SCHOOL OF PSYCHOLOGY

Transcription

1 FACULTY OF ARTS AND HUMAN SCIENCES SCHOOL OF PSYCHOLOGY Programme Handbook PsychD Clinical Psychology 2013/14

2 Welcome to Trainees from the Programme Team We warmly welcome all members of the trainee cohort 42, ; we are delighted you have chosen to join the Surrey Programme in Clinical Psychology. Throughout your time with us you will be employees of the NHS, and registered with the University as postgraduates and representing the profession in both contexts. This status confers with it a set of rights and responsibilities which we trust you will embrace in an active, political and professional manner. Our Programme has a long and distinguished history and we are proud of our ever-growing number of graduates whom you will join in three years time. You have all been focused on your journeys to get into training. Now that you are here, you are no longer in a competition we hope and expect that you will all successfully graduate. So make the most of opportunities to collaborate and learn with your peers. We hope you will benefit from your diversity as a group we offer a broad ranging Programme, and we certainly do not expect you all to turn out as clones of one another or members of the Programme team. We do expect you to make the most of the opportunities that you are privileged to have available so that you learn to do the best possible job that you can, in the service of your clients, their families and the communities in which they live. You are here to learn and we certainly won t expect you to know everything at the outset, so do not worry about seeming a fraud. Clinical training is challenging both intellectually and emotionally. It is OK not to know at first. It s OK to need, ask for and accept help. We expect that you will draw on support and expertise from a range of sources, and that you will help yourselves and one another. Your expectations of the Programme team, and of your clinical supervisors, will be high and we will do our best to support, facilitate as well as challenge you in your learning. But we are only human too so please don t expect us to have all the answers or to give you feedback with little notice. We will expect you to be adult learners to seek out the information you need and to share knowledge, skills and resources with each other. If you have any questions about what you are expected to do on the Programme - PLEASE check first to see if they are answered in this Handbook or your Placement Handbook. If not, ask your peers, relevant tutor or another Programme team member. Programme team members have various roles in relation to you we are here to support, enable and encourage you, but we also have a responsibility to evaluate and assess your performance to ensure that on graduation you are, as the NHS describes it, fit for purpose ; that is, that you have achieved the level of experience and competence that members of society have a right to expect of a qualified practitioner. We are required to follow HPC University, NHS and BPS procedures and policies so you must understand that we too are bound by rules and regulations, which may sometimes seem arbitrary but are there for a purpose. We will do our best to explain expectations and to give the support you need while you play your part as adult learners and as NHS employees. We emphasise three things in particular: research, reflective practice and the contribution of service users and carers as well as professional colleagues in the acquisition and development of knowledge and clinical competence. We aim to be a research led programme, this in its broadest definition, recognises the generation of knowledge through practice based evidence as well as qualitative and quantitative research. There are wonderful research opportunities in the Faculty and in the region on which you can draw. The Programme team hold as central a set of values which recognises the individuality of all, the need for connection and the need for even handedness and fairness in all our endeavours. We share the values of community psychology promoting social justice wherever we can. We encourage reflective practice - we hope that you 2

3 will find us warm and approachable enough to share and reflect with you as you progress in your journey through training. No one promises training will be easy so try to stay curious and make the most of all that happens, good and bad, so that when you graduate you will feel resilient and resourceful enough to face the tough but rewarding world of public service and the NHS. Cherish your families, friends and colleagues; you will need their goodwill and encouragement, and they can help you keep your feet on the ground. We look forward to working together with you! Mary John on behalf of the team. EMPLOYER S INTRODUCTION As a Trainee Clinical Psychologist (TCP) with the University of Surrey, undertaking a sponsored training programme in clinical psychology, you will be employed by Surrey & Borders Partnership Foundation Trust (SABPFT). This makes you our employee and you will have a contract of employment (Appendix SABP1). This will state that your continued employment is dependent on meeting the academic requirements of the course. Please see section 10.3 of contract of employment. As your employer, SABPFT has a duty of care towards you. We also have responsibilities for your welfare, attendance, and conduct both during academic studies and during work placements. These functions will be managed through the Trust policies, the main ones being: Absence Management SABP/Workforce/0033 Capability SABP/Workforce/0036 Grievance- SABP/Workforce/0010 Conduct SABP/Workforce/0036 These and all Trust polices can be found on the SABPFT website: Your course Tutors and/or your clinical placement supervisor(s) are required to notify us of any employment issues at the earliest opportunity. As your employer, we have the responsibility for ensuring that any actions or decisions affecting you are taken in accordance with the relevant policy. If you have any worries or concerns regarding your employment with the Trust you should contact the SABP TCP Manager who is your initial point of contact. 3

4 The information contained in this handbook is not exhaustive. In addition to this Programme Handbook, trainees should consult the Placement Handbook and Research Handbook for further information. Contents 1. The qualification 2. Welcome: Programme philosophy, aims and objectives 2.1. Programme philosophy, aims and objectives 2.2. Service user and carer involvement 3. Administration Offices 4. Programme specification 5. Knowledge and skills framework (KSF) 5.1. Overview 5.2. How KSF impacts on trainees 6. Summary of the programme 6.1. Units of study 6.2. Theory and research 7. The Surrey approach to integrative practice in psychotherapy training as a clinical psychologist 7.1a The cognitive behaviour therapies 7.1b The psychodynamic psychotherapies 7.1c The systemic psychotherapies 7.2 Problem based learning 8. Programme regulations, approval and accreditation 9. Assessment and conditions for award 9.1. Academic, clinical, research and professional assessment 9.2. Submission deadlines 9.3. Assignments 9.4. Consent for writing up clinical case work 9.5. Supervisor signed statement form 9.6. Assessment components 9.7. Page length count 9.8. Award criteria 10. Procedures and timing of assessments Academic competence Clinical competence 11. Assessment procedures and regulations 4

5 11.1. Failure of assessment work Requesting an extension to an assessment deadline Academic integrity Academic misconduct What is the portfolio and how do I prepare it for examination? What is viva voce examination and what are the possible outcomes? What right of appeal do I have and what is the process? The office of student complaints, appeals and regulation (OSCAR) How do I prepare my portfolio for submission at the end of the programme? Portfolio for submission for Clinical PsychD Extension to training due to maternity/paternity leave or long-term sickness or healthrelated issues 12. Programme difficulties and/or failure: Guidelines for programme team and trainees Confidentiality Support Trainee year group Attendance at the university 13. Programme management 14. Personal and professional development policy 15. Grievance procedures for trainees Surrey and Borders Partnership NHS Foundation Trust (SABP)-Grievance procedure 16. Teaching and facilities School of Psychology facilities Teaching etiquette University facilities Academic staff in the school of psychology 17. Regulations for practitioner doctorate degrees 18. General regulations governing fitness to practice and fitness to study 19. Policy, code of practice and responsibilities for the management and use of software 20. Terms of reference for the programme board of studies for the doctorate in clinical psychology 21. Membership or the Health and Care Professions Council and the British Psychological Society 22. Postgraduate intellectual property 23. The Shape your Surrey survey 5

6 Appendices SABP: Surrey and Borders Partnership NHS Foundation Trust SABP 1 Trainee Contract SABP 2 Information Governance SC: Student Charter UI: University Information S: Support systems, trainees meetings and trainee participation in programme meetings TA: Trainee administration A: Appraisals Annual Appraisal Form/Personal Development Plan Major Research Project Review Guidelines H: Guidelines for dealing with harassment and health and safety policy Guidelines for dealing with sexual and racial harassment Health and safety policy Home visiting and trainee safety policy DBS: Disclosure and Barring Service (DBS) check (formerly CRB check) CG: Clinical assignment guidelines Case reports Specific guidelines for writing up case reports on work with different client groups/models Guidelines for writing up a piece of group work Guidelines for case reports from placements for people with learning disabilities Guidelines for extended assessments Guidelines for psychodynamic case reports Guidelines for a systemic practice case report Guidelines for the practice case report (year 1 only) Guidelines for consent to case report/clinical material being used for educational purposes Guidelines for anonymising case reports and oral presentations of clinical activity Case report/oral presentation signed statement by placement supervisor Marking criteria for case report assignment The oral presentation of clinical activity Clinical report/letter writing Recording ethnicity Confidentiality of clinical material AG: Academic guidelines Guidelines for preparing and writing essays Marking criteria for essays Moderated marking of academic assignments 6

7 Portfolio correction criteria- all assignments Operating under the diversity rule Problem based learning reflective accounts guidelines for markers Personal and professional learning discussion group process account guidelines for markers Final reflective account Summary of assignment submission/resubmission guidelines SurreyLearn Video recording of year two personal and professional learning discussion groups session APR: Assessment procedures and regulations VVE: Viva voce examination, role of examiners and possible exam outcomes CC: Programme committees Board of studies Trainee clinical psychologists employers meeting Selection committee terms of reference PS: Ethical guidance, professional conduct and policy statements HCPC and BPS guidance and policy statements Social networking sites DCP guidance on the use of social media by clinical psychologists KSFO: NHS Knowledge and Skills Framework Outline for Trainee Clinical Psychologists AC: Assessment components for each year of the PsychD programme AS: Assessment schedules for the PsychD programme ALG: Assessment length guidelines FP: Failure Procedures For Assessed Clinical and Academic Work PPD: Trainee Personal and Professional Development 7

8 1. THE QUALIFICATION The PsychD (FHEQ Level 8) is a three year full time Programme, validated by the University of Surrey ( This programme is approved by the Health and Care Professions Council (HCPC), the statutory regulator for practitioner psychologists in the UK ( On passing the Programme, trainees details are passed to the HCPC. Trainees will need to satisfy a number of criteria in order to register with the HCPC (visit the HCPC website for further details). The programme is also accredited by the British Psychological Society (BPS), the key professional body for psychologists ( Successful completion of the programme confers eligibility to apply for Chartered Membership of the Society and full membership of the Division of Clinical Psychology ( 2. WELCOME: PROGRAMME PHILOSOPHY, AIMS AND OBJECTIVES 2.1. Programme philosophy, aims and objectives The Programme philosophy embodies several elements to recognise the multi-theoretical and broad empirical basis of Clinical Psychology. The Programme has a commitment to education in, and development of, different psychological theoretical perspectives in a context of cultural awareness, sensitivity, and reflective practice. We aim to promote a teaching and learning environment that will be supportive to trainees as employees, recognise their individual needs, and foster mutual respect, understanding and communication. These principles promote the development of trainees, staff and the Programme. We expect, and will provide, high standards of courtesy and reliability, and professional behaviour, both in NHS practice placements and on the University campus. We are committed to the principle of equal opportunities in all aspects of selection, recruitment and training of trainees, contributors to the Programme, and Programme staff. We, therefore, aim to train reflective clinical psychologists who are committed to high quality, inclusive and collaborative practice in the scientist-practitioner model. Other skills we emphasise include an ability to draw upon and utilise a broad theoretical and empirical psychological knowledge, an ability to practice flexibly across client groups and work settings, self-awareness in regards to professional development and self-care, and to competently negotiate changing needs of the profession within wider organisational contexts Service user and carer involvement The programme is committed to the involvement of service users and carers in all aspects of training. The views and experiences of people who use psychological services, and their carers, form an integral part of our understanding of mental distress and disability and of the experience of using services. As part of our commitment to service user and carer involvement, we formed a Service User & Carer Advisory Group in This consists of staff team members, trainees, service users, carers, regional psychologists and others who have an interest in promoting service user and carer involvement in clinical psychology training. Trainees are permitted to leave lectures in order to attend the Service User and Carer Advisory Group. Information on the dates, times and meeting places of the group can be obtained from Barbara Riddell, Co-ordinator of Service User and Carer Involvement (b.riddell@surrey.ac.uk) or Charlotte King, Faculty Administrator (c.king@surrey.ac.uk). 1

9 3. ADMINISTRATION OFFICES The Faculty Programme Management teams are responsible for programme administration for undergraduate, postgraduate taught, postgraduate research and professional training. This includes student records, welcome and induction events, module selection/allocation, module catalogue, placements, attendance monitoring and programme handbooks. The teams are based in 01 AD 02. The office is open between the hours of 9.00am and 5.00pm Monday to Friday in semester and 9.00am to 4.30pm Monday to Friday in vacation. They can be contacted either by visiting the office or ing: undergraduate postgraduate taught postgraduate research professional training year The Faculty Programme Management team for Short Courses is responsible for the administration of the Global Graduate Award, English for University Study, Pre-sessional English, English Language Support Programme, the International English Language Testing Service (IELTS), Evening Language Courses, GSA Saturday School, GSA Evening Classes, GSA Easter School, GSA Summer School, GSA Foundation Year, Sociology Day Courses and the Interpersonal Psychotherapy course (IPT). The team is based in 15 LC 03. The office is open between the hours of 9.00am and 5.00pm Monday to Friday in semester, and 9.00am to 4.30pm Monday to Friday in vacation. They can be contacted either by visiting the office or ing - Global Graduate Award - English for University Study - Pre-sessional English - English Language Support Programme International English Language Testing Service - Evening Language Courses - GSA Saturday School - GSA Evening Classes 2

10 - GSA Easter School gsasummerschool@surrey.ac.uk - GSA Summer School gsafoundationyear@surrey.ac.uk - GSA Foundation Year sociologyday@surrey.ac.uk - Sociology Day Courses ipt@surrey.ac.uk - Interpersonal Psychotherapy course The Faculty Recruitment & Admissions team is based in 10 AD 04, along with the Faculty Registrar s office and the Assessment, Awards & Timetabling team. The office is open between the hours of 9.00am and 5.00pm Monday to Friday in semester, and 9.00am to 4.30pm Monday to Friday in vacation. The Assessment, Awards & Timetabling team is responsible for the coordination of examinations, coursework submission/return, the Extenuating Circumstances process, examination boards and programme timetabling; they can be contacted at fahsassessment@surrey.ac.uk or by visiting the office. The Coursework Room (08 AD 04) is open, between the hours of 10:00am and 2:00pm Monday to Friday in semester, for collection of coursework. 4. PROGRAMME SPECIFICATION 3

11 Learning Aims and Learning Outcomes 4. Programme Specification - Programme Outcomes P1 P2 PROFESSIONAL AUTONOMY AND ACCOUNTABILITY Knowledge and understanding KSF Dimensions Teaching, learning methods and strategies Assessment/Evaluation The professional role of clinical psychology with organisations C, Q, ED Lectures and practical workshops (P1-6) Case Reports (P1-6) and the contexts in which they work. Knowledge of HCPC s Standards of Conduct, Performance and Ethics, HCPC s Guidance on Conduct and Ethics for Students HCPC s Standards of Proficiency, British Psychological Society Code of Ethics and Conduct and British Psychological Society Generic Professional Practice Guidelines. HSS, Q, ED, HWB1, HWB3 Individual supervision/placement learning (P1-6) Essays (P1-6) P3 P4 P5 Awareness of legal and ethical responsibilities, Government legislation on consent and practice guidelines and confidentiality in various contexts. Awareness of need to self reflect, be in tune with physical and emotional demands of work. Awareness of need to maintain development of competence in light of new evidence through continuing professional development. HSS, Q, ED, HWB1, HWB2, HWB3 Personal and Professional Learning Discussion Groups (P1-6) Problem Based Learning (PBL) presentation (P1-6) PPD, HSS, Q, ED Discussions with Tutors and Mentors (P1-6) PBL reflective account (P4) PPD, SI, Q Annual appraisals (P4-5) Placement review visits (P1-6) P6 Awareness of how clinical decisions are made and how complexity is managed within teams. C, HSS, SI, Q, ED, HWB3, HWB6, HWB7 Placement Learning (P1-6) Log book (P5) P7 P8 PROFESSIONAL RELATIONSHIPS Knowledge and understanding KSF Dimensions Teaching, learning methods and strategies Assessment/Evaluation Awareness of roles of differing disciplines and how referrals are Q, ED Lectures and practical workshops (P7-11) Placement review visits (P7-11) managed. Awareness of how to effectively participate in teams, with other agencies to support the delivery of effective client care. C, PPD, HSS, Q, ED Individual supervision/placement learning (P7-11) Log book (P8-10) P9 Awareness of diversity and difference, including ethnicity, gender, age, poverty, class, sexual orientation and religion, and its impact on accessing services. C, SI, Q, ED Personal and Professional Learning Discussion Groups (P7-11) Personal and Professional Learning Discussion Group Process Account (P7-10) P10 Awareness of working effectively with service users and carers to foster effective service planning and delivery. C, SI, Q, ED Problem Based Learning (P7-10) 4

12 P11 Awareness of appropriate written and electronic notes and data collection procedures. C, Q, HWB2, HWB3, HWB6, HWB7 Placement learning (P7-11) THE APPLICATION OF CLINICAL PSYCHOLOGY PRACTICE Knowledge and understanding KSF Dimensions Teaching, learning methods and Research component: strategies Assessment/Evaluation R1 The variety of research methods used in psychological enquiry IK2, G2 Lectures and practical workshops (R1-10) Multiple choice examination (R1,2,4,7,9) R2 The epistemological foundations of the research process IK2 Individual research supervision (R3-10) Assessed course work (R1-10): R3 Critical appraisal of literature C, IK2, G2 Undertaking quantitative and qualitative research projects (R3-10) Literature review (R1-5, 9) R4 Quantitative data analysis C, IK2 Writing a literature review (R1-3, 8) Final major research reports, viva voce (R3, 8, 9, 10) R5 Qualitative data analysis C, IK2 Presenting own research to NHS service, trainees, staff (R9) Qualitative Research Project (R3-10) R6 Formulating a research question and writing a research proposal C, IK2, G2 Writing SRRP and MRP Proposal, IRAS application form (R8, 10) MRP Proposals (R1-6, 8-10) Feedback from presentations (R1-10) R7 Service evaluations and audit C, SI, HWB1, IK2, G2 Writing SRRP and MRP for the portfolio (R1-7, 9) Qualitative Research Project (R5, 9) R8 R9 R10 The practicalities of conducting research in the NHS, Research and Development Committees, Ethics Committees How to present and discuss research findings in a variety of contexts HCPC Standards of Conduct, Performance and Ethics, HCPC Guidance on Conduct and Ethics for Students, the British Psychological Society s Code of Ethics and Conduct, the University Research Guidelines, Good Practice Guidelines for the Conduct of Psychological Research within the NHS, BPS Guidelines for Minimum Standards of Ethical Approval in Psychological Research, BPS Ethical Practice Psychological Research Online Guidelines. IK2, G2 Drop in research clinic (R4-5) C, IK2, G2 Structured feedback on assessed course work (R3-7) HSS, Q, ED Placement Learning (R1, 3, 7, 8, 10) Discussion with Research Supervisors (R1-10) Research Handbook (R10) Academic component: A1 A knowledge of fundamental psychological models to facilitate assessment, formulation, intervention and evaluation SI, Q, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G1 Lectures and practical workshops (A1-10) Assessed course work (A1-10) A2 The theoretical framework of 3 fundamental models of psychological therapy (cognitive behavioural, systemic and psychoanalytic/brief therapies). Q, HWB1, HWB2, HWB3, HWB6, HWB7, IK2 Key reference lists (A1-10) Psychometric case report (A4) 5

13 A3 The application of fundamental psychological models to children, young people, working aged and older people. Those presenting with specific mental health difficulties, adjustment difficulties to physical health as well as other life events. Individuals with learning disabilities and those with acquired neurological problems. An awareness of clients with challenging behaviour. C, SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7, G2 Teaching handouts (A1-10) Essays (A1-3, 5-10) A4 A knowledge of psychometric testing and its application through the life span and with specialist groups ED, HWB2, HWB6, HWB7, IK2, G2 A5 Specific theories relevant to clinical psychology Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G2 A6 A7 A8 A9 A10 The key features (and diagnostic criteria) of core psychological problems The professional role of Clinical Psychologists within the organisations and contexts in which they work: NHS/Social Services/Voluntary sectors Legislation and governmental policies relevant to NHS and client groups The effects of diversity and difference including ethnicity, gender, age, poverty, class, sexual orientation and religion on mental health The evidence from which psychological theories and related treatments have been developed and evaluated (see also R3) HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G2 Placement learning (A1-10) Skills based workshops (A1-10) Discussions with Clinical Tutors (A1-10) Placement evaluation (A4) Case Reports (A1-10) PBL presentation (A1-10) HSS, SI, Q, ED Structured feedback on assessed course work (A1-9) PBL reflective account (A3, 9) HSS, SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7, G2 SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7, G2 Q, ED, HWB6, HWB7, IK2, G2 Personal and Professional Learning Discussion Group (A1-9) Personal and Professional Learning Discussion Group Process Account (A1-3) PBL (Problem Based Learning) (A1-3, 6-9) Literature review (A1-3, 5, 7-10) Diversity Workshops (A7-9) Oral presentation of clinical activity (A1-10) Clinical component: C1 Clinical psychology as an applied science (see also A1-6, 9-10) HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G2 6 Lectures/workshops (C1-10) Placement Supervisor evaluation (C2-12) C2 Clinical Psychology as a reflexive process (A7, 9) PPD, SI, Q, ED, G2 Supervision on practice placements (C2-12). Clinical Tutor review (C2-12) C3 C4 C5 The relevance of psychological theories to clinical practice (see also A2, 5, 8, 10) Theories and practice of assessment, formulation, intervention and evaluation with a variety of client groups (see also A1-4) Group/systemic theory and process with particular application to teamwork (see also A1-3) SI, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G2 SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G2 SI, Q, ED, IK2, G1 C6 The evidence base of clinical practice (see also R3, A1-2, 4-5) SI, Q, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G2 C7 The role of clinical psychology in the NHS (see also R7-9, A5, 7-8) C8 Roles and responsibilities of other mental health and related professionals (see also, A7-8) Specific contract for core and specialist placements (C1-12) Experience gained on practice placements (C5-10) Discussions with Clinical Tutors/Supervisors at placement visits C1-12) Placement reviews with Clinical Tutor (C1-12) and end of placement meetings with Clinical Tutor C, HSS, SI, Q, ED, G2 Personal and Professional Learning Discussion Group (C1-12) C, SI, Q, HWB3 Written Reports/communications on practice placements (C5-7) Clinical Tutor Placement visits (C1-12) Assessed course work (C1-12) Case Reports (C1-12) Essays (C1-12) PBL presentation (C1-12) PBL reflective account (C1-12) Final Reflective Account (C1-12)

14 C9 C10 C11 Organisational structure, funding and provision of mental health and related services (see also A7-8) Clinical governance and its applicability to psychological practice in the NHS HCPC Standards of Conduct, Performance and Ethics, HCPC Guidance on Conduct and Ethics for Students, the British Psychological Society s Code of Ethics and Conduct, the University Research Guidelines, Good Practice Guidelines for the Conduct of Psychological Research within the NHS, BPS Guidelines for Minimum Standards of Ethical Approval in Psychological Research, BPS Ethical Practice Psychological Research Online Guidelines. (see also R10) SI, Q Structured feedback on assessed course work (C1-5, 10) Samples of placement correspondence (C1-4, 6, 11-12) HSS, SI, Q, ED, G2 Programme Handbook sections CG & PS3 (C11-12) Training overview form (competency monitoring) (C1-10) HSS, SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7 Clinical logbook (experiences monitored) (C1-10) C12 BPS Generic Professional Practice Guidelines and HCPC Standards of Proficiency: Registered Psychologist. HSS, SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7 PBL (C1-12) Inter-professional learning (C1-12) Mentoring (C2, 7-8, 11-12) Placement contracts for core competency placements (adult mental health, child, learning disabilities and older people) (C1-12) Annual appraisal (C1-12) SRRP and MRP (C1-12) Literature Review (C1-12) SKILLS FOR CLINICAL PRACTICE Intellectual (thinking) skills KSF Dimensions Teaching, learning methods and Research component: strategies Assessment/Evaluation R11 Plan, conduct and report on a piece of original research C, SI, IK2, G2 As outlined for R1-9 (Knowledge & Understanding) Multiple choice examination (R13-17) R12 Plan, conduct and report on a piece of service evaluation or audit C, Q, SI, IK2, G2 Viva practice session (R18) Assessed course work (R10-19) R13 Formulate and test hypotheses and research questions IK2, G2 Research Handbook (R11-19) Research proposal (R10, ) R14 Critically appraise literature and evaluate research methods IK2, G2 Key references (R11-18) Final research reports (R10-19) R15 Choose appropriate statistical data analyses IK2 Teaching handouts (R11-18) Viva Voce Examination (R10-19), R16 Choose appropriate qualitative analyses IK2 Structured feedback from markers of assessed course work (R10-18) Feedback from presentations (R17-19). R17 Choose appropriate design for research questions IK2 Programme Handbook section PS (R18) SRRP (R11-19) R18 Defend own research decisions and analyses IK2, G2 Qualitative research project (R11, 13-14, 16-19) Qualitative Research Project (R11-19) R19 Consider issues related to ethical practice Q, ED, IK2 Research ethics submission (R11-19) MRP (R11) Academic component: 7

15 A11 Critically evaluate theoretical models and treatment approaches HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G2 A12 A13 A14 Analyse and interpret evidence in a critical and self reflective manner Distil essential features of a theory, argument or body of evidence Assess a theory, argument, body of evidence in terms of its practical, clinical and political implications IK2, G2 IK2, G2 A15 Appreciation of difference and diversity HSS, SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G1, G2 A16 Undertake professional work in an anti-discriminatory and antioppressive manner Group exercises/discussions in workshops (A9, ) - as outlined for A1-10 (Knowledge and Understanding) Observation of critical/analytic stance of lecturers (A9-12) Assessed course work (A9-12) Psychometric casee report (A12) Essays (A9-16) IK2, G2 Guided reading prior to/subsequent to teaching (A9-15) Case report (A9-16) C, PPD, HSS, SI, Q, ED, HWB1, HWB2, HWB3, HWB6,HWB7, IK2, G1, G2 Analysis of material for assessed course work (A9-15) Structured feedback from markers of assessed course work (A9-16) Personal and Professional Learning Discussion Group (A9-16) PBL (A9-16) Reading Seminars (A11-16) Psychodynamic week, CBT week and systemic week (A11-16) PBL reflective account (A12,14-16) Final Reflective Account (A11-16) PBL presentation (A12, 14-16) C13 C14 C15 Clinical component: Adapt and apply theoretical models to new clinical practice areas Critical and rigorous evaluation of clinical practice, services and settings (see also A9, 10, 12; R7-9, 12) Translate complex psychological information for dissemination to a range of colleagues in mental health or related professions in service settings SI, Q, HWB1, HWB2, HWB3, HWB6, HWB7, G2 C, SI, Q, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G2 C, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G1, G2 C16 Rigorous consideration of issues relating to ethical practice C, HSS, SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7, IK2 As outlined for C1-12 (Knowledge & Understanding) Observation of supervisor/other professionals on practice placements (C9-16) Structured feedback from markers of assessed course work (C12-14) Practice placement presentations of clinical material (C14, see also R7) Programme Handbook PS (C14) Personal and Professional Learning Discussion Group (C13-16) Mentoring (C16) Placement Supervisor evaluation (C13-16) Clinical Tutor placement visits/reviews (C13-16) Assessed course work (C13-16) Case Reports (C13-16) Samples of placement correspondence (C15) Teaching, learning methods and strategies Practical skills KSF Dimensions Assessment/Evaluation Research component: As outlined for R1-10 (Knowledge and Understanding) R20 Carry out a structured literature search IK2, G2 Individual research supervision (R21-32) Multiple choice examination (R29-30) 8

16 R21 Write a literature review C, IK2, G1, G2 Practical classes in SPSS and qualitative data analyses (R27-32) Completion of IRAS and Ethics Committee Procedures (R21-22, 24-26) R22 Write a research proposal C, IK2, G2 Written guidelines Research Handbook (R19-32) Assessed course work (R19-22, 27-32) R23 Write a research report C, IK2, G1, G2 Structured feedback on oral presentation of research to peers R24 Write an ethics committee proposal C, IK2, G2 Structured feedback on writing skills from markers of written assignments Research proposals (R21-22, 24, 26) Final research reports (R19, 20-22, 26-32) R25 Write patient information and consent forms C, HSS, IK2, G2 Research Logbook (see Research Handbook) (R19-32) Viva voce examination (R19, 20-32) R26 Negotiate access to study participants in applied NHS settings C, HSS, ED Qualitative Research Project (R19-21, 23, 27-28, 31-32) MRP literature review (R20-21) R27 Devise and administer questionnaires C, ED, IK2, G2 SRRP literature review (R20-21) R28 Collect data C, HSS, ED, IK2, G2 SRRP (R20, 22-23, 26, 28-30) R29 Prepare quantitative data for analysis IK2 Literature Review (R20, 21) R30 Conduct statistical data analysis using SPSS 30 IK2 R31 Conduct semi-structured interviews C, HSS, ED, IK2, G2 R32 Transcribe and analyse interview data using qualitative methods ED, IK2, G2 A17 A18 Academic component: Carry out structured literature search (see also R20) using information technology and literature search tools Use written communication to convey knowledge and understanding, critical evaluation, integration of theory and practice, novel thinking and reflective practice (see also R20) Practical workshops using skills based teaching (A17-19) IK2, G2 Written guidelines Research Handbook (A17-19) Assessed course work: C, PPD, Q, ED, IK2, G1, G2 Structured feedback on writing skills from markers of written assignments (A18) Essays (A17-19) A19 Inter-professional learning and practice C, PPD, SI, Q, ED, G1 Discussions with Tutors where required (A18) PBL (A19) Personal and Professional Learning Discussion Group (A18) PBL exercise with Dietetics students (A19) Case Reports (A17-19) Personal and Professional Learning Discussion Group Process Account (A18) Final Reflective Account (A18-19) Literature Review (A17-19) Clinical component: C17 Therapeutic relationship skills C, HSS, Q, ED, HWB1, HWB2, HWB3, HWB6, HEB7 Practical workshops using skills based teaching (as outlined for C1-9, A1-9, Knowledge & Understanding) Supervision provided on practice placements (C16-39) Clinical Tutor placement visits (C16-39) 9

17 C18 Able to demonstrate high quality patient/client care either independently or as a member of a multidisciplinary or multiagency team C, HSS, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7 Clinical Tutor placement visits (C7-31) Placement Supervisor evaluation (C16-39) C19 Develop skills of self reflective practitioner PPD, SI, Q, ED Experience gained on practice placements (C15-39) Evaluation of competence in clinical testing (C26) C20 Interview/questionnaire administration skills C, ED, HWB1, HWB2, HWB3, HWB6, HWB7, IK2 Structured feedback on presentation/writing skills (C15-21) Clinical Logbook (C18, 20, 25-26) C21 C22 C23 Develop psychological formulations of presenting problems which integrate information from assessments, from multiple services Use formulations and reformulations to inform intervention choice and client participation with this process Use formulations to inform multidisciplinary teams' understanding and communication with the client C, HSS, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7 C, HSS, Q, ED, HWB1, HWB2, HWB3, HWB6, HEB7 C, HSS, Q, ED, HWB1, HWB2, HWB3, HWB6, HEB7 Placement learning (C17-39) Clinical Logbook (C16,17,19,21,24-26, 33, 35) Discussions with Clinical Tutors as required (C15-26, 34, 36, 38) C24 Observation of individual/groups/systems in clinical settings SI, Q, ED Personal and Professional Learning Discussion Group (C16, 18, 21, 26-31, 38) Assessed course work: Case Reports (C15-28) Samples of placement correspondence (C25) Training overview form (C17-28, 33-34, 38-39) C25 Written and oral communication C, IK2 WAIS Practice (C26-27) Oral presentation of clinical activity (C17-39) C26 Administration and interpretation of key standardised assessment instruments C, ED, HWB2, HWB3, HWB6 Mentoring (C18, 29, 30-31, 35-36, 38) WAIS assessment (C17-39) C27 Accurate and appropriate interpretation of information gained HWB2, HWB3, HWB6, HWB7 C28 Planning, therapeutic intervention and evaluation with individuals, couples, families and larger systems C29 Professional, interpersonal and negotiation skills C HWB1, HWB2, HWB3, HWB6, HWB7 C30 Setting and maintaining personal and professional boundaries C, PPD, HSS, Q C31 Self-care and personal and professional development C, PPD, HSS, Q C32 Transferable skills C, PPD, HSS, SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G1, G2 C33 Providing consultancy C, G1 C34 Providing training C, G1 C35 Apply skills in an ethical and appropriate way Q, ED C36 Apply C15-31 in individual, group/systemic/organisational settings C37 Manage the physical and emotional impact of clinical practice PPD, HSS, Q C, PPD, HSS, SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7, IK2, G1, G2 C38 Demonstrate an appreciation of difference and diversity in clinical practice C, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7 C39 Demonstrate self and time management skills C, PPD, HSS, Q Teaching, learning methods and strategies 10

18 T1 T2 Transferable skills KSF Dimensions Assessment/Evaluation Integrative framework: Becoming a scientist-practitioner/ reflective-practitioner by: Functioning within an evidence based practice framework and a practiced based evidence framework Summarising evidence from a variety of sources and basing decisions on the outcome of this process SI, Q, HWB1, HWB2, HWB6, HWB7, G2 HWB1, HWB2, HWB6,HWB7, IK2 T3 Application of integrated theory and practice SI, Q, HWB1, HWB2, HWB6, HWB7, G2 Teaching, skills based workshops (T1-21) as outlined in R1-9, A1-10, C1-12 Knowledge and Understanding Formulating and developing research projects (T1,5, 8-10, 12-15, 19-21) Individual supervision (T4-5, 9, 10, 12, 19, 20, 15) Report writing (T1-7, 14-15, 17-18) Structured Feedback from presentations (T1-8, 13, 16-24) Clinical Tutor Placement visits (T1-7, 11-12) Placement supervisor evaluation (T1-16) T4 Drawing on existing knowledge when solving new problems IK2, G2 Planning and writing Essays (T1-8, 14-16, 18-24) Assessed course work: T5 Defending one s decisions within an evidence base of critical reflection, and cultural sensitivity C, ED, IK2, G2 Clinical Tutor placement visits (T1-7, 11-12, 15-21) Research reports (T1-9, 14-15) T6 Critical evaluation of theories, concepts, research and practice PPD, Q, IK2, G2 Supervised placement experience (T1-8; 12-24) Essays (T1-3, 5-7, 14-15) T7 Using self-reflective skills - developing reflective practice PPD, SI, Q Structured feedback on Course work assignments (T1-21) Research proposals (T2-3, 5-6, 11,14-16) T8 Use of variety of data bases and literature search facilities IK2 Mentor scheme (T7, 11) Case Reports (T1-8, 10-12, 14-16) T9 Use of research skills to generate new knowledge and understanding SI, Q, IK2, G2 Personal and Professional Learning Discussion Group (T1-13, 17-18, 21) Viva Voce Examination (T1-3, 5-7, 13) T10 Application of data analysis to workplace settings e.g. Audit SI, G1, G2 RPG (T1-16) PBL presentation (T1-13) T11 Ethical accountability HSS, Q, ED PBL/Inter-professional learning (T1-24) PBL reflective account (T1-12, 14-16) Final Reflective Account (T1-12, 14-16) T12 Appreciation of difference and diversity/cultural attunement Q, ED Reading Seminars (T1-12) SRRP final report (T10) Service user and carer involvement in teaching (T12) Presenting research to NHS Effective, accurate and economical verbal and written communication: service, trainees, staff (T1-13) T13 Oral presentations C, IK2, G1 Structured feedback on course work assignments (T4-15) Viva voce examination (T13) Oral presentation of clinical activity T14 Written reports C, IK2, G1 Placement supervisor feedback on placement reports Supervisor evaluation (T13-16) (T4-15) T15 Use of word processing systems C All written course work assignments (T14) Assessed course work: T16 Use of IT and systems C, IK2 Communications between trainees and Programme staff (T13-16) SRRP/MRP research proposals/reports (T14-16) Essays (T14-16) Case Reports (T14-16) 11

19 PBL presentation (T13) PBL reflective account (T14-16) Function professionally within an ethical framework: T17 Work collaboratively in teams, groups, systems, organisations C, Q, ED, HWB2, HWB3, HWB6, HWB7 T18 Respect the views, rights, ethnic, cultural and social backgrounds of service users, carers and all colleagues Teaching in workshop/group format (T15, 16 as outlined in R1-9, A1-10, C1-12 Knowledge and Understanding sections) Practice placement supervision (T17-19) C, Q, ED Undertaking course work assignments/practice placements (T18-23) Placement Supervisor evaluation (T17-18) Final Reflective Account (T17-18) Case Reports (T17-18) Apply professional, interpersonal and negotiation skills Programme Handbook Section PS (T22) T19 Negotiate effectively C Service experience gained on practice placements (T19-23) Feedback on Qualitative Research Project (T17-18) T20 Time management C, PPD, HSS, Q Undertaking qualitative research project (T17-19) Placement Supervisor evaluation (T19-23) T21 Multi-task and work to deadlines PPD, HSS, SI, Q Personal and Professional Learning Discussion Group (T17-19) T22 Follow HCPC and BPS ethical and professional guidelines C, HSS, SI, Q, ED, HWB1, Research assignments and presentations (T1-9, 12, 18, HWB2, HWB3, HWB6, 22, HWB7 T23 Service user involvement in all aspects of commitment to practice C, SI, Q, ED, HWB1, HWB2, HWB3, HWB6, HWB7 Mentor scheme (T18-21) Clinical Tutor meetings (T18-23) Team/trainee meetings (T17-21) Cross Years Meetings Trainees Business Meetings Service user and carer involvement in teaching (T23) Oral presentation of clinical activity feedback (T19-23) Reflective writing assignments (T19-23) 12

20 5. KNOWLEDGE AND SKILLS FRAMEWORK (KSF) 5.1. Overview The Knowledge and Skills Framework aims to support personal development and career progression within the NHS. It is one of the three key strands of Agenda for Change. These are: The NHS KSF and the development review process Job evaluation, and Terms and conditions. The NHS KSF and the development review process are about lifelong learning. The KSF is designed to ensure that staff are supported to be effective in their jobs. The NHS KSF is made up of 30 dimensions which identify broad functions that are required by the NHS. Six of the dimensions are core, which means they are relevant to every post in the NHS. The core dimensions are: 1. Communication 2. Personal and people development 3. Health, safety and security 4. Service improvement 5. Quality 6. Equality and diversity. The other 24 dimensions are specific they apply to some but not all jobs in the NHS. The KSF is designed to do six things: 1. Identify the knowledge and skills that an individual needs to apply in their job this is described in an NHS KSF post outline. 2. Help identify any gap between the knowledge and skills needed in the job and the current knowledge and skills of the individual. 3. If there is a gap help to identify the learning and development that is needed to close it. 4. Provide a system of pay progression across the service based on a single agreed system. 5. Help individuals develop throughout their careers. 6. Help in the development of services by linking what the NHS needs for effective service delivery with the knowledge and skills needed in specific posts and enabling the people in those posts to develop that knowledge and skills How KSF impacts on trainees The trainee clinical psychology post has a KSF outline - this describes the knowledge and skills that need to be applied in a post. At least once a year you and one of your tutors will review how you are applying knowledge and skills against the KSF outline. From this you will both develop and agree a Personal Development Plan for you to guide your learning and development for the year ahead. A table summary of the NHS Knowledge and Skills Framework Outline for Trainee Clinical Psychologists can be found in Appendix KSFO. Further information about KSF can be found here: KSF/Pages/Original-KSF.aspx 6. SUMMARY OF THE PROGRAMME The Programme is FHEQ Level 8, for three years and is full-time. Of this time, at least half is spent in applied clinical settings normally in Surrey, West Sussex and South West London. The remaining time is spent on academic Programme work, preparation and study time. Research is scheduled to take place both as part of the work in clinical settings and as part of academic study time. Academic and research work is designed to promote and enhance the 13