Programme Specification 2012 / 13 - Queen's University Belfast

Queen’s University Belfast
Doctorate in Clinical Psychology
Programme Specification 2012 / 13
1. Programme Code P34320 (PSY-DOC-CP)
2. Programme Title Doctorate in Clinical Psychology
3. Awarding Institution The Queen’s University of Belfast
4. Teaching Institution School of Psychology
5. Programme Approved / The Health Professions Council (HPC) and the
Accredited By
British Psychological Society (BPS)
6. Final Award Doctorate in Clinical Psychology (D.Clin.Psych.)
Eligibility for HPC registration as Clinical Psychologist
Eligibility for BPS Chartered Status and Full
membership of Division of Clinical Psychology
7. UCAS Code NA
8. QAA Benchmarking Group BPS Committee for Training in Clinical Psychology
(CTCP) Accreditation Criteria
QAA Subject Benchmark Statements
9. Educational Aims of the Programme
9.1. To train Clinical Psychologists to the standards required by the HPC Standards of
Proficiency and BPS Committee for Training in Clinical Psychology accreditation
criteria and the requirements for registration as Clinical Psychologist with the HPC, and
Chartered Psychologist with the BPS, for professional practice in the NHS and related
settings.
9.2. To promote clinical psychology knowledge and skills, and related research skills, to
doctoral level standards, which equip graduates to work effectively with a range of
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clients, across the lifespan - with a range of acute and enduring, functional and organic,
presentations - and in a range of settings from primary care to tertiary and residential
services.
9.3. To promote essential skills in psychological assessment utilising psychometric,
neuropsychological, clinical interview and observational methods and with individuals,
families and groups.
9.4. To promote competence through academic learning and placement experience in at least
two formal models of psychotherapy, one of which must come from the Cognitive
Behavioural school. Graduates of the programme should also have an awareness of a
range of therapeutic perspectives and be able to draw from and integrate such principles
as appropriate.
9.5. To promote a reflective, scientist-practitioner, approach to psychological assessment,
formulation, intervention and evaluation. An ethos pervades the course of integrating
psychological theory with practice, drawing from the evidence base and service user
positions to inform practice, formal and informal audit of practice standards and
contribution to the knowledge base through research activity.
9.6. To promote knowledge and skills of consultation, leadership and multidisciplinary
working which foster the capacity for indirect work to promote health and well-being.
9.7. To promote doctoral level research knowledge and skills which will enable the graduate
to critically engage with the evidence base of the profession as a contributor, as well as
consumer.
9.8. To promote personal awareness and development, in particular with respect to how
personal and interpersonal factors and diversity of cultural and sub-cultural contexts,
impact on therapeutic processes and professional practice.
9.9. To foster the highest calibre of ethical practice in clinical work and research activities, in
accordance with the HPC Guidance on Conduct and Ethics, BPS Code of Conduct,
professional practice and statutory guidelines at national and regional levels.
10. Criteria for Admission
10.1. Applicants must possess, or expect to possess by admission to the course, at least a
second class Honours degree (first division), or equivalent, which has been accredited
by the British Psychological Society as conferring the Graduate Basis for Chartered
Membership (GBC). Applicants with less than a 2.1 degree may apply IF they also
possess higher degrees with distinct relevance to clinical psychology.
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10.2. Typically the ratio of applications to commissioned placed is 20:1. In recent years
approximately 200 applications have been received. All application forms are rated by
the shortlisting panel with regard to additional desirable criteria related to competencies
of psychological knowledge and skills, personal development and competencies,
interpersonal skills and research knowledge and skills. Ratings will be informed by
evidence of academic and research training, clinical or other related experiences, which
prepare the applicant for some of the challenges likely to be experienced in clinical
training. The way in which the application form is completed (e.g. critical selfreflection
skills, synthesis of competencies gained from experiences) also informs these
ratings. Those shortlisted (typically 48) will be invited to attend a second selection
stage, which assesses the same competencies but involving interview and other
assessment exercises. Offers are made largely on the basis of selection ratings, but
subject to satisfactory references, an occupational health assessment and criminal
records checks.
11. Programme Structure, Levels, Modules and Credits
11.1. The minimum period of full-time study is three years and the maximum four years,
excluding periods of suspended study. Accreditation of Prior Learning (APL)
regulations will apply at the discretion of the institution. If gaps in training occur of
two years or more (e.g. through extended leave or stepping off after Year 1), the
trainee may be required to repeat modules or take contemporaneous modules from
the live programme at the discretion of the Board of Examiners.
11.2. There are 18 mandatory modules (total of 540 postgraduate CATs) which must be
passed for the award of the Doctorate in Clinical Psychology (with the exception of
the four placement modules of Year 2 and Year 3 where one failure is permitted).
11.3. Academic, placement, research and personal and professional issues modules are
taken at three levels – normally mapping onto three years of training. Progression
across the three levels of training is contingent on successful completion of modules
at the previous level. Modules vary in size to reflect different effort hours involved.
See section two for more detailed information on modules.
11.4. The academic modules are delivered at the university base and occur in blocks of
varying sizes, at two stages of the year, supplemented by two academic days per
week or fortnight, depending on stage of training.
11.5. Following a year long foundation placement, trainees undertake four further six
month placements in Year 2 and Year 3, within health service settings. These
placements are crucial learning contexts for applying the knowledge base of clinical
psychology to clinical presentations and challenges. Ongoing individual tutoring and
supervision in clinical, personal, professional and research competencies occur
throughout these placements. Learning outcomes need to be demonstrated with client
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groups across the lifespan (e.g. children, adults, older adults), who present with a
variety of difficulties (e.g. acute to severe and enduring) and from a range of
demographic backgrounds. Clinical practice must include experience with clients
with significant levels of challenging behaviour, with a range of intellectual and
communication abilities and with carers and families. Placements will take place in a
variety of service delivery systems (e.g. in-patient/residential and out-patient,
secondary healthcare and community/primary care) and will involve direct work,
multidisciplinary work, indirect work and consultancy, drawing from one or more
models of psychological therapy as specified. As placements involve the
accumulation of clinical data for both case studies, service-related and the main
research paper, placement modules are also classified as research components of
training. However, they have a separate assessment structure where specific research
skills are rated under an umbrella of evidenced based practice competencies.
11.6. Research modules and associated activity take place within the academic programme
across all stages, on placement and through research fieldwork. Set days are
circumscribed for research activity and these increase as the course progresses.
11.7. Personal and professional issues training takes place as taught sessions within the
academic programme, through participation in reflective practice and personal
awareness groups, through clinical and research supervision and through mentoring
by the Year Tutor.
11.8. Level One modules:
Code Title Pre-Requisites CATs
PSY9011 Clinical Presentations of Adult and Childhood None 15
PSY9012 Psychological Assessment None 10
PSY9013 Psychological Therapies 1 None 20
PSY9014 Personal and Professional Development 1 None 15
PSY9015 Applied Research 1 None 60
PSY9016 Placement 1– Foundations of Psychological
Therapy
None 60
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11.9. Level Two modules
Code Title Pre-Requisites CATs
PSY9017 Specialist Clinical Presentations PSY9011-9016 10
PSY9018 Assessment and Formulation PSY9011-9016 15
PSY9019 Psychological Therapies 2 PSY9011-9016 20
PSY9020 Personal and Professional Development 2 PSY9011-9016 15
PSY9021 Applied Research 2 PSY9011-9016 20
PSY9022 Placement 2 PSY9011-9016 50
PSY9023 Placement 3 PSY9011-9016 50
11.10. Level Three modules:
Code Title Pre-Requisites CATs
PSY9024 Advanced Psychological Interventions PSY9011-9023 10
PSY9025 Personal and Professional Development 3 PSY9011-9023 10
PSY9026 Applied Research 3 PSY9011-9023 60
PSY9027 Placement 4 – Specialist Services 1 PSY9011-9023 50
PSY9028 Placement 5 – Specialist Services 2 PSY9011-9023 50
12. Awards, Credits and Progression of Learning Outcomes
12.1. Examination and Assessment
To be awarded the Doctorate in Clinical Psychology trainees must pass ALL modules.
A failed module may be re-taken once only with the exception of the placement
modules where candidates are permitted only one failed placement module at first
attempt. At the discretion of the Board of Examiners, candidates may be permitted to
carry ONE failed placement (with the exception of the year long foundation placement)
IF the failed competencies can be successfully and reliably demonstrated in subsequent
placement modules. Units of assessment associated with each module are described in
section two of the handbook.
To progress to level 2 of the course, trainees must pass ALL modules of level 1. A
failed academic, research or personal and professional issues module may be re-taken,
ONCE only, by re-submitting the associated unit of assessment and (if appropriate) reattending
module sessions. However, if all three academic modules are failed on the
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first submission of the unit of assessment course failure will be recommended at this
stage.
To progress to level 3 of the course trainees must pass the academic, placement,
research and personal and professional issues modules of level 2. A failed module may
normally be re-taken ONCE only by re-submitting the associated unit(s) of assessment
and (if appropriate) re-attending module sessions. As noted above, candidates may be
permitted to carry ONE failed placement in years 2-3 IF the failed competencies can be
successfully and reliably demonstrated in subsequent placement modules.
At the end of level 3, trainees must present TWO bound theses in the format of research
portfolios for assessment. The first volume must contain the previously assessed four
clinical reports and service-related research. This is to enable the external examiner to
review the student’s work over the three years but is not normally examined. The
second volume should contain the systematic literature review and the empirical paper
related to the Applied Research 3 module and is directly examined by the external
examiner who will be a subject specialist in the area of applied psychological research.
Candidates who do not pass Applied Research 3 with either a “pass”, “pass with minor
corrections” or “pass with minor revisions” may be graded as either “revise and
resubmit” (in which case they will have up to 12 months to resubmit), “Master’s degree
awarded” or “no degree awarded”. Further details of these possible outcomes are
outlined in the Research Handbook.
12.2. Fall Back award – Masters in Applied Psychology
Should trainees not pass sufficient modules to be awarded the Doctorate, a Masters in
Applied Psychology may be awarded depending on the number of modules passed and
CATs points accrued. At least 180 CATs points must be accrued in this instance. This
award will be at the discretion of the University and does NOT confer eligibility to
apply for HPC registration.
12.3. Intended Learning Outcomes
Many of the subject-specific learning outcomes, required of programmes by the
Committee for Training in Clinical Psychology (CTCP) accreditation criteria, are
operationalised in the appropriate module descriptions (e.g. related to research, clinical
skills etc.). However, there are overarching learning outcomes which are summarised
here. At completion of the Doctoral programme, it is intended that trainees will have
the skills, knowledge and values to:
Develop working alliances with clients (individuals, carers, families,
services etc.), in order to carry out psychological assessment, develop a
formulation based on psychological theory and knowledge, carry out
psychological interventions, evaluate their work and communicate
effectively with relevant stakeholders (orally, electronically and in writing).
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Work effectively with clients with a range of clinical presentations, across
the lifespan and within a variety of statutory settings as specified in 11.5
above. Included is the capacity to work effectively with systems relevant to
clients (e.g. voluntary services, user-led systems).
Work effectively with clients from a diverse range of backgrounds,
understanding and respecting the impact of difference and diversity.
Work in a range of indirect ways (e.g. through consultation,
multidisciplinary and leadership) to improve psychological aspects of
health and well-being.
Conduct research, consistent with Doctorate-Level QAA descriptors, which
enables the profession to develop its knowledge base and monitor and
improve the effectiveness of its work.
Work in a critically reflective manner, with a developed sense of personal
awareness (e.g. with regard to parallel processes and how personal and
interpersonal factors impact on practice) and with regard to how sociocultural
contexts impinge on work undertaken.
These learning outcomes may be further specified under the University system of
defining learning outcomes with respect to Knowledge and Understanding, Subject-
Specific Skills, Cognitive Skills and Transferrable Skills. These are further outlined,
below together with associated teaching methods and assessment processes:
Knowledge and Understanding: Following successful completion of the programme
trainees will have doctoral level knowledge and understanding of:
KU1
KU2
KU3
KU4
Psychological theory and evidence, related to the clinical presentations of
various specialist client groups, and across the lifespan, which underpins
clinical practice.
At least two formal models of psychotherapy, their evidence base, protocols
and implications for psychological assessment, formulation, intervention and
evaluation.
Research design and analysis, application and evaluation.
Personal, professional and ethical issues as they pertain to the practice of
clinical psychology.
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Subject Specific Skills: Following successful completion of the programme trainees
will have doctoral level skills in:
SS1
SS2
SS3
SS4
SS5
SS6
SS7
Psychological assessment – development of working alliances; capacity to
choose, use and interpret findings from a broad range of assessment protocols
including interview, psychometric and observational methods; conduct
appropriate risk assessment; assess within socio-cultural contexts.
Psychological formulation – create a psychological formulation of presenting
problems which integrates information from assessment, utilising a coherent
theoretical framework and incorporating interpersonal, socio-cultural and
biological factors; communicate to clients and relevant others in a way which
is helpful and assists with planning interventions; capacity to revise in light of
intervention outcomes and new information.
Psychological intervention – implement a formulation based plan of
intervention in appropriate collaboration with clients, carers, services; utilise
as appropriate at least two formal models of psychological therapy from the
cognitive behavioural school and one other; carry out such interventions when
working with key clinical presentations of adulthood (e.g. depression, anxiety,
trauma, psychosis), childhood (e.g. mood, conduct, developmental) and
specialist populations (e.g. neurological, dementia, challenging behaviours,
forensic); promote therapeutic programmes through indirect working (e.g.
with families, carers, multidisciplinary teams).
Evaluation of psychological intervention – capacity to select appropriate
methods to evaluate effectiveness, acceptability and broader impact of
interventions; skills in formal and informal audit procedures.
Working in a critically reflective and self-aware way – capacity to reflect on
how personal processes impact on professional practice; formulate personal
and professional development plans; use supervision and critical feedback to
reflect on practice; develop strategies to handle the emotional impact of
practice with awareness of boundary issues.
Ethical decision making in complex clinical and research contexts with the
capacity to ensure informed consent underpins engagement with clients and
research participants.
Communication and teaching of psychological skills and opinion – adapting to
different recipient needs; providing expert opinion in formal and informal
settings; providing appropriate level of supervision, training and leadership.
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Cognitive Skills: Following successful completion of the programme trainees will be
able to:
CS1
CS2
CS3
Select and synthesise prior knowledge and experience in order to apply this
critically and creatively in complex and novel clinical and research situations.
Think in a critical, reflective and evaluative way in order to make informed
judgements on complex issues and in specialist fields, often in the absence of
complete information.
Think critically and reflectively with regards to personal and professional
development.
Transferrable Skills: Following successful completion of the programme trainees
will be able to:
TS1
TS2
TS3
TS4
Exercise personal responsibility and largely autonomous initiative in complex
and unpredictable situations in professional practice.
Communicate psychologically-informed ideas and conclusions to specialist
and non-specialist audiences
Manifest doctoral level research skills – critical appraisal of knowledge base;
form research partnerships; conduct service related applicable research;
conduct conceptual and generalisable applied research to a level which merits
publication; disseminate and report in appropriate research outputs.
Adapt practice to a range of organisational contexts; provide appropriate levels
of supervision and leadership.
The learning methods by which these competencies are promoted, together with
assessment methods used by the programme to evaluate them, are outlined below.
Further specification with respect to how these are distributed across the 18 individual
modules are contained in the module descriptions.
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Learning Methods
Assessment Methods
Lectures
Critical and systematic literature reviews
Seminars and tutorials
Workshops
Directed and self-directed reading –
textbooks and journals
Problem based and experiential learning
exercises
Video analysis and role-plays
Clinical practice and supervision
Research activity and supervision
Reports of clinical activity including
case studies, single participant
experimental designs, process analysis
and reports of psychological assessment
and formulation
Reflective practice reports
Examinations and class test
Clinical and research supervisor ratings
of specified clinical and research
competencies demonstrated on
placement and through research activity
Personal mentoring
Service-related research report
Reflective practice and personal
awareness groups
Research proposal
Research portfolio of two papers in
format for publication
13. Support for Students and their Learning
13.1. The course is based within the School of Psychology. There is one dedicated teaching
room (with access to others) and all are well-equipped with audio-visual resources.
Trainees have access to networked personal computers within the School, at the
Postgraduate Centre, and in Library services across the campus. A specialist library of
books, tests and other resources is available within the department. On placement in
the Health Service and elsewhere, trainees normally have access to office space and
facilities, and other resources within the clinical department.
13.2. There are approximately 250 Clinical Psychologists practising in Northern Ireland and
beyond, who support the training of Clinical Psychologists at Queen’s by offering
supervised clinical placements to trainees on the course. Located within the School of
Psychology, the course also enjoys the support of the academic Psychology
community at Queen’s, who make contributions to both teaching and the supervision
of research projects.
13.3. Given the emphasis in training on Personal and Professional Development, there are
extensive mechanisms in place to support this. These include informal and formal
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appraisal meetings with the Year Tutor and other members of the Course Team, a
supervisory relationship which attends to personal support and development whilst the
trainee is on placement, and regular and confidential Personal Awareness Groups
facilitated by a therapist not involved in the evaluation of the trainee. A mentor
programme is also available which allows Year 3 Trainees experience at providing
mentoring support to Year 1 Trainees. Trainees are afforded further personal support
by members of the Course Team and others as appropriate.
14. Regulation of Standards
14.1. The programme is regulated by the Clinical Psychology Board of Studies.
Representatives from all stakeholders (university staff, clinical supervisors, service
managers, trainees, service users and commissioners) contribute to the work of the
Board either directly, and/or through participation in the various sub-committees and
panels (curriculum, research, placement, selection, service user). As noted, trainees
participate in these committees, but their views are also elicited through various audits
of learning and clinical experiences. The Board of Examiners is responsible for
regulating assessment and evaluation standards and for considering the progress of
trainees on the course with respect to these standards. Regular audits of standards
across all areas of training take place and are reported to the Board of Studies and / or
the committee responsible for the Annual Review of that component of the
programme.
14.2. External regulation of standards takes place in a number of ways. The External
Examiners to the course annually monitor course practices to ensure that regional
standards of training are consistent with national levels. In addition they advise the
Board of Examiners on trainee progress by direct assessment, moderation of marking,
and monitoring of assessment standards. They are full members of the Board of
Examiners and report directly to the University on standards and practices etc.
14.3. The programme is regulated by the Health Professions Council and on completion of
the course trainees are eligible to apply for registration with the HPC. The course is
subject to approval visits from the HPC and yearly monitoring. Graduates of the
programme must be approved by the HPC to enter the register of Practitioner Clinical
Psychologists, now required legally to practice. The course is reviewed with regard
to standards, along with all other degree pathways in the School, by QAA for Higher
Education. In addition, the professional body - The British Psychological Society -
accredit the programme on a five yearly basis. This process not only ensures that the
programme maintains the standards of the profession required for its graduates to
attain Chartered status, but provides regular opportunities for quality enhancement
through external peer review.
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15. Indicators of Quality and Standards
15.1. Successful HPC approval (2011) and BPS accreditation (2011) visits represent
independent validation of standards. At the last BPS accreditation visit in February
2011 the programme was commended for the following practices in particular:
The creation of the Diploma programme to enhance the developing workforce within
Northern Ireland and the novel and innovative development of an accreditation of
prior learning (APL) route for training, which is continually evolving in response to
trainees’ experience and feedback from a range of sources.
The strength of the research output of the programme both through the research
active staff and as evidenced through the high publication rate of the trainees on the
programme, and the outreach work to local trusts and clinical psychologists to
engage them in research, which is strongly underpinned by a strong research strategy
and strength of leadership by the research Co-ordinator.
The programme brings a very strong strategic value to the profession of clinical
psychology within the region and enjoys a true sense of loyalty from its service
partners and commissioners.
The programme enjoys positive relationships with local clinicians who show a real
enthusiasm and commitment for the programme and the provision of placement
opportunities to train future professionals, and who are committed to offering highquality
training.
The truly cohesive, fully integrated, efficient and healthy functioning programme
team, underpinned by strength in the programme’s leadership. This clear leadership
supports colleagues to take leadership within their area of responsibility on the
programme. The facilitation of an egalitarian and inclusive atmosphere through use
of the staff reflective practice group is to be commended.
The programme’s Diversity strategy and the widening participation of service user
involvement in all aspects of the programme.
The extensive review of applicant information conducted by the programme team, the
monitoring of the programme’s Equality and Diversity data, the plans put in place to
widen access to the programme, and the way in which these initiatives are being
taken forward through research and practice is commendable.
The Quality Assurance processes undertaken by the team and the thirst to continually
enhance and develop the programme, the strategic involvement and awareness of the
needs of the Division of Clinical Psychology Special Interest Groups and Faculties
and the way in which the programme feeds back to its stakeholders about changes
made.
15.2. In their summary exit reports (2009) our last cohort of external examiners
commended the following aspects of the course in particular:
“The standard of students’ work is at least as high as, if not higher than, other
comparable programmes…The programme at Queen’s is very organised and of a
high standard” (Dr Cynthia Graham, University of Oxford).
“Very high standard reflecting aims and outcomes…educational aims achieved to a
high standard…very thorough and rigorous assessment procedures…High standard
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overall (slightly higher than UK standard)” (Dr Robert Jones, University College
Wales)
“The provision within the programme appropriately reflects the aims of the
programme…The range of teaching and assessment methods are excellent and
facilitate student learning…The theses were of a comparably excellent standard to
previous years…preparation for the viva was excellent among students.” (Dr David
Hevey, Trinity College Dublin).
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