PA, PF, PI, E, SD) 4. recognise the structural factors influencing psychological well-being and distress, with special reference to gender, race, culture, social class, poverty, sexual orientation, spirituality and disability. (TS, PPS) 5. understand the essential shared capabilities for mental health practice: working in partnership, respecting diversity, practising ethically, challenging inequality, promoting recovery, identifying needs and strengths, providing service user centred care, making a difference, promoting safety and positive risk taking, personal development and learning. (TS, PPS) A - 24

25 Personal and Key Skills 1. Recognise and work within the limits of own professional competence; (TS, PPS) 2. accept high levels of responsibility for self and others; ( PPS) 3. act as a consultant or trainer on psychological issues to other professional groups; (TS, PPS) 4. work from a professional and ethical value base, which enables the trainee to recognise and analyse professional and ethical dilemmas and to work with others to formulate solutions in accordance with professional guidelines; (TS, PPS) 5. incorporate self-knowledge and self-reflection in professional work as part of a critical community of peers and others; (PPS, TS) 6. participate autonomously in life-long learning and professional development; (CT, TS) 7. understand, work within and influence the wider political, legal, organisational and systemic frameworks within which clinical psychologists practice. (PPS) LEARNING/TEACHING METHODS A number of methods will be used, to include lectures, problem based learning exercises, large and small group workshops, video and audio presentations, clinical skills workshops, role play, seminars, tutorials, assigned reading followed by trainee presentations, clinical observations. ASSIGNMENTS Preparatory and follow up reading of study packs and self directed materials for teaching sessions and tutorials. (May include TS, PA, PF, PI, E, R1, PPS, CT, SD) Presentations in teaching sessions and tutorials (CT) Year one One small group introduction to problem based learning (PBL) project with group presentation. (TS, PA, PF, PI, E, R1, PPS, CT, SD) One small group PBL project group presentation TS, PA, PF, PI, E, R1, PPS, CT (may include SD) One Clinical Practice Presentation (TS, PA, PF, PI, E, R1, PPS, CT may include SD) Year two Two Clinical Practice Presentations TS, PA, PF, PI, E, R1, PPS, CT (may include SD)) A - 25

26 Year three One reflective learning journal, giving rationale for choice of learning workshops, reflections on learning and learning plans. (Maximum 10,000 words) ASSESSMENT Assessment is by 100% coursework. All summative assessments outlined below contribute to progression through the programme and must receive a pass mark either on initial submission or resubmission for progression through the programme and successful module completion as detailed in the programme handbook. All work summative assessments are graded as follows pass, conditional pass, referred or fail. Year 1 1. One Individual written summary with reflection on group clinical problem-based exercise (maximum 3000 words): (assesses core academic skills 2, 3, 4; subject specific skills 1, 2, 5 and 4; Personal & key skills 4 & 5.) (TS, PA, PF, PI, E, R1, PPS (may include CT, SD) 2. One Problem Based Learning group project with group presentation (notionally 5,000 words maximum) and individual written summary with reflection (maximum 3000 words): clinical problem-based exercise (assesses core academic skills 2, 3, 4 & 5; subject specific skills 1, 2 and 4; professional and key skills 5). (TS, PA, PF, PI, E, R1, PPS, CT (may include SD)) 3. One Clinical Practice Report of clinical activity with an emphasis on consultation to clients or systems or training (maximum 5000 words) (assesses core academic skills 1, 2, 3, 4, and 5; subject specific skills 2, 3 and 4; professional and key skills 1, 2, 3, 4 and 5). (TS, PA, PF, PI, E, R1, PPS (may include CT, SD)) Year 2 1. Two Problem Based Learning group projects with group presentation (notionally 5,000 words maximum), (TS, PA, PF, PI, E, R1, PPS, CT (may include SD)) and each with individual written summary and reflection (maximum 3000 words): clinical problem-based activities (assesses core academic skills 2, 3, 5 4 & 5; subject specific skills 1, 2 and 4; professional and key skills 5). (TS, PA, PF, PI, E, R1, PPS (may include CT, SD)) 2. Two Clinical Practice Reports (maximum 5000 words) (assesses core academic skills 1, 2, 3 and 4; subject specific skills 2, 3 & 5; professional and key skills 1 and 4). (TS, PA, PF, PI, E, R1, PPS (may include CT, SD)) Year 3 1.One essay on professional issues (maximum word limit 4000) (assesses subject specific skills 5 & professional and key skills 6 and 7). (TS, PPS may SD) 2. One Clinical Practice Report of clinical activity with an emphasis on consultation to clients or systems or training (maximum 5000 words) (assesses core academic skills 1, 2, 3, 4, and 5; subject specific skills 2, 3 and 4; professional and key skills 1, 2, 3, A - 26