University of Surrey. Course Code: 27. PsychD in Clinical Psychology University of Surrey Department of Psychology GUILDFORD Surrey GU2 7XH

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1 University of Surrey Course Code: 27 PsychD in Clinical Psychology University of Surrey Department of Psychology GUILDFORD Surrey GU2 7XH Telephone: Programme Director: Ms Mary John Administrator: Mrs Charlotte King Link to University of Surrey website Open day - Tuesday 15 November 2011, Introduction The Programme is a three-year practitioner doctorate which seeks to provide high calibre professional clinical psychology training based on a coherent synthesis of psychological theory, research and clinical practice. The Programme meets the standards of education and training required by the Health Professions Council (HPC) which is the regulatory body that approves postgraduate courses in clinical psychology. Successful completion of the programme provides eligibility to apply for registration with the HPC as a clinical psychologist. It is a legal requirement that anyone who wishes to practice as a clinical psychologist in the UK is on the HPC Register. Therefore, upon successful completion of the training course, all trainees need to apply to the HPC for registration. A registration fee is payable to the HPC by the applicant (see the HPC website for current information on fees). The Programme is accredited by the British Psychological Society (BPS) allowing successful trainees to develop the competencies required by the BPS to be eligible for Chartered membership. The Programme is grounded in critical psychology and promotes reflective practice within a scientist practitioner framework. We aim to facilitate the personal and professional development of trainees so that they are qualified to work as chartered clinical psychologists in an evolving NHS. The training is developed actively with regional psychologists, trainees, purchasers and service users and carers to ensure that training is at the cutting edge and responsive to the NHS and client needs.

2 The Programme believes that the experience of training is enhanced when trainees are from diverse cultural and employment backgrounds. We encourage applications from minority groups. We seek to promote the development of trainees who will contribute to the health service through: A commitment to the maintenance and delivery of high quality clinical practice grounded in respect for clients from differing ethnic, religious and social backgrounds; The application of reflective, rigorous and flexible thinking to all aspects of clinical psychology practice; An ability to utilise and evaluate psychological theories, knowledge and practice from a wide ranging clinical, scientific and research base; Competence in selecting psychological theory, research and practice appropriate to the context and client groups to which they are applied; The ability to function effectively in a range of social, cultural and organisational environments; Self-awareness of their personal and professional development, and the implications for clinical practice; Active engagement with service users' and carers' views and priorities; A commitment to working within multidisciplinary settings and with colleagues from other disciplines. A core philosophy of the programme is the importance of the application of academic and research rigour to health and social care contexts. Additionally, the programme stresses the need for clinical psychologists to be responsive to changes within the health and social care sectors. As such, the course emphasises the development of leadership skills so that clinical psychologists are able to integrate, operationalise and initiate applied clinical psychology theoretical knowledge bases within community and public, voluntary and organisational systems. Regional psychologists associated with the Programme provide training and supervision in the core and advanced competencies, skills and expertise within all specialist areas of clinical psychology. This allows trainees access to a variety of excellent placements. These include: rehabilitation; forensic; neuropsychology; health psychology; addictive behaviours; challenging behaviours and paediatrics. Therapeutic placements with a focus in cognitive/behavioural, systemic and psychodynamic approaches to intervention are also available. Opportunities are provided to gain experience of working with clients from a diverse range of ethnic and cultural backgrounds, across the life-span. The Programme is sited in the South West Thames region, an area of great geographical and cultural diversity, including metropolitan districts of London, nearby towns to Guildford, the South Coast, and rural areas of Surrey and Sussex. The teaching and administrative base for the Programme is at the University of Surrey in Guildford, and trainees are required to live within a

3 reasonable travel time/distance from the Programme base. The clinical placements are based in South West London, Surrey and West Sussex. Trainees are expected to travel to placements (extending from South West London in the north, to the south coast at Worthing, and east/west from Chichester through Guildford to Redhill and Warlingham). Trainees need to be aware that in applying for the programme they have accepted that they will have to travel required distances from their homes to the locations specified above. Travel within placements may also be expected. The possession of a full driving license and use of a car or other method of motorised private transport is, therefore, essential in order to arrive at work base at 9.00am and move between bases efficiently to meet service needs. Travel expenses to and within placements are paid. The University of Surrey has a strong professional and vocational bias. The Psychology Department has a specific commitment to applied and professional psychology. It has a large postgraduate department including Masters level postgraduate courses in Research Methods, Health, Environmental, Social, Occupational and Forensic Psychology, and a Doctorate in Psychotherapeutic and Counselling Psychology. This provides a vibrant and supportive postgraduate research context. The research facilities and expertise are of the highest standard. The Programme team and the wider department are actively involved in research related to the clinical domain, with particular interests in: public health and the promotion of well-being; health psychology including reproductive and sexual health, eating disorders and sleep; obsessive-compulsive disorders; intervention research including CBT, mindfulness, therapeutic communities and process research in experiential dynamic therapies; the effects of trauma, violence and offending including PTSD, domestic violence and youth offending; child and family research including recovery in children, shame, anger and distress in young people, and foster care; theory and treatment of personality disorders; autism spectrum disorders including identity issues; service provision for adults with learning disabilities; psychosis including the meaning of psychotic experiences, recovery from psychosis and cognitive processes in psychosis; brain injury and neuro-rehabilitation; user involvement in research and training; and, organisational issues such as leadership, workplace bullying and stress. Trainees will be expected to do their research in the Programme team s interest and expertise areas. Programme team members have expertise in quantitative and qualitative methodologies. Close research and teaching links exist between the Programme and the wider Psychology Department Entry Requirements Applicants must obtain Graduate Basis for Chartered Membership (GBC) from the British Psychological Society and hold this at the time of selection. An exception is made for those in the final year of their undergraduate degree. In these cases candidates may apply and any offer of a place is conditional upon achievement of the required degree mark from a programme that confers GBC. Owing to the funding arrangements for this course, applications can only be considered from Home students. The University classifies students as "home" or "overseas" for fees purposes, based on the Education (Fees and Awards) Regulations Further

4 information regarding fees classification is available from the UK Council for International Student Affairs or from the Student Fees and Funding Office in the University Registry. Qualifications A first or upper second class psychology degree is essential for candidates who have an undergraduate degree only. If candidates have an undergraduate degree in another subject, the degree attained must be first or upper second class. Additionally, such candidates must have completed or be completing an accredited conversion qualification in psychology. The conversion degree must be equivalent to a first class or upper second. Applicants who hold a conversion qualification or who studied overseas are required to send transcripts for their UNDERGRADUATE degree directly to Charlotte King, Programme Administrator at Surrey. (Transcripts for GBC-accredited undergraduate degrees and GBC-accredited conversion courses will be provided through the Clearing House). An absence of a transcript will result in an applicant not being considered as there will be no means to verify the minimum requirements stipulated. Applicants who attained a lower second class undergraduate or conversion degree will be considered if they hold a completed Masters level qualification with average achievement at 65% or over, or a completed PhD. These applicants (except those holding a PhD) are required to send a transcript of their Masters degree directly to Charlotte King, Programme Administrator at Surrey. Failure to provide this transcript will mean your application cannot be considered. Please contact the team for further discussion if you are unsure of the status of your academic experience. English Language Requirements All applicants whose first language is not English and whose university qualifications were not taught and examined in English must send evidence of their ability to communicate in the English language, to the Clearing House, with their application. To be eligible to apply to the Surrey University programme, the minimum International English Language Testing System (IELTS) score required is 7.0. Failure to provide this evidence will mean your application cannot be considered. Experience Applicants must either be graduates, or those in their final year of an undergraduate psychology degree who have at least nine months full time (or equivalent if part time) relevant supervised clinical or research work experience in health or related settings at the point of application. This experience should be sustained, recent (i.e. gained within the past three years), and indicate a current interest in the helping professions. Account will be taken of relevant experience in clinical practice and research but neither will be considered an absolute pre-requisite for admission as other relevant work experience will be considered.

5 Selection Procedure The Programme particularly welcomes applications from candidates from groups that are under-represented amongst clinical psychologists, and from candidates who have followed non-traditional career paths. It is Programme policy that no applicant will be discriminated against on grounds of age, disability, ethnicity, gender, sexual orientation or religion. Applicants satisfying the minimum criteria, as specified in the Entry Requirements section above, will be invited to sit a written test and will receive notification of this invitation by 10 February In 2012, the written test is being conducted jointly with the Salomons Programme. The written test for both programmes will take place on Saturday 18 February Due to the Surrey and Salomons courses operating different minimum entry requirements relating to past work experience, applicants applying to both courses may be eligible to take the test for one course but not the other. The test locations for those who meet the minimum requirements will be as follows: Course Applied To Entry Requirements Met? Test Location Surrey but not Salomons Both Surrey and Salomons Both Surrey and Salomons Both Surrey and Salomons Salomons but not Surrey Yes Yes for both courses Only meets Surrey's entry criteria Only meets Salomons' entry criteria Yes University of Surrey, Guildford University of Surrey, Guildford University of Surrey, Guildford Salomons Campus, near Tunbridge Wells Salomons Campus, near Tunbridge Wells Applicants with disabilities will be given appropriate support to sit the test. Extra time will be given to those with dyslexia. Following the written test, an interview short-list is prepared by the Programme Team. This is primarily based upon written test scores. Short-listed candidates are invited to attend a day selection procedure that will take place on either the 14, 15 or 16 May 2012 that includes interviews assessing academic, clinical, professional, personal and learning skills and capacity. The Programme currently offers 28 places, and interviews 108 candidates for each intake. Each interview panel consists of NHS Psychologists, Programme Team members, service users and carers.

6 Copies of past written tests may be downloaded from our website. Please note that the Surrey and Salomons programmes operate independent post-test shortlisting procedures and the material presented here regarding short-listing and interviewing applies to the Surrey programme only. Applicants should consult the Salomons entry, where relevant, for information on their short-listing and interview procedures following testing. Enquiries regarding the Programme should be made to the Programme Administrator, Charlotte King in the Psychology Department of the University, either by telephone or via . Criminal Records Bureau Check Successful candidates will be employed by the NHS. Given all trainees will be working with vulnerable adults and children an Enhanced Criminal Records Bureau (CRB) Check is compulsory and will be conducted by the employing Trust. Criminal records checks are made through the Criminal Records Bureau. An Enhanced CRB check will disclose any criminal convictions and police cautions, reprimands or warnings, whenever they occurred. Organisations that make CRB checks must comply with the CRB code of practice which means that any information obtained via a CRB check is used fairly and kept securely. The CRB fee is paid by the employing Trust. Health Checks Prior to commencement on the course an Occupational Health assessment will be undertaken by the employing Trust. The purpose is to screen trainees in line with Department of Health guidance for healthcare workers with regard to immunity and immunisations for infectious diseases. Additionally, it is undertaken to assess current health status with regard to any additional support individual students may need to assist them throughout the course, with a view to future fitness to practice. Funding Due to the financial constraints in the public sector it is anticipated that the number of training places will be reduced from the current 28. All individuals offered places will need to meet the employment criteria of Surrey and Borders Partnership NHS Foundation Trust as this organisation will employ the trainees. Trainees will be paid on Agenda for Change Band 6 Scales (London Fringe weighting). Travel to and from placement is paid either from home or University whichever distance is the shortest. Accommodation There is a limited amount of postgraduate University accommodation. In order to be considered for accommodation, application should be made to the University Accommodation

7 Officer ( ). The Accommodation Office can also provide advice in finding local rented accommodation. Course Structure Training commences with a mandatory five week teaching block that offers experiential therapy skills training in preparation for the first placement. As regards clinical placement structure, currently trainees all complete an initial year-long core adult placement in the first year. In the second year, trainees complete two of the following core six month placements: children and family, older people or learning disability services. In the third year, trainees undertake a yearlong placement split between a specialist placement and the remaining core placement (i.e. in children and family, older people or learning disability services). While it is expected that trainees will continue to undertake core placements and a specialist placement, there may be some changes as to how these are arranged over the three years. Throughout the three years of training, trainees will have regular opportunities to link theory and practice through discussions within small case-discussion groups, problem based learning and regular meetings with a mentor. These discussions will also provide an opportunity for reflection, personal and professional learning, exploration of difference and diversity, the transferability of clinical competencies and knowledge across placements. Teaching and research are scheduled for Mondays and Tuesdays and placements are scheduled Wednesdays to Fridays until the third year. Attendance at induction blocks and weekly teaching sessions is mandatory. At present, in the third year, trainees are on placement four days a week in between several blocks of teaching spread over the year. Study time is allocated within the timetable. Models of teaching as well as content are regularly reviewed, in consultation with trainees and regional clinical psychologists. Research training is provided through a series of lectures on both quantitative and qualitative methods and put into practice through a Service Related Research Project, a Qualitative Group Project and a Major Research Project. Like other elements in the programme this is well supported by close supervision. Academic Topics Current Clinical Placement Structure (subject to review) Research Will be organised around core competencies and include an emphasis upon the following: Literature review and proposal for major research project Year 1 Issues of diversity and difference Development and understanding of the therapeutic relationship Adult Services (year long) Service related research project (alternatively, this may be completed in Year 2 or 3) Qualitative group project

8 Basic therapy skills Life-span approaches Development of skills of reflexivity and self-reflexivity Specific and complex forms of distress presenting in adults Foundations in research design, methodology and statistics Qualitative research methods Neuropsychology and psychometric assessment Professional roles, organisations and their contexts Year 2 In addition to those built upon from Year 1 will include: Models of therapy - CBT, systemic and psychodynamic Forms of distress presenting in children and adolescents The psychology of older people Working with people who have learning disabilities Foundations in research design, methodology and statistics Two out of the following (each of six months duration): Children and family services Older people People with learning disabilities Ethics and R&D committee applications, data gathering and analyses, drafting write up of major research project Service related research project if not completed in Year 1 (or may be completed in Year 3) Advanced teaching and workshops including: Split between the following (year long): Year 3 Models of therapy - CBT, systemic and psychodynamic Health psychology Addictive behaviours Psychology and the law Professional roles, organisations and their contexts Older people OR Children and family OR Learning disability services AND Specialist placement Completion and submission of major research project Service related research project if not completed in Year 1 or 2

9 Assessment All three clinical, academic, and research components of the Programme are assessed. At the end of the Programme, trainees submit a bound portfolio of their work covering academic, clinical and research competence. Academic Assessment is undertaken through a variety of methods, including: essays; problem based learning exercises; reflective accounts; and oral presentations of clinical work. All these should demonstrate ability for critical and reflexive thinking, knowledge of psychological theories and their application to practice, as well as an understanding of clinical and professional issues. Clinical Assessment is via written case reports, supervisor evaluation on placement and log-books. The five case reports (four written maximum 5,000 words each and one oral) are submitted and assessed at six-monthly intervals. Research Assessment of research competencies is via: a multiple choice examination in statistics; a service-related research project undertaken in an NHS Trust (maximum 3,000 words); a group project in qualitative research methods; and a major research project comprising a literature review and empirical paper (maximum 16,000 words). These assignments should demonstrate research skills in a variety of domains and cover exploratory, descriptive and confirmatory strategies. The research must include empirical work judged to constitute a contribution to knowledge or practice, and evidence of originality should be demonstrated by the discovery of new facts or by the exercise of independent critical judgement. Trainee Support Personal and Professional Development The Programme has a strong emphasis on personal and professional development and support. This model of support was developed jointly with trainees, and is reviewed on an ongoing basis. It recognises the diversity of individual needs and provides opportunities for regular support from a variety of sources. These include Clinical, Academic, and Research Tutors; various forms of peer group support including a "buddy" system, participation in case discussion groups; an on-site confidential counselling service; and, a mentoring scheme involving psychologists external to the Programme. All trainees are also assigned a personal tutor from the wider Department of Psychology. Throughout training, the Programme attempts to ensure that each trainee has the same Clinical, Academic and Research tutor in order to ensure coherent

10 professional and academic development. A very detailed Programme Handbook and assignment guidelines are provided. Clinical reviews are held with Clinical Tutors following each placement in order to identify developing training needs. An annual appraisal is held with a member of the Programme Team which attends to competency development utilising the BPS competency and knowledge and skills frameworks. These appraisals focus on trainee progress in all Programme areas, and identify current strengths and developmental needs. This facilitates future choices in relation to placement, research and academic activities. It also enables the Programme team to identify further support resources should they be needed. Staff Ms Judy Bridgeman - Programme Secretary Dr Paul Davis - Locum Clinical and Academic Tutor Ms Louise Deacon - Clinical Tutor Dr Nan Holmes - Clinical Director Dr Susan Howard - Senior Clinical Tutor Ms Mary John - Programme Director Dr Sarah Johnstone - Clinical Tutor Mrs Charlotte King - Programme Administrator Ms Linda Morison Senior Research Tutor Mrs Maxine Nankervis - Clinical Placements Co-ordinator Dr Victoria Petch - Clinical Tutor Ms Barbara Riddell - Co-ordinator of User/Carer Involvement Dr Laura Simonds - Research Tutor/Joint Admissions Tutor Dr Clara Strauss - Research Tutor/Joint Admissions Tutor Dr Paul Tibbles - Academic Tutor Professor Arlene Vetere - Deputy Programme Director Dr Fiona Warren - Research Director Dr Naomi Wilson - Academic Tutor The non-clinical staff of the Psychology Department and colleagues in the Region provide other academic support.