University of Plymouth. Faculty of Health. Programme Specification

Transcription

1 University of Plymouth Faculty of Health Programme Specification Professional Doctorate in Clinical Psychology (MSc in Applied Psychology, Post Graduate Diploma in Applied Psychology) Doctorate in Clinical Psychology 1

2 Doctorate in Clinical Psychology 2

3 Brief description of Programme This is a three year, full-time, fully-funded, professional training programme for psychology graduates intending to work in the National Health Service in the United Kingdom. It is part of the University s profile of professional doctorate programmes and comprises 540 credits at post-graduate level of study. It comprises nine 60 credit modules of study. In each of the three years of training, trainees complete three contemporaneous modules, one each for clinical practice, academic competence and research competence. All nine have to be successfully completed in order for the award to be made. Over 50% of the students time is spent in supervised clinical practice in local National Health Service services. Though over 50% of the trainees training time is physically spent on the clinical practice module, which consists mainly of placement activity in NHS and Social Care settings, the three practice modules are allocated equal distribution of credits since there is overlap and integration between the activities involved. The clinical practice experience involves time spent in acquiring an academic knowledge base (relating to the skills and competencies required for the academic competence module) regarding psychological theory relating to aetiology and maintenance of disorders, theory underlying methods of assessment and clinical formulation and critical evaluation of the conceptual base of clinical psychology. It also involves the development of research skills in evaluating and disseminating the research evidence base of clinical psychology, employing observational and ethnographic research skills in vivo, and assisting with research processes, such as audit and service evaluation (relating to the skills and competencies required for the Research module). Trainees are described as reflective scientist practitioners and this inter-relationship between these distinct areas of study are an essential part of the training philosophy of this programme and of the British Psychological Society s requirements for clinical psychology. The programme has: Distinctive features a clearly articulated philosophy that underpins all nine modules and provides conceptual cohesion across all aspects of clinical, academic and research teaching and learning. This is detailed in the Trainee Handbook. Broadly, the course endorses a reflective scientistpractitioner model that adopts an integrative, multi-level, multi model approach to clinical psychology with clear ethical and professional implications for clinical practice. adopted a broadly competency based curriculum in line with the British Psychological Society s Accreditation Criteria for Clinical Psychology training and with the new Health Profession Council Standards of Proficiency and Standards for Education and Training. It aims to produce practitioners who are both competent at meeting professional criteria for fitness to practice and capable of generalising their knowledge and skills to meet the demands of a flexible and changing Doctorate in Clinical Psychology 3

4 National Health Service. a comprehensive and explicit integration of theory and practice in Clinical Psychology. The teaching of the conceptual basis of clinical psychology, theories of psychological distress and theoretical models of formulation, assessment and intervention, ethical issues and safe practice are thoroughly integrated in the clinical placements and conceptual teaching which run in parallel over the three years. A year long placement model, is a central feature of the course and is designed to facilitate and maximise the integration of theory and practice. A commitment to service user involvement at various levels of the programme through liaison with a panel of service users. This includes their input into the process of selection of trainees unto the training scheme, development of clinical skills, research into service delivery and user experience and planning and delivery of the teaching curriculum. a strong commitment to reflective and reflexive practice. These are integral to all aspects of the course including: conceptual teaching; the assessed work; research; clinical placements; reflective tutorial groups and reflective diaries kept by the trainees. It also extends to staff/trainee relations such that we engage in a reflective staff-trainee forum that offers a recursive discussion and reflection on relevant issues between the staff and trainee groups. research modules commensurate with a doctoral level of competence. Trainees are expected to be both consumers and providers of research and to incorporate research strategies for evaluation of clinical practice into their future professional careers. This includes a requirement to produce a piece of innovative research of publishable standard in a peer-reviewed journal that makes a significant contribution to theory and practice in clinical psychology. Trainees engage in work related to the major empirical research project from year one of the programme. The trainees are encouraged to link their research with local NHS priorities as well as the research profile of the core programme teaching team. The research findings are disseminated to NHS and other local stakeholders. The quality of the research output and taught component has been recognised by the ESRC (Economic and Social Research Council) such that the programme is recognised and accredited as a research doctorate. a creative and broad mix of teaching and learning strategies, informed by a life-long learning model. This includes extensive use of a hybrid Problem-Based Learning (PBL) programme (for the pioneering of which the course has received national recognition within the clinical psychology training community. PBL is now fully embedded into central aspects of the course content, including research, formulation and clinical practice relating to various client groups. In addition, we have Doctorate in Clinical Psychology 4

5 developed use of a blended/distanced teaching approach that involves trainees working in their local bases in both individual and group study, with the aid of structured packages of learning materials and resources. This includes the imaginative use of materials and relevant NHS documentation from the media, literature and films/videos to enhance both conceptual and experiential learning. The course is also using e- learning approaches, such as topic-focussed, small-group-based conferences with eminent figures in clinical psychology. successfully developed inter-professional learning as an innovative feature. Trainees in the first year study, alongside professionals in other disciplines, to complete a foundation level course in family therapy. This course is undergoing formal accreditation by the Association for Family Therapy Trainees also join the IAPT CBT High Intensity training programme (Faculty of Health, School of Applied Psychosocial Sciences) for a module consisting of six teaching days in each of the three years of the programme. Entry requirements Graduate Basis for Registration with the British Psychological Society and relevant experience in health, social care or research settings. Selection Procedures There are a set number of training places on the Plymouth doctoral programme each year. Applications are made via the Clearing House for Postgraduate Courses in Clinical Psychology. All applications are considered on the basis of academic attainment, clinical experience, life experience, reflexivity and critical understanding of the profession of Clinical psychology. Trainees are normally employed on NHS Band 6 (Agenda for Change bandings). Our selection process involves two interview panels which together are designed to explore candidates academic, clinical and reflective strengths. Panels consist of course team members, service user representatives, clinicians and newly-qualified trainees from the Plymouth programme. Candidates are required to critically comment on a clinical case and research scenario as part of the two interview panels and to reflect on their own experience and competencies as part of the selection process. Information about the course is provided and current trainees are present to support and inform applicants. The total selection process takes place over three days with each candidate joining us for the major part of one day. Candidates are informed of the outcome as soon as the selection process is completed. Feedback to unsuccessful candidates is offered after the selection process is finalised in all programmes. Successful candidates are required to pass an enhanced Criminal Record Bureau (CRB) check and Independent Safeguarding Agency (ISA - which operate a vetting and barring policy) check before their NHS contract is confirmed. They are also required to obtain health clearance via the NHS Doctorate in Clinical Psychology 5

6 Occupational Health procedure. These checks are initiated by the NHS employing Trust (Taunton and Somerset Trust.NHS) with whom the University holds a service level agreement. The University of Plymouth Professional Issues committee is also responsible for monitoring all applicants. Trainees are required to sign a contract that they will inform the University of any relevant changes to their status. IELTS Level 7 is required for non United Kingdom/European Union students in line with University of Plymouth requirements. Trainees with disabilities are supported by the University Disability Assist resources ( Alternative forms of assessment may be offered as appropriate, for example an oral viva may replace a written piece of assessment. Reasonable adjustments as judged by the Occupational Health (Somerset Partnership Trust NHS) will be made regarding the placement requirements. The accreditation of advanced prior learning (APEL) is in line with the University of Plymouth regulations for Professional Doctorates. Consistent with this only the academic or research components of the programme allow APEL up to 60 credits in total of the 540 constituting the programme, Entry also follows the University of Plymouth Equal Opportunities guidelines and applications from diverse backgrounds are welcomed N/A Progression routes Programme aims 1 To prepare graduate psychologists to perform, ethically and with excellence, the reflective scientist-practitioner role of clinical psychologists. This features the expectation to perform as an autonomous and accountable professional within the National Health Service and to contribute to the developing profession of clinical psychology. Graduate Clinical Psychologists will be eligible to apply for registration with the Health Professions Council and will be eligible for Chartered Psychologist (CPsychol) status with the British Psychological Society. 2 The programme is intended to teach the theory and practice skills that are required to practise as a clinical psychologist in the NHS. These skills are clearly specified by the British Psychological Society and the Division of Clinical Psychology as a set of Core Competencies which clinical psychologists must possess and the Health Professions Council Standards of Proficiency. They consist of the following: assessment; formulation and therapy/intervention; research; consultancy and training Doctorate in Clinical Psychology 6

7 for other health care professionals, administration and management; communication and inter-professional relations; and professional conduct. 3 The programme is intended to develop trainees as reflective practitioners. Reflective practice includes the ability to reflect on personal and professional experiences, and to consider how these enter into the process of clinical work. In addition it includes the ability to reflect on the wider social contexts, including gender, ethnicity and disabilities, and to consider how these shape clients experiences and the trainees own locations within these social structures and ideologies. Overall it involves the ability to engage in critical and constructive reflection on theory-practice links in clinical psychology. 4 The programme is intended to foster the development of the range and depth of skills required in working with a variety of client groups. Specifically this involves work with clients of all ages and varieties of clinical presentations, and their families and carers. Typically this involves experience of working in the following services within the NHS: Learning Disabilities; Adult Mental Health; Child and Adolescent and Older Adults. In addition, expertise is fostered in the areas of health psychology, neuropsychology and forensic psychology. This includes the ability to work closely and collaboratively with service users and carers 5 The Programme is intended to develop skills in a variety of therapeutic models and forms of interventions. Specifically, this involves knowledge of, and ability to utilise, the following models: systemic family therapy; psychodynamic therapies; cognitive/behavioural therapies and narrative /social constructionist therapies. Specifically, the course also intends that trainees are able to develop integrative clinical case assessment, formulations and programmes of interventions by effectively combining these core models. 6 Graduates of the programme are expected to meet the requirements of ethical practice as defined by the Health Professions Council (HPC), British Psychological Society (BPS) and Division of Clinical Psychology BPS (DCP). This involves them in developing an ability to reflect on ethical issues and questions of diversity and inequality and to organise and evaluate clinical practice to take full account of ethical issues and the views and needs of service users. 7 The programme is intended to develop research skills such that trainees are able to conduct a variety of forms of research of doctoral level quality and which are clinically applicable. The components of these research skills are: to be able to conduct an evaluation of a psychological service; a study of the process of their own clinical practice and an empirical study of a clinically relevant topic. All the work conducted should be of a Doctorate in Clinical Psychology 7

8 publishable standard and at least one of the research components is expected to be submitted for publication in a peer-refereed research/clinical journal. The programme is intended to convey broad, generalisable skills, such as: abilities to communicate effectively with clients and colleagues; knowledge of other professions; and the ability to work alongside colleagues in other health care professions. Trainees are required to develop these skills to a high level so that they can communicate effectively with highly disturbed clients and convey complex and sophisticated psychological ideas and skills to a wide variety of professional colleagues. Trainees are also expected to develop knowledge of organisational dynamics and of skills of consultation, supervision and leadership. Intended programme learning outcomes Knowledge and understanding On completion graduates should have developed: 1 A substantial body of knowledge including theories and evidence concerning psychological development and psychological difficulties across the lifespan and be able to apply this knowledge to the assessment and remediation of a wide range of presenting problems in different client groups. This includes sophisticated application of knowledge in complex and highly distressing contexts 2 Ability to formulate and reformulate as appropriate about clinical problems and situations using a wide range of psychological theories and models of intervention within a broadly bio-psycho-social framework Teaching and learning methods and strategies: A wide range of trainee centred approaches are employed. These include: lectures, seminars, problem-based learning, distance learning, e-learning and independent study. These are accompanied by supervised individual and group project work. Assessment strategies: Assessment will be through written academic and clinical case study coursework assignments, two research projects, PBL presentations and two draft research journal articles Doctorate in Clinical Psychology 8

9 3 Skills to intervene on the basis of formulation, implementing a range of psychological therapies or other interventions across a range of client groups and types of clinical problems 4 Ability to critically appraise a variety of types of research relevant to clinical practice Cognitive and intellectual skills On completion graduates should have developed: 1 A broad evidence and knowledge base in order to generalise and synthesise prior knowledge flexibly in different settings and novel situations 2 Abilities to assess psychologically using a broad range of assessment methods across a wide range of clients and service delivery systems as required for practice in the NHS 3 Ability to formulate and reformulate as appropriate about clinical problems and situations using a wide range of psychological theories and models of intervention within a broadly bio-psycho-social framework 4 Skills to evaluate the effectiveness, acceptability and broader impact of interventions (individual, Teaching and learning methods and strategies: A wide range of trainee centred approaches are employed. These include: lectures, seminars, problem-based learning, distance learning, e-learning and independent study. These are accompanied by supervised individual and group project work. Assessment strategies: Assessment will be through written academic and clinical case study coursework assignments, two research projects, PBL presentations and two draft research journal articles Doctorate in Clinical Psychology 9

10 inter-personal and organisational) to shape practice and devise innovative procedures 5 Ability to conduct and critically appraise a variety of types of research relevant to clinical practice Key and transferable skills On completion graduates should have developed: 1. Ability to intervene on the basis of formulation, implementing a range of psychological therapies or other interventions across a range of client groups and types of clinical problems 2. Personal and professional skills leading to safe, ethical and collaborative practice and be able to work at appropriate levels of autonomy and accountability within the NHS 3. Personal and professional skills leading to effective communication and decisionmaking across a range of practice contexts including direct and indirect work with clients, teaching and supervision 4. Self-awareness and reflective practice leading to ethical and culturally sensitive practice, appropriate self-management and self-care and self-directed learning that promotes Teaching and learning methods and strategies: A wide range of trainee centred approaches are employed. These include lectures, seminars, problem-based learning, distance learning, e-learning and independent study, together comprise the main learning and teaching methods used. These are accompanied by supervised individual and group project work. Skills are also developed through extensive experience of working in professional groups and teams in a variety of NHS contexts on placement Assessment strategies: Assessment will be through written coursework assignments, two research projects, PBL presentations and two draft research journal articles. In addition the placement learning is assessed through a variety of clinical activities which includes the writing of professional reports, individual and group supervision and live observation by supervisors Doctorate in Clinical Psychology 10

11 professional development of the trainees clinical work. 5. The ability to use IT and information management systems Employment related skills On completion graduates should have developed: 1. Ability to provide safe, holistic client centred care and respond pro-actively to the experiences of clients in NHS and Social Care contexts 2. Knowledge, skills and attitudes in clinical and academic psychology and related professions that enables them to critically analyses, apply and generate relevant research in NHS and Social Care contexts 3. Ability to work effectively in and contribute to the development of multi-disciplinary and multiagency contexts. This includes the provision of supervision, consultation and leadership as required. 4. The ability to deliver, evaluate and promote professional practice on best available evidence 5. Ability to ensure that clinical psychological measures, assessments and procedures Teaching and learning methods and strategies: 50% of the programme is spent in practice setting in placements in the core clinical specialisms comprising clinical psychology (children and families, learning disabilities, adult mental health, older adults and also health psychology, neurological psychology and forensic psychology). Trainees work alongside a variety of professionals, psychiatry, social work. Psychiatric nursing, support workers, graduate mental health workers. Opportunities to receive and provide supervision and consultation from this range of is provided to help develop skills Assessment strategies: Detailed schedules identifying the required learning outcomes for practice are employed in each stage of the programme. Practice is summatively assessed against criteria that measure professional Doctorate in Clinical Psychology 11

12 are safely and effectively managed in clinical psychology practice, within legal and ethical frameworks 6. The ability to Identify personal and professional learning needs for lifelong learning Practical skills On completion graduates should have develop 1. Ability to intervene on the basis of formulation, implementing a range of psychological therapies or other interventions across a range of client groups and types of clinical problems 2. Competent skills to evaluate the effectiveness, acceptability and broader impact of interventions (individual, interpersonal and organisational) to shape practice and devise innovative procedures 3. Personal and professional skills leading to safe, ethical and collaborative practice and be able to work at appropriate levels of autonomy and accountability within the NHS 4. Personal and professional skills leading to effective communication and decisionmaking across a range of practice contexts including direct and indirect work with clients, teaching and supervision. levels of competence, safety and ethical practice. A variety of assessment methods are employed throughout the programme to assess employment related skills, these include assessed observation of clinical practice by the clinical supervisors, practice portfolios which include case study reports, case reports, presentations of clinical cases, PBL presentations and research project assignments relating to evaluation of services and investigation and reflection (psychotherapy process research) of a clinical case. Teaching and learning methods and strategies: Practical skills are developed primarily through extensive experience of working in professional groups and teams in a variety of NHS contexts on placement. Clinical skills teaching also takes place at the University and is supported by presentation and an analyses of examples of trainees clinical practice. 50% of the programme is spent in practice setting in placements in the core clinical specialisms comprising clinical psychology (children and families, learning disabilities, adult mental health, older adults and also health psychology, neurological psychology and forensic psychology) Assessment strategies: Assessment will be through written coursework assignments, two research projects, PBL presentations and two draft research journal articles. In addition the placement learning is Doctorate in Clinical Psychology 12

13 5. Ability to demonstrate selfawareness and reflective practice leading to ethical and culturally sensitive practice, appropriate self-management and self-care and self-directed learning that promotes professional development 6. Be able to understand and work within organisational and employer contexts, policy directives and wider systems to enable the delivery of effective clinical services 7. Ability to work effectively across a range of professional relationships including the involvement of service users and carers, participation within inter-professional and multidisciplinary teams and contributing to models of consultancy to clinical practice. assessed through a variety of clinical activities which includes the writing of professional reports, individual and group supervision and live observation, by supervisors, of the trainees clinical work. Programme structure and pathways 1 Pathways (see Appendix 2) The duration of the programme is three calendar years. The maximum period of registration is six years. Any application for an extension to the agreed period of registration must be submitted in writing to the Faculty Business Manager (or nominee) for approval. There is no provision for part-time study since the programme is organised and funded by the Strategic Health Authority through a full-time contract of employment which integrates training and clinical placements. The Doctorate in Clinical Psychology is comprised of nine modules. In each of the three years of training, trainees complete three cotemporaneous modules, one each for clinical, academic and research competence. Although there is only one recognised pathway through the programme for the award of the Doctoral Degree, there remain two possible exit points following the successful completion of all three year one modules and all six modules required for passing year two. Trainees who fail to complete either year two or year three can be considered for the default awards as indicated by the Progression and Exit Routes in Appendix 2 (this document). However, these would only be allowed in exceptional circumstances and do not constitute professional qualifications that would confer upon graduates eligibility to register with the Health Professions Council or practice clinical psychology. Each set of three modules progresses across the three years. For example, Doctorate in Clinical Psychology 13

14 the first academic module (Module A1) provides opportunity for familiarisation, acquisition, analysis and synthesis of the knowledge base required for clinical psychology practice. This includes an introduction to the underlying course philosophy, an introduction to psychological models and to the reflective scientist practitioner framework. The second academic module (Module A2) requires the integration and further synthesis of complex theoretical ideas and elaborates models of psychological intervention and change. The third academic module (Module A3) is more option-based, promoting the adult learner model required for continuing professional development and extends trainees academic competence so that they are able to draw autonomously on expert knowledge for their clinical practice and can produce written work at the standard required for a peer reviewed professional publication. The clinical modules begin (Module C1) with the acquisition of practice skills and proficiencies in year one, with an emphasis on social contexts, cultural diversity, service user involvement, systemic and developmental aspects of psychological distress. Trainees work in services providing for the needs of children, families, adolescents and people with disabilities. Trainees are required to practice according to professional standards of ethics and conduct in accordance with the Health Professions Council and the British Psychological Society. In year two (Module C2), trainees are expected to widen the range of their core competencies and proficiencies to include an emphasis on individual therapeutic work, with a focus on models of psychological change and their application to psychological difficulties in adults of working age and beyond. In year three (Module C3), the trainees are required to function as competent practitioners, applying their skills and knowledge base flexibly across a range of clinical contexts and consolidating their skills, particularly around complex and advanced competencies such as supervision consultancy and leadership in preparation for qualification and functioning as independent professionals. Within the first research module (Module R1) there is a progression from exploring the nature of different research methods and formulating decisions regarding the choice of appropriate methods, to addressing clinical problems relating to the evaluation of services, exploration of the processes of clinical work and theory-based research. During this module trainees make the necessary preparations for conducting an evaluation of a clinical service and begin working on their final year research project. These projects are further developed in the second year (Module R2). Trainees are also required to explore and apply more sophisticated research designs and engage in reflective research through the completion of a piece of psychotherapy process research which involves them in collaborating with service users. The third year research module (Module R3) involves further progression to a synthesis of the empirical and theoretical knowledge bases of clinical psychology required to conduct an innovative piece of original research of a quality required for it to be submitted for publication to a scientific, peerreviewed journal. In the first year, as part of Module A1, trainees complete a course in Family Therapy that is accredited by the Association for Family Therapy. Doctorate in Clinical Psychology 14

15 Exceptions/special academic regulations These are consistent with the University s Regulatory Framework for Professional Doctorates with the additional points listed below: Consistent with the above the APEL arrangement allows a total of 60 credits transferrable towards (with the exception of the three clinical competencies module) the total of 540 post-graduate credits comprising the programme. The training places are funded by the SHA for three years and are restricted in number. Clinical competencies are acquired through specific training in the NHS Trusts within the area of the funding Strategic Health Authority. The organisation of clinical experience tries to reflect as much as possible the prior clinical work of the trainee. Currently the funded places represent the maximum number of training places that can be accommodated by local services precluding the possibility that additional training places could be offered on a different basis. The selection route is through a National Clearing House, administered by the DCP (Division of Clinical Psychology) rather than through specific University admissions. Failure to pass an enhanced Criminal Records Bureau (CRB) check and Independent Safeguarding Agency (ISA) check will constitute exclusion from the course. 8.6 Exceptions to Regulations This doctorate may NOT be awarded unless all the requirements for the Award are met. Should they not be met then the appropriate CATS award may be awarded. The normal University Regulations in respect of progression and assessment are followed, with specific exceptions, due to the structure and professional nature of the programme, as noted below: (a) The programme is exempted from the automatic compensation rule. There is no compensation at any stage in the programme (b) All practice-based assessments will be awarded a satisfactory or unsatisfactory Grade. (c) Successful completion of a module is defined as the achievement of a pass in both theory and practice. (d) The doctorate may only be awarded to trainees who have successfully completed all elements designated as contributing to the doctorate. (See also Section 11 of the programme Specification). (e) The distribution of credits across the modules is: Research 180, Academic Competence 180, and Clinical Practice 180. This is an exception to the Doctorate in Clinical Psychology 15

16 regulations for Professional Doctorates which require that normally the research component constitutes 420 of the 540 credits. The regulating professional body British Psychological Society (BPS) requires that 50% of the training is devoted to clinical placement activity. In addition there is a requirement for the acquisition of a thorough knowledge base in clinical theory, assessment and practice, including knowledge of the needs of a variety of different and complex clients groups and psychological foundations of therapeutic interventions. Further to the need to meet the requirements of the BPS there is also a need to assess the sophisticated knowledge required by trainees through academic and clinical case study assignments. This further requires that the balance of the credits assigned to each module of the programme is equal and emphasis is placed on integrating theoretical knowledge and research within clinical practice (f) All modules are graded as Pass/Fail., (g) A Conditional Pass grade and Refer grade are also employed for the pieces of summative course work within the nine modules. There is no limit on how many conditional passes may be accrued. However, if the changes required are not successfully completed the work will gain a referral grade. Referred coursework can only be re-submitted on one occasion. If a trainee fails a module, one of the following may apply: the trainee will be required to repeat the module the trainee may be required to re-submit the appropriate failed assessments at the next available opportunity (following an Examination Board) the trainee will be required to undertake a specified piece of written or practical work at the behest of the Examination Board the trainee may be required to withdraw from the course, subject to the University appeals procedures Progression and exit points are indicated in Appendix 2. trainees who fail to complete the programme are eligible for the following exit awards: Professional Diploma in Applied Psychology: requires a completion of a minimum of 120 credits from the Academic Competence and Research Modules (CPSY611, CPSY612, CPSY614 and CPSY615) MSc in Applied Psychology: requires a completion of a minimum of 180 credits from the Academic Competence and Research Modules (CPSY611, CPSY612, CPSY614, CPSY615, CPSY617 and CPSY618) Neither the award of the Postgraduate Diploma in Applied Psychology nor the. MSc Applied Psychology constitutes a professional qualification that allows the recipient to apply for registration with the Health Professions Council and Doctorate in Clinical Psychology 16

17 thus practice as a psychologist. Trainees are expected to complete within three years because of the practical and financial arrangement of the programme. Where the Examination Board recommends a strategy that extends the duration of training, this will also be dependent on agreement to secure further funding for training by the contract manager of the funding Strategic Health Authority. Trainees, on the basis of evidence within the tri-partite arrangement (placement supervisor, trainee and members of academic staff) can be excluded from training when they are deemed to be unsuitable for training. The unsuitability for training criteria (See Appendix 3) may be applied when a trainee is judged unreceptive to training, unprofessional, incompetent, unethical or unsuitable by virtue of attitude and behaviour. Final award title Level 8 Intermediate award title(s) Level 8 Awarding institution Teaching institution Approval Body Accrediting body Appropriate benchmark(s) UCAS code JACS code Doctorate in Clinical Psychology MSc in Applied Psychology Post Graduate Diploma in Applied Psychology University of Plymouth University of Plymouth Health Professions Council (HPC) British Psychological Society Quality Assurance Agency (QAA) Health Professions Council (HPC) Southern England Consortium for Credit Accumulation and Transfer (SEEC) Date of production: 2010 Date of most recent approval: By (e.g. Approval Panel/ Faculty Board): Doctorate in Clinical Psychology 17

18 Appendices to Programme Specification Appendix Mapping Documents Page 1 Key Learning Outcomes Table A Health Professions Council Standards of Proficiency Quality Assurance Agency Benchmark statements Table B Southern England Consortium for Credit Accumulation and Transfer (SEEC) descriptors for professional doctorate level Table C (a) Quality Assurance Agency (QAA) Benchmark Standards for Awards (b) Framework for Higher Education Qualification (FHEQ) (c) Southern England Consortium for Credit Accumulation and Transfer (SEEC) Descriptors Programme Pathways 37 3 Unsuitability for Training Procedure 39 In order to make these mappings easier to read the nine programme Definitive Module Records have been coded according to the following table: Definitive Module Records CPSY610 Clinical Practice (Year 1) CPSY611 Academic Competence (Year1) CPSY612 Research 1 CPSY613 Clinical Practice (Year 2) CPSY614 Academic Competence (Year 2) CPSY615 Research 2 CPSY616 Clinical Practice (Year 3) CPSY617 Academic Competence (Year 3) CPSY618 Research 3 Key Modules in Mapping Exercise C1 A1 R1 C2 A2 R2 C3 A3 R3 Doctorate in Clinical Psychology 18

19 Doctorate in Clinical Psychology 19

20 Key Learning Outcomes Mapping Appendix 1: Table A: Mapping of programme modules and Leaning Outcomes onto QAA Subject Benchmarks, Health Professions Council Standards of Proficiency and the Research Council UK Key Learning Outcomes (Definitive Module Records) 1. Transfer Skills using a broad evidence and knowledge base in order to generalise and synthesise prior knowledge flexibly in different settings and novel situations Doctoral Degree Level Health Professions Council Standards of Proficiency 3a.1 3a.2 QAA subject Benchmarks B1 Key Modules RCUK A1, A2 C3 R1, R2, R3 A 2. Demonstrate a substantial body of knowledge including theories and evidence concerning psychological development, psychological difficulties and risk across the lifespan and be able to apply this knowledge to the assessment and remediation of a wide range of presenting problems and different client groups 3. Assess psychologically using a broad range of assessment methods across a wide range of clients and service delivery systems as required for practice in the NHS 2a 2a.1 3a.1 2a.1 2a.2 2a.3 2c.2 2a 2a.1 2a.2 2a.3 2c a.3 C1, a-j A1, C1, C2, C3 R2 B2 C1, C2, C3 R1, R2 A Doctorate in Clinical Psychology 20

21 Core Programme Intended Learning Outcomes 4. Formulate and reformulate as appropriate about clinical problems, contexts and risk using a wide range of psychological theories and models of intervention within a broadly biopsycho-social framework Health Professions Council Standards of Proficiency 2a.4 2b.1. 2b.2 2b.3 QAA subject Benchmarks B3 Key Modules RCUK A1, A2 C1, C2, C3 R2 5. Intervene on the basis of formulation, implementing a range of psychological therapies or other interventions across a range of client groups and types of clinical problems 2b.3 2b.4 2b.5 B4 A2 C1, C2, C3 6. Evaluate the effectiveness, acceptability and broader impact of interventions (individual, inter-personal and organisational) to shape practice and devise innovative procedures 2b4. 2c.1 2c.2 3a.3 B5 A2 C1, C2, C3 R1, R2 B,C,D,E,F 7. Conduct and critically appraise a variety of types of research relevant to clinical practice 2c1. 2c2 2b.1 2b.2 C2, b-f A3 R1, R2, R3 A,B,C 8. Develop personal and professional skills leading to safe, ethical and collaborative practice and be able to work at appropriate levels of autonomy and accountability within the NHS 1a.1 1a.2 1a.3 1a.4 1a.5 1a.6 1a.8 1b.3 1b.4 2b.5 3a.3 A1 A2 C1, C2, C3 R1, R2 D Doctorate in Clinical Psychology 21

22 Core Programme Intended Learning Outcomes 9. Develop personal and professional skills leading to effective communication and decision- making across a range of practice contexts including direct and indirect work with clients, teaching and supervision 10. Demonstrate selfawareness and reflective practice leading to safe, ethical and culturally sensitive practice, appropriate selfmanagement and selfcare and self-directed learning that promotes professional development Health Professions Council Standards of Proficiency 1a.6 1a.1 1a.7 1b.3 1b.4 2b.5 1a.2 1a.3 1a.4 1a.7 1a.8 1b2 1b3 3a.3 QAA subject Benchmarks A3 A3 Key Modules RCUK A2, A3 C1, C2, C3 A3 C1, C2, C3 D,E D,G, 11. Understand and work within organisational and employer contexts, policy directives and wider systems to enable the delivery of effective clinical services 12. Work effectively across a range of professional relationships including the involvement of service users and carers, participation within interprofessional and multidisciplinary teams and contributing to models of consultancy to clinical practice. 1b.1 1b.2 1b.3 2b.5 3a.3 1b.1 1b2 1b.3 1b.4 A4 C1, C2, C3 R1, R2 B,F A2 C1, C2, C3 C,F,G In order to be awarded a Post Graduate Diploma in Applied Psychology trainees must complete modules A1, C1 and R1 thereby corresponding to the subject benchmarks indicated above. In order to be awarded an MSc in Applied Psychology trainees must complete modules A1 and A2, DMR C1 and C2 and DMR R1 and R2 corresponding to the subject benchmarks indicated above. Doctorate in Clinical Psychology 22

23 Doctorate in Clinical Psychology 23

24 TABLE B: Table showing mapping of Programme Modules onto Southern England Consortium for Credit Accumulation Transfer (SEEC), FHEQ descriptors and Research Council UK Doctorate in Clinical Psychology Programme Intended Learning Outcomes Map 1. SEEC Descriptions 2 3 Core Programme Intended Key Modules FHEQ Learning Outcomes Descriptors RCUK JOINT SKILLS (STATEMENT FOR RESEARCH STUDENTS Development of Knowledge and Understanding A Knowledge base: has great A1, R1, R3 2, 6 A depth and systematic understanding of a substantial body of knowledge. Can work theoretical/research knowledge at the forefront of the discipline at publication-quality/per reviewed standards. B Ethical issues: can analyse and manage the implication of ethical dilemmas and work pro-actively with others to formulate solutions. A2, C1, C2, C3, R2 4, 6 B C Disciplinary methodologies: has a comprehensive understanding of the techniques / methodologies applicable to the discipline (theory or research based) A3, C1, C2, C3 R1, R2, R3 5 A Cognitive and Intellectual Skills D Analysis: with critical awareness, can undertake analysis, managing complexity, incompleteness if data or contradiction in areas of knowledge E Synthesis: can undertake synthesis of new approaches, in a manner that cab contribute to the development of the methodology or understanding in that discipline or practice A2, R1, R3 1 A C1, C2 A2, C3, R3 5 Doctorate in Clinical Psychology 24

25 Doctorate in Clinical Psychology 25

26 Core Programme Intended Learning Outcomes Key Modules FHEQ Descriptors RCUK JOINT SKILLS (STATEMENT FOR RESEARCH STUDENTS F Evaluation: has a level on conceptual understanding and critical capabilities that will allow independent evaluations of research, advanced scholarship and methodologies. Can argue alternative approaches G Application: can act independently and with originality in problem solving, is able to lead in planning and implementing tasks at a professional level or equivalent A3, C1, R1, R3 3, 6 A, D A3, C3, R1, R2 1 C, D Key and Transferable Skills H Group working: can lead / work effectively with group. Can clarify task, managing the capabilities of group members, negotiating and handling conflict with confidence I Leaning Resources: Is able to use a full range of learning resources J Self Evaluation: is reflective on own and others functioning on order to improve practice K Management of Information: can competently undertake research tasks with minimum guidance L Autonomy: is independent and self-critical as learner; guides and supports the learning of others and can manage own continuing professional development M Communications: can communicate complex or contentious information clearly and effectively to specialists / non-specialists, understands lack of understanding in others. Can act as a recognised and effective A1, A2, C1, C2, C3, R1, R2 A1, A2, A3 C1, C2, C3 R1, R2, R3 C1, C2, C3, R1, R2 A3, C1, R1, R2, R3 A1, A2, A3, C3, R3 A2, A3, C1, C2, C3 R1, R2 5 C, D, E, F 7 C 7 G, D D, C, D E, F Doctorate in Clinical Psychology 26

27 consultant N Problem solving: independently can continue own professional study, professionally can make use of others within / outside the discipline. A2, R1, R2, R3 D, F Doctorate in Clinical Psychology 27

28 Core Programme Intended Learning Outcomes Key Modules FHEQ Descriptors RCUK JOINT SKILLS (STATEMENT FOR RESEARCH STUDENTS Practical Skills O Application of skills: can operate in complex and unpredictable / specialised contexts that may be at the forefront of knowledge. Has overview of the issues governing good practice P Autonomy in skill: can act in a professional capacity for self / others, with responsibility and largely autonomously, use initiative in complex and unpredictable situations Q Technical expertise: has technical mastery, performs smoothly with precision and effectiveness; can adapt skills and design or develop mew skills / procedures for new situations A2, A3, C1, C2, R2 C, F, C3, R2 5 D, G C2, C3, R2, R3 D, E, F Doctorate in Clinical Psychology 28

29 Doctorate in Clinical Psychology 29

30 TABLE C: (A.) QUALITY ASSURANCE AGENCY (QAA) BENCHMARK STANDARDS FOR AWARDS The chartered clinical psychologist as a health care practitioner: Expectations held by the profession, employers and public A1 Professional autonomy and accountability of the clinical psychologist The award holder should be able to: A2 maintain the standards and requirements of The British Psychological Society and the Division of Clinical Psychology (DCP); adhere to The British Psychological Society's Code of Conduct, ethical principles and guidelines and the DCP Professional Practice Guidelines; understand the legal and ethical responsibilities of clinical psychology practice including patient consent and confidentiality; demonstrate awareness of the legislative and national planning context of service delivery and clinical psychology practice; recognise the obligation to maintain fitness for practice and the need for continuing professional development; contribute to the development and dissemination of evidence-based practice within professional contexts; recognise and cope with uncertainty, making informed judgements on complex clinical issues in the absence of complete data; make appropriate clinical decisions. Professional relationships The award holder should be able to: participate effectively in interprofessional and multi-agency approaches to health and social care; recognise professional scope of practice and make referrals, where appropriate; demonstrate understanding of consultancy models and the contribution of consultancy to practice; work with others to deliver effective health care; understand the impact of difference, diversity and social inequalities on people's lives, and its implications for working practices; work effectively with users and carers to facilitate their involvement in service planning and delivery; maintain appropriate records and make accurate reports. A3 Personal and professional skills Doctorate in Clinical Psychology 30

31 The award holder should be able to: A4 demonstrate the ability to deliver high quality patient/client-centred care both as a solo practitioner and as a member of multidisciplinary and multi-agency teams; practise in an anti-discriminatory, anti-oppressive manner; draw upon clinical psychology knowledge, theory and skills in order to make professional judgements; demonstrate high levels of research skills and scholarship; work effectively at a high level of autonomy in complex and unpredictable situations, with awareness of the limits of their own competence, and accepting accountability to relevant professional and service managers; demonstrate self-awareness and ability to work as a reflective practitioner; demonstrate a high level of communication skills in a style appropriate to specialist and non-specialist audiences; initiate and respond to change in a flexible manner, demonstrating transferable skills; understand the importance and role of continuing professional development and engage in self-directed learning that promotes professional development; manage the emotional and physical impact of their own practice; understand the importance and role of supervision and demonstrate its appropriate use; demonstrate self-management skills and independence of thought and action; demonstrate culturally competent practice. Profession and employer context The award holder should be able to: B show an understanding of the role of the clinical psychologist within health and social care services; adapt clinical psychology practice to a range of organisational contexts, on the basis of an understanding of pertinent organisational and cultural issues; contribute to the development of the profession's responsibility to the NHS through teaching, research supervision and training of psychologists and other professionals; take responsibility for their own professional development; demonstrate an ability to contribute to team management and functioning; participate in the development of new services; recognise the value of research and other scholarly activity in relation to the development of the profession and of patient/client care. The application of clinical psychology practice in securing, Doctorate in Clinical Psychology 31