Programme Specification Doctorate in Clinical Psychology Faculty of Health and Life Sciences 1
Contents Introduction Part 1: Programme Specification Page 1-9 Basic Programme information 4 10 Educational Aims of the Programme 5 11 Intended Learning Outcomes 6 12 Programme Structure and Requirements 9 13 Support for Students and their Learning 10 14 Criteria for Admission 11 15 Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning 16 Regulation of Assessment 12 17 Indicators of Quality and Standards 13 18 Additional Information 13 19 List of mandatory and core option modules 14 20 Curriculum Map 16 21 Capabilities (Skills) Map 17 Part 2: Supporting information Relationship to the national Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements. Teaching and Learning Strategy 18 Assessment Strategy 19 Programme/Course management 23 Entry Requirements and Selection Procedures 24 Compliance with the University s Academic Regulations and Current Legislation 24 12 18 2
Introduction The overall purpose of the Clinical Psychology Doctorate programme is to train Clinical Psychologists for work in the NHS and related settings in accordance with the requirements of the British Psychology Society s Committee on Training in Clinical Psychology (CTCP) and the requirements for registration as Clinical/Practitioner Psychologists with the Health Professions Council (HPC). The programme also aims to provide trainees with the academic and research skills commensurate with doctoral status. The programme has been running since 1998 and since its inception has constantly strived to deliver a high quality training which produces qualified Clinical Psychologists that are well placed to take up employment in an ever changing NHS. A range of internal and external quality assurance mechanisms provide evidence that the programme is a successful one and these processes offer opportunities to reflect on the design and delivery of the course. This Programme Specification provides a brief synopsis of the programme. 3
Part 1: Programme Specification for Clinical Psychology Doctorate (2009 intake onwards) 1 Available Award(s) and Modes of Study Title of Award * Mode of attendance* UCAS Code FHEQ Level* Click on above link for qualification descriptor Doctorate in Clinical Psychology (DClinPsy) Full-time 3 years D Level (Doctorate) Fallback Award: MSc in Therapeutic Psychology 2 Awarding Institution/Body * 3 Teaching Institution and Location of delivery* 4 Internal Approval/Review Dates Coventry University and the University of Warwick (jointly conferred) Stages 1 and 2 Coventry University, Stage 3 University of Warwick Clinical placements are based in local NHS Trusts Date of approval/latest review: April 2009 Date for next review: 2013/2014 5 Programme Accredited by* 6 Accreditation Date and Duration 7 QAA Subject Benchmark Statement(s) and/or other external factors * 8 Date of Programme Specification * 9 Programme Manager/Course Tutor * British Psychological Society (accreditation) Health Professions Council (approval) BPS February 2007 5 years. Accredited to cover intake cohorts 2007-2011. Next review: March 2011 to be joint visit BPS and HPC Programme follows the revised Committee for Training in Clinical Psychology (CTCP) Accreditation Criteria (October 2008) Programme complies with Standards of Proficiency and Standards of Education and Training (HPC) Programme adheres to QAA Subject Benchmark Statements for doctoral level September 2010 Dr Eve Knight, Programme Director 4
10 Educational Aims of the Programme * Newly qualified clinical psychologists should be committed to promoting psychological well being and reducing psychological distress through the systematic application of knowledge derived from psychological theory and evidence. Their work will be based on the fundamental acknowledgement that all people have the same human value and the right to be treated as unique individuals. The programme is based on the belief that clinical psychology is not founded upon one particular theoretical position but adopts an open stance which allows for a range of theoretical perspectives and is committed to a model of lifelong and self directed learning. By the end of the programme trainees should have fulfilled the criteria and met the aims of the CTCP accreditation criteria (BPS, October 2008) and be eligible for registration with HPC as Practitioner Psychologists. In particular, they should have the skills, values and knowledge to: 1. carry out psychological interventions, evaluate their work and communicate effectively with clients, referrers and others, orally, electronically and in writing. 2. work effectively with clients from a diverse range of backgrounds, understanding and respecting the impact of difference and diversity upon their lives. 3. work effectively with systems relevant to clients including statutory and voluntary services, self-help and advocacy groups, user-led systems and other elements of the wider community. 4. work in a range of indirect ways to improve psychological aspects of health and healthcare. 5. conduct research that enables the profession to develop its knowledge base and to monitor and improve the effectiveness of its work. 6. develop high-level skills in managing a personal learning agenda and self-care, and in critical reflection and self-awareness that enables transfer of knowledge and skill to new settings and problems. Specific strengths of the programme:- The course adopts a reflective/reflexive stance and there is an emphasis in the programme on the development of reflective practitioners. The programme is nationally recognised as being at the forefront in this area. Thus, trainees are encouraged to reflect upon and evaluate their learning. This reflection and evaluation should take a variety of forms. The success of this approach depends on the openness and willingness of trainees to share their experiences and the course ethos is one of collaboration and cooperation and not competition. The number and range of assessment methods are impressive, and because of the flexibility of the options, trainees have some choice over their academic assessments. The course was given a Teaching Excellence Award for its Innovative Assessments and has been commended on the range, breadth and depth of these by a range of external bodies (BPS Accreditation Team, External Examiners, QAA Major Review team, Coventry University). The programme is jointly run by University of Warwick and Coventry University. Both universities have excellent computing facilities and the technical support across both sites is readily available. Library facilities and support at the University of Warwick are extensive and impressive and the research opportunities there are diverse. As well as potential supervisors with clinical interests, there is on site advanced laboratory equipment for experimental projects, giving trainees considerable scope for sophisticated research that is both original and contributing to the knowledge base. There are strong, supportive and collaborative links between the programme, the NHS, other West Midlands training courses, service users and other stakeholders. The programme strongly values the input and support from these stakeholders across all aspects of the course. NHS clinicians have a strong commitment to the programme and there is a wide range of elective placements available for trainees to choose from during their third year. 5
11 Intended Learning Outcomes* The educational aims of the programme are delivered via 17 mandatory modules. Each module sets out its own individual intended learning outcomes (ILOs) and these are specified in the individual module descriptors. The ILOs specified in this document are the over-arching ones that reflect completion of the programme rather than individual modules. The programme has the following broad over-arching learning outcomes: 1. Knowledge and understanding of psychological theory and evidence, encompassing specialist client groups and the knowledge required to underpin clinical and research practice. 2. A professional and ethical base, including that set out in the BPS Code of Conduct, the DCP statement of the Core Purpose and Philosophy of the profession, the DCP Professional Practice Guidelines and HPC Code of Ethics and Conduct. 3. Clinical and research skills that demonstrate work with clients and systems based on a scientistpractitioner and reflective-practitioner model that incorporates a cycle of assessment, formulation, intervention and evaluation. 4. Professional competence relating to personal and professional development and social context within the work is undertaken. (Section 20 maps the learning outcomes described below to the programmes modules. As they are broad, over-arching learning outcomes it is inevitable that many modules will contribute to each one.) 11.1 Knowledge and Understanding* On successful completion of the programme a student should be able to demonstrate doctoral level knowledge and understanding of: KU1 - a range of psychological theories and evidence relating to mental health and psychological wellbeing across the life span which are relevant to clinical psychology practice KU2 - assessment, formulation, intervention and evaluation in clinical psychology practice KU3 - research design, application and evaluation KU4 - personal, professional and ethical issues in clinical psychology practice The principal teaching, learning and assessment methods used on the programme to achieve these learning outcomes are identified below. KU1-4 Teaching and Learning Lectures, seminars, workshops, textbooks, journals, clinical placements, computer based tutorials Assessment Clinical practice reports, seminar presentations, reflective practice reports, reflective journal, videoed role play exercises, competency log; supervisor ratings, small scale service project, research proposal and research thesis 11.2 Cognitive Skills On successful completion of the programme a student should be able to demonstrate doctoral level competencies in: CS1 - selecting, synthesising, and summarising material from a range of appropriate sources CS2 - critically analysing and explaining conceptual and methodological issues in clinical psychology practice CS3 - critically evaluating and appraising psychological theories, models, interventions and research as 6
applied in clinical psychology practice CS4 - thinking reflectively and critically on personal and professional development and demonstrating the incorporation of feedback The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below. CS1-4 Teaching and Learning Lectures, seminars, workshops, computer based tutorials, textbooks, journals, clinical placements Assessment Clinical practice reports, videoed role play exercises, small scale service projects, seminar presentations, reflective journal and practice reports, research proposal, research thesis, competency log and supervisor ratings 11.3 Practical Skills Practical skills in the following areas should demonstrate acquisition of, and allow for assessment of, competency in clinical psychology practice. Students should demonstrate doctoral level competencies in: PS1 choosing, using, and interpreting a broad range of methods to conduct a psychological assessment PS2 developing psychological formulations within a coherent framework that draw upon psychological theory and evidence and use these formulations to plan appropriate psychological interventions PS3 implementing appropriate psychological interventions based on a formulation of presenting difficulties and recognise when further intervention is inappropriate PS4 selecting and implementing appropriate methods to evaluate clinical effectiveness and use this information to inform and shape practice PS5 - identifying and critically appraising research evidence relevant to clinical psychology practice and plan and conduct independent research PS6 demonstrating awareness of personal and professional issues relevant to clinical psychology practice, including an understanding of ethical issues, the impact of diversity on people s lives, and using supervision to reflect on practice PS7 communicating clinical and non clinical information effectively from a psychological perspective to a variety of different audiences PS8 adapting practice to a range of organisational contexts and demonstrate an awareness of the legislative and national planning context of service delivery and clinical practice The principal teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated are identified below. PS1-8 Teaching and Learning Lectures, seminars, workshops, textbooks, journals, computer based tutorials and clinical placements Assessment Clinical practice reports, reflective journal, reflective practice reports, videoed role play exercises, small scale service project, clinical log, supervisor ratings research proposal and research thesis 11.4 Transferable Skills On successful completion of the programme a student should be able to demonstrate doctoral level knowledge, understanding and competencies in: TS1 using a broad evidence and knowledge base to assess, formulate and intervene psychologically, from a range of possible models and modes of intervention with clients, carers and service systems TS2 generalising and synthesising prior knowledge and experience in order to apply them in different settings and novel situations TS3 demonstrating self-awareness and working as a reflective practitioner 7
TS4 thinking critically, reflectively and in an evaluative way TS5- making informed judgements on complex issues in specialist fields, often in the absence of complete information. TS6- communicating psychologically-informed ideas and conclusions clearly and effectively to specialist and non-specialist audiences, in order to facilitate problem solving and decision making. TS7 - exercising personal responsibility and largely autonomous initiative in complex and unpredictable situations in professional practice. TS8- drawing on psychological knowledge of complex developmental, social and neuropsychological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities. TS9- working effectively whilst holding in mind alternative, competing explanations. 8
12 Programme Structure and Requirements, Levels, Modules, Credits and Awards The programme is normally studied 3 years full-time and is comprised of 17 mandatory modules. All 17 modules must be passed in order for the degree of Doctor in Clinical Psychology to be awarded. The academic programme is broadly structured around the academic year. In the first year, trainees are scheduled two days a week in the university and three days on clinical placement. Outside of the academic sessions trainees will spend three days a week on clinical placement with two days of each week allocated for private study. The timetable for second year trainees is similar but they are allocated some additional days of study leave (in place of university days) during term time. Third years also spend 3 days a week on clinical placement and have 1 day at the university and 1 day private study. Stage 1 - The course commences with a four-week induction block. This block comprises a substantial part of the Introduction to Clinical Psychology module (D34PY) and an introduction to the other four first year taught modules: Psychological Approaches 1 (D35PY), Clinical Presentations 1 (Adult and Older Adult) (D36PY), Personal and Professional Issues 1(D37PY), and Research Methods in Clinical Psychology 1(D38PY). The remainder of these modules will be taught and assessed throughout year one of the programme. In addition to these academic modules, trainees will also normally complete 2 clinical placements during the first year (D45PY & D46PY), usually provided within adult and older adult NHS departments. Trainees should complete all stage 1 modules by the end of the 1 st year. Stage 2 - The second year of the programme begins with a two-week block of study in the university. The following academic modules are studied during the second year, which build developmentally on the knowledge and skills acquired in year 1: Psychological Approaches 2 (D40PY), Clinical Presentations 2 (Child and Learning Disabilities) (D41PY), Specialist Areas (D39PY), Personal and Professional Issues 2 (D42PY), and Research Methods in Clinical Psychology 2 (D43PY). In addition to these academic modules, trainees will also normally complete 2 clinical placements during the second year (D47PY & D48PY), usually provided within child and learning disability NHS departments. Trainees should complete all stage 2 modules by the end of the 2 nd year. Stage 3 - During the final year of the programme trainees are required to attend a minimum of 30 guest speaker workshops. These are held at both Birmingham University and University of Warwick and whilst some are mandatory, trainees have choice over which remaining ones they attend. A record of attendance is kept by the administrative staff in order to ensure the course requirement of 30 is met. In addition, during the third year trainees should complete two elective clinical placements (D49PY & D50PY) and submit a research thesis (D44PY). The programme is modularised. Academic modules of 10 and 20 CATs points have been developed in addition to placement modules of 40 and 50 CATs points and the research thesis of 90 CATs points. One CAT point is equivalent to 10 hours of student effort. Completion of programme = 540 CAT points. The titles of the modules, year of study, allocated CATs points and student effort hours are included in Section 19. 9
13 Support for Students and their Learning The course recognises that the experience of training as a clinical psychologist may raise professional and personal issues, which can be stressful. There are a wide variety of mechanisms in place in order to support trainees through the training process. Personal Tutors - Five clinicians are appointed as Personal Tutors for a cohort of fifteen trainees. These are chosen to ensure a geographical spread is available to trainees and there is a mix of gender and theoretical orientation. The role of the personal tutors is to be available for independent advice and support. A trainee could approach any of the five personal tutors dependent on the nature of the problem and the location of the trainee and personal tutor. If a trainee chooses, access to a personal tutor can remain confidential. Peer Support - Research into stress in trainees suggests that the most effective forms of support are usually provided by other trainees. Thus, the programme aims to establish a collaborative and co-operative, rather than competitive group ethos. Trainees will be encouraged to be supportive to each other. A 'Buddy System' is encouraged and facilitated by the Programme. Trainees have opportunities to meet together in various ways, e.g. regular meetings, skills sharing sessions and the personal development group. Therapy Network & Counselling Services - The West Midlands region has a 'Therapy Network' scheme delivered under the auspices of the Regional Advisory Committee of Applied Psychologists which aims to offer personal therapy for qualified and training clinical psychologists who are experiencing distress. There is a register of therapists available to trainees which they can access independently. The scheme is available to trainees who wish to access either longer term personal development or short term focused crisis intervention. In addition, both universities have student counselling services which provide a confidential and independent service. Appraisal Tutors - Each trainee will be assigned a member of the course team to act as an Appraisal Tutor over their three years of study following both their personal and professional development throughout. The appraisal tutor has four main functions; firstly to serve as the first port of call for emotional and practical support with course related issues, secondly to serve as the trainee s representative at staff meetings and to bring along to those meetings anything which the trainee feels would be appropriate, thirdly the appraisal tutor will normally conduct the mid placement visits for their trainees with the aim that this continuity will further enhance the monitoring of both personal and professional development and finally the appraisal tutor is there to provide space and to help facilitate the trainee s appraisal of his or her own progress through the course. Trainees will have regular meetings with their appraisal tutor during which a standard semi-structured form will be completed collaboratively. The purpose of these meetings is to allow the trainee to reflect on their personal and professional development throughout the course, to review progress in the context of previous reviews and negotiated actions and to ultimately produce a balanced overall training experience. Trainees are expected to be open to self reflection and to discuss what they see as their strengths and weaknesses in academic and clinical work. Although the process is very much one of self appraisal, the appraisal tutor will have been informed by other staff members regarding the trainee s academic and clinical work. It is their responsibility to bring to the trainee s attention any issues that should be a focus for discussion. In order for appraisals to be worthwhile and beneficial to the trainee it is important for tutors to establish a good working relationship with the trainee, adopt a democratic negotiating style, and have respect for confidentiality where appropriate. 10
14 Criteria for Admission Entry Requirements All candidates, at the time of application, must be eligible for Graduate Basis for Chartership (GBC) with the British Psychological Society. Candidates should normally have at least an upper second class honours degree. If this degree is not in psychology then a conversion course in psychology must have been taken to enable GBC to be awarded by the BPS. Additionally, applicants must be able to demonstrate that they have relevant clinical experience, an understanding of the NHS and a commitment to working in it. Candidates must be proficient in the use of English. Candidates are normally required to hold a current driving license and have their own transport. All application forms and information packs are available from: Clearing House for Postgraduate Courses in Clinical Psychology, The Clearing House, Fairbairn House, 71-75 Clarendon Road, LEEDS, LS2 9PL; Telephone: + 44 (0) 113 343 2737; http://www.leeds.ac.uk/chpccp/ Financial Support Fees and salary are currently paid by the NHS. Trainees will be employed by one of three NHS Trusts on Band 6 under Agenda for Change terms and conditions. There are no self-funded places available on the course. http://www.leeds.ac.uk/chpccp http://www.hss.coventry.ac.uk/courses/clinical.htm 15 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning The Programme is managed by the Clinical Psychology Board of Study (BoS) of the Faculty of Health and Life Sciences, Coventry University. Representatives from Warwick University and the NHS sit on that board. The Subject Assessment Board (SAB) for Clinical Psychology is responsible for considering the standard of teaching and assessment for each individual module. The external examiners report to this board. The Programme Assessment Board (PAB) for Clinical Psychology is responsible for considering the progress of all students and making awards in accordance with both the University and course-specific regulations. The external examiners report to this board. External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQM). Regular feedback is obtained from trainees via various Course Consultative Committees, Board of Study and NHS committees. Trainee views are also sought through module and teaching evaluation questionnaires and the programme s annual Curriculum &Assessment Review Meeting. The programme is subject to rigorous quality reviews: The programme is internally reviewed on a five/six yearly cycle by the university s internal mechanisms. Clinical Psychology is due to be reviewed during 2013/14. All healthcare courses have recently undergone QAA Major Review, Clinical Psychology was reviewed along with the other Allied Health Professions at Coventry University in May 2006. The programme is accredited by the professional body every five years, the programme was subject to this review process in February 2007 with a very successful outcome and gained accreditation for the next five intakes. The programme is approved by the statutory regulator (HPC) and is due to be visited in March 2011. The programme is also subject to quality assurance procedures at University of Warwick. At all of these reviews the views of employers, placement supervisors, and current and former trainees are sought where appropriate, as are those of all other stakeholders including service users and carers. 11
16 Regulation of Assessment The University policy requires the internal moderation of assessments and the programme adheres to these requirements. External Examiners are appointed for all named University awards and for this programme are jointly appointed by both Coventry University and the University of Warwick. External examiners must normally be Chartered Clinical Psychologists who have significant experience in the training process. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of assessments by viewing representative samples of work for the modules for which they have responsibility, they also conduct viva voce examination of the final year thesis. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards. All coursework is marked on a pass/fail basis. Trainees must pass all components of a module to achieve a module pass grade. Percentage marks are not given although a pass mark would be equivalent to 50% in line with BPS marking standards. 17 Indicators of Quality and Standards BPS accreditation / HPC approval information presented in Section 6. QAA Subject Benchmarks are adhered to. 18 Additional Information Key sources of information about the course and student support can be found in: Student Handbook (Coventry University) Programme Handbooks (Clinical Psychology Doctorate) CU-Online (https://cuportal.coventry.ac.uk/default.aspx) Module Guides SOLAR www.coventry.ac.uk www.warwick.ac.uk Module Information Directory (http://mid.coventry.ac.uk/midindex.html) Student Services (http://www.coventry.ac.uk/structur/ss/index.htm) Study Support (http://www.coventry.ac.uk/structur/ss/dyslexia/) Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the Module Information Directory (MID), student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education. 12
19 Mandatory (M) and Option (O) Modules Module code Module title Credit value Pre - requisite D34PY Introduction to Clinical Psychology 20 Enrolment D35PY Psychological Approaches 1 20 Enrolment M M D36PY Clinical Presentations 1 - (Adult and Older Adult) 20 Enrolment M D37PY Personal and Professional Issues 1 10 Enrolment D38PY Research Methods in Clinical Psychology 1 20 Enrolment D45PY Clinical Placement One 40 Enrolment D46PY Clinical Placement Two 50 Enrolment M M M M D39PY Specialist Areas 20 Stage 1 M D40PY Psychological Approaches 2 20 Stage 1 M D41PY Clinical Presentations 2 - (Child and Learning Disabilities) 20 Stage 1 M D42PY Personal and Professional Issues 2 10 Stage 1 M D43PY Research Methods in Clinical Psychology 2 20 Stage 1 M D47PY Clinical Placement Three 40 Stage 1 M D48PY Clinical Placement Four 50 Stage 1 M D49PY Clinical Elective Placement 1 40 Stage 2 M D50PY Clinical Elective Placement 2 50 Stage 2 M D44PY Research Project in Clinical Psychology 90 Stage 2 M 13
14
20 Curriculum Map Module Codes Intended Learning Outcomes Knowledge & Understanding Skills Cognitive Skills Practical Skills Transferable Skills KU1 KU2 KU3 KU4 CS1 CS2 CS3 CS4 PS1 PS2 PS3 PS4 PS5 PS6 PS7 PS8 TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 D34PY D35PY D36PY D37PY D38PY D45PY D46PY D39PY D40PY D41PY D42PY D43PY D47PY D48PY D44PY D49PY D50PY 15
21 Capabilities (Skills) Map Module codes D34PY D35PY D36PY D37PY D38PY D45PY D46PY D39PY D40PY D41PY D42PY D43PY D47PY D48PY D49PY D50PY D44PY Communication/ Presentation skills Personal development Inter-professional Learning Consultancy Leadership Supervision 16
Part 2: Supporting Information for Clinical Psychology Doctorate (intake 2009 onwards) 1 Relationship to the National Qualifications Framework, Subject Benchmarks and Professional/Statutory Body requirements The Intended Learning Outcomes for the programme are at D level and are commensurate with the requirements for a Doctoral level qualification. Trainees are required to work at this level demonstrating that they are competent at critical appraisal skills and originality of thought. The programme culminates in a piece of doctoral level research that demonstrates original thinking, adds to the evidence base and is of publishable standard in a peer reviewed journal. The British Psychological Society accredits the programme and specifies the learning outcomes for clinical psychology training. This course has been developed around 17 mandatory modules, and other formal course requirements, to ensure that successful completion of the programme would result in accomplishment of the intended learning outcomes specified by the Professional Regulator (HPC). 2 Teaching and Learning Strategy The programme adopts a teaching and learning strategy that enables trainees to achieve the learning outcomes. A range of teaching styles and opportunities are provided and utilised that provide both an opportunity to develop knowledge and understanding of relevant material and an opportunity to develop clinical competence. Learning formally occurs in two settings; the classroom and clinical placements. Classroom - In the classroom a range of teaching styles are utilised to maximise the learning opportunities. These include didactic teaching to the whole group, small group exercises, clinical skills workshops and role play scenarios. In addition, computer laboratories are used for research methods teaching for practical demonstrations. Whilst most teaching is led by qualified practitioners, the programme encourages learning opportunities provided by others including the opportunity for trainees to learn from their peers and from service users and carers who offer a valuable perspective. Placement - The core clinical placements offer opportunity to work in a variety of settings including in patient and community services and are spread across a mix of urban and rural locations. During year one, trainees are expected to work with individuals across the adult lifespan providing extensive opportunity to consolidate their therapeutic skills at working on a one to one basis. During year two, trainees conduct placements in child and learning disability services whereby they have the opportunity to experience and develop competence in working within wider, often more complex, systems. During the third year elective placements there are opportunities to work in a vast array of settings including forensic services, drug and alcohol units, rehabilitation hospitals and local authority services. Trainees must have the opportunity to observe qualified practitioners at work and must be observed conducting clinical work on every placement by their supervisor. All clinical placements offer opportunities for working with professionals from other disciplines and inter-professional learning. The combined opportunities available to each trainee from the 6 placements are carefully considered by the Clinical Tutors to enable the full range of required clinical competencies to be achieved. Integration of theory & practice - The opportunities provided to develop skills at integrating psychological theory with clinical practice are considered strengths of the programme and receive significant focus via small group seminars and case presentations. In addition, virtually all teaching is conducted by clinical psychologists who are therefore able to bring to the classroom the clinical material to demonstrate this linking of theory and practice. 17
Reflective Practice - The course has a reflective practice ethos and this is embedded throughout the entire programme including the use of mandatory personal development groups that are run by external facilitators. All modules incorporate a reflective element. Learning Outcomes Broad overarching learning outcomes for the programme are specified by the approval bodies whilst individual modules provide a more detailed breakdown. It is important, however, to remember that whilst each module has its teaching, learning and assessment mechanisms tailored to the associated learning outcomes for that module, the programme stipulates that all modules are mandatory. Therefore opportunities for achieving learning outcomes should be considered across all 17 modules and not solely as individual isolated elements relating to individual modules. Learning Support - Academic support for trainees will be provided, in the first instance, by module leaders. Each module will have an assigned module leader. The responsibilities of the module leader are to timetable the module and to support the trainees in their learning throughout the module. Module leaders provide academic support specific to their module. Academic support will also be provided by appraisal tutors. This support will be in the context of the whole programme of study and thus provide guidance and support to trainees who are experiencing academic difficulties that are not specific to one module. Specific research support on an individual basis is also provided by the research tutors throughout the year. Trainees have the opportunity to sign up to Research Support slots. As well as support from academic staff both universities have experienced library and computing staff who can offer guidance/advice to trainees. Both universities also have a range of other mechanisms for academic guidance. For example, statistics surgeries have been found to be a useful way of helping postgraduate students who experience difficulty with this aspect of data analysis. Reasonable adjustments can be made to the teaching, learning, assessment and support of the course to maximise accessibility to students with disabilities. If a trainee has any special needs they are advised to discuss these with their appraisal tutor, Programme Director, the Faculty s Learning Support Coordinator, or a member of the Disabilities Office team. It is the trainee s responsibility to disclose any disability that may affect their performance and this must be done in advance of assessment so as any necessary adjustments can be made. 3 Assessment Strategy Since its inception, the programme has been widely commended on its range of assessment approaches. The assessments are designed to facilitate the development of skills required by clinical psychologists practising in the NHS. These include oral presentations of both clinical and theoretical material, reporting on clinical practice and the preparation of research papers for publication. There continues to be an emphasis on integrating theory with clinical practice and on the development of reflective practitioners. All assessments have these considerations as their underpinning ethos. The programme concentrates on generic skills and therefore the topics chosen by trainees for individual assessments must reflect this and undue overlap must be avoided. Over the course of the three years assessed work should demonstrate that trainees are appropriately competent with a range of theoretical models and intervention approaches, have a range of clinical interests, have achieved an appropriate breadth and depth of knowledge and competence and demonstrate overall versatility. It is our belief that the overall range of assessments facilitates this. Trainees are thoroughly assessed in three areas of competence: clinical skills, research, and academic ability. The nature of each assessment is different and the work required in preparation for its submission, or delivery, will inevitably also vary across modules. In order to accommodate these differences the word limits for individual assessments will vary although it is thought that the total amount of student effort is equivalent across equally weighted modules. The assessments are summarised over the following pages. Further details of the assessments are contained within the Programme Handbooks. 18
Year One Module Code Module Title CATs Assessment Method Word Limit D34PY Introduction to Clinical Psychology 20 Skills Exercise 3000* D35PY Psychological Approaches 1 20 Clinical Practice Report 1 5000 D36PY Clinical Presentations 1 20 Clinical Practice Report 2 5000 D37PY Personal and Professional Issues 1 10 Reflective Practice Report 1 2500 D38PY Research Methods 1 20 Research Proposal 5000 D45PY Clinical Placement 1 40 Supervisor ratings of clinical competencies - 1 N/A D46PY Clinical Placement 2 50 Supervisor ratings of clinical competencies - 2 N/A - - Keep a reflective journal - - - Minimum of 80% Personal Development Group and teaching attendance - Year Two Module Code Module Title CATs Assessment Method Word Limit D39PY Specialist Area 20 Seminar Presentation N/A D40PY Psychological Approaches 2 20 Clinical Practice Report 3 5000 D41PY Clinical Presentations 2 20 Clinical Practice Report 4 5000 D42PY Personal and Professional Issues 2 10 Reflective Practice Report 2 2500 19
D43PY Research Methods 2 15 Small Scale Service Project 5000 D47PY Clinical Placement 3 40 Supervisor ratings of clinical competencies - 3 N/A D48PY Clinical Placement 4 50 Supervisor ratings of clinical competencies - 4 N/A - - Keep a reflective journal - - - Minimum of 80% Personal Development Group and teaching attendance - Year Three Module Code Module Title CATs Assessment Method Word Limit D44PY Research Project in Clinical Psychology 90 Thesis 20,000 D49PY Clinical Elective Placement 1 40 Supervisor ratings of clinical competencies - 5 N/A D50PY Clinical Elective Placement 2 50 Supervisor ratings of clinical competencies - 6 N/A - - One day workshops Attendance: Minimum of 30 Note. Completion of Programme = 540 CATs points; trainees who are not eligible for the award of Doctor of Clinical Psychology but who meet the course requirements for stage 1 & 2 in full may be eligible for the Fallback Award of MSc in Therapeutic Psychology (see also Part 2, Section 6) Brief Summary of Assessments Skills Exercise- This provides trainees with the opportunity to develop and practice their interviewing and counselling skills via role-play situations that are video taped. They are assessed on a written submission detailing observations and reflections regarding their performance and their ability to incorporate feedback from peers and service users. Clinical Practice Reports 1, 2, 3, & 4- The primary aim of the clinical practice reports is to enable demonstration of the ability to integrate psychological theory and clinical practice. There is a choice of format for each of the four Clinical Practice Reports (CPRs). Each must follow a different format and by the end of year two trainees must have completed the Formulation and Single 20
Case Design options and two others from a choice of four. The various CPR formats are listed below: Case Formulations (mandatory) - This assesses knowledge of the psychological models and the ability relate theory to practice by conceptualising clinical cases from two theoretical perspectives, one of which must be CBT. Single Case Design (mandatory) This will provide an opportunity to assess trainees knowledge and skills in direct clinical work by requiring them to assess, formulate, intervene, evaluate and report in detail on a clinical case. Written Case Study (optional) This provides similar opportunities to the single case experimental design although allows for a more flexible use of clinical material. Case Assessment (optional) This allows for the detailed reporting of a clinical case where a particularly thorough assessment has been conducted including neuropsychological measures and assesses the ability to formulate and plan an appropriate intervention based on this type of assessment. Process Analysis Report (optional) This will provide an opportunity for trainees to analyse and evaluate in detail their therapeutic skills using a transcript of a tape from a session of therapy. Oral Case Presentation (optional) This will provide an opportunity for trainees to develop their presentation skills at communicating clinical case material in a succinct manner whilst demonstrating the appropriate range of clinical competencies. Research Proposal This assessment allows the trainee to produce a considered and sound research proposal. A thorough search of the relevant literature must be conducted and a clear research question formulated. Feasibility and ethical issues must also be considered. Reflective Practice Reports 1 & 2 Trainees are required to continually evaluate and reflect on their learning experiences. These reports adopt a developmental perspective from year one to year two and provide an ideal vehicle to assess their development towards reflective practice. Small Scale Service Project This piece of service related research will allow assessment of the ability to adopt a research attitude to problems encountered on clinical placement. Seminar Presentation Trainees will prepare and deliver a short oral presentation from a specialist area in clinical psychology. This presentation allows for the assessment of their ability to present theoretically driven material and demonstrate integration of this with clinical issues. Research Thesis This is a major piece of written, research-based work. It provides an opportunity to assess trainees ability to undertake a large study and assesses research skills including data analysis, interpretation, writing skills and critical evaluation. The thesis should be of publishable standard in refereed journals and make an original contribution to the knowledge base in clinical psychology. Supervisor Ratings of Clinical Competencies 1, 2, 3, 4, 5, & 6 These structured forms allow the supervisor to assess placement experience and clinical competencies achieved on placement. A developmental approach is adopted whereby skills acquired in year one are expected to form the basic foundations for development over the subsequent years. Other requirements: Reflective Journal Trainees are advised to keep a regular reflective journal of their training experiences including both personal and professional development. This is private to them although themes will be discussed during appraisal meetings and is a necessary course requirement in order to 21
aid the writing of Reflective Practice Reports 1 and 2. Note regarding word limits: The standard word count for a piece of written work for a 10 CAT module is 2500 words and for a 20 CAT point module is 5000 words. Where this has been deviated from, justification is provided below: Year One D34PY- Introduction to Clinical Psychology (20 CATs points) *Skills Exercise- This assessment necessitates trainees to work together with their peers and videotape themselves in role-play, they are then required to watch the tape and discuss the issues that arise. In addition, service users review trainees role plays and provide reflective comments for the trainees to consider in their submission. The written submission is a report on this exercise and has a lower word limit in order to reflect the prior work, reflection, and learning that must take place before the report can be written. Year Two D39PY Specialist Areas (20 CATs points) Seminar presentation These assessments are oral presentations of 20 minute duration accompanied by an appropriate handout. Year Three D44PY- Research Thesis The research thesis is in the format of three publishable papers and the word limit is a combined total. The thesis is assessed under the University of Warwick s guidelines and the word limit is commensurate with their guidelines for a doctorate thesis. 4 Programme/Course Management The programme is staffed by 3.2wte leading to a current Staff Student Ratio of 1:15. The programme hope to recruit additional staff during 2010/11 to improve the staff student ratio to 1:10. The following staff run the programme: Dr Eve Knight (1.0wte) Programme Director Dr Helen Liebling (0.6wte) Research Tutor Dr Tom Patterson (0.6wte) Academic Tutor Dr Camilla Watters (0.2wte) Senior Clinical Tutor* Ms Jacky Knibbs (0.4wte) Admissions Tutor Dr Adrian Neal (0.4wte) Lecturer-Practitioner Dr David Sanders (0.2wte) Lecturer-Practitioner Camilla is currently on maternity leave and due back spring 2011*. The programme is managed by the Clinical Psychology Board of Study which has representation from a range of stakeholders that include Faculty staff from Coventry University, representation from Warwick University, NHS employers, service users and carers, trainee representatives and librarians from both HEIs. Trainees are consulted regarding all aspects of the programme on a regular basis. Regular Course Consultative Committees (year meetings) are held between individual cohorts and staff. There are also opportunities for meetings that include representation of trainees from across the three cohorts. 22
5 Entry Requirements and Selection Procedures Entry Requirements are specified in section 14 of Part 1. Selection Procedure It is recognised that clinical psychologists practice within a multi-cultural context. Every effort will be made in all stages of the recruitment process to ensure that the policies and procedures operate the fairest equal opportunities in accordance with Coventry University and the University of Warwick equal opportunities policies. In excess of 350 applications are received annually for 17 places. Initial screening of the application forms is undertaken by the clinical psychology team, in collaboration with local clinicians. Each selector grades the candidate s application on the basis of an understanding of the clinical psychologist s role, academic ability, previous and current clinical experiences, personal suitability, research ability, and references. Each form is assessed independently by three selectors. These grades are collated and discussed at a short-listing meeting. Fifty applicants are selected to interview for 17 places. All short listed candidates are seen for a day-long assessment which includes a group discussion, formulation exercise, a clinical / personal suitability interview, and academic interview. The day finishes with a reflective group session which is facilitated by the final year trainees although this component is not an assessed part of the day. There is a wide range of people involved in the selection process including course staff, other academic staff from the two universities, local NHS clinicians, and service users. Candidates have an opportunity to have informal discussions with current trainees during the day. We welcome feedback from candidates about the selection process. The selection panel will make a final decision about whether to offer a candidate a place on the programme. The Chair of the selection panel has the ultimate responsibility for the final selection decision. Once a final decision is reached the successful candidates will be informed as soon as possible. All offers of a place will be conditional upon satisfactory police checks and occupational health screening. The Faculty of Health and Life Sciences at Coventry University has an established mechanism for police checks and occupational health screening. 6 Compliance with the University s Academic Regulations and current legislation The Programme Assessment Board for the degree shall be appointed by Coventry University in accordance with Coventry University Academic Regulations and by the University of Warwick in accordance with paragraphs (1) to (5) of Regulation 17.2. The Board shall include representatives from both Universities and the NHS. Should there be any doubt concerning the regulations which apply in particular circumstances, the Programme Director, in consultation with the Academic Registrars of both Universities, shall decide which regulations should apply. Programme Progression & Awards Regulations Progression Regulations Progression to year 2 To progress to year 2 of the programme trainees must pass all first year modules, these are: D34PY Introduction to Clinical Psychology D35PY Psychological Approaches 1 D36PY Clinical Presentations 1 (Adult and Older Adult) D37PY Personal and Professional Issues 1 D38PY - Research Methods in Clinical Psychology 1 23