The Alternative Handbook
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Pre-Qualification Group<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong><br />
for<br />
Postgraduate Training Courses<br />
in Clinical Psychology<br />
2017 Entry
Contents<br />
Introduction........................................................................................................... 1<br />
Bangor University................................................................................................... 5<br />
University of Bath................................................................................................. 22<br />
University of Birmingham...................................................................................... 40<br />
Cardiff University.................................................................................................. 57<br />
Canterbury Christchurch University......................................................................... 72<br />
Coventry University............................................................................................... 93<br />
University of East Anglia..................................................................................... 109<br />
University of East London.................................................................................... 125<br />
University of Edinburgh....................................................................................... 147<br />
University of Essex.............................................................................................. 168<br />
University of Exeter............................................................................................. 185<br />
University of Glasgow.......................................................................................... 202<br />
University of Hertfordshire................................................................................... 215<br />
University of Hull................................................................................................ 234<br />
IOP................................................................................................................... 248<br />
Lancaster University........................................................................................... 263<br />
University of Leeds............................................................................................. 280<br />
University of Leicester......................................................................................... 297<br />
University of Liverpool......................................................................................... 313<br />
University of Manchester..................................................................................... 332<br />
Newcastle University........................................................................................... 349<br />
University of Oxford............................................................................................ 367<br />
Plymouth University............................................................................................ 389<br />
Queens University Belfast.................................................................................... 407<br />
Royal Holloway................................................................................................... 420<br />
University of Sheffield......................................................................................... 440<br />
University of Southampton.................................................................................. 456<br />
Staffordshire and Keele....................................................................................... 473<br />
University of Surrey............................................................................................ 490<br />
Teesside University............................................................................................. 509<br />
Nottingham Trent University................................................................................ 527<br />
University College London (UCL).......................................................................... 545<br />
DISCLAIMER: <strong>The</strong> opinions expressed by the trainees surveyed for the <strong>Handbook</strong> and those<br />
providing comments are theirs alone, and do not reflect the opinions of the British Psychological<br />
Society or any employee thereof. <strong>The</strong> British Psychological Society is not responsible for the<br />
accuracy of any of the information supplied by the trainees surveyed.
Introduction<br />
Dear Prospective Clinical Psychologists,<br />
Choosing which courses to apply for to undertake your professional clinical training is one of the most<br />
important decisions in your journey towards becoming a Clinical Psychologist. <strong>The</strong>re are many factors which<br />
may influence this decision, all of which will shape your experiences as a Trainee Clinical Psychologist<br />
and the Clinician you will become. <strong>The</strong>se include the selection procedures, the course content, location,<br />
theoretical orientations, staff research interests, placement opportunities and support structures available.<br />
<strong>The</strong> Division of Clinical Psychology (DCP) Pre-Qualification Group represents those before training (Pretraining)<br />
and in-training (i.e. current trainees) within the DCP. Click here to go to our website to find<br />
out more information and download our most recent newsletter for further updates, events and helpful<br />
documents to download (e.g. the Understanding Formulation publications). Follow us on Twitter for further<br />
updates: @DCPPreQual<br />
We proudly present the <strong>Alternative</strong> <strong>Handbook</strong> for Postgraduate Training Courses in Clinical Psychology:<br />
2017 Entry. In this compendium, we have asked the current trainees from across all year groups to tell us<br />
what it is like to be a trainee on these courses. <strong>The</strong>se range from the application process, through to course<br />
study, their placements and the types of support available in terms of personal, professional and academic<br />
development. Overall, the information provided here aims to give you a flavour of what it is really like to be a<br />
trainee in 2015 at the course(s) which interest you.<br />
In our pursuit to respond to ideas and feedback from our members and improve the services we offer,<br />
we have changed the <strong>Alternative</strong> <strong>Handbook</strong> this year in order to represent the data more effectively, save<br />
trainees time and to help you to make informed choices about what course fits best with your hopes for<br />
clinical training. We would like to acknowledge and thank those involved: Vanessa Melton, Sara-Louise<br />
Couper, David Murphy and the DCP office team – particularly Kay Seaton.<br />
Each year we strive to gain a realistic account of trainee’s perspectives on the different courses and we could<br />
not do that without the time taken by current trainees to respond to our questions. We would like to extend<br />
our sincere gratitude to all respondents of this year’s survey and thank each trainee for their input. We are<br />
sure that the comments provided will be invaluable in helping you, as aspiring Clinical Psychologists, to<br />
consider and plan your application for training. Furthermore, this publication would not be possible without<br />
the hard work and dedication of our colleagues on the DCP Pre-Qualification Group Committee and the<br />
BPS staff working behind the scenes – a huge thank you to all our colleagues who have worked diligently to<br />
produce this publication.<br />
We wish you good luck and our very best wishes for your career development.<br />
James Randall-James<br />
In-Training Co-Chair<br />
Anita Raman<br />
Pre-Training Co-Chair<br />
On behalf of the 2015/2016 Division of Clinical Psychology Pre-Qualification Group Committee<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 1
Introduction<br />
How to join the Pre-Qualification Group<br />
<strong>The</strong> Pre-Qualification Group is here to support and represent you in the pursuit of becoming a qualified<br />
clinical psychologist, ensuring your views and needs are integrated into the activities of the British<br />
Psychological Society (BPS) and Division of Clinical Psychology (DCP).<br />
Membership<br />
Membership of the Pre-Qualification Group is open to Graduate members of the Society who are either in a<br />
‘Pre-Training’ role (i.e. anyone who has completed an accredited is a psychology degree and are in a pretraining<br />
role e.g. assistant psychologists, support workers, aspiring clinical psychologists) or are ‘In-Training’<br />
(i.e. individuals who are on an accredited clinical psychology doctorate course).<br />
Joining the Pre-Qualification Group<br />
<strong>The</strong> Pre-Qualification Group is part of the British Psychological Society’s Division of Clinical Psychology. You<br />
automatically become a member of the Pre-Qualification Group when you join the DCP at either the General<br />
(Pre-Training) or In-Training grades at no extra cost!<br />
For further details on joining the Division, please visit:<br />
www.bps.org.uk/dcp<br />
2 British Psychological Society
Introduction<br />
Please note:<br />
We recommend that the <strong>Alternative</strong> <strong>Handbook</strong> be used in conjunction with information produced by the<br />
Clearing House for Postgraduate Courses in Clinical Psychology and the individual course websites.<br />
<strong>The</strong>re are many issues to consider before applying to a Clinical Psychology course. We suggest that,<br />
as you read through this <strong>Handbook</strong>, that it may be helpful to make a list of what seem to be the most<br />
important issues for you. Courses are usually happy to be contacted by applicants who need further<br />
information and most have websites you can access.<br />
If you are not successful in your application this year, it may be helpful to contact the courses to<br />
request individual feedback on your application / interview. Although not all courses provide this, it is<br />
worth trying as this feedback may help maximise your chances of success in the future.<br />
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We have generally tried to include verbatim responses where respondents have provided<br />
comments. Unfortunately, some responses have had to be removed because the content was<br />
deemed inappropriate (e.g. comments that were libellous, those that could have been considered<br />
a defamation of character, etc.) or were a repetition of information already stated (e.g. amounts for<br />
funding, areas trainees live, etc.).<br />
If a response has been given more than once, the number of respondents is given in brackets after<br />
the answer e.g. if three people responded with the same answer, (x3) would be written after the<br />
answer to show this.<br />
You should ensure that you take note of the number of trainees who have responded and numbers<br />
within year groups. It is also important to remember that processes may have changed since year<br />
groups started, e.g. interviews, and this may be why different views are expressed.<br />
All information is based on the experiences and reports of current trainees. Although the DCP Pre-<br />
Qualification Group committee endeavours to bring you up to date information, we cannot vouch for<br />
the accuracy of the data provided.<br />
With regards to the section on Support for trainees with disabilities, respondents used the Equality<br />
Act 2010 definition:<br />
“A person (P) has a disability if— (a) P has a physical or mental impairment, and (b) <strong>The</strong><br />
impairment has a substantial and long-term adverse effect on P’s ability to carry out normal day-today<br />
activities.”<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 3
Introduction<br />
Trainee response rate<br />
Number of places<br />
University Year 1 Year 2 Year 3 Total Responses Percentage<br />
Bangor University* 11 11 9 31 17 55<br />
Bath* 14 17 14 45 19 42<br />
Birmingham* 17 17 25 59 19 32<br />
Canterbury Christ Church 33 33 33 99 29 29<br />
Cardiff* 17 15 14 41 7 17<br />
Coventry and Warwick* 10 10 15 40 12 30<br />
East Anglia 20 20 20 60 16 27<br />
East London* 31 31 31 93 38 41<br />
Edinburgh 30 30 29 89 32 36<br />
Essex* 11 10 10 30 13 43<br />
Exeter* 15 14 14 42 10 24<br />
Glasgow* 12 23 23 69 9 13<br />
Hertfordshire* 15 16 15 46 19 41<br />
Hull 15 14 14 42 5 12<br />
Institute of Psychiatry * 21 21 21 63 13 21<br />
Lancaster * 24 24 24 72 16 22<br />
Leeds* 16 16 16 48 18 38<br />
Leicester* 12 12 13 38 7 18<br />
Liverpool* 24 24 24 72 16 22<br />
Manchester* 24 24 24 72 24 33<br />
Newcastle* 14 14 14 42 6 14<br />
Oxford* 15 15 15 45 33 73<br />
Plymouth* 13 13 14 41 20 49<br />
Queen’s University, Belfast 11 11 11 33 6 18<br />
Royal Holloway* 29 29 29 87 23 26<br />
Sheffield* 18 18 18 54 17 31<br />
Southampton 13 13 13 39 16 41<br />
Staffordshire 15 15 15 45 12 27<br />
Surrey* 29 29 29 86 35 41<br />
Teesside* 14 14 14 42 19 45<br />
Trent (Universities of<br />
Lincoln and Nottingham)*<br />
16 16 17 50 12 24<br />
University College London* 42 42 42 126 24 19<br />
* <strong>The</strong> number of trainees on each of these courses can be found on the Clearing House for<br />
Postgraduate Courses in Clinical Psychology website: http://www.leeds.ac.uk/chpccp/Courses.html<br />
4 British Psychological Society
Bangor University<br />
17 responses (55% of 31 Trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years 45-‐49 years <br />
old old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
90%<br />
70%<br />
50%<br />
30%<br />
10%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 5
Bangor University<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 6%<br />
MA 0%<br />
MSc 59%<br />
MRes 0%<br />
Diploma 18%<br />
Post Graduate Certificate 24%<br />
Conversion course 12%<br />
None 24%<br />
Other 6%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 65%<br />
Assistant Psychologist non NHS 18%<br />
Voluntary Assistant Psychologist in NHS 6%<br />
Voluntary Assistant Psychologist non NHS 0%<br />
Research Assistant 29%<br />
Voluntary Research Assistant 6%<br />
Healthcare Assistant/Support Worker 47%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 24%<br />
Other 47%<br />
6 British Psychological Society
Bangor University<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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Excellent, not a stress interview. <strong>The</strong>y genuinely want the best from you and look at who you are as a person, rather than<br />
expecting you to know everything about clinical psychology.<br />
Interview was managed very well, I felt welcomed and the programme team had gone great lengths to make interviewees<br />
feel comfortable. A member of the programme team chaperoned me from one section of the interview to the next and<br />
made me a cup of tea.<br />
Having had four interviews last year, I can honestly say that Bangor’s interview and interview procedure was by far the<br />
best! You are invited to a pre-interview supper which is a 2 course meal the night before the interview where they tell you<br />
all about the course, why you should come to Bangor and there are current trainees on hand so that you can ask any questions.<br />
On the interview day itself, this process is flawless. <strong>The</strong> admin staff are amazing at taking you round and making<br />
sure you are in the right room at the right time. You don’t sit in a room with all the other candidates which alleviates a lot<br />
of anxiety. <strong>The</strong>re are no trick questions and they do seem to want to get the best from you.<br />
<strong>The</strong> interview process seemed very well organised and they had administrative staff to meet and greet you. I got the sense<br />
that the interview panel were keen to know about me as a person, rather than looking for someone to rhyme off a laundry<br />
list of skills and demonstrate the extent of their knowledge of clinical psychology. However, I have heard that the format<br />
has changed and there seems to be more of a lean towards knowledge and skills based evaluation.<br />
<strong>The</strong> interview was very friendly, a reflective experience of how I have used psychology in my personal life. I sensed the<br />
course wanted to know about me, my resilience and my journey to becoming a Trainee candidate. I was encouraged to be<br />
relaxed and take my time. I was looked after by a member of staff throughout the whole process and made a cup of coffee<br />
before my written task. I felt like they were trying their best to make me comfortable and welcomed.<br />
Excellent. Real emphasis on the course getting to know candidates as people, and enabling them to be as relaxed as<br />
possible during interview.<br />
All staff encountered were welcoming and friendly throughout the whole interview process. I felt that the interview panel<br />
wanted to get the best out of me and this helped me to feel more at ease.<br />
Very supportive. Each candidate is allocated a member of staff who supports them throughout the entire interview process.<br />
Met at the entrance and taken to each room etc. so you are not left on your own and there is someone always there<br />
to answer any questions / show you where the bathroom is / chat to you as a distraction etc. <strong>The</strong> interview panel were<br />
equally supportive and friendly. <strong>The</strong> panel made a specific point of saying that they were not trying to trick you / trip you<br />
up, and to take your time to think the questions through before answering.<br />
I felt it was a friendly process where you felt looked after. <strong>The</strong>y made sure that it was not more stressful than it needed to<br />
be. <strong>The</strong> information given about the process beforehand was sufficient and useful.<br />
I’d had interviews at other institutions and Bangor was the first one that I felt really wanted to get to know me as a person.<br />
<strong>The</strong>y were efficient in running the interview day and I didn’t bump into any other candidates.<br />
Prior to the interview every interviewee is invited to a talk and dinner the evening before which is an opportunity to speak<br />
to other candidates as well as current trainees. When you arrive for interview you are greeted by a chaperone who leads<br />
you through the process. I was taken to a room to prepare a short presentation which was then presented to the interview<br />
panel. This led into the main interview which seems to be focussing on establishing “who” you are as an individual and<br />
what your value base is rather than seeing how well you can regurgitate psychological information. After the interview<br />
there was a computer based research task, and once that was completed you are sent on your way with a goody bag!<br />
<strong>The</strong> panel were friendly and I felt a real sense that they wanted to get to know me as a person.<br />
<strong>The</strong> interview was very fair, and although it felt like it was going to be a long day it flew by.<br />
You cannot fault Bangor for how well they treat interviewees, including a supportive talk by the course director and dinner<br />
with the opportunity to talk to current trainees before the interview as well as being designated a member of the course<br />
team to look after you on the interview day. I can honestly say that I couldn’t organise it better if I designed the process<br />
myself. Of course you are still anxious (and I was very anxious), but they really do everything they can to put you at ease.<br />
Very supportive and person centred. <strong>The</strong> programme staff go to great lengths to take as much stress out of the process as<br />
possible. Admin staff are excellent and communication was very smooth and timely. Despite my reservations, the pre-interview<br />
dinner, during which I met (and had a glass of wine with) current trainees was reassuring.<br />
It was very useful having somebody chaperone me to the different rooms, it gave me one less thing to have to think about.<br />
I also got a cup of tea in-between, which was very welcomed! I liked how quickly I heard back (48 hours).<br />
Excellent. <strong>The</strong> course staff were welcoming, calm, and patient and made the whole process as smooth as they could. You<br />
are guided around the building with the aim of avoiding spending long stretches of time with other interviewees, timings<br />
of each session are made very clear, and at the end you are provided with literature and food to boost your blood sugar.<br />
<strong>The</strong> entire thing was very well thought out.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 7
Bangor University<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
NHS / Social / Political concepts<br />
Models of consultation / Leadership<br />
Research Methods / Statistics<br />
Reflective Practice<br />
Clinical Skills<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Social constructionist<br />
Systemic<br />
Nothing at all<br />
Not much<br />
A little<br />
A fair amount<br />
A lot<br />
Integrated<br />
Psychodynamic<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
What other topics are covered by your course?<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
8 British Psychological Society
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
Bangor University<br />
Overall the balance is good, some repetition in the curriculum when topics are revisited in specialist placements (e.g.<br />
anxiety in adults, anxiety in children). One whole week of DBT teaching in second year led by one of the leading authors<br />
in DBT in the UK, it was fantastic.<br />
Bangor’s CBT +1 model is CBT + third wave specifically Mindfulness, ACT and DBT. At the beginning you actually go<br />
through the 8 week mindfulness course yourself.<br />
Hard to know what is covered and not covered but people may access other models not covered in teaching in placement.<br />
<strong>The</strong> course is currently re-shaping their CBT curriculum to make it more competency based and less emphasis on theory<br />
which is something we have asked for.<br />
We have 4 days of DBT training and top up days throughout our second year which is excellent, and supervisors are<br />
encouraged to include us in DBT skills groups and consults and individual work where appropriate. Some Trainees have<br />
taken their elective placements as model specific such as having an ACT based placement to develop competencies. We<br />
also get the 8 week MBCT course in our second year and are encouraged to maintain a Mindfulness practice including<br />
lunchtime sessions supported by course staff.<br />
Difficult to say as I’m not sure what will be covered in the course curriculum in the next 2 years<br />
Focus on third wave therapies. Trainees undertake an 8 week mindfulness course as part of the first year of training. In<br />
the second year, trainees undertake 5 full days of training in DBT.<br />
So far most time has been given to 3rd wave therapies and CBT and very little on any other therapeutic model. A range of<br />
topics and difficulties have been covered.<br />
Full week of DBT was great.<br />
<strong>The</strong>re is a focus on leadership skills and as a trainee you have the opportunity to work towards an additional qualification<br />
in leadership and management.<br />
Bangor focuses on third wave therapies mainly (Mindfulness, ACT, DBT) and also CBT. I believe there will be more focus<br />
on other areas in later years e.g. schema. I would prefer more social constructionist and psychodynamic teaching personally,<br />
but the course team are very welcoming of suggestions for the curriculum, which they are currently revising.<br />
<strong>The</strong> proportion of time devoted to CBT teaching has increased in recent years which has been useful for our cohort. <strong>The</strong><br />
course has a curriculum board where feedback can be provided on the proportion of teaching (and in which discipline)<br />
trainees would prefer which has been useful.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable at <br />
this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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<strong>The</strong> course tries to provide the teaching necessary for placement beforehand, but because the cohort is split in two groups<br />
attending different types of placements you will always receive half the teaching on your placement after the placement is<br />
over. <strong>The</strong> support to manage placements that are far from home was poor. Trainees had to find their own accommodation,<br />
figure out how to get reimbursement and programme team members rarely checked in to see if travel was interfering with<br />
trainee’s personal or academic life.<br />
I don’t think any course can prepare you to the level required to be honest. Good supervision on placement helps.<br />
In our first year it would have been helpful to be more oriented towards local policy and documents such as the mental<br />
health measure and guidance and training on what our role with this is. This was fedback and has been accommodated.<br />
<strong>The</strong>y are frank about the amount of driving that is necessary for certain placements and as our teaching sessions are provided<br />
by local clinicians we have the opportunity to ask about placements during teaching.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 9
Bangor University<br />
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Pre-placement teaching, discussion re supervision, case load etc.<br />
More teaching about specific difficulties and specific models to use with difficulties would have been useful. We are getting<br />
some of this teaching after having finished the placement due to the way the cohort placements are split.<br />
Can depend what teaching falls before placement as some can happen after you have finished placement which would<br />
have been invaluable beforehand.<br />
<strong>The</strong> cohort is split so in the first year half of the trainees are working in adult mental health and the other half are working<br />
with older adults (switch over halfway through the year). Due to this the teaching is also split between AMH and OA issues<br />
which can leave you feeling slightly under prepared for placement however the best learning has been done ‘on the job’ in<br />
my experience.<br />
In first year - a five week teaching block before first placement and a three week teaching block before second placement.<br />
I think we are prepared well and many of the people who teach during teaching block are also clinical placement supervisors.<br />
Some relevant clinical teaching takes place after placements have finished. Quite a lot of “I wish I’d known this 6 months<br />
ago.” However, preparation for the professional and reflective practices needed for placements has been good.<br />
Placements vary widely in processes, location, distribution of work, types of staff in teams, etc. This is generally learned<br />
on-placement with little preparation for the details of each one. <strong>The</strong> decision behind where you are placed is not clear.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
10 British Psychological Society
Bangor University<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very <br />
satisfied<br />
Satisfied <br />
Neither Dissatisfied<br />
satisfied not <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not <br />
applicable to <br />
me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not <br />
applicable to <br />
me at this <br />
time<br />
Internal <br />
External<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 11
Bangor University<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer <br />
perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
12 British Psychological Society
Bangor University<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
6% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Yes, some placements are up to three hours’ drive away from home, which requires extensive logistical planning and staying<br />
overnight in a bed and breakfast.<br />
It is do-able if you use your study days wisely. But I hear it gets worse in the second year.<br />
<strong>The</strong>re have been no aspects of the course that I have found particularly demanding. However, at various points during<br />
training it can be difficult to maintain a good work/life balance, which is par for the course. However, there have been<br />
changes to programme staff and structure during my time as a trainee and as a result support mechanisms do not appear<br />
to be as robust as they previously were.<br />
I have dyslexia and dyspraxia and I have found, at times, the volume of reading and consolidation of information quite difficult.<br />
I am in my 3rd year now and my placements are specialist and demanding which requires time and much reading,<br />
something I am finding difficult with the demands of my thesis. <strong>The</strong> course are accommodating and the University offer<br />
much support and resources including a personal tutor.<br />
Combining course/placement demands with family commitments<br />
<strong>The</strong> placement has been demanding, but that is to be expected for a first placement!<br />
It has been difficult managing to meet placement goals and academic standards whilst experiencing a difficult start to a<br />
pregnancy! However, the course and my placement supervisor have been very supportive of this and I have felt very well<br />
supported throughout this.<br />
Had an extremely adverse experience with a client on placement.<br />
<strong>The</strong> volume of your workload spread across clinical commitments, academic assignments, and adjusting to new places<br />
of work every six months are very challenging together - particularly with the level of commuting normally required across<br />
each week day.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 13
Bangor University<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 77%<br />
“Buddy” 24%<br />
Manager 35%<br />
Placement Supervisor 100%<br />
Librarian 18%<br />
Professional Mentor 35%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 82%<br />
Independent personal advisor 6%<br />
Other 59%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
<strong>The</strong> level of support you receive <br />
from the course:<br />
Access to course staff for support:<br />
Do you have any comments on the support that you have received?<br />
■■<br />
I received a lot of support during my first year, however during my second year this support was disrupted as I was assigned<br />
a different training coordinator. For me this was quite disruptive and diminished my perception of support from the<br />
team.<br />
■■<br />
■■<br />
■■<br />
Reflective practice sessions are infrequent and should be increased.<br />
<strong>The</strong>re is a buddy scheme but few trainees subscribe to it.<br />
<strong>The</strong> mindfulness course at the beginning of training is good.<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> professional and personal development vouchers are for 24 paid sessions of personal therapy by therapists unrelated<br />
to the course which is great!<br />
Course staff are accessible but there appears to be a change in culture with regard to support offered to trainees which<br />
has coincided with changes to programme structure.<br />
My needs have always been accommodated for in the best possible way. I have had personal experiences that may have<br />
impacted on my work, the course have been made aware and have treated my circumstances with utmost respect and<br />
flexibility. I know my manager or any other part of the course staff are available should I need them.<br />
<strong>The</strong> course team is very supportive. As each cohort is small (11 trainee’s each year), all trainee’s and staff know each<br />
other and are therefore very approachable. <strong>The</strong> staff on the programme respond to emails quickly.<br />
14 British Psychological Society
Bangor University<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Excellent - being a small course makes it feel much more friendly and personal<br />
<strong>The</strong> support I have received from programme manager, training coordinator (personal tutor) and placement supervisor has<br />
been exemplary. <strong>The</strong>y have all helped me to navigate a personally difficult time.<br />
<strong>The</strong> support that I have received for my Training Co-ordinator personally and professionally has been exceptional.<br />
In a crisis, course staff provided incredible practical, professional support and showed interpersonal warmth. Couldn’t<br />
have expected better support.<br />
Support is obviously available from any number of the staff team whether administrative or clinical and that feels very<br />
useful. Actual support from administration staff can be variable.<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 15
Bangor University<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Third year placements were discussed and I was able to have input on location, competency needs, experience needs,<br />
interest and personal circumstances. First and second year placements were allocated without discussion. Little support<br />
was given in how to manage far away placements.<br />
As with any NHS settings there is a lack of desk space and computers which can be annoying.<br />
I have only had one placement to date, but it was good!<br />
Currently I feel there is not as much emphasis on specific clinical competencies nor how these are measured on my<br />
placement. <strong>The</strong>re is no sense of what competencies could be developed on specific placement nor a specific competency<br />
review at the end. I am aware this is changing with more direct assessment and scrutiny of clinical skills, which I welcome.<br />
In terms of general competencies there is much thought and effort put into how I work, how I integrate into teams,<br />
general leadership skills.<br />
Placements in the first two years are decided for you; however, the course does its best to balance the amount of driving<br />
trainees have to do. In the 3rd year you can pick placements, and thus pick where you’d like to be located.<br />
In the first and second years, placements are allocated to you. Trainees are able to request placements for the third year<br />
based upon interest / location / competency needs / experience needs.<br />
16 British Psychological Society
Bangor University<br />
■■<br />
Placement was geographically far away and took a while to get too which made it more tiring. Provisions are in place on<br />
the course to pay for accommodation if you want to stay in a B&B when away which is good and very useful.<br />
■■<br />
■■<br />
North Wales is a very large geographical area, so a long commute is to be expected!<br />
Very flexible and supportive.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 94%<br />
No 0%<br />
Don’t Know 6%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 6%<br />
No 88%<br />
Not Applicable 6%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live Anglesey, Bangor, Llandudno, Chester, Liverpool, Manchester, Menai<br />
Bridge, Mold, Wrexham, Conway and North Wales<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 29%<br />
No 47%<br />
N/A 23%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 17
Bangor University<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Use your study days wisely! One study day a week.<br />
Generally as we have a study day each week, I have found it fairly easy maintaining a good work life balance, I have continued<br />
with previous outdoor pursuits and course workload does not impact on that generally. With the run up to deadlines<br />
this can be more difficult. However, I have been on multiple holidays, take 2 weeks off in the summer and am able to lead<br />
my life as I wish. <strong>The</strong> only rustication is up until recently, holidays could only really be taken while on placement (so as<br />
not to miss teaching) and during school holidays. Has been a little hard to adjust to this, having been out of studying for a<br />
few years.<br />
<strong>The</strong> course allows adequate personal study time.<br />
<strong>The</strong> beautiful location and outdoor activities available make it easy to have a good work / life balance. <strong>The</strong> weekly study<br />
day provided by the course also really helps to keep on top of work.<br />
I maintain a healthy balance and the beautiful countryside / mountains / beaches are great for getting out and about.<br />
An allocated day for personal study helps to contain the workload from spilling out into personal life.<br />
I have stayed in a B&B during teaching blocks due to the long commute from home in Liverpool to university which does<br />
impact upon personal life. <strong>The</strong> university provides funding for staying in B&B’s up to £50/night and this can be used for<br />
teaching block OR placement (not both).<br />
It is always going to be a challenge while training, but you are given study days, so I think good on the whole if you are<br />
organised and boundaried with the way you work (at least as a single person).<br />
Well, it’s up to me isn’t it? No explicit demands are made on time out of work hours. Study time seems adequate and<br />
placement supervisors are generally sensitive to work-life needs as far as I know.<br />
This is a personally mediated part of any training course, but the level of work seems to exceed normal 9-5 working hours.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
North Wales allows for a good financial quality of life due to the difference in house and renting prices.<br />
I had a good pay rise for training and I now benefit from an NHS lease car scheme. My financial quality of life is excellent.<br />
I don’t have any children and live with my partner. I know circumstances for other trainees are different.<br />
Property and rent is quite cheap in North Wales in relation to other areas of the country. Mileage and placement accommodation<br />
costs are paid by the course which helps.<br />
Cost of living is pretty reasonable.<br />
Being paid a band 6 salary is most welcomed. You can also claim some travel expenses which helps with fuel costs.<br />
<strong>The</strong> extended distance required to commute for teaching and clinical placement days can add up to significant mileage<br />
costs refunded only monthly. If staying over for placement costs are met by the trainee and refunded by the course, again<br />
taking several weeks. North Wales can be cheap to live in, though rent costs have increased in line with the rest of the<br />
UK.<br />
18 British Psychological Society
Bangor University<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> possibility to choose my third year placements.<br />
<strong>The</strong> other trainees and placements.<br />
Its emphasis on third wave therapies.<br />
I love learning about new models, I found the Schema focused teaching particularly excellent. Being in a learning environment<br />
and being able to have the flexibility to try new skills and competencies. <strong>The</strong> clinical work is my favourite aspect of<br />
the training. As a 3rd year I have more autonomy and opportunities for service development.<br />
I have valued the Personal Development Scheme in which I can enter into psychotherapy for 6 months, this gave me<br />
excellent insights into receiving therapy.<br />
We also benefit from a CPD budget and I have been able to use this to gain more skills experience in ACT, IPA and Alliance<br />
Focused <strong>The</strong>rapy.<br />
Small size of cohort. Programme staff are supportive and get to know the Trainees (due to cohort size). Third wave approaches<br />
- a strength of the programme.<br />
Many of the staff that teach on the course are also practicing Clinical Psychologists in the region. This means that those<br />
teaching specific topics are also often placement supervisors. This gives a sense of cohesion between the academic and<br />
clinical placement aspects of training.<br />
Focus on third wave therapies, reflective practice, and supportive environment.<br />
3rd wave focus.<br />
Small cohort size means we get to know each other well and everyone is really supportive of each other.<br />
Small cohorts and supportive staff<br />
<strong>The</strong> Bangor course has small cohorts so it feels like the programme team really get to know who you are (although there is<br />
nowhere to hide either!) Most of the teaching is done by clinical psychologists who are practicing in the local area (many<br />
of whom are former Bangor trainees) so there is a real focus on local issues and an understanding of the demands of<br />
being a trainee.<br />
<strong>The</strong> small cohort size, the location, the input from local clinical psychologists<br />
Bangor is generally very supportive and looks after its trainees. This is something I value after having studied / trained at<br />
several other institutions. I like being part of a small cohort and have already formed good bonds with other trainees from<br />
different years as well as course staff and clinical supervisors, despite only being on the course for six months.<br />
It’s location.<br />
All of it!<br />
Access to so many experienced and well-trained clinicians for teaching and general support and enquiries, particularly in<br />
third wave approaches. <strong>The</strong> local area is also incredible if you enjoy outdoor pursuits, or just for the views.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Bangor is in a lovely area but North Wales can be rural in parts so a car is definitely advisable. You get the opportunity<br />
to complete a optional leadership qualification which is a plus. A lot of the teaching is done by local clinicians of which<br />
most have trained at Bangor which can be a positive and a negative. At the end of the day it is a good course just don’t<br />
get dragged down by the politics etc. and remember the course is a means to an end.<br />
Be prepared for lots of driving (although often in very beautiful surroundings). Very big area covered!<br />
<strong>The</strong> course is supportive in meeting costs of travel to and from home to college/placement or alternatively in funding<br />
overnight accommodation.<br />
Having the opportunity to live in this beautiful part of Wales is something I am very grateful for!<br />
Honestly, training at Bangor will just not suit everybody. North Wales is a bit like marmite - you will either love it or hate<br />
it. If you like the outdoors and rural living, fantastic. If you like the hustle and bustle of city life then you will probably<br />
very much feel like a fish out of water. Training is just too challenging to put yourself in a living environment that you<br />
aren’t happy in on top of it. <strong>The</strong> course is quite rightly focused on Welsh language and culture, but I think perhaps more<br />
could be done to focus on diversity more generally, including selection of BME trainees.<br />
More input on decision regarding placements would be good.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 19
Bangor University<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
■■<br />
Candidates are given time to prepare a presentation on an unseen topic before the interview and they then present this as<br />
part of the interview process. After the interview, candidates select a question to answer and they then design a research<br />
study that will address the question.<br />
<strong>The</strong>y are also asked to write an abstract of their research study using no more than 250 words, which can be understood<br />
by a lay-person.<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
5 hours<br />
22.5 hours<br />
5 hours<br />
5 hours<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
20 British Psychological Society
Bangor University<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 21
University of Bath<br />
19 responses (42% of 45 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
22 British Psychological Society
University of Bath<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 58%<br />
MRes 0%<br />
Diploma 0%<br />
Post Graduate Certificate 11%<br />
Conversion course 16%<br />
None 37%<br />
Other 5%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 74%<br />
Assistant Psychologist non NHS 16%<br />
Voluntary Assistant Psychologist in NHS 63%<br />
Voluntary Assistant Psychologist non NHS 5%<br />
Research Assistant 42%<br />
Voluntary Research Assistant 21%<br />
Healthcare Assistant/Support Worker 42%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 5%<br />
Other 26%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 23
University of Bath<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
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I thought the interview was very open and really focussed on me as a person - it didn’t matter that I didn’t have therapy<br />
experience; I was still able to show my own aptitudes.<br />
<strong>The</strong> overall experience was quite overwhelming, but the course staff were brilliant at making you feel welcome and really<br />
encouraging you to do your best on the day. It was a long day with a task first thing, an interview in the morning and one<br />
in the afternoon, but also nice to have the lunchtime to talk with other candidates and trainees currently on the course.<br />
I really enjoyed (if that’s the right word!) the interview process at Bath. <strong>The</strong> clinical task was a nice way to ease in and<br />
was relatively straightforward. <strong>The</strong> space between interviews was nicely filled with a lunch (provided) and talks by the<br />
course director and some trainees. We were also given a buddy who was on the course to answer questions, give us directions<br />
and a tour around the campus or just leave us alone if we wanted some peace. I did find being with all the interviewees<br />
a bit anxiety provoking but generally nice. <strong>The</strong> interview questions were sometimes phrased in ways that made them<br />
sound more complex than they are (e.g. explain, as if I am a participant who has just taken part in a piece of research you<br />
have carried out, what and why I have just been asked to carry out - basically asking you to explain a piece of research<br />
you’ve done). Overall I found the questions straightforward and gave you lots of opportunity to get across who you were as<br />
they were quite broad. Staff were all encouraging and laughed at my rubbish jokes!<br />
It was a long day and there was quite a lot of waiting around! I think they have improved this now? I really liked the buddy<br />
system on the interview day, where they paired you up with a current trainee to support you and answer any questions you<br />
might have.<br />
I found the interview process at Bath to be a very nice experience (if any interview process could be called that). At interview<br />
you are each assigned a buddy. Everyone was very friendly and welcoming which made me feel a lot more relaxed on<br />
the day. It really made me want to get on training at Bath. <strong>The</strong> interview panels were all so friendly and really wanted to<br />
get the best out of you.<br />
<strong>The</strong> interviews were relatively straightforward and didn’t really ask anything out of the blue, although some of the research<br />
ones required you to think on your feet which was tricky and nerve-wracking! We had a video task which was actually<br />
really good - to watch a clinical vignette and answer questions - I’m not sure if they still do that. <strong>The</strong> interviewers were all<br />
really lovely and the course did what they could to make us feel as ok as possible. I remember really liking the fact that<br />
Prof Salkovskis gave a really open talk to all interviewees during the lunch break.<br />
Really friendly - felt they wanted you to do well. I enjoyed my interview day.<br />
I do not have any other doctorate interview experience to compare against but I found the process very well organised and<br />
supportive. <strong>The</strong> day was well structured with plenty of support from current trainees, staff and volunteers. Prior to the<br />
interview there was good communication and on the day I was provided with a pack of information that may make the day<br />
easier. I remember leaving the interview thinking the questions were challenging but fair and even if I was not sure of the<br />
answer I was able to answer in some way. No questions were there to make me uncomfortable or were unachievable.<br />
Positive experience of interviews. Of course it was anxiety-provoking but feel that having different types of interview (research/<br />
clinical/ exam) gave the opportunity to do well in the bits that you feel more competent in.<br />
Interviewers were nice and friendly. Hanging around with other interviewees at breaks was anxiety provoking but luckily my<br />
interviews were well timed so I didn’t have much time to wait around.<br />
Really supportive, lots of smiles and nods during interviews. Trainees all seemed really down to earth. Much better than I<br />
had expected.<br />
I found this to be the friendliest of my three interviews and the interviewers were warm and encouraging. <strong>The</strong> day was<br />
extremely well organised and I also appreciated that the course director came and spoke to us about the Bath course. I<br />
came away feeling that I had quite enjoyed the day.<br />
Everyone was very friendly and I felt they wanted to get the best out of me.<br />
It was a good experience. <strong>The</strong> current trainees were very welcoming. <strong>The</strong> panels were friendly and encouraging. I got a<br />
good sense of what the course would be like and it felt like the right place for me.<br />
To be honest, I can’t remember a lot of it! I interviewed twice at Bath and I did notice that they had taken on board<br />
feedback from the year before - for example, by providing interviewees with a parking permit the second time around. I<br />
thought it was a good sign that they listen and respond to feedback.<br />
I appreciated having a trainee buddy from the course to talk to.<br />
<strong>The</strong> interview was quite a long day but the questions seemed fair and the course team were very welcoming and helpful.<br />
It felt as though the interview panel were trying to get the best out of you. <strong>The</strong> course also allocated each interviewee a<br />
trainee buddy for the day which was helpful.<br />
It was a really nice interview process (as far as interviews go). I felt that the interviewers on both panels (clinical and<br />
research) were really kind and just wanted to get the best out of me. <strong>The</strong>y really put me at my ease and gave me time to<br />
answer the questions. <strong>The</strong> clinical task at the beginning of the day was a bit nerve racking but also helped to get my brain<br />
into the right frame of mind.<br />
24 British Psychological Society
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University of Bath<br />
<strong>The</strong> main negative is the length of the day if you are at the end of each session. Interviews used to be in a dark and dingy<br />
building but we have a new lovely building now so it should be much improved.<br />
Obviously anxiety provoking but not an unpleasant day. I felt supported at the interview with buddies (current trainees)<br />
available to chat to and there wasn’t too much waiting around. <strong>The</strong> interviews themselves were relatively straightforward<br />
and the questions asked were more about knowledge, ethos and experience rather than very personal questions. I thought<br />
it was a shame and unusual that there was no service user representative on the panel.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 25
University of Bath<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
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<strong>The</strong> course is known as CBT heavy, but really I think it is ‘evidence-base’ heavy. We have systemic teaching and we have<br />
opportunities for other topics later in our training.<br />
<strong>The</strong> first year is CBT heavy but later in the year in second year this broadens out, namely due to the client groups you<br />
are working with (child and LD) requiring many different types of interventions (e.g. behavioural). We get a lot of neuro<br />
teaching and health psychology teaching in second and third year, and although we are not officially taught CFT or ACT I<br />
have been able to use these with supervisors on my placements and am doing research using CFT principles. People have<br />
done previous research and case studies with ACT. <strong>The</strong> CBT teaching is also of very high quality. I have spoken to trainees<br />
on other courses about their understanding of CBT and often they feel under-skilled or quite anti-CBT (as I was before I<br />
learned about going beyond very rigid, perhaps more IAPT based, conceptualisations). Personally, my opinion of CBT has<br />
completely changed and I have loved using it with clients, finding it a very respectful, meaning-based approach that in<br />
many (but of course not all) cases has shown brilliant results. I would appreciate more psychodynamic teaching, if only to<br />
understand the underpinnings of things that we still cover (e.g. reflecting on what’s in the room, if patterns are playing out<br />
between you - ‘transference’ or what I would draw out as a mini-CBT / systemic cycle etc. and to see the commonalities<br />
between the therapies rather than the differences that always seem to be highlighted.<br />
<strong>The</strong> course is very heavy on the teaching time. We get lectured by the people who came up with the models - which is<br />
something that not all courses have. <strong>The</strong> course does welcome feedback so I think it is really about getting the balance<br />
between teaching time and whether any of this teaching can be cut to allow for more study time. It’s a fine balance!<br />
<strong>The</strong> course is heavily CBT so most teaching is on that, with maybe a day on each of the more 3rd wave CBTs. Psychodynamic<br />
was just one day, and perhaps 4 or 5 afternoons of reflective practice across the whole 3 years. <strong>The</strong> systemic<br />
teaching has been much developed and improved I think since I received it. <strong>The</strong> third year concentrates on leadership<br />
and working within the NHS (and its associated challenges to overcome) which I think is great.<br />
<strong>The</strong>re is a lot of amazing teaching.<br />
<strong>The</strong>re is a focus on CBT, particularly in the first year, which is not surprising and which I found helpful given my limited<br />
therapy experience prior to training. This is continued throughout the three years but other modalities are brought in<br />
alongside CBT. <strong>The</strong>re is a reasonable amount of teaching on research skills and methodologies in the first year but little<br />
afterward.<br />
Very CBT based, but now a lot more focused also on systemic therapy.<br />
Mainly CBT and Systemic, but I prefer this approach to teaching as I will finish the course feeling competent in these two<br />
models rather than feeling a bit unsure about lots of different models.<br />
CBT and Systemic are the focus of the Bath course.<br />
<strong>The</strong> course gets you very skilled in CBT and systemic practices.<br />
We get excellent depth in CBT and Systemic. This comes at the cost of learning about other approaches - but I feel we<br />
can add more strings to our bow later on.<br />
I think things like leadership/consultation are taught in years 2 and 3. As most people are probably aware, Bath is a very<br />
CBT-heavy course so that makes up the majority of our teaching, although placement supervisors are often more varied in<br />
their orientation, so there is a bit of opportunity to learn other models too. I wasn’t completely sure if pure CBT was going<br />
to suit me or not, but I do think it’s really valuable to gain such an in-depth knowledge and to develop real competence in<br />
one model.<br />
My answers are based on one year of the course only - we may get more on different topics in the future. <strong>The</strong> course in<br />
general is very heavy on CBT, with some systemic. I personally feel the course could benefit from more value placed on<br />
reflective practice.<br />
Would benefit from more psychodynamic teaching.<br />
CBT and Systemic are the primary interventions taught on the course. Mindfulness is also taught experientially in the first<br />
year. An introduction to a wide range of other approaches is given in the final year.<br />
26 British Psychological Society
University of Bath<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable at <br />
this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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■■<br />
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■■<br />
We start early, but are eased in.<br />
Very little notice was given prior to starting core placements. It would have been useful to have a bit more time to prepare.<br />
More time and attention was put into elective placements for the final year, ensuring that each trainee had a say in the<br />
type of placement they wanted.<br />
You get thrown straight into placements, which is scary at the start, but actually works really well so that your teaching<br />
evolves as your placement progresses and you can put your lectures into practice. It’s not perfect, and sometimes you get<br />
some teaching that would have been very useful 3 months previously but I think it’s a good system and is a bit like an<br />
extended behavioural experiment! I have seen all of us on the course blossom in terms of confidence and competence.<br />
It’s also great to have teaching as a continuous process as it means you integrate with your cohort (we’ve all become very<br />
close) and have access to lecturers and tutors to discuss any placement or research issues regularly, rather than having to<br />
wait for a teaching block.<br />
I think the course is currently thinking about changing the way you are introduced into your 1st placement. I think I would<br />
have preferred to be in placement more days from the beginning and not just start on 1 day for the 1st 2 months.<br />
We often don’t find out until really rather late on where our next placement will be, which is a real shame! <strong>The</strong> first year<br />
tends to focus heavily on CBT and clinical skills which is great preparation for placements.<br />
You find out very close to starting placement where you are going next. This can be problematic if it is a long drive or<br />
necessitates a B&B stay. <strong>The</strong>y try to tell you ASAP but there are limited placements and lots to co-ordinate.<br />
<strong>The</strong> course provide teaching in the first few days about what to expect from placements, common questions and worries<br />
from both trainees’ and supervisors’ viewpoints. <strong>The</strong>re is a graded process to beginning the first placement with 7 weeks<br />
of one day a week observation opportunity (although the amount of observation done in this period differs according to the<br />
supervisor you are placed with).<br />
All my placements were of very high quality.<br />
<strong>The</strong> training block at the start of the first year gives you a good introduction to clinical skills which you can use on your<br />
first placement & beyond. <strong>The</strong> course also runs a session before your first placement to help the group to think about what<br />
you can expect from placement, and what your placement supervisors might expect from their trainees. Starting your first<br />
placement will always be a little daunting, but I felt sufficiently supported.<br />
We visited our placements in the first week of the course - which felt a bit early (though it was only meant to be an orientating<br />
visit). <strong>The</strong> course is looking at making the first visit a little later moving forward.<br />
I know some courses chuck you straight into placement, which I would have found really daunting. We had 7 weeks where<br />
we were being taught 4 days per week and were in placement 1 day per week, which gave us opportunity to observe supervisors<br />
and get settled in before the placement increased to 3 days per week and we took on our own caseloads. Personally,<br />
this worked well for me (I had less clinical experience than others in my cohort) but I know some others would have<br />
preferred to get stuck in sooner.<br />
You have time at the beginning of first placement just for observations.<br />
In my personal experience, the placements chosen for me were well suited to my learning needs and interests.<br />
In the first year you have a 7 week teaching block with one day on placement. This is a gentle introduction to placement<br />
and the teaching prepares you for all the core skills you will initially need. You then have teaching alongside placements<br />
to give you skills on placement.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 27
University of Bath<br />
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<strong>The</strong>re isn’t much formal preparation (you and your supervisor are sent a letter, your supervisor is expected to contact you<br />
beforehand to give you details about starting, you are provided with induction and placement contracts to help guide the<br />
supervisor in the first couple of weeks) but I have never seen this as a difficulty.<br />
I think we are given a good grounding in key skills prior to placements. However we generally find out where we are going<br />
next when we are cc’d into the email sent to our new supervisor. Sometimes this has also been quite short notice. I think<br />
a bit more discussion/info about the service we are going to would have been great.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable at <br />
this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
28 British Psychological Society
University of Bath<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
Qualitative<br />
30%<br />
Quantitative<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 29
University of Bath<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
30 British Psychological Society
University of Bath<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
None of the individuals surveyed considered themselves to have a disability.<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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We don’t have regular study days, so this can make the workload difficult to manage.<br />
<strong>The</strong> amount of work we have to do to meet the requirements for all of the qualifications (BABCP, systemic, DClinPsy) can<br />
feel overwhelming at times. However, the course have been really good at listening to feedback and have changed the<br />
process for first years so that they no longer have to complete presentations, a second critical review, and 2 hand-ins per<br />
project. <strong>The</strong>y have also removed one case study and presentations for 2nd and 3rd years. Despite this, the workload is<br />
still high and rather than doing one big thesis you do 4 projects. I can see how this is useful (e.g. the consultancy and<br />
service improvement projects really increase your confidence and skill at liaising with service leads and being a ‘leader’;<br />
the projects can all be in the same areas but they strongly advise they are in different areas = you have a lot more to put<br />
on your CV for different areas = flexibility) - however, despite knowing this is all going to look great on a CV, give me great<br />
career prospects and flexibility, improve my skills and set me apart from other applicants (plus save the money needed to<br />
complete BABCP and systemic qualifications after training) it is VERY hard to think/care about these aspects when you<br />
are in the middle of having to do it all!! On the plus side, I think the first year is the hardest (actually having to come up<br />
with and research ideas), by second year you are in a bit more of a flow and are just ‘getting on’ with it, so although it’s<br />
still a lot to do it seems less stressful.<br />
Lack of study time! <strong>The</strong>y have improved on this since the cohorts above us, but it is still very limited compared to some<br />
other courses.<br />
Balancing academic requirements of course with the limited study time given is difficult but not impossible. Finding the<br />
right balance is something you have to work out for yourselves.<br />
Very limited study days, lots of course work, lots of teaching - finding time to do work and have meetings or recruit participants<br />
has been very very difficult.<br />
<strong>The</strong>re is an understandably steep learning curve at the beginning of the course with a lot of content to become aware of<br />
and to integrate with previous knowledge. <strong>The</strong> process of choosing a research topic feels rushed and pressured which<br />
was difficult. <strong>The</strong> final year is particularly demanding with emphasis on broader skills whilst bringing research portfolios<br />
together although the course encourages a stepwise hand-in of research projects.<br />
Research aspects of course challenging due to lack of study time and high expectations on quality of research.<br />
Managing the demands of the workload + a life outside of training.<br />
<strong>The</strong>re is a lack of study time to complete the research required of us, but the course are aware and are trying to increase<br />
this.<br />
<strong>The</strong> overall workload in relation to the small number of study days has been challenging.<br />
<strong>The</strong>re are a lot of deadlines clustered together towards the summer in first year. This is very demanding, as there is so<br />
much to juggle all at once. I really like the fact that instead of a traditional thesis, at Bath we do three projects: a main<br />
research project, a service improvement project and a literature review. However, this does mean that there are three projects<br />
to consider concurrently, as well as placement demands and an upcoming exam.<br />
Sometimes juggling everything all at once can be hard!<br />
Research requirements. In my opinion the requirements for projects are very high and the time allocated very limited, in<br />
comparison with other courses.<br />
Bath has very little study time over the course (this is clearly documented by the course) and this can make it very<br />
challenging, particularly in the final year when you are balancing one day teaching, 3 days placement and completing all<br />
research on one study (and your own time). Time management is the biggest challenge.<br />
I have found many aspects of the course demanding but I think the research demands are substantial. Bath expects a<br />
very high level of research that is predominantly quantitative and has to involve clinical samples. This does add pressure.<br />
Although the write ups are shorter, the fact that we do three separate projects (Service Improvement, Lit Review & Main)<br />
can be very hard to juggle and keep all three in mind!! We also have long teaching days (9.30 to 5) and not much study<br />
time which was a particular struggle in the first and second years.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 31
University of Bath<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 58%<br />
“Buddy” 95%<br />
Manager 5%<br />
Placement Supervisor 95%<br />
Librarian 58%<br />
Professional Mentor 37%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 84%<br />
Independent personal advisor 32%<br />
Other 11%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
<strong>The</strong> level of support you receive <br />
from the course:<br />
Access to course staff for support:<br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
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I have found the course very supportive - I couldn’t have asked for more.<br />
<strong>The</strong> course really goes out of their way to provide you with several different options for support. Academic supervisors and<br />
placement supervisors can help you with course and work needs; clinical tutor can support you with personal needs or<br />
needs that your other supervisors are not managing / you cannot talk to - my tutor has basically been a counsellor; a completely<br />
independent personal support tutor who you can meet with as much or as little as you like; a cohort tutor, who you<br />
can talk to about any needs and who can liaise with the course with you; a student-staff liaison committee to raise issues<br />
quarterly that are non-urgent (otherwise email them directly); a buddy in the year above, who are really helpful for guiding<br />
you with deadlines etc.; reflective groups to explore personal and professional issues; scheduled time for student-led<br />
reflection (although we never use this!); the option for support from external staff for therapy (I have used this - 6 sessions<br />
in first instance) - personally I like the idea that you only access therapy as and when you need it, rather than it being a<br />
requirement (e.g. pathologising normal experiences), but I do think the fact it’s not ‘on tap’ and there is a process to go<br />
through means most people don’t access this and things have to be really bad before you do. Some people might see this<br />
as a good thing but for others it can make you feel you SHOULD be coping!<br />
I’ve always felt very supported by both the course staff and my placement supervisors.<br />
<strong>The</strong> course is so supportive. Really felt supported by the course team. Having a personal support tutor is a really positive<br />
component - as it allows you to think about your own personal development.<br />
Team try to be very supportive but they suffer the same workload issues trainees do. We are also in different buildings at<br />
moment that is changing soon so that should improve.<br />
32 British Psychological Society
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University of Bath<br />
I am lucky to have a very supportive clinical tutor so have received good support. Some tutors are less accessible than<br />
this person and I may have received less support had that been the case. But overall I think the support provided by the<br />
course is good. That said, the course has high standards which are sometimes difficult to achieve.<br />
If you need support, you need to ask for it and staff will assist you.<br />
<strong>The</strong> staff have been very responsive in my experience, and make themselves available if you are having difficulties.<br />
<strong>The</strong>re are lots of different sources of support. As adult learners you need to take some responsibility for this but support is<br />
definitely there if needed<br />
<strong>The</strong>re are lots of potential sources of support e.g. buddy, personal support tutor etc. but the difficulty is not having enough<br />
time to actually meet with any of them! This is due to distinct lack of study time in first two years (so what time there is,<br />
is needed for meetings with supervisors or doing work). This does improve in third year. I have found my personal support<br />
tutor helpful however my original one left and I wasn’t allocated anyone else for a long time. Our reflective group has been<br />
great in year 2 and 3 but again not regular enough at all, they are spaced out months apart so not very containing in the<br />
meantime. Individual staff tutors are often very supportive (in my experience) and I have always felt there was someone I<br />
could turn to, again it is just finding the time to meet with them.<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest Experience needs Competency needs Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 33
University of Bath<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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One placement was very far away but the course paid for my accommodation, which was a blessing in disguise as I actually<br />
got some work done in the evenings! I have been very lucky in that all of my supervisors have been exceptional - really<br />
skilled and great supervisors. Everyone has their own stance and beliefs, which is really interesting to learn from and<br />
helps you reflect on your own style and what kind of therapist you want to be. Changing every 6 months is daunting at first<br />
but you soon get into the swing of it. <strong>The</strong> mid-placement review and placement contract are really good for ensuring you<br />
are getting what you want and need from your placement. I am aware that not everyone’s experiences on placement have<br />
been as good as mine.<br />
My overall experience of placements so far has been really good. I’ve always had very helpful supervisors and supportive<br />
teams to work in. I think if these two things are ok, everything else follows.<br />
Placements can always be a bit of a mixed bag, but generally they have been great! Placements are decided for you for<br />
the first two years but in the final year the course team are great at trying to match your elective placements to your interests<br />
and needs.<br />
For the four core placements we have little say or control over where we are placed. <strong>The</strong> placements are assigned based<br />
on training needs, which is sensible, and if there are particular circumstances which need to be taken into account (i.e.<br />
children or commitments) then these will be considered and are usually accounted for. <strong>The</strong> final two placements are again<br />
placed based on needs but we suggest placements which would appeal to us. <strong>The</strong> courses are very good at understanding<br />
our thoughts behind choosing these placements so if the placement is not available an appropriate alternative can be<br />
offered. This is usually done in negotiation with the trainee and feels collaborative.<br />
Had very good supervisors and mix of interesting placements.<br />
It can be hard adjusting to different supervisors expectations of trainees.<br />
34 British Psychological Society
University of Bath<br />
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Before we started the course, we completed a comprehensive Personal & Professional Training Needs Assessment where<br />
we stated our prior experience and interests. I understand that this is used to help assign trainees to suitable placements.<br />
We also provided a list of geographical preferences for placement locations, but I am not too sure how this information is<br />
used.<br />
Placements vary hugely, as you would expect on any course. Trainees report varying experiences of the same placements. I<br />
think your experience depends in part on what you bring to the placement. Be flexible and ready to work autonomously. An<br />
open and honest relationship with your supervisors is essential.<br />
I think as is the case with most, if not all, of the courses, supervision varies in quality across placements. We have a<br />
mid-placement review on each placement with our placement supervisor and clinical tutor from the course, which is an<br />
opportunity to address any specific problems. However, I think most people have generally had good experiences with<br />
supervisors.<br />
Placements have been varied and really aided my development. A lot of teams have freezes on training so there are<br />
limited opportunities for this but placements are happy for you to gain experience in a range of different things they have<br />
available. Although teaching is primarily CBT and systemic, supervisors in the region also use a range of other approached<br />
(e.g. ACT, DBT, CFT, psychodynamic).<br />
Generally the quality of my placements has been very high. I have had excellent supervision and supervisors seem to take<br />
their role seriously. Placements can be stressful regarding fulfilling the course requirements e.g. for BABCP etc. (like<br />
getting CTSRs passed), but generally I have felt supported with this. I’ve really enjoyed all my placements and they have<br />
been very varied.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 90%<br />
No 10%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 10%<br />
No 84%<br />
Not Applicable 6%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Bath and Bristol with some living in nearby<br />
villages.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 58%<br />
No 42%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 35
University of Bath<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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<strong>The</strong> course encourages us to maintain this - it’s up to us as trainees to let go of the ‘perfectionist’ streak a lot of us have,<br />
and be happy with ‘good enough.’<br />
Personally I prioritise my personal life and sometimes this means I can have a very stressful few weeks every now and<br />
then when I am trying to cram loads in! I have only had to give up a few weekends (although I am aware that others on my<br />
course work around 1/2 a day to a day every weekend, but that’s just not right for my lifestyle) and I go out most evenings.<br />
If I have work to do I try and do it on a Mon and Tues evening and on the (rare) study days we get. Loads of holiday time<br />
(just annoyingly not flexible apart from in the summer) so I’ve been away a fair bit and to loads of festivals! I do find from<br />
time-to-time I have to miss something due to the course, but it’s a lot less than I anticipated<br />
I’m pretty boundaried with work life balance (so far!) and have been able to keep up with friends and previous interests.<br />
For me it’s really important to have these so that the course doesn’t become my whole life, which it could otherwise do.<br />
However, more study time would make this even easier!<br />
It is hard but it is manageable. Some times of year are particular busy (April - July 1st year) but I think that this gets<br />
balanced out by quieter times.<br />
In the first year it was non-existent but I really think that was mainly due to the stage I was at - not feeling very confident<br />
or competent and spending lots of time at home reading and also manically trying to come up with genius research ideas!<br />
In the second year my perfectionism settled down and my confidence rose so the balance became much much better!<br />
Easier in first and second years. Third year is terrible.<br />
Over the first two years there is a good work-life balance. <strong>The</strong>re is the need to work occasional weekends and evenings but<br />
generally this is limited. <strong>The</strong> third year is more pressured with a higher workload and more evening and weekend working,<br />
but this is probably in line with other courses.<br />
Difficult to meet demands of course in provided study time.<br />
It’s all about priorities; if you prioritise a work-life balance it is doable.<br />
I expected that training would be demanding and it is. However, I do still have time to do things outside of work.<br />
<strong>The</strong>re is not enough study time given, a lot of other courses get a day a week, but this is balanced by the amount and<br />
quality of teaching we get.<br />
I feel I have a good work life balance, but you have to work at it (i.e. by being organised and by maintaining boundaries).<br />
You could work 24-7 if you wanted, but it’s advisable to be pragmatic and stop when you’ve produced work that is ‘good<br />
enough’ to meet the course requirements.<br />
We all came onto training knowing it was going to be hard work, so I was prepared for having to work some weekends<br />
and evenings. Bath seems like a particularly packed course, with more teaching and less study days than a lot of other<br />
courses. Having said that, they have definitely increased the study time and the evening/weekend working is definitely not<br />
as bad as I expected! I could spend all of my spare time working and reading, but I am being disciplined in just “doing<br />
enough” and maintaining a decent personal life.<br />
<strong>The</strong>re is some evening and weekend working. Study time seems to be getting a little better, as a first year we have more<br />
than the previous years did.<br />
<strong>The</strong>re is not sufficient time given for study or research, which severely impacts work/life balance<br />
36 British Psychological Society
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I am in the final year and work life balance is very difficult. However, it has been a lot better in previous years.<br />
University of Bath<br />
Hard to maintain! This is due to lack of study days in year 1 and 2- this made having a balance nigh on impossible.<br />
Things actually improved in third year (for me anyway) as we had a study day per week that really helped. <strong>The</strong>re is only<br />
flexibility about leave in the summer however, with set annual leave the rest of the year. <strong>The</strong>re is a lot of working in evenings<br />
and weekends at busy periods (though definitely not all the time) and no other time to do this.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
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Living costs are high, without the London/Fringe payments<br />
<strong>The</strong> pay is so much more than most people will be getting pad for their jobs (17K average?) so it would be a bit rich to<br />
complain! I do find sometimes I’m living quite hand-to-mouth but that is purely as I have a very active social life and have<br />
chosen to live somewhere that costs a bit more, plus I am constantly on holiday/away for the weekend! Overall an excellent<br />
wage for a student, but given the amount of hours we put in and the level of work we do, I would definitely feel that it<br />
wasn’t worth it for the money if I knew that was my permanent salary if that makes sense.<br />
My finances are fine. <strong>The</strong> area I live in is reasonably priced which allows for relative financial security.<br />
Bath isn’t as expensive to live in as I expected it to be.<br />
It’s fantastic to be paid to train. I feel incredibly fortunate.<br />
We’re very fortunate to be paid to study.<br />
We are very lucky to be being paid so well for what we do. Travel expenses (travel to university and parts of placement<br />
travel) are reimbursed.<br />
We get expenses for travelling to placement and to teaching. If you need to stay away from home for placement this is<br />
covered<br />
I think the pay is very fair and a good level for training.<br />
What would you say is your favourite aspect of your course?<br />
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Living costs are high, without the London/Fringe payments<br />
<strong>The</strong> pay is so much more than most people will be getting pad for their jobs (17K average?) so it would be a bit rich to<br />
complain! I do find sometimes I’m living quite hand-to-mouth but that is purely as I have a very active social life and have<br />
chosen to live somewhere that costs a bit more, plus I am constantly on holiday/away for the weekend! Overall an excellent<br />
wage for a student, but given the amount of hours we put in and the level of work we do, I would definitely feel that it<br />
wasn’t worth it for the money if I knew that was my permanent salary if that makes sense.<br />
My finances are fine. <strong>The</strong> area I live in is reasonably priced which allows for relative financial security.<br />
Bath isn’t as expensive to live in as I expected it to be.<br />
It’s fantastic to be paid to train. I feel incredibly fortunate.<br />
We’re very fortunate to be paid to study.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 37
University of Bath<br />
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We are very lucky to be being paid so well for what we do. Travel expenses (travel to university and parts of placement<br />
travel) are reimbursed.<br />
We get expenses for travelling to placement and to teaching. If you need to stay away from home for placement this is<br />
covered.<br />
I think the pay is very fair and a good level for training.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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Excellent teaching; excellent support; and a really great, small cohort.<br />
<strong>The</strong> rest of the cohort. <strong>The</strong> diversity of the placements. <strong>The</strong> quality of the teaching. <strong>The</strong> dedication and knowledge of the<br />
course staff. Learning (and getting away with being rubbish sometimes because I am a trainee!)<br />
<strong>The</strong>re are often days when I think ‘I can’t believe I get to do this interesting thing on placement / get taught by this inspiring<br />
person - and get paid for it!’<br />
Teaching.<br />
Looking back over the course, I have really enjoyed the teaching. I also value that the course looks to trainees for feedback<br />
on how to develop and improve, and for the most part tries to act on this feedback!<br />
Placement and teaching.<br />
Teaching quality (aside from my supportive and cohesive cohort)<br />
Training with a great cohort of people. Excellent teaching and placements.<br />
<strong>The</strong> quality of teaching is phenomenal! I feel so lucky to be a part of this course and to have met my entire lovely cohort.<br />
High quality teaching; small cohort; support to attend conferences; BABCP and systemic family therapy qualifications.<br />
My cohort! <strong>The</strong>y are so supportive and we all help each other along the way.<br />
Excellent teaching and being challenged to do research of a publishable standard.<br />
<strong>The</strong> teaching is great. I feel really privileged to be taught by such renowned professionals. Doing three projects instead of<br />
a thesis feels much more motivating to me and relevant to clinical psychology. Bath and the surrounding area is beautiful!<br />
It’s such a great location to be on training.<br />
Great teaching.<br />
Excellent teaching.<br />
Personal reflection, client work.<br />
<strong>The</strong> teaching is absolutely fantastic, we are incredibly lucky! <strong>The</strong> range of research projects is challenging on our time but<br />
provides a lot of opportunities to explore different things.<br />
<strong>The</strong> placements - getting a taster for different types of services and ways of working. Some of the teaching has also been<br />
really great.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
■■<br />
Online test, interview, course talk<br />
Tests, interviews and two vignettes<br />
38 British Psychological Society
University of Bath<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
14 hours<br />
20 hours<br />
3.5 hours<br />
Dependent on year of training<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 50%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 39
University of Birmingham<br />
19 responses (32% of 59 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years 45-‐49 years 50+ years <br />
old old old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
40 British Psychological Society
University of Birmingham<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 11%<br />
MA 0%<br />
MSc 42%<br />
MRes 11%<br />
Diploma 16%<br />
Post Graduate Certificate 26%<br />
Conversion course 5%<br />
None 16%<br />
Other 5%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 42%<br />
Assistant Psychologist non NHS 31%<br />
Voluntary Assistant Psychologist in NHS 42%<br />
Voluntary Assistant Psychologist non NHS 11%<br />
Research Assistant 32%<br />
Voluntary Research Assistant 32%<br />
Healthcare Assistant/Support Worker 63%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 26%<br />
Other 26%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 41
University of Birmingham<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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Staff were friendly, and current trainees were there to answer questions. Interviews felt quite fast-paced, and as though<br />
there were certain boxes that had to be ticked in your answers to the questions, whereas other courses seemed to be more<br />
focused on getting to know you as a person. However, I felt that the questions were fair.<br />
<strong>The</strong> three interviews are quite short and I think it helps if you can say as much as you can think of, and try to be confident!<br />
You can go back to questions and say more if you want to. <strong>The</strong> questions give you the opportunity to draw on any<br />
experiences you may have.<br />
<strong>The</strong>y made it as relaxing as possible, with a chance to meet trainees at lunch prior to the interviews. <strong>The</strong>re were three<br />
interviews of 15 minutes each covering academic, professional and clinical issues. Mine were close together meaning that<br />
there was not too much waiting around which helped my anxiety levels. Interviewers were warm and encouraging.<br />
Naturally I felt quite anxious. I think more time could have been given for the written test. I thought the questions asked<br />
during the interview were all very relevant. Some questions were harder than others to answer. It was helpful when the<br />
interviewer prompted me to elaborate further. I think this helped me explain my point across clearly and allow some time<br />
for reflection.<br />
Very friendly course-both staff and trainees that were present at interview. Well structured.<br />
Very stressful experience and it was a very long day! My mind went blank in spite of being well prepared. I guess I must<br />
have said something right though! Staff were friendly and tried to be supportive and encouraging. It was good to meet<br />
some of the current trainees too, who took us for lunch and chatted about their experiences.<br />
As pleasant as it could be. Three interviews with 2 different interviewers in each. Personal suitability, clinical skills and<br />
academic/research I think. We were given refreshments and a trainee sat in to chat throughout the day. We were also given<br />
a short presentation to inform us about the course.<br />
<strong>The</strong> interviews took a whole day, but felt relaxed and I enjoyed the day. <strong>The</strong> interviewers were supportive and definitely<br />
wanted you to do your best.<br />
<strong>The</strong> interview day was really good at Birmingham and much less intimidating than I had been expecting, each panel was<br />
really nice and tried to get the best out of you. Very relaxed!<br />
Generally very positive.<br />
<strong>The</strong> selection day felt quite daunting as there was such a high volume of people present and I struggled to understand<br />
what the course would be looking for from the questions they asked.<br />
<strong>The</strong> interview day was actually quite pleasant! We were given a talk by the clinical lead about Birmingham - both the university<br />
and the city itself - and then had 3 interviews each last approximately 20 minutes. Current trainees were on hand<br />
throughout the day.<br />
<strong>The</strong> day felt a lot less competitive and stressful than other interviews I had.<br />
<strong>The</strong> interview process was friendly and relaxed which was great considering my nerves!<br />
I remember investing a lot of time in revising and preparing for the research exam but this was quite a good experience<br />
and a nice refresher for research methods and statistics. I was not expecting to be offered an interview based on the<br />
research exam but I was lucky enough to be invited to interview. I did not feel like I had that much time to prepare for the<br />
actual interview, but again I spent a lot of time reading, practicing mock questions and answers etc., We also had to read<br />
a paper for the academic part of the interview, which I did but in hindsight I don’t think I needed to go over it as much as<br />
I did. On the day, the staff were very encouraging, first year trainees were there to answer questions and the stress levels<br />
were minimised as much as they could be. <strong>The</strong>y made us aware when we would hear back by and there was quite a big<br />
delay between the interview and the date they stated. However, we ended up finding out before the specified date anyway<br />
and it was good news!<br />
<strong>The</strong> interview process was very good. <strong>The</strong>y made you feel like they were trying to sell the course to you rather than it being<br />
just about you trying to impress them. I really enjoyed the interview experience and felt the interview process was fair and<br />
straightforward<br />
Positive experience. Everyone very welcoming. It felt like the interviewers tried to get the best out of you.<br />
<strong>The</strong> interview process was familiar to me because I had been at interview stage the year before. That allowed me to be a<br />
bit more relaxed on the day, as I felt I know what was coming. <strong>The</strong> course team were very friendly and supportive throughout<br />
interviews, seeking to get the best from me rather than trying to trip me up or catch me out. <strong>The</strong>re were moments<br />
where I had no idea what to say, for example, but they were patient and as helpful as they could be given the circumstances.<br />
It was nice to have a morning presentation about the university itself. Having trainees present for the time before interviews<br />
was helpful in speaking to those already on the course. <strong>The</strong> interviews felt daunting as expected but interviewers<br />
were warm, and the interviews were spaced out well (not too long that you’re sitting waiting for hours). We had three different<br />
interviews and they were difficult but it’s nice that they asked about some personal interests to find out more about<br />
me as a person in one.<br />
42 British Psychological Society
■■<br />
■■<br />
University of Birmingham<br />
Very positive. <strong>The</strong> interview day included a talk on Birmingham, the course and opportunities. This made the process feel<br />
as though it was a two-way process, as the interviewee you were picking the course as much as they were picking the right<br />
candidate. <strong>The</strong>re were three individual interviews, I was made to feel comfortable in each and felt as if they were trying to<br />
get the best out of you in an encouraging way.<br />
Quite a long day but interviewers were very supportive and warm.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 43
University of Birmingham<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Key models taught in first and second year, and optional workshops on more varied psychological models offered in third<br />
year.<br />
You get a lot of breadth, not much depth, that comes from individual placement learning and learning from assignments/<br />
reading<br />
I am currently in Year 1 of my training; it may be that the topics I did not tick on above will be covered at a later stage. I<br />
think more time needs to be devoted to the behavioural model.<br />
<strong>The</strong>re’s a huge amount to cover so necessarily we are skimming the surface on a lot of topics. Everything is changing for<br />
future trainees at Birmingham, so my experience may not be representative. <strong>The</strong> course is becoming much more focused<br />
on specific models - CBT, Systemic and Psychodynamic and trainees will have to select which stream they want to focus<br />
on after the first foundation year. I guess that’s good in some ways but I am very glad to be covering a very broad range.<br />
In your third year you can select your workshops so can really try anything.<br />
<strong>The</strong> course has changed since my cohort started. I understand that subsequent years will get teaching on 2 main models<br />
only so we have had a more varied selection of models.<br />
<strong>The</strong>re is a lot of time devoted to assessment and formulation, not much on intervention which seems a bit of a shame.<br />
<strong>The</strong>re is time given to CBT, behavioural, systemic and psychodynamic. However, we now have to pick two strands to focus<br />
on, one of which has to be CBT. So this feels a bit limiting. Moreover, some strands have limited places available (e.g.<br />
psychodynamic)<br />
<strong>The</strong>re is more variety offered in third year when we get to choose our workshops. However it would be good if there was<br />
more diversity in teaching in the first two years. <strong>The</strong>re have been plenty of teaching sessions I have been to in third year<br />
that I feel should be an essential component of the first two years of training i.e. a lot of psychodynamic stuff and relational<br />
teaching.<br />
We are allowed to attend specialist workshops in the final year, and so my answers reflect only the content of the compulsory<br />
teaching we have thus far completed.<br />
As a first year, I may not be able to answer this question as well as a third year; I can only speak about what we have been<br />
taught during the first year.<br />
At times it does feel quite CBT heavy; however time is spent in first developing knowledge of the three main approaches. I<br />
think in third year there are options for REBT, CFT , CAT and other workshops.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
44 British Psychological Society
University of Birmingham<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>y are very thoughtful about what placement would be best for you, both in terms of learning and practicalities where<br />
possible.<br />
You get to visit your placement before actually starting which is useful. <strong>The</strong> session on placement portfolios is useful as<br />
there is a lot of paperwork which can seem daunting however spending time looking through these as a cohort allows you<br />
to ask any questions and seek guidance.<br />
Placement selection is based upon competencies framework, second strand/orientation and preference for placement.<br />
I felt adequately prepared for my placements. Obviously they can’t arrange it so that everyone has the most relevant lecture<br />
at exactly the right time for them but that’s to be expected.<br />
<strong>The</strong> course focuses heavily on clinical skills prior to the first placement, which is probably helpful if you have had little<br />
clinical experience, but can feel de-skilling if you have had. Depending on what client group you are working with you may<br />
not have had any/much teaching on this before you start placement.<br />
It depends which placements you go into first and whether the teaching for that client group has already been delivered.<br />
We hadn’t had any teaching on LD for example before our placements started so I know those going into this area for the<br />
first time were quite anxious!<br />
We had a full day of teaching on preparation for placement and also had time allotted to visit the placement before it<br />
commenced<br />
We have a pre-placement visit which is really helpful and allows you to meet your supervisor and other members of staff<br />
ahead of time. However, I think the university is quite limited with the placements it can put you on. So many of us are in<br />
placements with limited opportunities to work with a range of difficulties. We have not had teaching on specific presentations<br />
and have not necessarily covered how to work with people from certain theoretical approaches in much detail.<br />
<strong>The</strong> communication regarding placements is not always the best - it sometimes feels like you’re left wondering what<br />
placement you will have next and it doesn’t seem at all clear about how they make their choices about what placements<br />
you get.<br />
Because of the nature of the placements (everyone being on a different type of placement rather than all doing the same<br />
type), sometimes teaching that is highly relevant to your placement occurs after you have started or even after you have<br />
finished a placement.<br />
We had teaching for CBT initially so it means that even if you hadn’t come across assessments and formulations prior to<br />
the course you felt able to do this before placement. However you do feel over taught by the time you start placement as<br />
the teaching block in year 1 is six weeks.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research More research <br />
oriented than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 45
University of Birmingham<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this <br />
time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
46 British Psychological Society
University of Birmingham<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not <br />
applicable to <br />
me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 47
University of Birmingham<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
5% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Balancing academic and clinical demands can be difficult at times, but no more than I was expecting<br />
No, the workload is manageable within the time you have, there is one study day a week which is enough to complete<br />
coursework etc. <strong>The</strong>re is a lot of support available if you require it.<br />
Since we only have one study day, it can be slightly difficult to manage time efficiently between course work, reflecting on<br />
clinical work, and the research project. In general, at this stage I can’t think of anything that is particularly demanding.<br />
Of course the course is demanding in different ways for different people.<br />
Time management is always challenging, but there is plenty of time to do everything if you are organised!<br />
It’s hard to juggle everything at once; there is lots to keep in mind at the same time!<br />
Balancing the demands of the university and supervisor expectations. <strong>The</strong> university have been very supportive on how to<br />
manage this.<br />
It has been difficult to balance the assignment deadlines. Some work is ongoing in the background (e.g. research and service<br />
evaluation) and then there are always other upcoming deadlines for assignments. On top of this you have to prepare<br />
for client sessions and do reading for placements, so this can be difficult.<br />
Yes - the way the course handles difficulties that arise both on placement and within the course is not always the most<br />
helpful.<br />
As long as you manage your time well it isn’t demanding.<br />
Having only three days at placement and fitting into the trainer role has been demanding at times in terms of what is<br />
expected and how much you should be doing vs what you can do. So the idea of finding your feet and knowing everything<br />
is assessed. But the course demands in terms of assignments have been okay and the course team have been very understanding<br />
around course deadlines and timetables in respect to how many study days we are having.<br />
Academic reports<br />
48 British Psychological Society
University of Birmingham<br />
In relation to the last question, what support systems exist?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 49
University of Birmingham<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 100%<br />
Manager 44%<br />
Placement Supervisor 94%<br />
Librarian 44%<br />
Professional Mentor 17%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 97%<br />
Independent personal advisor 18%<br />
Other 18%<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I think the role of the personal tutor needs to be further clarified from the start of the course. Based on my personal experience<br />
and from discussions with peers, I am under the impression that some personal tutors are uncertain about their actual role.<br />
Compassionate and supportive.<br />
<strong>The</strong> course team are approachable and open to whatever issues you might wish to approach them with.<br />
Some members of the course team have been excellent but sadly for others you can wait weeks for a reply to an email.<br />
I think this is a huge strength of the Birmingham course. Reflective practice groups have been very helpful, staff are very<br />
approachable and it feels as if there is an ethos that your wellbeing as a trainee really matters.<br />
I have felt very well supported throughout my training by fellow trainees, the course team and my supervisors. I couldn’t<br />
fault the support I have received.<br />
I think if you are having difficulties with your placement supervisor, it is important to feel that the university is ‘on your side’<br />
<strong>The</strong>re are a lot of inconsistencies in the level of support offered by the course. It really depends on who you get allocated<br />
as a personal tutor.<br />
Excellent support from staff.<br />
I’ve had a lot of difficulties on training and my appraisal tutor has been amazing at supporting me through it all. Not all<br />
tutors on our course are as good as mine, so I’m grateful that I was placed with her - I might well have dropped out of the<br />
course had I not had that level of support.<br />
Sometimes needing support for research has taken a lot of emails and prompting and it hasn’t always been easy to explore<br />
areas for the thesis. Appraisal tutors aren’t always easy to contact and arrange meetings with which can feel stressful as<br />
the meetings are part of the course structure. Sometimes it feels like you are chasing a response...but this isn’t the entire<br />
course team. Some are really helpful in answering any small question you may have.<br />
My university appraisal tutor has been a great source of support, and was very approachable. I have also received excellent<br />
support from placement supervisors.<br />
50 British Psychological Society
University of Birmingham<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 51
University of Birmingham<br />
In relation to the below, how would you describe the quality of your placements?<br />
Please detail any comments in relation to your experience on placement (Please include comments relating<br />
to placements abroad if applicable).<br />
■■<br />
My comment above about poor physical environment mainly relates to office space and access to computers on my current<br />
placement, which reflects the current financial constraints in the NHS. <strong>The</strong> whole team has to hot desk - it’s not just me<br />
but it can sometimes add more stress to an already very demanding team role.<br />
■■<br />
I feel that I’ve had quite a lot of input into my placements, being able to choose 3 out of 5.<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Placements out of area are hard to arrange and I don’t know of anyone who has had a placement abroad. I have enjoyed<br />
most of my placements. <strong>The</strong>y are a great opportunity to gain experience and learn.<br />
<strong>The</strong> course covers Birmingham and the Black Country. It is stated at the start of the course that location cannot be a<br />
factor when deciding placements which I understand but can be a bit frustrating.<br />
It feels important to have an experienced supervisor who adapts to your individual needs. This placement does not feel<br />
like it will help me to achieve my competencies but I am hopeful for future placements.<br />
<strong>The</strong> focus is very much on ensuring competencies are ticked off - this is frustrating because supervisors and course staff<br />
differ widely in what they consider as a competency being ‘met’ and therefore if a supervisor deems you to have met a<br />
competency it can be hard to argue your case with the course that you need more experience in that area because from<br />
their point of view you have already achieved it even though you feel you haven’t. It doesn’t feel like there is much room<br />
for the trainee perspective in whether there has been sufficient coverage of a competency.<br />
Quality of placements vary (as expected). Some excellent supervisors and opportunities. Some placements more challenging.<br />
I’ve been quite unlucky in having 2 supervisors out of three so far who didn’t work well for me. <strong>The</strong> first was one the<br />
course knew had been problematic for trainees in the past, and I ended up leaving that placement early due to those<br />
supervision difficulties. However, I think a large part of the issue is that trainees often put up with supervision that isn’t<br />
great, and thus accept things rather than letting the course know things need to improve. Thus, the course might not find<br />
out that a given supervisor can be difficult, and so they cannot adequately match trainees with supervisors. This is unlikely<br />
to be something specific to this course, and I do feel I have been somewhat unlucky.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 26%<br />
No 37%<br />
Don’t Know 37%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 68%<br />
No 16%<br />
Not Applicable 16%<br />
52 British Psychological Society
University of Birmingham<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Birmingham but others come from further afield<br />
such as Stoke, Leicester, Rugby<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 5.3%<br />
No 89.5%<br />
N/A 5.3%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Tends to become unbalanced when an assignment is due but generally my weekends are my own.<br />
I am a working Mum but have been for many years and am used to juggling commitments. I could not have done what I<br />
am doing now when the kids were younger. <strong>The</strong>y are now teenagers and able to get their own dinner if I am late back and<br />
my husband is away which he often is. If you had tight timescales to get back to pick up children from afterschool club<br />
or the like I don’t think it would really be doable. I do try to stick to my study days for the majority of my academic work<br />
but there is inevitably additional work to be done at weekends and in the evenings especially around deadlines.<br />
This is very much down to your personal style. If you organise your time and use your study days then there is no reason to<br />
impinge upon evening, weekends or annual leave. However, if you are the kind of person to work best under pressure then<br />
that’s what you’ll do. We have plenty of allocated time to complete our work.<br />
<strong>The</strong>re are enough study days to complete all university work, but sometimes they are not at the times they are needed<br />
e.g. over the summer in the 1st year there isn’t much work to hand in, they would be more useful at other times. Again it<br />
comes down to using them effectively and being organised.<br />
I do work at the weekends but it does not feel like the course has taken over my life.<br />
If you manage your time well you can achieve a good work-life balance.<br />
As a first year, the work life balance has been okay. If study days are used well, it has been achievable to not spend much<br />
time outside of working hours on university work. I can imagine that this will change when we are completing research as<br />
well as university assignments though.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 53
University of Birmingham<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Petrol is my biggest pay-out.<br />
My husband is well paid and I have also had a long career, so we are lucky. We don’t have a big mortgage or high rent to<br />
pay. If I was trying to manage all the family expenses on my own, it would be different.<br />
<strong>The</strong> biggest expense is travel. Due to the distance I live away from university I can’t claim travel to my placements as they<br />
are closer to my home than my base, however they are still around 40 miles away!<br />
<strong>The</strong>re have been some difficulties in our contracts changing from employment contracts to training contracts which has<br />
been quite unsettling<br />
I have enough money to do all the essentials and have enough for some luxuries too<br />
I don’t really know how anyone could complain about how much we get paid. Being a trainee is quite a cushy set up.<br />
<strong>The</strong> cost of living in Birmingham itself isn’t particularly low, but there are more inexpensive places to live in the surrounding<br />
area, and placements are often in those further-flung places. Living in Sandwell or Dudley, for example, would be<br />
significantly cheaper and also provide ready access to Birmingham and Black Country placements.<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Very supportive cohort and course team. I have enjoyed my third year more than first and second year because of the<br />
choice of workshops and placements, despite the workload being greater.<br />
Working with clients and staff on placement<br />
Love learning about different models.<br />
Supportive peers<br />
Reflective practice group<br />
Teaching in general<br />
Atmosphere and support-friendly and compassionate.<br />
<strong>The</strong> best thing about the course is the incredible amount of information and knowledge I am gaining. It can sometimes<br />
feel overwhelming but you just need to remember where to find it when you need it. At the start I thought I needed to<br />
retain it all in my poor befuddled brain!<br />
I have found the ethos of the course to be very supportive. <strong>The</strong> staff are very good and you feel welcome to talk to them<br />
about things that are difficult or going well.<br />
My cohort!<br />
<strong>The</strong>re is so much that I rate about Birmingham. <strong>The</strong> teaching is (for the most part!) of a really high quality.<br />
I like going to lectures and being in the Birmingham university grounds. I like meeting all the other people on the course<br />
and hearing about their backgrounds.<br />
<strong>The</strong> cohort<br />
<strong>The</strong> course is very supportive.<br />
54 British Psychological Society
University of Birmingham<br />
■■<br />
■■<br />
■■<br />
My cohort! I’ve been very lucky to be able to train with a lovely, supportive group of people. However, I realise that this<br />
may not be the case for every year group, so of other factors I like, it would be Birmingham’s focus on research and my<br />
ready access to a good academic research supervisor. Instead of seeing my research-oriented background as a limitation,<br />
the course have facilitated me to do a more ambitious research project and I feel my background is valued.<br />
<strong>The</strong> cohort! It’s so supportive and friendly that no matter how stressful placement might seem, someone on the course<br />
understands and can relate. This really helps when you’re feeling stressed and the people at home can’t really understand.<br />
I really enjoy my placements and have found for my third placements there are lots of specialisms and opportunities available<br />
for you. I have found the course staff to be very supportive and approachable.<br />
■■<br />
Support from staff and peers<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Keep in mind that CBT is the main model that you will train in. You will have the opportunity to choose a second model<br />
(systemic, psychodynamic, behavioural), and it may be worthwhile to explore some of these early on as you will be asked<br />
to choose your second choice by the end of the spring term in Year 1.<br />
It’s hard work - there is a lot to do, and lots to juggle. <strong>The</strong> clinical experience is challenging and it can be hard to pick up<br />
your books when you get home at the end of a long day. But it is so worth it! Training gives you the skills to make a real<br />
difference in the field of mental health - not just to individual clients, but on a much wider strategic level. Go for it!<br />
A frustration can be that work isn’t always handed back on time and sometimes things seem to be done in a particular<br />
way because that is how they have always been done rather than because it is the best way to do something.<br />
<strong>The</strong>re are research ideas already available when you attend the research fair. Some people struggled to find supervisors<br />
when they had their own ideas for research projects.<br />
You now have to choose 2 strands, one of which has to be CBT, so the other can be behavioural, systemic or psychodynamic.<br />
If you choose psychodynamic you need to be going to your own personal therapy.<br />
■■<br />
We now have a training agreement rather than an employment contract.<br />
■■<br />
We have committee meetings and we are constantly sharing our thoughts about the course in these, it seems that our<br />
comments are being taken on board. Some of the timetabling of our teaching has been unhelpful. For example having a<br />
lecture about an assignment topic after the assignment has been done.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Everyone who meets minimum criteria sits the written test at the university (we are looking into the possibility of an on<br />
line test but may not happen in time for this year).<br />
■■<br />
<strong>The</strong>n shortlisted candidates have 3 different interviews, academic, clinical and personal suitability.<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
One day per week but there are blocks at the beginning of some terms that vary according<br />
to year group<br />
Placement On average 3 days per week in years one and two, goes up to 5 days per week after thesis<br />
handed in, in year 3<br />
Personal Study On average one day per week but also a block in year 3<br />
Research This is part of the personal study day<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 55
University of Birmingham<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
56 British Psychological Society
Cardiff University<br />
7 responses (17% of 41 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 57
Cardiff University<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 57%<br />
MRes 0%<br />
Diploma 14%<br />
Post Graduate Certificate 14%<br />
Conversion course 0%<br />
None 29%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 86%<br />
Assistant Psychologist non NHS 14%<br />
Voluntary Assistant Psychologist in NHS 43%<br />
Voluntary Assistant Psychologist non NHS 0%<br />
Research Assistant 57%<br />
Voluntary Research Assistant 43%<br />
Healthcare Assistant/Support Worker 43%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 29%<br />
Other 43%<br />
58 British Psychological Society
Cardiff University<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Very friendly. Felt like everyone was trying to get the best out of you, not trick you out. A lovely atmosphere and made me<br />
feel as relaxed as I could have been.<br />
Relaxed compared to other courses. I genuinely felt that they wanted to get the best out of me on the day and that they<br />
were interested in who I was as a person rather than ‘applicant no. 4,591’.<br />
Of all the interviews I had, Cardiff was definitely the best; they really tried to put me at ease. A lot of courses say it, but<br />
Cardiff really felt like they were trying to get the best out of me. When I showed confidence or knowledge about a question,<br />
they encouraged it. It gave a feeling of it being okay to not know one thing well, but making up for it with another.<br />
<strong>The</strong> written task felt very fair, good opportunity for everyone to shine. It was really nice to have service users and carers<br />
heavily involved in the interview.<br />
Information given in advance of the day was timely and accurate e.g. claiming travel expenses, the interview format. <strong>The</strong><br />
overall atmosphere was friendly and it was helpful to meet current trainees and the course director<br />
I found the course staff to be really warm and friendly at interview. I felt that everyone wanted to get the best out of me<br />
and really tried to make it as clear and painless a process as possible.<br />
<strong>The</strong> panels were large (4 people) but generally friendly. <strong>The</strong> questions were relevant but did not assume previous experience<br />
in particular models, for example. <strong>The</strong> process seemed fair and enabled us to do our best.<br />
Really positive. <strong>The</strong> staff were really friendly and I felt they genuinely wanted to get the most from me. I also felt they<br />
wanted to get to know who I was rather than if I could just regurgitate literature. <strong>The</strong> buddies from the existing first year<br />
were also really friendly and gave honest feedback about the course. I thought the interview process was really well organised<br />
and nothing more could have been done to reduce my anxiety.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 59
Cardiff University<br />
What other topics are covered by your course?<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>y’ve brought more of the systemic teaching into the first year, which is an improvement from my perspective as this<br />
gives you more of a feel for it before embarking on the more traditionally systemic second year placements (LD and Children/Family).<br />
Only 1st year, so other models will be covered.<br />
<strong>The</strong> BPS requires that each course hold CBT as a core model and privileges a second, on the South Wales course this is<br />
systemic. <strong>The</strong> limited amount of teaching time means that this is predominantly spent on gaining competence in these<br />
two models, and therefore there is not as much time available for learning about other models, although I have experienced<br />
these through the placements.<br />
<strong>The</strong> first year has a CBT focus and the second year is more systemic. I am in the first year and can only really comment on<br />
my experience so far.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable <br />
at this time<br />
60 British Psychological Society
Cardiff University<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
Overall a positive experience although there have been some instances of placements being changed very last minute /<br />
delays in communicating where trainees will be if not on an ‘away’ placement.<br />
■■<br />
■■<br />
■■<br />
■■<br />
Some trainees get very little notice. I feel that it is getting harder to find suitable placements in Wales, which is probably<br />
highlighted by use to some private placements.<br />
<strong>The</strong> south wales course has 2 areas taught each year e.g. child and LD. Half of the year group will be on one placement<br />
area at a time and then you swap and teaching is organised to reflect this i.e. throughout the year teaching would be on<br />
both child and LD. This enables both groups to have some relevant teaching for their placement.<br />
Preparation from the course comes predominantly from the teaching and in my view this is focused more on theoretical<br />
issues than practical skills.<br />
I didn’t feel that we had much preparation or discussion with the course about starting placement particularly but at the<br />
same time I think that you can’t really prepare for it. You just have to get out there and do it.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 61
Cardiff University<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
62 British Psychological Society
Cardiff University<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 63
Cardiff University<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
14% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Juggling academic work, research thesis and clinical work is a challenge, but one that all trainees I would imagine have to<br />
go through.<br />
Difficulties on one placement have been the biggest challenge for me - that and the thesis!<br />
Constant uncertainty! Sadly, unavoidable part of the experience on any course.<br />
Travel time for placement, for the 3 placements I have had so far this has been around 1 hour and my next placement is a<br />
75 minute commute each way.<br />
<strong>The</strong> amount of assignments very quickly and together in the first year is quite overwhelming when also navigating placement.<br />
I found that I was working most evenings and weekends initially but then this has levelled out somewhat.<br />
Deadlines tend to be clustered together which can be challenging.<br />
Just balancing all the competing demands. However, in the 1st year your deadlines are spaced out well and you can generally<br />
just focus on one piece of academic work at a time, which helps.<br />
64 British Psychological Society
Cardiff University<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 100%<br />
Manager 57%<br />
Placement Supervisor 100%<br />
Librarian 43%<br />
Professional Mentor 100%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 0%<br />
Other 0%<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
Personally I have found the course very supportive in some ways (i.e. around academic questions) and not very supportive<br />
at all in others. For example when difficulties arose on placement the feeling I was left with was that nothing was done<br />
about the difficulties and that the course’s interest was more in keeping good relationships with supervisors than supporting<br />
trainees. <strong>The</strong>re’s definitely a conflict of interest there.<br />
■■<br />
Lots available. However, can be luck as to whether you get put with a ‘supportive’ individual, but that’s life<br />
■■<br />
My personal tutor is amazing; really approachable and supportive. She is my main point of contact in the course and is<br />
really helpful. My buddy and mentor have also been really helpful particularly I relation to the academic assignments.<br />
■■<br />
Cardiff has a lot of support systems in place and I think these work really well if you use them.<br />
■■<br />
I feel very well supported on the course as we are provided lots of different support options. I find the university staff<br />
approachable and would approach them if I have a problem.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 65
Cardiff University<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances<br />
Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
66 British Psychological Society
Cardiff University<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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I think with all of the points above a lot of us have had very fluctuating experiences, which is natural given the variety in<br />
terms of placement set-up and supervisor levels of experience with trainees.<br />
Placement supervisors are a huge part of your experience and training. It has been raised with the course that better procedures<br />
are needed for reporting and acting on poor placements (not my experience) - hopefully in hand<br />
Although the South Wales course covers a wide geography there are difficulties in obtaining placements. One consequence<br />
of this is that there is a diminished opportunity to match placements to trainee requirements. Having said that my<br />
placement experiences have been positive in that supervisors have generally given me lots of opportunities to learn and<br />
experience their area of work and some placement requests such as a child health placement have been accommodated.<br />
I have only had one placement so far and I found it to be limited. I am sure that my second placement will be a better<br />
experience however, so I may well answer the above differently following more experience.<br />
I’ve only had one placement but found it a really good experience. For the most part my cohort are satisfied, but there is<br />
the occasional time when placements become problematic. <strong>The</strong>re are systems in place to manage this on the course and<br />
it wouldn’t impact on a trainee’s ability to progress. You have to be willing to go on placement all over Wales (apart from<br />
North Wales). You are provided travel expenses for all your placements, and a decent living expenses if you are given an<br />
away placement (over 60 miles from Cardiff). It’s highly recommended that if you do gain a place, try and live in Cardiff<br />
or you will lose out on expenses significantly.<br />
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Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 100%<br />
No 0%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Cardiff.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 58%<br />
No 42%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
68 British Psychological Society
Cardiff University<br />
Do you have any comments about your work life balance?<br />
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Until the third year I’d have rated work-life balance as ‘good’... then the thesis joins you and you are forced to lose yourself<br />
for a while!<br />
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<strong>The</strong> course have rapidly responded to the previous years’ evaluation of assignment deadlines and reshuffled accordingly -<br />
much appreciated. Study day each week is fantastic. Overall, time management is down to you!<br />
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We have a study day each week and usually I can complete all academic and placement work on this day so I have lots<br />
of time around placement to do other things. As previously mentioned the commuting has been tiring but this is only 3-4<br />
days per week (due to teaching and study day).<br />
I think initially this is hard and I did find that the course took over my life for a while. This has levelled out more now<br />
however.<br />
This is totally down to you as an individual. I tend to use my one study day a week for the most part, but about two weeks<br />
before the deadline I tend to work at weekends as well as this is when I get most of my work done. A good work life balance<br />
is strongly encouraged on the course and is easily obtainable if you use your study days.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
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It is difficult for me as I live 50 miles from the university and therefore do not get paid any mileage for the first 100 miles<br />
(50 miles each way) that I drive to and from my placements. This can be expensive. I am able however to claim mileage<br />
for any within-placement visits which helps.<br />
Lucky to be funded and salaried. Expenses for fuel and away accommodation are good, but can be not so good if you live<br />
far away from Cardiff.<br />
I think the training wage plus expenses is generous and personally I feel fortunate with my current financial income as it<br />
has allowed me to get a mortgage, have multiple holidays etc. I would recommend living near the training base as nearly<br />
all my travel is claimed back, those who live in Swansea or Bristol during training cannot claim for much which does have<br />
important financial implications.<br />
South Wales is a cheap place to live.<br />
I had to take a pay cut to do the training but Band 6 is still a decent salary. Cardiff is a really good value place to live<br />
with lots of free events and activities going on. Rents are reasonable and house prices are affordable.<br />
What would you say is your favourite aspect of your course?<br />
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Clinical placements and teaching.<br />
I feel lucky to have been part of such an amazing cohort as we near the end of our training journey - they truly are the<br />
biggest source of support and friendship. Being located in Wales has also been a really positive experience for me in terms<br />
of how the NHS differs compared to England.<br />
Good use of psychologists across Wales. Study day each week. Cardiff is a nice city. Wales is a beautiful country. Service<br />
user and carer involvement<br />
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<strong>The</strong> mix of learning and practical experience<br />
My favourite aspect is my cohort. <strong>The</strong>y are very supportive and I have learnt so much from them already!<br />
<strong>The</strong> focus upon systemic approaches and reflective practice, the location and the people!<br />
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My lovely cohort. <strong>The</strong>y are the biggest source of support you will have. I also feel the balance of teaching to placements<br />
is good. <strong>The</strong> course is also moving to a portfolio thesis instead of a large chaptered thesis. This will mean a systematic<br />
review, an empirical paper and a critical view, with the expectation you will publish the systematic review and empirical<br />
paper. This is excellent news as it will help develop academic writing skills and increase your publication portfolio.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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<strong>The</strong> course will make it very clear when at interview day, but important to know that placements could be anywhere in<br />
south, west and mid Wales.<br />
Think about where you would live. Those who do not live in Cardiff miss out on expenses and you may be placed away<br />
from home.<br />
<strong>The</strong> main therapy modalities are CBT and systemic. If you really want to study others pick a different course. You have to<br />
be willing to do an away placement (over 60 miles), but usually this only happens once.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
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Two interviews and a written exercise<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
7 hours<br />
20.5 hours<br />
4 hours<br />
6 hours<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 100%<br />
70 British Psychological Society
Cardiff University<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy <br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
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Canterbury Christchurch University<br />
29 responses (29% of 99 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
72 British Psychological Society
Canterbury Christchurch University<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 44%<br />
MRes 0%<br />
Diploma 7%<br />
Post Graduate Certificate 22%<br />
Conversion course 4%<br />
None 41%<br />
Other 7%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 55%<br />
Assistant Psychologist non NHS 28%<br />
Voluntary Assistant Psychologist in NHS 34%<br />
Voluntary Assistant Psychologist non NHS 14%<br />
Research Assistant 31%<br />
Voluntary Research Assistant 17%<br />
Healthcare Assistant/Support Worker 66%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 17%<br />
Other 45%<br />
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<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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It was a fair process. I felt well supported during the interviews.<br />
Actually quite enjoyable, there was a sense that the staff wanted to get the best out of you, especially with the personal<br />
interview. <strong>The</strong>re was a personal and clinical interview and neither seemed to be aimed at tripping you up. <strong>The</strong> clinical<br />
interview through role play helped to assess clinical rapport more than specific skills.<br />
It was challenging but I felt well supported throughout.<br />
I had interviewed twice at Salomons and I found the interview process different likely due to my own circumstances. <strong>The</strong>y<br />
have a talk before the interviews which seems ill-placed in terms of capacity to listen to the information. However, if you<br />
can just switch off and use this time to compose yourself it may be helpful. I found the interviewers friendly but I did not<br />
find this the first year I interviewed. From memory they don’t really prompt you for answers or expanding answers which<br />
may or may not be anxiety provoking for some people<br />
Great atmosphere at the interview, chatted a lot with fellow applicants (some of whom I am now training with) and it felt<br />
really gentle and calm throughout. It was nice having current trainees around as well, really helped in putting us at ease<br />
and being able to ask questions is helpful, too.<br />
<strong>The</strong> interview was less stressful that UEL where I also interviewed. <strong>The</strong> panels were friendly, and you got a sense that they<br />
actually cared what you thought and just wanted to get the best out of you. I also liked the split of ‘personal’ and ‘clinical’<br />
interviews. <strong>The</strong>re is no research interview because you’ve already sat the entrance exam.<br />
Encouraged us to be reflective. Trainees in waiting room were reassuring. Presentation about the course helped us to get<br />
more information ahead of the interview.<br />
It was a half day which was split across two interviews with different panels. I felt that the interviewers were keen to find<br />
out about me as a person rather than expecting me to give ‘correct answers’. <strong>The</strong>y asked questions which invited me to<br />
talk about meaningful personal experiences but I felt it was done in a way which was respectful of the limits of what I was<br />
willing to share in the context of an interview. I came away feeling I had just been myself (and thankfully was offered a<br />
place!)<br />
I found the interview process fair. Lovely environment and it was helpful having previous trainees to talk to while waiting<br />
around. Interviewers seemed to be interested in my personal journey which was nice. I was very nervous about the role<br />
play component of the clinical interview however it all went really quickly.<br />
I enjoyed the interview process. It felt fair, I was able to be myself, and the course and admin staff were very friendly.<br />
I found the process warm and containing.<br />
Friendly, it felt like they wanted me to do well.<br />
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Interview process felt supportive, panel seemed to want to get the best out of me. Don’t be put off by blank faces though -<br />
I found this terrifying!<br />
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Not as frightening as I expected it to be. Good for the stats test to be completed separately so I didn’t have to worry about<br />
this cropping up in the face to face interview as well.<br />
<strong>The</strong> interviewers were warm and welcoming; it felt like they were trying to get the best from you.<br />
It was well organised and I felt the staff were assessing me as a person rather than how many psychological theories I<br />
knew.<br />
I found the interview panels supportive and encouraging. <strong>The</strong>re were not any trick questions and they genuinely seemed<br />
to want to get the best out of people. Understandably it was still an anxiety provoking process though! I really appreciated<br />
that the course phoned everyone after the interview to give results and feedback - I was on the waiting list before being<br />
offered a place and it was great to get such positive feedback.<br />
This was very supportive and positive. I had a sense that they wanted to get the very best from us and were very kind.<br />
<strong>The</strong>y understand that it is stressful and are not trying to catch you out at all.<br />
<strong>The</strong> most supportive atmosphere I could imagine in the circumstances - interviewers were warm and encouraging, the day<br />
was well organised and ran smoothly, current first years were around to talk to, and we were called the same week with the<br />
interview result. I really felt the course was trying to get the best out of me, and I was the least amount of terrified I think<br />
it was possible for me to be.<br />
Salomons interview process is very conscientious. I felt that my anxiety was kept to a minimum and the questions seemed<br />
very relevant to the course.<br />
Very positive. Noticeably more containing/less anxiety inducing than other interviews - I think helped by the table setup<br />
with helpful trainee to talk to, the introductory talk, and beautiful grounds to walk around in breaks. Questions more<br />
geared to encouraging reflection than getting the ‘right’ answer which was helpful for me.<br />
<strong>The</strong>re were two interviews Clinical and Personal. I felt that the course wanted to get the best out of me and wanted to get<br />
to know me as a person to see if I was right for the course rather than to catch me out. Compared to interviews at other<br />
courses I found Salomons more friendly and supportive.<br />
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Canterbury Christchurch University<br />
Very containing. I was made to feel like the interviewers wanted to get the best out of me, with no trick questions. It was a<br />
relief to have done the statistics/research aspect in the written test, prior to the interview day. I enjoyed the role play and<br />
found the current students good at settling my nerves!<br />
<strong>The</strong> day was well organised, <strong>The</strong>re was a talk by the course staff at the beginning about Salomons and this made me feel<br />
welcomed and valued. <strong>The</strong> interview process was very friendly and supportive; they really tried to get the best out of you.<br />
I was so surprised by how warm and thoughtful our interview day was. Having current trainees in the waiting room, a welcome<br />
talk and very warm interviewers made the day much less anxiety provoking!<br />
Very good. By far the most thoughtful, warm, welcoming of the four interviews I had. Less formal than others.<br />
I really liked the interview process (as far as I could with the nerves!), I felt really calm and that everyone was very encouraging.<br />
Current trainees in the waiting area were lovely and friendly, but there was also lots of space in/outside to have time<br />
to myself.<br />
I found the interview a pleasant experience. We had a presentation about the training course from a member of the course<br />
staff which gave us the opportunity to learn more about Salomons and ask any questions. It was a nice way to be welcomed<br />
and it seemed effort had gone into making us comfortable. <strong>The</strong> panels were friendly and put me at ease, I didn’t<br />
feel like they were testing me or putting me on the spot but wanting to get the best out of me.<br />
<strong>The</strong> interview process was actually more positive than I thought it was going to be. I found the exam relatively easy but<br />
found that the hardest pressure was getting it completed in time. <strong>The</strong> interviews were different from each other and I felt<br />
that both allowed me to give a bit of a sense of who I was as a person, at that time.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
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Canterbury Christchurch University<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
<strong>The</strong>re used to be more psychodynamic teaching and doesn’t seem to be as much more recently. <strong>The</strong>re is a lot of CBT in<br />
first year but not as much as the course progresses. <strong>The</strong>re are opportunities to pick a block dedicated to a specific area in<br />
third year: currently CBT for trauma; Neuropsychology, CAT or systemic.<br />
It suits me well<br />
It’s hard to comment on the time devoted to each area as I don’t know what other courses do or what the ‘standard/criteria’<br />
is. I can only really comment from my personal views which are likely biased. In comparison to my PWP course I felt<br />
the CBT teaching was rushed and perhaps not enough for those people with no knowledge. It was the right level for me<br />
though. <strong>The</strong> Psychodynamic teaching was really good. As I’m in first year we haven’t really done much else so far.<br />
I like the fact that Salomons give an even split across different models - they aren’t predominantly CBT like a lot of other<br />
courses, but prefer to give you a good grounding in everything.<br />
We don’t go into any particular model in a vast amount of depth but we do receive a good breadth of different approaches<br />
so that we can specialise post-training if we wish.<br />
<strong>The</strong>re is a good mix of approaches considered and our time is fairly evenly split between CBT, Psychodynamic and<br />
Systemic teaching. Reflective practice is a core element of the training. Social constructionist and critical approaches<br />
receive a fair amount of attention throughout the course. NHS/Social/Political concepts are also considered throughout<br />
the course - discussions and debates often occur spontaneously and are very much encouraged.<br />
Still in 1st year so other areas are likely to be covered in the future. Have appreciated that CBT is not the predominant<br />
model. Really enjoyed the teaching to date!<br />
I am only in my first year so cannot fully comment on the time devoted to different areas.<br />
Feels like not enough time devoted to CBT, particularly early on in the course when we start to go out on CBT placements<br />
Lots of different approaches covered so not much time for in depth teaching for all.<br />
Don’t feel well rounded at all. Feel like I could do a bit of CBT but not a lot else.<br />
<strong>The</strong> course offers a wide range of teaching on various models, which can feel like we don’t get taught a model in great<br />
depth. However, I like having a taster of many models so we can choose which fits with our style and learn more about if<br />
we wish.<br />
Salomons does not favour one particular model - the benefit of which is you receive teaching on a range of different models<br />
and are encouraged to incorporate different ideas but a natural down side of this is that it can feel you miss out on<br />
getting the depth of teaching in a model.<br />
<strong>The</strong>re doesn’t seem to be much on the clinical skills part or on actual intervention i.e. practicing delivery of different<br />
models and structuring sessions etc.<br />
76 British Psychological Society
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Canterbury Christchurch University<br />
We started with the CBT module and then had the psychodynamic module, it felt like both were given equal weight.<br />
More time spent on basic counselling skills would be nice. <strong>The</strong>y promote trainees having a curious person centred stance.<br />
An emphasis on safe uncertainty over confidence in any model or technique.<br />
<strong>The</strong>re is less practical teaching/information-giving in favour of the space to reflect and discuss/learn from experiences.<br />
Sometimes this can be anxiety inducing when you hit placement without lots of ‘how to’ info but overall I think it’s a better<br />
approach and makes learning much more enjoyable and mind-enhancing.<br />
We have CBT and psychodynamic teaching in the first year but I think we will have teaching on other models such as<br />
leadership in later years. <strong>The</strong> first year starts with lifespan teaching which I personally found very useful. <strong>The</strong> CBT teaching<br />
is limited compared to what I hear other courses get but we get a more varied approach.<br />
<strong>The</strong>re are some blocks of teaching that focus on specific modals: e.g. a week of systemic teaching. I have really appreciated<br />
the opportunity to submerge myself in that kind of learning.<br />
I’m only six months into the course so it is difficult to comment on the full teaching programme, but so far we have had<br />
a wide spread of teaching that has corresponded with placements. <strong>The</strong> only downside is that we have had a little bit of<br />
everything, which means it has been our responsibility to find out more specifics if more detail has been needed for placements<br />
at this stage.<br />
It feels like a good split.<br />
It is very broad, which can lead to a sense of being a ‘jack of all trades, master of none’. However, I think there is room<br />
for further specialist training post-qualification so I don’t feel concerned. I think it will benefit my work (and clients, and<br />
hopefully teams) in the long run having multiple perspectives.<br />
Everyone always wants more time for everything, especially clinical skills and different approaches; however I feel that<br />
the spread has been pretty good. I like that there are a variety of approaches taught and that trainees can choose relevant<br />
learning opportunities in third year.<br />
We had a lot of time to consider the impact of issues on ourselves, and explore our own assumptions and reactions. <strong>The</strong><br />
theoretical teaching was adequate, however I felt like we lacked teaching regarding actual clinical skills and techniques.<br />
I feel that it would be helpful to have more of a focus on particular types of therapy. I felt slightly unprepared going in to<br />
my first year placement and would have valued more time to focus on developing specific therapy skills. i would also benefit<br />
from more of an optional module system of teaching ( as well as core therapy modules) where I could choose to attend<br />
lectures on certain therapies than I was interested in.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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■■<br />
■■<br />
■■<br />
Time in first year is spent developing clinical skills particularly in relation to interviewing, assessment and formulation.<br />
Teaching prior to the first placement was not related to clinical skills, rather we learnt about lifespan approaches in Clinical<br />
Psychology. This meant that my approach on placement was not focused on individual clinical skills but on broader<br />
issues. I think this was an interesting and ultimately helpful way to start the course. It certainly opened my eyes to a<br />
different style of learning and I appreciate that the course started in this way (although it was scary at the time!)<br />
<strong>The</strong> information is provided in the first teaching block, which is great preparation. At times it felt like quite a lot to take<br />
in just before starting placement, but I’m not sure there’s any alternative way of getting this information across<br />
In the second year trainees are split so that half of the trainees are on child first while the other are on LD first, then they<br />
swap. Because of that, some of the relevant teaching comes later in the year after you’ve finished placement but that<br />
can’t be helped!<br />
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Placements vary a lot - some are very CBT whilst others are psychodynamic - so it’s hard to be prepared to a high level in<br />
one thing. However the course prepares us to go in being reflective and thoughtful about the people we’re working with.<br />
We then learnt the rest of it ‘on the job’.<br />
I really like that the course approached placement preparation by teaching us to think broadly about client difficulties<br />
rather than trying to give us a crash course in CBT. It still feels like a bit of a shock when placement starts and you have<br />
clients, however I think we have been given a good foundation to build on.<br />
<strong>The</strong>re is a teaching block at the beginning of first year, but this is not geared towards preparing us for placement.<br />
<strong>The</strong> course begins with a lifespan module which I found useful to re-centre myself after the process of applying and getting<br />
on the course.<br />
<strong>The</strong>y don’t seem to spend much time explaining to supervisors about their model of teaching which is not as CBT focused<br />
as other courses which does not leave trainees in a good position as CBT supervisors expect them to have had more CBT<br />
teaching.<br />
<strong>The</strong>re is little specific teaching or clinical skills to prepare us for placements.<br />
No therapy teaching prior to starting first placement. Bad timing of certain teaching (e.g. after the event in which it was<br />
needed)<br />
I think it is impossible to fully prepare trainees for placements as the placements have to start relatively early on in the<br />
course.<br />
I think it is really hard to say as each placement and each supervisor is so different so I’m not sure how much they could<br />
prepare us.<br />
I think the course does well in preparing you for feeling unprepared, and how to manage uncertainty.<br />
More role plays and skills based training would be nice. However focussing on the lifespan was very helpful for formulation.<br />
I felt that Salomons allocated my first year placement really well particularly as I had quite a lot of experience working<br />
with adults when I started the course.<br />
I generally felt as prepared as I could have been.<br />
<strong>The</strong>re is an optional lunchtime meeting which is a kind of placement FAQ, however this was felt essential for a lot of<br />
trainees and it probably merits a proper place in the timetable. <strong>The</strong> course have been very accepting of this feedback and<br />
are looking into this for next year.<br />
We received information on placements before starting them, and had the opportunity to visit placements and discuss our<br />
learning needs with supervisors prior to starting.<br />
I think we had limited preparation time for placement preparation. I would have valued more time to think about how to<br />
manage complexities of placements i.e. supervisor relationships, case load management etc. and also to be given more of<br />
a sense of what my day to day working life would have been like.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
78 British Psychological Society
Canterbury Christchurch University<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 79
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What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer <br />
perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
80 British Psychological Society
Canterbury Christchurch University<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
25% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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Balancing research and clinical demands at the course, particularly the time to practically do the thesis whilst still on<br />
placements and doing other clinical assignments.<br />
Managing the competing demands of academic work, research and clinical placements has been difficult at times. I have<br />
found that organisational skills are essential, and adopting the attitude that it is a marathon and not a sprint has really<br />
helped me to make the most of each study day we are given to plug away at bigger projects rather than leave it all to the<br />
last minute. Although that has happened sometimes too!<br />
Just as demanding as I expected it would be, I think! <strong>The</strong> first assignment deadlines were a little stressful (but they<br />
weren’t until March so that was quite nice), and the first teaching block felt intense but it was nice at the same time.<br />
Just managing all of the coursework deadlines can be tough, but we get study days from university and 6 extra study days<br />
per year to take from placement so it is manageable.<br />
Juggling multiple demands. Settling on an idea for the major research project.<br />
I have found managing the emotional impact of the client work particularly hard.<br />
<strong>The</strong>re have been times when the course has felt demanding (particularly around deadlines) but it was what I would have<br />
expected for this course.<br />
<strong>The</strong> workload can come in waves so it is important to be aware of what needs doing and when.<br />
<strong>The</strong> support staff for disabilities are not based at Salomons-NHS staff are at Surrey and university staff are at Canterbury<br />
and it is extremely difficult to get hold of them and to get specific information relating to our fairly unique position as<br />
trainees and students.<br />
Maintaining a work life balance has been very challenging at times.<br />
<strong>The</strong>sis selection was made to feel very competitive and unnecessarily stressful. Placing multiple deadlines on one date<br />
made it difficult to produce high quality work. Did not feel adequately prepared for placement in terms of therapeutic<br />
skills teaching. Constant focus on reflective practice was very draining.<br />
Travelling to placement.<br />
Juggling all the different deadlines, research and placement is stressful.<br />
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Travel for placements can be tiring, especially around deadline times. If you’re organised with your time and don’t waste<br />
too much of it, the amount of work is achievable- despite it being stressful.<br />
Financially personal therapy is costly, as is living in London without the HCA enhancement despite being on placement in<br />
London.<br />
Yes, it is very demanding - particularly the big jump in complexity of client work compared to the PWP work I was doing<br />
before. That can be quite anxiety inducing - the reflective group is helpful for talking about/processing that. And a good<br />
placement supervisor really helps. Also learning to juggle so many pieces of work running parallel to each other.<br />
It can be difficult to balance the demands of placement with the demands of the course. My commute to placement in<br />
the first year has been pretty long and tiring but you are warned about this when you choose Salomons and I think it was<br />
chosen well based on my needs.<br />
Balancing constant course demands when my personal life became challenging: it became emotionally draining, although<br />
I received excellent support from the course.<br />
Just getting used to juggling academic and clinical work<br />
It just is an extremely demanding experience. I find the hardest thing is keeping all the balls in the air - and sometimes<br />
it feel like there are a huge number, especially when there are multiple deadlines for essays / coursework. Also (as is wellknown)<br />
there is a lot of travel for most Salomons trainees, which does take up time and energy.<br />
Not so far, there are always things to do and learn but I haven’t found it as overwhelming as I thought I would. <strong>The</strong> research<br />
fayre to hear about different options for the thesis was a little stressful and there is a time in first year where there<br />
is a few deadlines due on one day but there is lots of time around both these things to prepare/debrief!<br />
Juggling the demands of the course and the different roles it entails - being on placement, sometimes far away from home<br />
and with a heavy workload, then spending time in university reflecting and exploring your own processes, then fulfilling<br />
meeting assignment deadlines...all whilst having to function in the world! It can be tough and takes commitment, organisation<br />
and luck...a difficult life event can throw everything out with not much time and space left to catch up if you fall<br />
behind.<br />
Commuting to placement/university whilst managing a long term physical health problem has been difficult at times.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 96%<br />
Manager 100%<br />
Placement Supervisor 100%<br />
Librarian 100%<br />
Professional Mentor 0%<br />
Personal Tutor 7%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 0%<br />
Other 33%<br />
82 British Psychological Society
Canterbury Christchurch University<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
<strong>The</strong> course<br />
Course staff <br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
to my course<br />
Do you have any comments on the support that you have received?<br />
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My manager in particular has been an extremely useful source of support and is available either through email, phone and<br />
face to face.<br />
I have received excellent support, in particular from my line manager/ personal tutor.<br />
Staff are very responsive to queries (whether in-person or via e-mail) and generally super friendly and approachable!<br />
Course have been open to making reasonable adjustments for my disability so far.<br />
My manager has been both respectful and very validating of my experiences throughout the course. I have received good<br />
support from the course staff in my professional and personal development whenever I have needed it.<br />
<strong>The</strong>re is a lot of support available and staff are very approachable and accessible.<br />
Some managers and members of staff are really helpful and supportive, others are much less so<br />
My manager has been very supportive. However, other support within the course such as research supervisor and reflective<br />
groups have not felt very supportive.<br />
My manager has provided me with good support regarding my physical health problems. It has felt very difficult to talk<br />
about mental health difficulties whilst on the course and certain trainees who have tried to do this have felt shut down.<br />
I have felt very well supported while on the course. <strong>The</strong> staff are very approachable and the support structures are clear.<br />
Staff are very busy but will make time if you have difficulties. <strong>The</strong> support from the library staff is brilliant; they are so<br />
approachable and helpful.<br />
I have felt very supported.<br />
<strong>The</strong> number of managers/supervisors can get confusing, but they have all been really helpful and it feels like a well-developed<br />
support system.<br />
<strong>The</strong> course staff are very responsive if you approach them for support. <strong>The</strong>y are there for as much or as little as you want<br />
to use them, which is nice.<br />
As a dyslexic student I have had some good support from the university but there is more that could be done to adapt<br />
lectures sometimes.<br />
I’ve had a very good experience and felt really well supported. However I think there is an element of luck in this. I<br />
know others on the course who have struggled to get responses from very busy staff or who have found relationships with<br />
particular staff somewhat difficult. However I think there is always recourse to other staff members / forums to talk about<br />
feeling unsupported and be heard.<br />
I have found it to be a really supportive course - mainly I find myself looking to fellow trainees and we are very good at<br />
supporting each other, even in one of the largest cohorts. <strong>The</strong> staff are also very approachable and encouraging, I wouldn’t<br />
struggle for someone to talk to if I needed it. <strong>The</strong> lovely library and coffee shop staff are lifesavers!<br />
I would say that the support you receive greatly varies depending on which manager you are assigned, some are very available<br />
and understanding, others less so.<br />
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Canterbury Christchurch University<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances<br />
Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
84 British Psychological Society
In relation to the below, how would you describe the quality of your placements?<br />
Canterbury Christchurch University<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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Location with Salomons can often by an issue as the placement catchment area covers the whole of the South East.<br />
Having two placements which were 1.5-2 hours each way was very demanding and meant I had to stay overnight on one<br />
of the placements.<br />
My experience on placement has been varied, and in general I have enjoyed my placements. <strong>The</strong> more challenging<br />
aspects, for me, have related to managing a heavy workload in three days. However, if I had not been faced with this challenge<br />
then I would not have had the opportunity to learn how to be more assertive in discussions around my workload. I’m<br />
sure that this skill will come in handy in the future and so I’m glad that I learnt it in a training role.<br />
I was a bit unhappy with the allocation process but Salomons did highlight this at all stages so I was not surprised. It’s<br />
a large geographical patch and so it is understandable that some journeys might be longer. Nonetheless, sometimes the<br />
placement decisions seem a bit arbitrary...<br />
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I’m in first year but so far the placements have been very good and I’ve learnt loads.<br />
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It’s the NHS. Sometimes it is tricky to get a computer and sometimes staff are stressed and overworked. Hopefully we can<br />
help make that better!<br />
Excellent supervision, attentive to my learning needs.<br />
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I have found my placements so far to be a good mix, I feel like I am learning a lot but am supported well by my supervisors<br />
so I don’t feel overwhelmed.<br />
Placements can really vary, some being excellent and some being poor. In my experience Salomons are poor about sorting<br />
problems on placement even when they are raised and will use a poor placement again as they seem to struggle to find<br />
appropriate placements. Sometimes placements in particular areas can be really limited which can contribute to long<br />
commutes as many placements are in Kent.<br />
On the whole I think placement experience is good, and it is rare to have a very poor placement. I found that the course<br />
were very supportive when I had a very poor placement and ensured that this was dealt with. It does feel that there is a<br />
shortage of placements which can lead to the course feeling pressured to keep placements that are of poor quality. However,<br />
in my experience of a very poor placement, the course ensured that this placement would not be used again.<br />
First year placement - had one very supportive supervisor and one very challenging supervisor who appeared to take great<br />
joy in making me feel uncomfortable. Said supervisor would behave in charming ways such as asking me to do something<br />
and then shouting at me when I did exactly that. I was also greeted by a member of admin staff on my first day with her<br />
saying, ‘well, I don’t know who the fuck you are but I’ve been told I have to give you an induction so let’s get on with<br />
it’. Needless to say this was not a pleasant experience. Second year CAMHS placement - two excellent supervisors from<br />
whom I learnt a great deal.<br />
<strong>The</strong> course tries hard to make sure placements fit with our learning needs and interests.<br />
I have had a good experience on the whole with placements but it is somewhat variable across the cohort and you need to<br />
be prepared to travel.<br />
I have had really good placements so far.<br />
My placement has been fantastic with excellent supervision.<br />
This varies from placement to placement. Two of my three placements to date have been relatively close to home.<br />
<strong>The</strong> placement I am on has been fantastic; they have been very supportive and have helped me to develop personally and<br />
professionally.<br />
As a first year I have only experience of one placement; however I have been really fortunate to be placed really close to<br />
home in a lovely, supportive team. Supervision has been excellent, with just the right balance of independence and support<br />
has allowed me to really build my confidence in a way I didn’t expect.<br />
Experience on placement varies hugely, I have been lucky with supportive supervisors who have been invested in my learning.<br />
I have learnt a great deal from colleagues as well. Given that all the placements are in the NHS, the physical environment<br />
has not been ideal but I think this is the same across the NHS and the context we will qualify into. I have found that<br />
you can put in as much as you want to get out of placements!<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 93%<br />
No 7%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 41%<br />
No 59%<br />
86 British Psychological Society
Canterbury Christchurch University<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around South East London, including Kent, Brighton<br />
and Tunbridge Wells.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 39%<br />
No 54%<br />
N/A at this time 7%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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Allowing myself guilt free time on weekends and annual leave has enabled me to feel I have a good work life balance. It<br />
can be hard as there feels like there is always something to be doing but over time I have come to understand that taking<br />
a break and spending time with loved ones and friends is just as important.<br />
This is really something that takes time to master on a course at this level. It has definitely improved in the second year,<br />
despite the work pressures becoming more intense in my opinion.<br />
Towards the deadlines we did have to put in a bit more time but in general I managed quite well. Staff (both at university<br />
and on placement) are really mindful of work-life balance and my supervisor has also stressed the importance of work-life<br />
balance.<br />
<strong>The</strong>re are some pressure points where things become more difficult (e.g. Deadlines) but in all honesty if you are relatively<br />
good with time management and actually use study days for work then it doesn’t impact the rest of your life too significantly.<br />
Course encourages us to have work life balance although they recognise this isn’t always possible ahead of deadlines. It’s<br />
important to be disciplined with oneself to ensure you maintain an active social life - it’s just a job at the end of the day!<br />
<strong>The</strong>re are peaks and troughs. However, with good planning and management of your work it is possible to achieve a good<br />
work life balance most of the time.<br />
So far I have mostly been able to keep work within in work hours. However when our first deadlines were due I did spend a<br />
few evenings and weekends getting the work done. Mentally it has been an adjustment having to take in so much teaching<br />
and take on so much personal and clinical development. I think this is the hardest bit. Resting and doing nice things<br />
outside of work feels pretty important at the moment. We also get quite a few study days which are handy.<br />
<strong>The</strong> workload comes and goes, when you are busy it can be hard, but there are other times when it feels easily manageable.<br />
Work/life balance can really vary across time points, e.g. it gets worse before a deadline. <strong>The</strong> long commutes associated<br />
with placements can also really impact on work life balance as there is no time to do work in the evenings so assignments<br />
have to be done at weekends. Time available and stress levels can really impact on the relationships in your life.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 87
Canterbury Christchurch University<br />
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This is more difficult around deadline time!<br />
I feel incredibly resentful towards the course due to my lack of a work-life balance and find it difficult to maintain relationships<br />
outside of the course which I then feel guilty about.<br />
Learning to balance work life balance is a learning curve during the course and it can be difficult to manage at times but<br />
it’s manageable.<br />
If you are not organised and forward thinking then the course will impact on your work/ life balance<br />
In terms of having to work outside of 9-5 I find the course really good but it is always on your mind which can be stressful<br />
and it is always possible to do more work.<br />
It’s up and down, if you’re organised you can still have a life. <strong>The</strong>re are periods (months) when there are no deadlines and<br />
there is less pressure, and then it’s busy again. So there are times where it feels like you get a bit of a break (kind of!) and<br />
then it’s busy again. It’s manageable, especially if you organise your time and are productive.<br />
<strong>The</strong> two weeks prior to deadlines I focus on work, but the rest of the time there is a very good balance I think.<br />
So far so good, but I fear this changes in second and third year!<br />
In the time leading up to deadlines you expect to spend your evenings and weekends working which is difficult if you have<br />
a long commute as you do not have much time in the evenings and driving long distances can be tiring. At other times the<br />
work-life balance feels ok although I suspect this may be more difficult to maintain as the course goes on.<br />
It ebbs and flows, but is not as bad as I thought it would be. I imagine that will change as my research/thesis demands<br />
intensify.<br />
<strong>The</strong>re are some times when I have a very good work life balance, and other times (nearer to deadlines) where I have to<br />
sacrifice a bit of “life” temporarily, but I think this is totally expected and manageable.<br />
It’s not great, but I expected that with any training course. I do take some weekends completely off, but not most.<br />
I think you can have a pretty good work/life balance with good time management and efficient use of study days. You will<br />
have to work some evenings and weekends but I think that’s the case everywhere.<br />
Work-life balance is really up and down depending on what deadlines are coming up, what’s going on at placement etc.<br />
Sometimes months went by and it felt like the pressure was really off. Other times it felt like it was never going to end! It<br />
also depends how much you want to put in, which may fluctuate too. If you did every bit of reading that was suggested,<br />
or continued to put in as much effort into everything as you expected of yourself prior to training, it would be difficult to<br />
have a work-life balance. It really helped just to lower my expectations of myself, realise I didn’t have to work flat out at<br />
everything; it’s a marathon not a sprint!<br />
How do you rate your financial quality of life?<br />
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88 British Psychological Society
Canterbury Christchurch University<br />
Do you have any comments about your financial quality of life?<br />
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<strong>The</strong> salary for training is good however travel payments (though reimbursed) can mean that you feel out of pocket a lot of<br />
the time.<br />
It would be nice if the NHS trust funding my post could take into account the widening access scheme and stop taking NI<br />
contributions and tax from my salary. This is a bit like paying into an involuntary savings fund which we hope to get back<br />
someday, but I would rather have the money now.<br />
Buying a car for the course has been a financial strain. However, not everyone has a car (a lot of people car share) but I<br />
chose to buy a car as you I didn’t want to find out I had my first placement far away and then quickly have to buy a car.<br />
Although I spend a fair bit of money on travel, I thing I’m very fortunate that I get paid to do what I love, and the salary is<br />
more than just decent. Would be nice to get the London fringe bonus but even without it, I still consider myself well off<br />
and am able to save a little every month. I don’t have dependants, though, so that simplifies things.<br />
Not having London weighting sucks, but we’re still being paid a band 6 salary to study!<br />
I live in South London so my lifestyle is fairly pricey relative to my salary however that’s my choice and I could live somewhere<br />
cheaper in Kent and still do the course.<br />
My financial quality of life has improved going from a band 4 NHS post to a band 6. However it isn’t a huge leap in take<br />
home income, especially if you have to pay for more travel. Definitely can’t complain though - not many careers offer paid<br />
training like this (hopefully it continues for future trainees).<br />
We don’t get London weighting, even though many of us live in London and have placements in London. Travel to placement<br />
is reimbursed if public transport is used but travel to university is not.<br />
It is great to be paid to be on the course, though it would perhaps be nice to receive some London weighting - many<br />
placements are based there as well as trainees living there.<br />
Salomons trainees do not get any London weighting and only get travel costs (petrol) for distances over and above the<br />
distance to Salomons which makes a huge distance when you are potentially having to pay out large amounts for petrol for<br />
commuting to and while on placement.<br />
It is unfortunate that we are not paid London weighting even when placements are in London.<br />
As travel expenses are only paid from Salomons (base) to the placement location trainees often have to pay for a lot of<br />
travel themselves without reimbursement. This can have a big financial impact. Although Salomons and Surrey trainees<br />
are both employed by Surrey and Borders NHS Foundation Trust, Salomons trainees do not receive London weighting<br />
(even if the both live and work on placement in London). This seems unfair.<br />
I think we are incredibly lucky to get a decent salary and our course fees paid for, particularly in the current climate.<br />
<strong>The</strong>y matched my previous Band 6 salary, where I was a few bands up as I had been working at Band 7 for a while. So<br />
that was great!<br />
<strong>The</strong>rapy and London rent makes my financial situation challenging at time - but I recognise that both of these are due to<br />
personal preference!<br />
Living in London is very expensive but that’s my choice<br />
As a Londoner, I would love to be getting London weighting! Other than that, I really appreciate the privilege of getting<br />
paid to learn as a professional.<br />
I think we are very lucky to be paid to do this in the first place.<br />
It’s better than it’s ever been and looking up!<br />
It difficult living in London without the London weighting - not sure this is fair as a lot of the placements are in London.<br />
What would you say is your favourite aspect of your course?<br />
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Emphasis on reflection and reflexivity.<br />
Variety of placements and the opportunity to pick an area of interest for a placement in the third year.<br />
<strong>The</strong> wonderful location, friendly staff team, and amazing cohort of lovely people.<br />
<strong>The</strong> teaching style really suits me as there’s lots of opportunity for small group discussions and reflection. <strong>The</strong>re’s not<br />
really death by PowerPoint which is nice. Being in the cohort is really nice too as you get to build good relationships.<br />
I think the course ethos itself, and how that is truly reflected in the approach to teaching and everything. <strong>The</strong> teaching is<br />
often interactive and leads to incredibly interesting debates, which foster critical thinking and honest dialogues with our<br />
own ‘self’ and others.<br />
Oh and just to brag little: We had a session on spirituality and mental health, with a Buddhist Monk. ...who was also a<br />
Shaman, and did a few shamanic exercises with us. Sceptic or not, I think it’s a really fascinating and enriching experience<br />
to have had!”<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 89
Canterbury Christchurch University<br />
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I like that the course gives an even mix of teaching on all different psychological models and don’t just focus on CBT. I<br />
like that there are lots of specialist placements available (e.g. Lots of systemic and psychodynamic placements, loads of<br />
IAPT placements, etc.). I’m also a big fan of the critical nature of the course and the emphasis on critical psychology.<br />
We’re encouraged to be reflective, adaptable and consider the broader picture of our client’s lives rather than having CBT<br />
or another approach drilled into us. I feel this will prepare me well for whatever setting I end up in.<br />
<strong>The</strong> level of personal development it has encouraged in me<br />
I am really happy with the course. It has a lovely ethos and the staff are passionate. My favourite aspect is the course’s<br />
stance on the role of clinical psychologists and how this shapes the teaching we get.<br />
My cohort, the teaching style (more discussion than traditional lectures), the fact that the course covers different modalities.<br />
<strong>The</strong> course values diversity.<br />
I think the teaching is excellent - we are lucky to have very interesting and inspiring speakers. <strong>The</strong> course encourages<br />
personal reflection and I feel like I grow personally, as well as professionally, be being part of it.<br />
We have a really friendly and supportive cohort<br />
<strong>The</strong> other trainees in my cohort!<br />
Lovely library staff<br />
Diversity of teaching<br />
Placements<br />
<strong>The</strong> wonderful people on it!<br />
<strong>The</strong> cohort. And the environment of Salomons, it’s a nice place to be. <strong>The</strong> library is such a bonus as you can access help<br />
really easily.<br />
I have really enjoyed the teaching, and reflective groups.<br />
<strong>The</strong> reflective and critical stance of the course. <strong>The</strong> strong sense of community - I have a very good relationship with training<br />
cohort which is enhanced by spending lots of time together in the middle of nowhere!<br />
<strong>The</strong>y pay a lot of attention to the process of learning and really encourage critical thought and reflection, and are not<br />
afraid to be political at times. I think the attention to how they do things means that there is a really positive atmosphere<br />
at university - it doesn’t feel competitive and you can be open about things you find difficult - there’s a sense we are one<br />
big group which is something that I really appreciate.<br />
I like how much it gets you thinking about real issues and that the course encourages everyone to have their own perspective,<br />
it’s so helpful to learn from everyone else. Plus love my cohort!!<br />
My classmates, the opportunities for learning and reflecting, the opportunity to have a say in my research topic.<br />
Everything, I feel super lucky to be here and am enjoying all of it. Plus, the location of the course at Salomons is an extra<br />
perk as it’s beautiful.<br />
My course mates! It’s a very welcoming and cohesive group that I find it’s easy to be myself and learn. <strong>The</strong> campus is also<br />
beautiful which helps!<br />
We have a fantastic cohort and very supportive relationships between trainees. Perhaps because of location (we all meet<br />
out here in the Kent countryside so a very much thrown together on teaching days rather than dispersing across a London<br />
campus or corner). But in part I think it is also because the course values the group and helps us think about group<br />
dynamics. I think the teaching has been generally brilliant - reflective, active, engaging, political, varied, holistic....<br />
I really enjoy the location of the course (although this is changing), the reflective elements, how much say trainees have in<br />
the running of the course and the variety in its approach to teaching. I also like that there aren’t exams, just course work!<br />
<strong>The</strong> peer group, the placements, the self-reflective aspect of the course, the awareness of broader social issues.<br />
<strong>The</strong> people I have met and the confidence I have gained. I have also gained a huge amount of clinical knowledge and skills.<br />
Clinical placements and teaching.<br />
I feel lucky to have been part of such an amazing cohort as we near the end of our training journey - they truly are the<br />
biggest source of support and friendship. Being located in Wales has also been a really positive experience for me in terms<br />
of how the NHS differs compared to England.<br />
Good use of psychologists across Wales. Study day each week. Cardiff is a nice city. Wales is a beautiful country. Service<br />
user and carer involvement<br />
the mix of learning and practical experience<br />
My favourite aspect is my cohort. <strong>The</strong>y are very supportive and I have learnt so much from them already!<br />
<strong>The</strong> focus upon systemic approaches and reflective practice, the location and the people!<br />
My lovely cohort. <strong>The</strong>y are the biggest source of support you will have. I also feel the balance of teaching to placements<br />
is good. <strong>The</strong> course is also moving to a portfolio thesis instead of a large chaptered thesis. This will mean a systematic<br />
review, an empirical paper and a critical view, with the expectation you will publish the systematic review and empirical<br />
paper. This is excellent news as it will help develop academic writing skills and increase your publication portfolio.<br />
90 British Psychological Society
Canterbury Christchurch University<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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I think the travel times are important to bear in mind. If you really can’t stand travelling, I would suggest thinking twice.<br />
<strong>The</strong> reason they mention this at so many stages during your application (test, interview, etc.) is because it IS a big factor<br />
and can lead to stress and so on. If you are thinking of relocating, make sure you really think about this properly (potential<br />
loss of support, unfamiliar area) and ideally move some time before starting the course as the first teaching block can feel<br />
quite hectic. Either way - good luck with your application! :)<br />
<strong>The</strong> campus will be moving in a few years’ time, but this probably won’t be until 2018 at the earliest. We’ve also had<br />
confirmation that it will still be in Tunbridge Wells.<br />
If you want a course that is very rooted in clinical work and is reflective and gets you to look at yourself in a different light<br />
then it’s the course for you. It’s probably not the course for someone who wants to focus on academic achievements.<br />
I have been very lucky with the location of my placements (I have been able to walk to my placements). However, many<br />
trainees have long commutes and some have to do overnight stay.<br />
Seriously consider whether this is something that you want to do at this stage of your life as it has a major impact on you<br />
and those around you<br />
All courses are likely to have strengths and limitations, but on balance I feel this course suits me well, and has supported<br />
my needs excellently.<br />
Seriously consider whether this is the career for you as the training puts considerable amounts of stress onto trainees<br />
which can have serious knock on effects on one’s personal life.<br />
I’ve really enjoyed being a trainee at Salomons.<br />
It’s a fantastic course. Definitely consider studying here especially if you’re interested in a psychodynamic approach! More<br />
practically based training like role plays and stats labs would be a great improvement.<br />
Sometimes I do wonder if more of the practical ‘how to’ stuff would be helpful - but I think that overall the acknowledgement<br />
and reflection of the complexity and uncertainty of the work is in the long term going to be much more beneficial.<br />
It would be really nice if there was a better system worked out for placements and locations: however, I am not sure there<br />
is an ideal solution to this.<br />
I am really happy at Salomons, despite being tired and at times it feeling like it is a huge mountain to climb. Other people<br />
do have more gripes, but I think no-where is perfect.<br />
Salomon’s is a great course! I really enjoy it and would definitely recommend it to applicants.<br />
More skill/technique based learning, with theoretical models taught in a more systematic, structured way.<br />
It’s important to think about whether now is the best time to apply for the course. <strong>The</strong> course is a process of developing a<br />
new identity and really reflecting on your life and this is an exciting yet intense and exhausting experience.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
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Written selection screening test prior to interview. 2 interviews one clinical, one personal<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
1.5 days<br />
2.5 days<br />
0.5 days<br />
0.5 days<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 91
Canterbury Christchurch University<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
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70%<br />
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20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
92 British Psychological Society
Coventry University<br />
12 responses (30% of trainees)<br />
About the trainee<br />
What is your current year of training?<br />
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90%<br />
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0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 93
Coventry University<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 8%<br />
MA 8%<br />
MSc 50%<br />
MRes 0%<br />
Diploma 25%<br />
Post Graduate Certificate 17%<br />
Conversion course 0%<br />
None 8%<br />
Other 8%<br />
How many years relevant work experience did you have prior to training?<br />
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90%<br />
80%<br />
70%<br />
60%<br />
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40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 42%<br />
Assistant Psychologist non NHS 17%<br />
Voluntary Assistant Psychologist in NHS 25%<br />
Voluntary Assistant Psychologist non NHS 0%<br />
Research Assistant 25%<br />
Voluntary Research Assistant 8%<br />
Healthcare Assistant/Support Worker 42%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 50%<br />
Other 33%<br />
94 British Psychological Society
Coventry University<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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I found the whole day to be a very positive experience. <strong>The</strong> staff and current trainees were very warm, welcoming and approachable.<br />
<strong>The</strong> interviewers were interested and put me at ease. I got a really positive feel for the course on the interview<br />
day.<br />
Although it was a long interview day, it was really enjoyable. It was great having opportunities to speak to current trainees,<br />
mingle with other candidates and meet the course staff and service-users involved with the course.<br />
<strong>The</strong> interview day was surprisingly good. <strong>The</strong> staff were very friendly and supportive. <strong>The</strong> whole day was geared towards<br />
getting the best out of you and you and encouraged each candidate to make the most of this experience.<br />
I actually came out of the interview feeling like I had enjoyed the day (quite a surprise to me!). <strong>The</strong> course team make<br />
every effort to make the interview day feel supportive and relaxed as much as possible. <strong>The</strong>y also encourage trainees to<br />
support each other through the day. Although being there for most of the day can feel daunting from the outset, it gives<br />
you chance to relax, and for the course team to see you in several ways (interviews, group settings etc.) and means if<br />
something doesn’t go quite to plan in one interview it doesn’t mean that’s your only chance.<br />
Excellent. Very supportive and allowed the opportunity to demonstrate a wide range of skills.<br />
<strong>The</strong> interview process was really lovely, probably the most relaxing and comfortable one I have been to with staff making<br />
sure they could get the best from you. It seemed like they really wanted to get to know you.<br />
<strong>The</strong> interview experience was challenging but supportive and ‘warm’. I felt I left with a positive but genuine reflection of<br />
the course ethos.<br />
It was a full day interview with several different sections. It was difficult and personal, however the course team and trainees<br />
on hand made me feel very comfortable and at ease. <strong>The</strong> course team were very friendly. It felt like the panel wanted<br />
to get the best out of you.<br />
<strong>The</strong> experience was generally good. <strong>The</strong> interview was separated out in several different interviews (personal/clinical,<br />
research, group interview etc.). <strong>The</strong> course team was great and we got a chance to ask general questions about the course.<br />
Current trainees were also present on the day and sat with us and answered questions from their experience of the course.<br />
Very long day (9am - 4pm) but we were provided lunch. We also had a reflective session at the end of the day which was a<br />
great way to debrief/reflect on the day.<br />
I was impressed with the interview process for the course. It was a well organised day. <strong>The</strong> staff obviously tried to make<br />
you feel welcome and put you at ease. It didn’t feel like they were trying to catch me out with the questions they asked,<br />
and because of this I was the most honest and ‘myself’ I have ever been in an interview situation. I felt like they knew<br />
who I was by the end of the day. <strong>The</strong> format involved an academic interview, a clinical/personal suitability interview, a<br />
written task and a group discussion.<br />
I had a very positive experience of the Coventry and Warwick interview process. <strong>The</strong> programme for the day appeared intimidating<br />
and involved a variety of different assessments; however I was put at ease immediately by the staff. <strong>The</strong>re was<br />
ample opportunity to speak with current trainees and multiple staff members came to speak to us as a group throughout<br />
the day, including the course director. I was made to feel that my needs had been thought of and that every attempt had<br />
been made to reduce anxiety for the interviewees. <strong>The</strong> reflective and cooperative nature of the course was also evident<br />
throughout the process and I particularly appreciated the reflective session run by a third year trainee at the end of day.<br />
Staff were also friendly and supportive throughout the interview process which enabled me to answer questions fully. I<br />
came away from the process feeling positive and feeling that the ethos of the course was most suited to me.<br />
<strong>The</strong> interview process was as nice and relaxed as it could be, despite appearing a bit daunting on paper as it’s a day long<br />
process. <strong>The</strong>re are four parts to the day: a clinical/personal suitability interview, a research interview, a client-based computer<br />
task and a group discussion task. For each part there are two people on the panel, usually a member of the course<br />
team and a clinical psychologist that works locally, for the group task a service user is usually present too. I found all<br />
of the people interviewing me to be very nice and they took an interest in what I was saying and helped me to feel more<br />
relaxed and confident. In between interviews you wait with the other candidates as well as a current first and second year<br />
trainee, who I found to be helpful and gave me more of a feel for the course and the local area.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 95
Coventry University<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Reflective Practice<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
96 British Psychological Society
Coventry University<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I’m a first year, and we have teaching blocks on CBT and psychodynamic, and a teaching day on neuropsychology. Other<br />
approaches are taught in later years. <strong>The</strong>re’s also teaching on working with specific groups/disorders. We also had the opportunity<br />
to do an 8 week mindfulness course, and there’s an intensive psychodynamic group at the end of the first year.<br />
<strong>The</strong> research teaching is great.<br />
<strong>The</strong> course offers a 10 week mindfulness programme to trainees. <strong>The</strong>re is also the opportunity to engage in an intensive<br />
psychodynamic group at the end of year one.<br />
I think the main focus has been on CBT and Psychodynamic but I believe that is because it is the first year, I think we will<br />
look more at other topics in later years. Psychodynamic teaching has been really strong.<br />
CBT and psychodynamic are taught within first year. Placement offers the opportunity to cover ACT, mindfulness, schema<br />
therapy, neuropsychology (and lots more!) depending on placement allocation.<br />
<strong>The</strong> course is mainly CBT and Psychodynamic with workshops on other models in the third year.<br />
<strong>The</strong> first year has been mostly CBT and psychodynamic teaching but we will be taught different perspectives over the next<br />
two years.<br />
<strong>The</strong> teaching in first year has mainly focused on CBT and Psychodynamic models. <strong>The</strong> psychodynamic teaching in particular<br />
has been excellent.<br />
<strong>The</strong>re could be more in depth teaching of CBT for those who have not come from a CBT background. I have had to do<br />
more independent study to increase my confidence in this model. Psychodynamic teaching was particularly good and I<br />
appreciated being able to watch videos of psychodynamic clinical psychologists in session with clients. Teaching had a<br />
good balance of information giving and interaction with imaginative methods.<br />
<strong>The</strong>re is a heavier focus on CBT than any other model. However, we have had the opportunity for some teaching on ISTDP,<br />
which has been fantastic.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable at <br />
this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
We get notified of placement location 2-3 weeks prior to starting the placement. Teaching is geared up to help us with the<br />
basics prior to starting.<br />
Especially for the first placement, you have time in university thinking about starting placements, worries, procedures etc.<br />
We have a session before starting placements, and they guide you with the type of things you need to consider.<br />
A teaching block prior at the beginning of the academic year offers the chance for some basic preparation before commencing<br />
placement.<br />
We are given our next placement with very little notice which gives little time to prepare. Although the course try and take<br />
personal circumstances into consideration, this is minimal and there is little support when there is difficulty with this.<br />
We have regular IT/RP with cohort members that are working with a particular clinical group (working age adults, older<br />
adults etc.) which is really useful to be able to share difficulties.<br />
I felt that I had been provided with detailed information about the process of how placements would be assessed and the<br />
clinical handbook is comprehensive. Regular appraisal meetings also enabled me to feel supported by the course team<br />
and provided an opportunity to discuss any queries or difficulties on placement.<br />
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■■<br />
We have 2-4 week teaching block at the start of each year, with the rest of teaching falling on every Monday and Friday<br />
of the year. <strong>The</strong>refore it is not possible to cover everything before starting a placement but the basics are covered in the<br />
teaching block.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
98 British Psychological Society
Coventry University<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
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Coventry University<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
8% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
100 British Psychological Society
Coventry University<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
Travelling to placements can be demanding as we cover such a big area but other than that it hasn’t been very demanding.<br />
Lots of support in place and deadlines are spaced out.<br />
■■<br />
Placements cover a wide area, involving lots of travelling which can be draining.<br />
■■<br />
I think starting the course can feel emotionally demanding- the course being very reflective and I think supportive, really<br />
help with the process of settling into the course & finding your feet.<br />
■■<br />
■■<br />
Fitting in annual leave around the course requirements (i.e. assignments) and placement demands has been tricky.<br />
Otherwise the balance of work to be completed seems to have been particularly thought out by the course.<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> amount of work increases significantly in the second year with several double deadlines. This means a lot of stress at<br />
key points in the year. It is also difficult to take adequate annual leave due to the restrictions.<br />
Travelling is particularly difficult as the course covers Worcestershire, Herefordshire, Coventry and Warwickshire. Some<br />
placements require travelling during the day for house visits and clinical meetings which is manageable but can become<br />
difficult depending on course demands.<br />
At times, being unsure of my identity as a trainee has been difficult. Juggling the two hats of “student” and “NHS employee”<br />
has been hard to adjust to and can be deskilling at times. I have found it challenging to strike a balance between<br />
my personal life and the demands of the course but I have felt well supported.<br />
<strong>The</strong> pace definitely picks up towards the end of the first year and appears to last throughout the second year (I cannot<br />
comment on the third year yet). <strong>The</strong> demands of all of the general academic components of the second year, as well as<br />
all of the thesis related work and arranging third year specialist placements, plus working on current placement as well as<br />
trying to have a life outside of that can be very stressful at times.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 91%<br />
“Buddy” 100%<br />
Manager 36%<br />
Placement Supervisor 100%<br />
Librarian 46%<br />
Professional Mentor 0%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 91%<br />
Independent personal advisor 36%<br />
Other 27%<br />
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Coventry University<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very <br />
satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied <br />
nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable <br />
to my <br />
course<br />
<strong>The</strong> level of support you receive from <br />
the course:<br />
Access to course staff for support:<br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I’ve been able to meet up with staff regarding my research ideas and service evaluation. Really supportive and appreciated<br />
the time they set aside to support me with my ideas.<br />
<strong>The</strong> buddy system is a great source of support. Appraisal tutors are often readily available when needed. <strong>The</strong> course is<br />
responsive to emails and there are plenty of opportunities to raise points for feedback within university meetings.<br />
<strong>The</strong> course staff are somewhat distant, and we have little contact with the staff. <strong>The</strong>y are approachable at times.<br />
<strong>The</strong> course team are very prompt with returning queries.<br />
<strong>The</strong> multiple modes of support have been incredibly helpful both academically and emotionally including integrating<br />
theory and practice groups, the buddy system with a 2nd year trainee, peer led reflective groups and having 1:1 appraisal<br />
meetings with individual tutors.<br />
I have felt well supported by the course. My appraisal supervisor is very approachable and I find our regular meeting<br />
throughout the year (which we have to have) are helpful and more than just a box ticking exercise.<br />
102 British Psychological Society
Coventry University<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances<br />
Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
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Coventry University<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
I’ve had really good experiences with placements so far. It felt like they had taken into account my previous experience<br />
and found opportunities to develop my experience in new areas.<br />
Great experience: i have returned from training from maternity leave and travel a significant distance to university, all the<br />
placement supervisors have been excellent at enabling me to work flexibly to meet my childcare responsibilities.<br />
Both placements in year 1 have been very different. However, it is my experience that 2gether Trust (Hereford) are highly<br />
welcoming of trainees and incredibly supportive with regards to personal and professional development.<br />
■ ■ <strong>The</strong> placements have all been very good and the supervisors are very helpful and knowledgeable. <strong>The</strong> course team do not<br />
ask us for input into core placements. Personal circumstances are taken into account sometimes, however this is not regularly<br />
updated and not done for each placement.<br />
■ ■ It is good meeting with supervisors before the start of the placement to discuss goals for placement.<br />
■ ■ My experience of my first and second placement thus far has been positive. I have felt well supported by my supervisors<br />
and have had my needs considered. <strong>The</strong> variety of placements has also been invaluable and I have been given ample<br />
opportunity to meet learning goals.<br />
■ ■ Placements in years 1 and 2 are decided for us by the course team. Personal circumstances are taken into account when<br />
doing this and they try to make it as fair as possible. However, as there are always some placements in Hereford this can<br />
sometimes feel unfair as trainees who do not live close by will be required to travel a fair distance and stay in a Bed and<br />
Breakfast for 2 nights a week, away from support networks, which can add to the stress of being on the course.<br />
104 British Psychological Society
Coventry University<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 92%<br />
No 8%<br />
N/A 0%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 58%<br />
No 25%<br />
N/A 17%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Coventry and Warwick with many trainees also<br />
living in Leamington Spa, Hereford and Worcester.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 33%<br />
No 42%<br />
N/A 25%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 105
Coventry University<br />
Do you have any comments about your work life balance?<br />
■ ■ <strong>The</strong> course eases you in well in first year and it is easy to keep weekends free. This is less true of second year as there<br />
are far more deadlines. <strong>The</strong> course timetable makes it difficult to take all your leave or long weekends as we are unable to<br />
take Mondays or Fridays as annual leave most of the year.<br />
■ ■ <strong>The</strong> structure of some of the teaching is poor. <strong>The</strong>y will sometimes put on half a day’s teaching or ask you to come in for<br />
an hour (typically on a Friday) and then state the rest of the day is study leave. This is unhelpful when you live far away as<br />
you have to spend money travelling in and it make take up half a day to travel and thus you lose the study day.<br />
■ ■ Achieving a work life balance is possible but is challenging. <strong>The</strong>re is adequate study/ research time, however it is most<br />
beneficial when on placements where supervisors actively work to encourage boundaries around placement activity and<br />
academic demands.<br />
■ ■ In second year, with the increase in work, at certain points there is a significant impact on work-life balance. So long as<br />
you are organised, this is manageable.<br />
■ ■ Always start the assignments as soon as possible as it can become difficult to have a good work life balance if everyhing s<br />
left to the last minute.<br />
■ ■ <strong>The</strong> course gives us a good allocation of study days when assignments are due. I have not had to do any extra work over<br />
weekends yet as I have used my study days appropriately.<br />
■ ■ It has taken some adjustment to gain a good work-life balance with relocating for the course. Juggling academic and<br />
placement demands has been a challenge however there is time allocated for study leave which has been a real help.<br />
■ ■ In the second year it is a lot more difficult to have a good work life balance due to all the demands placed on us.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments on your financial quality of life?<br />
■ ■ If you live close to the university, you can claim back a lot on travel expenses.<br />
■ ■ It’s improved since payroll contacted HMRC about the access to training scheme!<br />
■ ■ Financial quality is good, unless you are on a placement which requires B&B. This causes significant expense which you<br />
get back a month in arrears which is very difficult. Also no allowance is given for food if staying away. Also mileage is paid<br />
at a lower rate than the NHS standard which makes it difficult.<br />
■ ■ Being able to claim travel expenses has been a huge help financially.<br />
■ ■ I am happy with my salary and the cost of living in the West Midlands is fair. We are currently also able to claim back<br />
some expenses for mileage, parking, public transport and B&B fees.<br />
106 British Psychological Society
Coventry University<br />
What would you say is your favourite aspect of your course?<br />
■ ■ Placements are excellent; I enjoy the emphasis on reflective practice. Warm and friendly staff. Research methods teaching<br />
is outstanding.<br />
■ ■ Supportive course staff, placements and research teaching.<br />
■ ■ <strong>The</strong> psychodynamic teaching is excellent and the staff are very open and supportive<br />
■ ■ Being a small course, clinical skills is really useful as you can be very involved & hopefully feel able to ask questions.<br />
■ ■ Clinical placements and focus on becoming reflective which i think is really important.<br />
■ ■ <strong>The</strong> course team work to select friendly, approachable and diverse trainees - this creates a supportive atmosphere.<br />
■ ■ <strong>The</strong> cohort is small, which makes teaching easier and more personalised; also the course is very reflective and the cohort<br />
are very supportive. there is a wide variety of experienced psychologists who teach on the course, and give real world experience<br />
which is helpful.<br />
■ ■ Teaching.<br />
■ ■ <strong>The</strong> psychodynamic teaching (which surprised me as I was from a CBT background!) and the rest of the cohort make<br />
the training experience a pleasure. <strong>The</strong>y are all very supportive and quite like-minded people which have helped us gel<br />
together well as a group. I like the fact that our cohort is relatively small (10 people) as it has been easier to speak during<br />
teaching sessions and to share opinions.<br />
■ ■ <strong>The</strong> reflective, co-operative ethos of the course- we have become a really close and supportive cohort due to the course<br />
providing opportunities to discuss experiences and challenges together.<br />
■ ■ My cohort is fantastic and a great source of support. Being a smaller cohort has meant we have gelled really well as a<br />
roup.<br />
■ ■ Some of the teaching has been fantastic. I have also enjoyed being encouraged to become a more reflective practitioner.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■ ■ If you have a baby, part-time working is not offered as an option and in terms of work life balance this is something to<br />
consider. <strong>The</strong>re needs to be more focus on NHS leadership in teaching but I think this is changing for following cohorts.<br />
■ ■ <strong>The</strong> course covers a wide geographic area, which can be a downside. This is important to remember. Also with a small<br />
cohort, if you are new to the area it can be difficult with getting to know people.<br />
■ ■ To be aware that the course covers Warwickshire, Worcestershire and Herefordshire so placements may involve long eriods<br />
of travel or overnight stays.<br />
■ ■ Overall, I really enjoy being on the course and have learnt so much. <strong>The</strong> downsides are the wide geographical area that<br />
your placements may be in, you may have to travel a lot! <strong>The</strong> second year also gets a lot more stressful.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■ ■ Two interviews (group and research), a written test, and a formulation task.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 107
Coventry University<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
12 hours<br />
Placement 24<br />
Personal Study<br />
2-4 hours<br />
Research<br />
2-4 hours<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
108 British Psychological Society
University of East Anglia<br />
16 responses (27% of 60 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 109
University of East Anglia<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 31%<br />
MRes 6%<br />
Diploma 6%<br />
Post Graduate Certificate 31%<br />
Conversion course 13%<br />
None 31%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 38%<br />
Assistant Psychologist non NHS 50%<br />
Voluntary Assistant Psychologist in NHS 25%<br />
Voluntary Assistant Psychologist non NHS 13%<br />
Research Assistant 56%<br />
Voluntary Research Assistant 13%<br />
Healthcare Assistant/Support Worker 81%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 25%<br />
Other 6%<br />
110 British Psychological Society
University of East Anglia<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
This course felt like the best fit for me - my ethos and previous experience. <strong>The</strong> interview day was well organised and very<br />
welcoming. <strong>The</strong>y made the day the least anxiety provoking experience that they could.<br />
A very good experience and although it was anxiety provoking they made it as calming as they could. I think it’s important<br />
to remember that when the panel are asking lots of questions that’s to give you the best opportunity to show them what<br />
you know and how you think. <strong>The</strong> trainees were around on the day and that was really helpful and settling.<br />
Well organised day and they put on some lunch for you. As you would expect, it’s pretty anxiety provoking but it’s over<br />
after a few hours. <strong>The</strong>re’s two interviews and one numeracy and literacy test.<br />
Undeniably nerve-wracking but the interviewers did try to make it as comfortable as possible. Having separate research<br />
and clinical interviews gave you chance to demonstrate a range of skills and strengths.<br />
<strong>The</strong> day ran very smoothly and felt very organised. <strong>The</strong> staff team and panel were all lovely and encouraging. <strong>The</strong> other<br />
trainees were extremely helpful. After the interview I knew UEA was the course for me.<br />
I interviewed at two different universities and found the interview process to be very different that the two programmes,<br />
which is probably reflected by the different emphasis that they place on various aspects of the programme. It was very<br />
beneficial to spend time on writing a good application and preparing for the different interview components, as it prepared<br />
me for the questions that they asked.<br />
Friendly interview panels in both interviews. Felt more at ease having a link person who sat on both interview panels.<br />
<strong>The</strong> staff team and interview panels were really friendly and helped me to feel at ease. <strong>The</strong> questions were challenging but<br />
felt fair and reflective of skills I would use on the course. I had plenty of opportunity to speak to current trainees about<br />
their experience of the course, which was really helpful.<br />
A very friendly experience, they really just want to get the best out of you.<br />
A very good one! Very relaxed and encouraging<br />
For me, the interview day was busy with lots of elements but I felt it was well structured. Staff seemed to want to get the<br />
best out of you during the interviews by asking follow up questions. It was good to have a link person who was in both the<br />
clinical and research interviews with you. Having lots of trainees available to talk to helped to ease some of the anxiety<br />
too.<br />
Quite a long day but nice opportunity to talk to current trainees<br />
Well organised and efficient, but a daunting day. My experience is that people didn’t walk away feeling they had done well<br />
on at least one of the components; I think that’s just the nature of how they try to get to the real depth of your knowledge.<br />
So try not to get too disheartened on the day!<br />
3 interviews, all day. Opportunities to meet current trainees.<br />
<strong>The</strong>re were two interviews: one research and one clinical. I found the whole process very supportive and encouraging.<br />
Current trainees were on hand to alleviate anxieties and ask any questions. I felt my research interview was a lot weaker,<br />
and really enjoyed the clinical one as it felt like an in-depth and interesting conversation.<br />
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Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
It’s only been 6 months so there is still a lot more to be covered that I can’t comment on yet.<br />
<strong>The</strong> course is very CBT focused. Psychodynamic teaching isn’t available.<br />
<strong>The</strong> first year is quite CBT focussed however we get much more teaching in other models and approaches in second and<br />
third year.<br />
<strong>The</strong>re is a great focus on CBT, which has its advantages and disadvantages. However, I am still in first year of training, so<br />
this focus should shift somewhat during year 2 and year 3.<br />
So far (I’m midway through year 1) the vast majority of our teaching has been research and CBT. It has felt a bit limited in<br />
terms of other models.<br />
We have focused mainly on CBT during our first year, though I think other therapeutic models are covered as we go<br />
through the course.<br />
It’s very CBT and research heavy over the 3 years, though you have options of teaching streams in 3rd year to favour either<br />
CAT, CBT or Systemic. <strong>The</strong>re’s less and less focus on reflective practice, epistemological stances or the individual as a<br />
practitioner, which won’t suit everyone. It’s quite an academic course, generally.<br />
Very CBT based, but opportunity to opt for a different stream of teaching (CAT, Systemic) in third year and teaching sessions<br />
on various other models are provided so that you can follow your interests in your own way if they differ from CBT.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
You are well prepared for what to expect and what will be expected of you. <strong>The</strong>y offer you lots of support.<br />
I have only had one placement to date but have found that the course teaching did not sufficiently prepare me for the<br />
complexity encountered on placement.<br />
<strong>The</strong> quality of my placement so far has been very satisfying. Teaching preparing me for the placement was also good.<br />
We have time to contact new supervisors before we start our placement, and meet with them if we wish. This helps to feel<br />
prepared for a new placement before we get there.<br />
My placements have been fantastic, but often the teaching did not link up for me with placements I was going into. I also<br />
felt that I lacked in teaching in clinical skills in the early days, when I needed a bit more guidance. I’m aware that the<br />
curriculum is being re-jigged now though so the hopefully issues of teaching linking with placement will be resolved.<br />
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How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
114 British Psychological Society
University of East Anglia<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
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How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
6% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
116 British Psychological Society
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Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>re are lots of different responsibilities that you have all at the same time. Teaching block is also quite tiring.<br />
Balancing multiple assignments and demanding placements<br />
Multiple competing demands.<br />
■■<br />
Balancing life with university and placement life can be challenging, especially at certain times. It is really beneficial to<br />
be organised throughout the weeks to ensure that work is done in time and that this balance is kept in mind.<br />
■■<br />
■■<br />
<strong>The</strong> course covers a large region so having to travel a long distance to university for teaching can take its toll!<br />
<strong>The</strong>re are quite a lot of academic assignments and work to do after each placement.<br />
■■<br />
■■<br />
<strong>The</strong>re seems to be lots of support systems in place on this course including the buddy system and access to a personal<br />
support tutor. I have found the lack of allocated study time hard to manage during the full-time teaching blocks.<br />
<strong>The</strong> course can be particularly inflexible to individual circumstances, and particularly about pregnancy/returning to work<br />
flexibly. Also can be particularly unhelpful if you’ve experienced a period of absence and need to extend training (there’s<br />
the pressure to get back on track with the rest of your cohort). <strong>The</strong> impact of this on the academic/research demands of<br />
the course can be extremely challenging. It all works absolutely fine as long as you don’t have any major life events getting<br />
in your way!<br />
■■<br />
Travel to UEA as placements far spread<br />
■■<br />
I had a particularly chaotic placement, split across two services, and at this time could not fit everything in to my working<br />
hours and ended up doing a lot extra - so managing research demands alongside this was tricky at this time.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 81%<br />
“Buddy” 100%<br />
Manager 56%<br />
Placement Supervisor 94%<br />
Librarian 13%<br />
Professional Mentor 13%<br />
Personal Tutor 75%<br />
Research / <strong>The</strong>sis Supervisor 75%<br />
Independent personal advisor 88%<br />
Other 0%<br />
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How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
All the staff members are very busy so it’s hard to get time with them. Some staff are better than others so it’s just bad<br />
luck if you end up with an unreliable staff member as your supervisor/advisor. Support with regards to placement things is<br />
more available than research and thesis support.<br />
Support systems are in place but sometimes difficult to access or inflexible in what they can offer.<br />
It is sometimes difficult to get hold of staff as they are so busy and many only work part time at the university.<br />
Personally, my needs have been quite limited and I’ve been met with support when I’ve had minor requests. I’m not sure<br />
that’s representative of the members of my cohort however who have had more significant difficulties.<br />
Poor for those with children or going on maternity leave. Ok otherwise.<br />
118 British Psychological Society
University of East Anglia<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest Experience needs Competency needs Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
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In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
■■<br />
It can be difficult to get a fully varied experience on placement when you are only there for 6 months. It depends on the<br />
types of referrals the service gets (varied or similar types of presentations) and how flexible your supervisor is.<br />
I’ve thoroughly enjoyed my placements to date and would describe these as the best part of the course. Loads of exposure<br />
to complex client work and a range of therapeutic approaches.<br />
Quite a high workload required to meet the pieces of clinical work expected by the course and by the service. Sometimes<br />
so busy that there is no time to read or prep for sessions.<br />
I’ve had fantastic placement experiences, and really warm, supportive relationships with my supervisors and teams. This<br />
is where I’ve felt my competencies and confidence as a trainee have really developed.<br />
120 British Psychological Society
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Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 100%<br />
No 0%<br />
Don’t Know 6%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 6%<br />
No 56%<br />
Not Applicable 38%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that many trainees live in Cambridge, Norwich and Peterborough, with some trainees<br />
living further afield in Ipswich, Huntingdon, Bury St Edmunds, Stamford and Kings Lynn.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 19%<br />
No 81%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
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Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> course staff give contradictory information - we are continuously told to use our annual leave and not work on weekends<br />
but then in the next breath we are told to expect to work weekends! I think your work life balance is what you make<br />
it.<br />
<strong>The</strong> course frequently emphasise the importance of work/life balance but don’t always follow this up with a genuine understanding<br />
of personal issues or flexibility to personal circumstances.<br />
Generally work-life balance is completely manageable as long as you use your study days productively. However over<br />
Easter we have had a number of assignments all due in at the same time so I have had to work most evenings and some<br />
weekends to manage this.<br />
It’s about what you make it<br />
It’s very much up to you as a trainee to enforce appropriate work life boundaries for yourself; there’s a lot of pressure to<br />
be the best (while the course tries to encourage you to accept being ‘good enough’). <strong>The</strong>re’s always pressure to do more,<br />
know more, try more; but you can have a good balance if you’re willing to be assertive and boundaried about it.<br />
Hard to maintain at times, but ok at others. Dependent on how deadlines fall alongside placements.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
■■<br />
■■<br />
You can claim back your expenses when you drive to university. However, sometimes trainees have been given placements<br />
a long way away from where they live and the amount of expenses they can receive is limited. This makes it very expensive.<br />
Also, claiming expenses is quite difficult due to poor communication from Serco. You can end up waiting months for<br />
several hundreds of pounds and that is very stressful.<br />
I am an international student and thus self-funded, so my financial situation is different to others in my cohort<br />
Some regions within East Anglia will cost a lot more to live in than others - worth considering when ranking your choice of<br />
bases.<br />
Except for Cambridge, East Anglia has a reasonable cost of living which makes your salary go a bit further. You do have to<br />
change your work location for each placement, however, so you often end up out of pocket for your travel costs of getting<br />
to and from placements (which you won’t have a say in, in terms of location). This can be incredibly difficult with specific<br />
circumstances, which can sometimes be met with inflexibility.<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> value the course places on our feedback and their efforts to act on this.<br />
I like the qualitative teaching. I like being able to select a placement base.<br />
Placements<br />
I really enjoy all aspects of the course. Teaching days and block are a good opportunity to catch up with others in the<br />
cohort. <strong>The</strong> buddy system is brilliant and the trainees in the years above are really helpful and supportive.<br />
<strong>The</strong> combination of clinical teaching, clinical work and emphasis on research<br />
Making some really good friends in my cohort.<br />
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■■<br />
<strong>The</strong> placements are great and you get a lot out of these. A lot of the teaching is really good as you get experts who work in<br />
the local area to talk about a topic they know well. <strong>The</strong> teaching of clinical skills is quite good and the OSCE’s help with<br />
this.<br />
■■<br />
Placements<br />
■■<br />
<strong>The</strong> relationships I’ve developed with a lot of my cohort have been incredibly strong, and will extend far past training. I<br />
think having teaching blocks means you really do get immersed in your cohort, who can be a great source of support.<br />
■■<br />
■■<br />
Placements<br />
Direct clinical work.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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<strong>The</strong> course offers a lot of support tailored for trainees who have limited/no clinical experience. <strong>The</strong> course is quite tailored<br />
to trainees with research experience over clinical experience. <strong>The</strong> course is not as supportive for people who have<br />
clinical experience but limited research experience. This make the thesis quite stressful, especially when you have an<br />
unreliable supervisor.<br />
I think the course could be improved by more accurately reflecting the complexity of client work in the teaching and being<br />
more flexible.<br />
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UEA is a great course.<br />
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Doing the clinical training can be challenging at times and I think being prepared to devote three years would be beneficial.<br />
It is also highly developing, both personally and professionally, and definitely worth the time and effort if you have a<br />
true interest in clinical psychology.<br />
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Be aware that it is a large rural region and sometimes placements are an hour or more away from where you live.<br />
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<strong>The</strong> course can be demanding at times with lots of deadlines all at once but just make sure you manage your time well it<br />
is doable! <strong>The</strong> course does not encourage a good work life balance as they are very focused on the academic side of things<br />
but try to not work weekends as that is time for relaxation.<br />
If you’re planning on becoming pregnant whilst on the course, consider carefully if you’ll be okay with returning to<br />
the course without flexibility over working hours. Also, the way of picking thesis topics is limiting if you have your own<br />
research interests; it’s a programmatic department and you select a pre-existing project that internal supervisors design.<br />
This might suit people who don’t want a lot of say over their topic (at least initially), but less so if you have an established<br />
research focus you want to follow. Check the staff interests carefully before applying if this applies to you! <strong>The</strong>re’s no<br />
opportunity to seek external supervision in research.<br />
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Not very accommodating for those going on maternity leave<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
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Two interviews, numeracy and literacy test<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
Not stated<br />
Not stated<br />
4 days<br />
Not stated<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 123
University of East Anglia<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
124 British Psychological Society
University of East London<br />
38 responses (41% of 93 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 125
University of East London<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 5%<br />
MA 8%<br />
MSc 40%<br />
MRes 0%<br />
Diploma 8%<br />
Post Graduate Certificate 2%<br />
Conversion course 16%<br />
None 29%<br />
Other 5%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 66%<br />
Assistant Psychologist non NHS 24%<br />
Voluntary Assistant Psychologist in NHS 32%<br />
Voluntary Assistant Psychologist non NHS 0%<br />
Research Assistant 37%<br />
Voluntary Research Assistant 34%<br />
Healthcare Assistant/Support Worker 58%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 26%<br />
Other 24%<br />
126 British Psychological Society
University of East London<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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Computerised selection tasks, followed by interview with two parts - an interview with Psychologists teaching on the<br />
course and from the region, and a group task evaluated by service users. <strong>The</strong> interview felt quite difficult, and I felt like<br />
nothing I had done prepared me for it- UEL seem to value the ability to think on your feet and think laterally.<br />
Very different to how it is now in structure and content so not sure how helpful. Found them very warm and friendly<br />
<strong>The</strong> interview process in the year I got on was good - it’s pretty nerve wracking but I felt we were treated well. However,<br />
the university changed the process the following year and it was problematic to say the least. This year will be different<br />
as the team requested feedback and have responded to it so I am expecting the process to be a better experience for this<br />
year’s intake.<br />
Fairly straightforward - vignettes, case studies etc.<br />
I interviewed in the old format which consisted of a clinical and research interview. I felt the course was trying to get the<br />
best of us.<br />
I know it’s changed dramatically in the years since I interviewed but at the time, it was as relaxed as possible, the panel<br />
seemed to want to get the best out of you and panel members were diverse in terms of gender and ethnicity. <strong>The</strong>re were<br />
no ‘surprise’ questions and everything asked was easily answerable with a little bit of preparation around the usual areas<br />
asked in course interviews and a little bit of knowledge of the course ethos.<br />
It was the only course I interviewed at where there was diversity amongst the panel in terms of ethnic background. Psychologists<br />
are not immune to implicit bias so this is something important to consider for interviewees who do not fit the<br />
usual white British, middle-class, female box.<br />
It was the first year of a new interview format and the organisation was pretty chaotic which made the day harder. <strong>The</strong><br />
interviews themselves were ok, my panel seemed quite encouraging. As it was a new format I didn’t have any idea of what<br />
questions might come up so it was a different experience than other interviews<br />
Very relaxed interview. It really felt like they wanted to get the best out of you.<br />
Although it’s changing dramatically since I got on - it was 2 interviews. I felt these didn’t give space for reflection or group<br />
skills.<br />
I thought the interview was fairly relaxed and straightforward and had a positive experience of interviews. However, I know<br />
that the interview process has changed quite significantly since I was interviewed.<br />
I quite enjoyed the interview and group task themselves, but the overall organisation of the day seemed quite chaotic - it<br />
was the first year they were trialling a new interview process, we were given very little idea about what we would be doing<br />
and when, and it sometimes seemed as though the current trainees guiding us had also been given different instructions<br />
(although the course team have listened to our feedback on this and trying to make it run more smoothly this year). <strong>The</strong><br />
interviewers were friendly, and I felt they were trying to get the best out of me. <strong>The</strong> questions weren’t predictable, but I<br />
appreciated being challenged to think on my feet (and given a reasonable amount of time to do this in a conversational<br />
way with interviewers) and am glad I was chosen on the basis of my ability to do this rather than pre-learn answers.<br />
I interviewed the year before the whole criteria changed (we were the final year using the same criteria UEL used in previous<br />
years). My experience was somewhat nerve racking (as expected) but also very pleasant. <strong>The</strong> panel were nice and were<br />
interested in my answers, occasionally following it up with further questions and nodding and smiling (which helps you<br />
feel like you are on the right track!). <strong>The</strong> interview consisted of two separate interviews, one personal and one clinical with<br />
a break between the two. <strong>The</strong> break was perhaps not necessary as it raised anxieties but they did have a quiet room where<br />
you could sit by yourself which really helped! Overall a positive experience.<br />
Poorly organised and chaotic as the course trialled a new interview process; Online tests were time-consuming but well<br />
explained; experienced interviewers as very warm and friendly; Came away from the interview day feeling like I’d been<br />
given the opportunity to do my best.<br />
Difficult but I thought it was fair as you couldn’t prep answers as much. This year will be nicer as they’ve learnt from our<br />
year group.<br />
It was an intense day - with an interview, group task and an online task. I felt very disappointed following the interview,<br />
as I had prepped so much and didn’t feel that I got the chance to show my knowledge. <strong>The</strong> group task wasn’t as bad as I<br />
had feared it would be.<br />
When I applied the interview process just involved two 20 minute interviews, one that focused on my clinical experience,<br />
the other that focused more on research, but my understanding is they’ve changed the interview process over the last<br />
couple of years, so not sure I have any useful reflections!<br />
Fine - At the time was a simple 2 interviews, one on research and the other on clinical work. Staff were supportive, no<br />
attempts to throw you or go all “psychodynamic” with their manner in the interview.<br />
Unorganised (though I understand the process has now been changed to improve this); interview panel were encouraging<br />
and questions were relevant and reflective of the course, without being too technical or challenging; given the impression<br />
that the panel were interested in you as a person rather than technical knowledge.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 127
University of East London<br />
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I found the day somewhat chaotic and there was no welcome speech from a course tutor, however I know the team have<br />
worked really hard to improve the interview day, taking on board the feedback they received from the candidates last year,<br />
and there will now be a talk by one of the tutors. I found the interview itself to be quite a positive experience...normal<br />
nerves aside! <strong>The</strong> panel were warm and the questions were relevant and although challenging were not impossible.<br />
I was interviewed the first year that the interview format changed. <strong>The</strong> process was long due to having to do three online<br />
tests during the shortlisting process, but these were at least interesting and felt fair. As it was the first year of the new<br />
format there were errors in the information we were provided with on about what to expect on the day. This was anxiety<br />
provoking but the course has listened to this and this year’s interview days are much more organised. <strong>The</strong> interview day it<br />
had three separate parts to it. It felt like the 3 parts of the interview were assessing your thinking style, and did not have<br />
a direct focus on past experience. This felt a little strange as for many people it is not the kind of interview they have<br />
been preparing for, but the questions felt well considered and were certainly designed not to increase your anxiety levels,<br />
allowing you to relax into the process. <strong>The</strong> staff on the day did the best they could to help manage everyone’s anxiety, and<br />
the environment felt very friendly, but there was two weeks to cogitate on how the interview went, which felt like a very<br />
long time to wait for a result.<br />
Generally a good experience; I felt welcomed and that interviewers were genuinely interested in getting the best out of me.<br />
One structured interview followed by service user group task and situational judgement test. Our cohort was the first to<br />
have the new interview procedure and the pre-interview information was very vague. <strong>The</strong>re were current trainees on hand<br />
to answer questions and show us around campus.<br />
It was relaxed and I felt the questions were relevant; however I think it has changed now.<br />
Nerve wracking but fairly straight forward<br />
Difficult sitting in a room with other interviewees but opportunity to go outside or leave the room. Generally short interviews<br />
that went relatively quickly but interviewers could have taken more interest in me as a person as opposed to just<br />
what I had to say in response to their questions.<br />
I found it more stressful than other courses as we didn’t have clear information before the day and it was quite a shock<br />
and overall felt disorganised. However, our year was a trial year and they have improved things since. <strong>The</strong> interview was<br />
quite think-on-your feet style and you couldn’t really prepare for it, which has its pros and cons. I liked the group task and<br />
the chance to do something different. I would have preferred a more reflective style interview personally.<br />
I enjoyed it but the course has changed how it does the application process now so it’s quite different.<br />
Quite full on - an interview based mainly on vignettes, a group task and an online test. <strong>The</strong>re was a friendlier, more relaxed<br />
atmosphere than the other course I interviewed at.<br />
I felt supported and held in mind throughout the process. Trainees were there to chat with whilst waiting before/between<br />
interviews. It didn’t feel like the interviewers were trying to trip me up. It was genuinely a good experience.<br />
I enjoyed the experience, and found the interview panel warm and supportive. However, the actual process of the interview<br />
has since changed. I was a ‘buddy’ for the most recent interviews and heard good feedback.<br />
<strong>The</strong> interview process has changed since I interviewed but it was a straightforward process. <strong>The</strong> panel were receptive and<br />
asked further clarifying questions.<br />
<strong>The</strong>re were 2 20 minute interviews - clinical and research.<br />
<strong>The</strong> interview process has now changed and current trainees act as allocated buddies for the candidates, which I would<br />
have found helpful during my interview day. <strong>The</strong> interview day also appears more organised with people signposting you<br />
where you need to go.<br />
<strong>The</strong> interview experience at UEL was a positive one; staff and current trainees were warm and welcoming and the facilities<br />
were nice. I had other interviews at different institutions and UEL was the best interview experience.<br />
I attended a single interview at UEL, which entirely confounded my expectations of the interview and selection process.<br />
But, for what will inevitably be a nerve-wracking experience, it seemed to be as supportive and well-organised as it could<br />
be.<br />
128 British Psychological Society
University of East London<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 129
University of East London<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
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A good mix.<br />
Whilst CBT is used more frequently in the NHS the course has a very good mix of different approaches.<br />
I like the variety<br />
<strong>The</strong> teaching across the main models was more even than I expected. <strong>The</strong> clinical skills teaching includes four days to<br />
apply particular approaches actors spread over the three years. I felt the quantitative research method included too much<br />
self-direction in stats practical’s.<br />
As a first year I am expecting these to change shift more in the coming years (e.g. more consultation, more systemic<br />
teaching, more of the stuff I could not tick yet)<br />
<strong>The</strong> course provides quite a lot of theoretical teaching on CBT, Systemic and Narrative approaches but does also provide<br />
good overviews of a broad range of other approaches. This is consistent with the general view (and evidence) that the<br />
model of therapy is much less important than the therapeutic alliance in achieving outcomes.<br />
However, because of this more eclectic approach, there is much less specific practice-based learning for specific models<br />
that other courses. <strong>The</strong> expectation is that you will learn to apply these theories on placement; therefore the model specific<br />
skills you gain are dependent on the orientation of placement supervisors. That said, the course do their best to ensure<br />
people are placed where they can gain competencies in using a variety of therapeutic approaches.<br />
Critical thinking and deconstructing.<br />
I felt my first year of training was very biased towards social constructionist and systemic approaches; however this<br />
improved slightly in the second year. I do find that the university are very responsive to feedback and have taken our<br />
comments on board throughout the three years. People from the years below us may have a very different experience of<br />
the course content than us. I did, however, appreciate the political/social constructionist teaching, as I felt this has influenced<br />
the type of Psychologist I have become, but also felt this has helped me to think differently and more broadly about<br />
things.<br />
I really valued the broad mix of approaches taught during our first few weeks - although my placement was mainly CBT,<br />
I found it helpful to be able to include different ways of thinking from the beginning in my clinical work, and was able to<br />
pick up what I needed in terms of more in-depth CBT thinking from my supervisor. <strong>The</strong> social constructionist and ‘political’<br />
teaching at the beginning of the course felt really important, and I was surprised to hear from trainees on other<br />
courses how little of this they had in comparison to us (although I appreciate that it’s not for everyone).<br />
<strong>The</strong>re is a myth that UEL is anti-CBT. This is just a myth! We do have teaching on CBT for different presentations, perhaps<br />
not as much as other courses (or as much as we would like). <strong>The</strong> course is heavily socially constructionist and we do<br />
get a fair amount of systemic teaching. <strong>The</strong>re is also a lot of ‘thinking critically’ for all the models and theories taught.<br />
Great mix. No model is overly dominant. Well-rounded.<br />
Diverse range covered which gives a lot of breath of knowledge.<br />
Teaching on lots of different approaches is nice - but sometimes I feel like I know a bit of each, but I am the master of<br />
none.<br />
Overall, focussed on systemic and social constructionist. Although we do teaching on e.g. CBT, there is not as much effort<br />
to teach us the theoretical underpinnings of these approaches. <strong>The</strong>re is also a tacit understanding that you will learn specific<br />
clinical techniques while out on placement, therefore you get a half day reading from placement every week to allow<br />
yourself to brush up on how actually to implement the therapies.<br />
Though it can feel as though not enough time is spent on CBT (particularly when beginning in placement), learning about<br />
other approaches and ways of working is interesting, engaging and valuable.<br />
I have answered the above questions based on my experience towards the end of year 1 of the course. In the first year<br />
there is no teaching on research or stats or models of consultation but I do know these will be covered in the second and<br />
third years.<br />
<strong>The</strong> course does not have as large an emphasis on CBT as the other courses. This allows us to cover a wide range of models,<br />
all of which are very thought provoking and stimulating. UEL definitely encourages you to become a flexible Clinical<br />
Psychologist who is engaged with ideas on the impact of history, society, and politics on notions of mental health. All of<br />
this is pretty exciting.<br />
I feel trainees from other courses come away with more practical skills - I think UEL has a focus on critical thinking<br />
meaning we come away with less of these practical clinical skills, but an ability to think critically and carefully about the<br />
way in which we practice.<br />
Less focus on CBT than other courses but still enough to feel OK going into placement. I really like the fact that we have<br />
a greater focus on other topics like social constructionist theory and narrative approaches.<br />
<strong>The</strong>re is a lot less CBT teaching on our courses than others although most of us need to use this in first year placement.<br />
However, I feel that we really benefit from the broader teaching and are introduced to a range of different approaches,<br />
with a particular focus on narrative and community approaches and social constructionism. <strong>The</strong> focus is less on teaching<br />
us skills than teaching us to think critically and reflectively in our practice.<br />
130 British Psychological Society
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Less CBT than many other courses which can make going into placement feel daunting, but it is worth the trade off to<br />
have more time spent on other areas<br />
I’d say the course is predominantly systemic, though different members of staff have difference backgrounds and areas<br />
of interest. <strong>The</strong> course introduces a range of approaches, which you gain greater/lesser experience in depending on your<br />
placement. Although this feel uncontaining at first, I appreciate it now as I feel I can go into most settings with just<br />
enough information to get me started and work from there - it leaves your options open.<br />
A bit more time on CBT would be useful for people who have not used it before. My pre-training experience was CBT, so I<br />
did not feel the need much.<br />
This is relevant to the teaching that we have had so far in the first year.<br />
Our psychodynamic teaching throughout the 3 years has been particularly excellent.<br />
I feel UEL offers a pretty good balance; although I would personally appreciate more of an emphasis on clinical skills in<br />
the first term in support of placement work.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
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90%<br />
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60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
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0%<br />
Very satisfied<br />
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satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable at <br />
this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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Would have appreciated more clinical skills to prepare for the earlier placements<br />
It depends what you mean by ‘prepares you’! <strong>The</strong>re is a very wide range of placements available and it’s a complex<br />
process so it’s impossible to cover all bases. Some of the training occurs post placement (i.e. some LD training post LD<br />
placement) but this can’t be helped.<br />
I think they’ve really tried to take peoples family circumstances and preferences into account.<br />
It seems a lot of effort is put into a course time table is tailored to covering various placement needs; of course it is hard<br />
to satisfy and prepare everyone as there are many different placements around.<br />
Because of the limited number of placements available in the area, particularly in working with elders, people with learning<br />
disabilities and children and families, it’s just not possible for all trainees to receive all the teaching relevant to their<br />
placement before starting a placement.<br />
I find the course is very supportive in providing opportunities for you to discuss anxieties and worries about placement.<br />
<strong>The</strong> only challenge was that I found the first year very difficult as I felt we did not get as much guidance about how to do<br />
things e.g. conduct assessments, which made the first placement really difficult. However, I found this helped me to become<br />
more autonomous and flexible in how I worked, which I suppose are qualities they had hoped we would gain through<br />
the process.<br />
<strong>The</strong> course really accommodates needs such as trainees who have childcare and or other carer responsibilities, trainees<br />
who are unable to travel far distances etc. <strong>The</strong>y also try to place you in areas that you have requested if this is possible.<br />
However, sometimes we are not told about our next placement until a lot long after the other London courses find out (I<br />
am not sure why this is).<br />
Thoughtful and well organised.<br />
Very helpful introductory overview and where to go if you have problems. Less preparation on the forms of assessment and<br />
paperwork.<br />
During the induction teaching block we covered a little bit on lots of different models. In the long-term this feels like it<br />
will be an advantage, being able to think about a person’s difficulties from lots of different perspectives. However at the<br />
time of starting first placement there had only been a couple of days on CBT and I felt quiet de-skilled when starting work<br />
with clients.<br />
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I’ve been very happy with my placements, although we don’t really have a specific preparation period for each one.<br />
Some practical seminars arranged prior to placement to practice initial therapy etc. - though I think more of this could be<br />
done; front-loading the course with CBT would feel more helpful in preparing for a CBT placement.<br />
<strong>The</strong> course does not do as much CBT teaching prior to starting the first placement as other courses seem to. However, not<br />
everyone is in CBT placements so it does seem more reasonable that in the first few weeks the course focuses more on an<br />
overview of a number of different approaches.<br />
<strong>The</strong>re was time free in our timetable for us to arrange an initial meeting with our placement supervisor. We were also able<br />
to discuss the placement beforehand with our tutor and our buddy. <strong>The</strong>re is also a lot crammed into the induction month,<br />
giving you a brief overview of many different models that you may come across during placement. I think they prepared us<br />
the best they could consider the diversity of placements and the limited time available.<br />
It can be hit and miss - in second year many of us started placement without having the relevant teaching e.g. starting a<br />
child placement but not having child teaching.<br />
More focus on clinical skills would help prepare more<br />
We had a role play day to prepare for introducing ourselves and ‘socialising to the model’ (CBT) and some relevant induction<br />
teaching. Most of the support was offered by placement supervisors.<br />
Felt quite unprepared going into first placement but I think this would probably be the case no matter what teaching<br />
we had, and I suspect it will always feel this way to some extent going into a new placement in a new area! Less CBT<br />
teaching than other courses can mean you feel a little less prepared compared to trainees from other courses in London in<br />
terms of CBT skills, but the trade-off to have more teaching on other areas is worth it<br />
<strong>The</strong> course prepares you very well for systemic placements.<br />
My first placement in an inpatient unit felt supported enough but there was no specific teaching on approaches to use<br />
As stated, I would prefer more direct training in clinical skills in preparation for/support of the first placement, Aside<br />
from this, we are well prepared.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable at <br />
this time<br />
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How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
Qualitative<br />
30%<br />
Quantitative<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
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What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
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How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
8% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
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Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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It’s a great course and really interesting, but pretty relentless!<br />
I am a single mother with two children and training is very demanding on many levels so managing the needs of my family<br />
and the academic requirements of the course has been hard and exhausting. I don’t generally enjoy exams and there are<br />
several at UEL, there is very little time to commit to revision with everything else going on.<br />
Placement supervision<br />
<strong>The</strong> exams cover a lot of material but personally I’ve found them worthwhile.<br />
In the second year, there seems to be a relentless string of deadlines. This is also the year when many trainees will be on<br />
placements working with families and systems which seem to be much busier than placements focus on individuals. It<br />
was not uncommon to hear of trainees staying on placement late and/or taking work home on weekends. Given UELs high<br />
pass mark (60) and high marking standards its quite easy to become demoralised because you feel like you’re working<br />
incredibly hard but just scraping through. About the only thing that’s kept me going is the promise that the final year is<br />
less demanding, the support of my cohort and knowing that it’s possible to get through it all!<br />
Multiple deadlines - very frequent tutor meetings - clinical seminars - first year exams were extremely demanding.<br />
I found first year particularly demanding as I was attempting to balance learning about social constructionist ideas,<br />
completing academic work and starting my first placement where I felt I wasn’t given much guidance in terms of clinical<br />
skills. However, I found this easier to manage over time. I did find the final year to be very busy and demanding, as compared<br />
with other universities, we had to complete a group presentation, a reflective report, a case report, while attempting<br />
to complete our theses by May 2016. This was particularly difficult when on placement with other trainees who had more<br />
time for their thesis.<br />
<strong>The</strong> exams, they are incredibly tough and you are required to learn a lot of information in a very short space of time. <strong>The</strong>re<br />
are aspects of this that seem unfair and unnecessary compared to other courses.<br />
Managing the lack of course organisation.<br />
Juggling the demands of assignments whilst in a busy placement.<br />
Having difficulties on placement is also difficult.<br />
Having to juggle so many things at once (placement, assignments, case reports, reading, university teaching, thesis ideas - all<br />
going on at once). But you gain more skills in being able to manage and sit with the competing demands and it is ‘doable’!<br />
In third year it has felt particularly difficult managing the demands of completing thesis work on top of placement and<br />
other academic deadlines. Managing a work-life balance around deadline time can feel tricky, but generally (pre-third<br />
year) it has been achievable!<br />
Examinations and practical reports, as far as I can tell, we receive far less support before submission in these areas than<br />
one might on other courses, e.g. having help with scripts, submissions.<br />
Adjusting to the expectations of the academic aspects of the course - knowing what is expected of you in essays etc.,<br />
though submission dates are spread out which reduces the amount of stress/anxiety associated with them.<br />
Taking on board a social constructionist perspective has been challenging yet interesting, and has had an impact on my<br />
views while working in mental health systems.<br />
<strong>The</strong>re is a lot to learn, but deadlines tend to be spaced out, which helps<br />
Balancing the amount of work in the 3rd year has been very difficult. I have felt extremely stressed to the extent that<br />
impacted on my health for several months.<br />
Work life balance is difficult throughout the course but it has only been during third year that it has felt unmanageable.<br />
<strong>The</strong> exams are particularly demanding<br />
Had difficulties with placement supervisor<br />
It’s all pretty manageable most of the time. <strong>The</strong>sis is pretty all-consuming but I think that’s to be expected<br />
When there are difficulties in your personal life, very little is offered by the course to support your academic targets. <strong>The</strong>re<br />
are no flexible deadlines or an adult learner model enforced to support your personal life, therefore the course becomes<br />
more demanding when you have personal difficulties as it is harder to manage both aspects of your life.<br />
Yes, deadlines and the run up to exams have been extra workloads on top of full time work, and one of those deadlines<br />
coincided with end of placement paperwork, which was quite a lot to manage at the same time.<br />
<strong>The</strong> run up to deadlines can be difficult, particularly when it’s a new type of assessment for the first time<br />
<strong>The</strong> course could be considered to take a ‘critical’ approach to psychology, which requires an ability to take a step back<br />
from practices and question them. At times this felt uncontaining as a first year who just wanted to get things ‘right’.<br />
It was also in conflict with the practices in placement (such as diagnosis etc.), which can feel unsettling. However, the<br />
course is structured with this in mind, with amble opportunity for reflection and discussion of these challenges.<br />
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Often as a parent, I have found managing deadlines, lectures, exams and placement a bit too overwhelming with no<br />
respite.<br />
I don’t think any one aspect of the course is particularly demanding but managing competing demands can be difficult at<br />
times, especially when working towards a number of deadlines.<br />
Managing workload near assignment deadlines and exams. Also, adjusting to new professional role in placement, as my<br />
background is in a very different profession.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 81%<br />
“Buddy” 89%<br />
Manager 43%<br />
Placement Supervisor 92%<br />
Librarian 54%<br />
Professional Mentor 27%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 89%<br />
Independent personal advisor 57%<br />
Other 14%<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
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Whenever I have needed support I have found the team open, caring and helpful.<br />
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<strong>The</strong>re are 30 of us in the cohort and I feel the tutors know us as individuals and as a group. <strong>The</strong>y are always asking for<br />
feedback on how things can be done differently / to support us.<br />
I have an external person tutor i.e. someone who is not part of the course who very much sees their role as completing<br />
mid-placement reviews and providing support if there are problems on placement. <strong>The</strong>y did not feel they were able to<br />
provide support in other areas that the course indicated I was supposed to go to my tutor for support. This means that<br />
sometimes I get stuck in a loop between my tutor and course staff with each passing me back to the other if I need help<br />
on specific issues (e.g. my small scale research project). Eventually someone gives in and the support is brilliant if given<br />
reluctantly as everyone is so busy and has their own ‘caseload’ of trainees they’re assigned to support. I primarily lean on<br />
my cohort for support and tend to then only seek support from course staff when I’m desperate (which is often too late!)<br />
or I draw on ex-colleagues and qualified friends.<br />
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I feel it can sometimes be more talk less action. Some staff are very busy and can work towards being more approachable,<br />
flexible with times to meet, and bring in systemic ideas of ‘aesthetics’ in terms of process to this domain of their work<br />
being more therapeutic, warm and containing.<br />
<strong>The</strong> tutor team make it clear from the start of the course that their doors are always open, but the reality of seeking support<br />
from them can sometimes be quite chaotic and non-responsive. <strong>The</strong>y seem to mean well though.<br />
Most of the academic staff are very supportive and helpful.<br />
Course staff are very approachable and supportive. <strong>The</strong>re is always someone to go to if you need to. On the downside<br />
though they are very busy and stretched when following things up.<br />
Meetings with individual tutor have been helpful and supportive; placement supervisors have been very supportive and<br />
well equipped to assist my learning.<br />
In general the tutors including the course director are very approachable and supportive<br />
<strong>The</strong> staff are friendly and encouraging - a big help.<br />
When I have asked for support I have been pleasantly surprised.<br />
I had a particularly difficult placement with a very difficult placement supervisor but the university have been fantastic in<br />
supporting me, right the way up to the course director. <strong>The</strong>y’ve always got back to me as soon as they can<br />
Good support but ultimately little flexibility given to deadlines for academic work when personal difficulties hinder your<br />
academic performance.<br />
I can’t imagine having more support, in fact we do have the opportunity to have an external independent mentor and I<br />
don’t think anyone has taken it up as there are so many people on hand to help.<br />
I think people have had different experiences of this. We each have personal tutors - some are internal staff, some external.<br />
Mine is external and hasn’t been great, but I have been very well supported by other members of staff<br />
<strong>The</strong>y have been validating of my difficulties at times but feel are unwilling/unable to accommodate needs.<br />
I haven’t needed to access support from the staff.<br />
I have felt very supported by the UEL team across the 3 years<br />
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Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances<br />
Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
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In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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Great experience on placement so far. Feel incredibly well supported.<br />
Placement experiences are wide and varied; I’ve been lucky (so far) with my placements and had excellent supervision in<br />
most of them. I’ve also had my personal circumstances taken into account.<br />
More could be done in aligning with trainee experiences over the ‘relationships’ with the courses.<br />
<strong>The</strong> question above is quite generic, given we are on different placements throughout our training it is very difficult to give<br />
honest answers within closed options. For two out of four placements I have had a good experience however for the other<br />
two they have been incredibly difficult. I am not sure how to outline this above? As a trainee you have to get used to not<br />
really being able to settle in and feel part of a team (in my opinion) as when you do you have to change! This can be very<br />
challenging.<br />
My placement this year was not ideal and the course became aware of this.<br />
My placement involved working with a complex client group - it was difficult to gain competencies in the basics of CBT or<br />
involvement of other models, when much of the work was about simply engaging the person in therapeutic work.<br />
Depending on how many of your competencies you’ve met, you get more say in what placements you would be interested<br />
in having in third year - the course works hard to try and get you placements that with what remaining competencies you<br />
need to get as well as specific areas of interest. <strong>The</strong>re seem to a good range of really interesting specialist placements<br />
available, and the course tutors are familiar with lots of the services/supervisors so it’s worth talking to them if you want to<br />
find out more about what your options might be.<br />
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Very good experience of placements and supervisors<br />
<strong>The</strong> course team work hard with you to ensure that you get the variety of experience needed on the placement even if at<br />
first it may seem limited.<br />
In the first year the placement is decided for you, but we were asked about our nearest tube station and previous experience<br />
so this could be taken into account. I have been placed relatively close to where I live. I have learned a lot on placement<br />
and it has been a lot of fun exploring new ways of working with different client groups. <strong>The</strong>re have been challenges<br />
at times, and everyone has a range of experiences from their placement, good and bad, but these at least help you to<br />
think about the type of practitioner you would like to be.<br />
I’ve had different experiences on placements so it is hard to give a general answer! Generally placements have been good.<br />
<strong>The</strong> location of the placements has sometimes meant for lengthy journeys, but nothing longer than 1.5 hours. Supervision<br />
in general has been good.<br />
I had a very difficult time on one of my placements but the university were incredibly supportive and that placement is<br />
no longer being offered. It can sometimes be hit and miss in terms of how you get on personally with your supervisor but<br />
I have almost always had fantastic theory to practice links and each placement has tested me - pushing my own personal<br />
and professional development.<br />
Excellent placements allocated to suit my preferences.<br />
Many of us who haven’t previously had IAPT training are in yearlong IAPT placements in first year, which isn’t ideal (but<br />
this is the same across the North Thames courses).<br />
I have really enjoyed all my placements and have appreciated the range of experiences I have been able to access through<br />
them.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 100%<br />
No 0%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around London<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
N/A 0%<br />
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How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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Not too bad so far, but it may be less balanced in second and third year!<br />
It’s very hard to keep a work life balance!! <strong>The</strong> course is very demanding and I have to be very mindful of planning ‘self-care’.<br />
Compromises are definitely necessary but I was prepared for that as it must be expected when doing a doctorate. This<br />
does not mean I never get frustrated with the loss of free time and doing things I like doing.<br />
I think this varies for different people depending on personal circumstances, the demands of particular placements, and<br />
support from individual tutors, particularities of working with external organisations for your thesis, etc. It also fluctuates<br />
across the academic year. I live in hope that things will ease off over the summer as they did in the 1st year.<br />
It comes in peaks and troughs.<br />
Work-Life balance is very up and down. <strong>The</strong>re are times where it’s hard to maintain this, because there’s a deadline approaching;<br />
but then there are times where you get to take a break. It can be stressful, but you know there’s an end to it!<br />
I find the half-day study leave each week really helpful. <strong>The</strong> message that we got at the start of the course was that academic<br />
work was extremely important, I think this focus can sometimes come at the expense of clinical work, self-care and<br />
a work-life balance, which is frustrating and I think unhelpful for learning in the long-term, but I don’t think the workload<br />
or timetables themselves are any worse than other courses.<br />
It is very difficult and at times there is no work life balance (especially around assignment deadlines and exams). Although<br />
you try and maintain this as much as possible, in reality it’s hard. For future trainees, please know that the course<br />
is incredibly demanding and sometimes it feels like it will never end!<br />
Worse around deadlines. But overall good.<br />
It’s hard at times for sure and I’m sure it will get worse by third year.<br />
Generally good - has dropped off in third year!<br />
<strong>The</strong> demands of exams and report submissions make it very hard to have a decent work-life balance. Even with great effort<br />
I have had to curtail personal interests and meeting with friends/family due to constant evening and weekend working.<br />
Can be difficult to maintain work life balance prior to submissions but submission dates are spread in a way that there is<br />
a reasonable amount of time to space out your work - assuming you are able to manage your time well!<br />
<strong>The</strong>re have been times when it is harder to maintain the balance e.g. around deadlines and exams but at other times so<br />
far in the first year it has been ok and the course tutors stress the importance of maintaining this balance.<br />
It’s always going to be a challenge - there are a lot of new things to learn. You just need to remember to put your books<br />
down occasionally!<br />
It has varied throughout the years. In the first and second years this was generally very good, with periods lacking in<br />
balance around exams. Third year has felt much less balanced - I’ve had very few weekends and have used most of my<br />
annual leave as additional study leave.<br />
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It’s mainly work but was more balanced year 1 and 2<br />
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Near deadlines and around the thesis your personal life may take a hit (definitely around thesis) but most of the time it is<br />
very manageable!<br />
142 British Psychological Society
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Expect to work evenings and weekends around deadlines and exams but otherwise it has been ok. We get half a day study<br />
per week and had a nice long break over Christmas with no deadlines!<br />
As a parent of a young child it is difficult given the extra time needed to be spent on academic assignments.<br />
This varies a lot depending on deadlines etc... Sometimes it’s good sometimes it’s really not! But the more difficult periods<br />
don’t usually last that long<br />
I think if you use the study days as they are allocated throughout the term, it is possible to have a decent work/life balance.<br />
In the week leading up to submissions I sometimes had to really focus on coursework, but often this was because<br />
I had been flexible with how I had used the study time. One of the things I hadn’t accounted for was how tired I would<br />
be after University days/being on placement - so although there is time for work/life balance - you might find yourself so<br />
exhausted that it is a struggle to sort out that balance!<br />
<strong>The</strong> balance is hard to achieve at times. But I think is a reflection of the course, rather than the particular university<br />
As a parent and doing training, I have struggled with work life balance. Unfortunately one cannot really change these situations<br />
<strong>The</strong>re are busier and quieter times.<br />
How do you rate your financial quality of life?<br />
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70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
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I feel very privileged to be paid to train, and considering what other healthcare professionals get paid I feel we are lucky,<br />
although London is a very expensive place to live.<br />
Again, this depends on personal circumstances. Mine are quite unique relative to other trainees I have encountered. <strong>The</strong><br />
majority of my cohort seems to have few financial concerns and regularly take overseas holidays, eat out, etc. which is not<br />
something I can easily afford due to a mortgage and non-governmental student loans.<br />
I feel my financial quality of life is pretty good considering that I am getting a doctorate at the end of it, and have a lot<br />
less pressure on placement than I might if I were employed by the service.<br />
Living in London is expensive, but we’re relatively well paid.<br />
No fault of the course, but London is shockingly expensive for anyone on a Grade 6 salary (even with the London weighting)<br />
unless you have support from parents or a partner in a more lucrative line-of-work.<br />
Even with the London weighting the salary does not go far when living (renting) and working in London particularly with<br />
current London rent prices!<br />
Like many people, I didn’t have to move for the course and was already on band 6 before I started, so there has been no<br />
change really. Plus I get paid to study, a discount on my council tax, and student discount in shops. It makes me feel like<br />
I’m in a very lucky position.<br />
Inner city weighting helps.<br />
It’s pretty good as we don’t have to run a car or any other course related expenses.<br />
London is really expensive, but the trainee wage is more than enough to live off.<br />
London allowance helps, although London is expensive. House share, partner who earns well, support from family might<br />
be beneficial<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 143
University of East London<br />
What would you say is your favourite aspect of your course?<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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I like the UEL ethos as it fits in with the way I see the world, however in reality some of the practices seem to be in opposition<br />
to this and that can be quite frustrating.<br />
Why do you allow CBT therapists to supervise? While it could be wonderful, personal experience says otherwise. Some (not<br />
all) CBT therapists are unable to provide the breadth and depth of knowledge (reflexivity and perspective) a trainee needs,<br />
particularly early on.<br />
Despite its reputation for deconstruction, UEL teaching hasn’t left me feeling unskilled. It’s not competitive amongst<br />
trainees and feels supportive.<br />
<strong>The</strong>re is this bizarre dichotomy on the course between the general ethos and the academic structures. Some of this I<br />
believe is dictated by the university e.g. the 60% pass mark and there being no leeway on the word count for assessed<br />
work. Others appear to be (and this is only my impression) related to a group of individuals in the academic team who<br />
have considerable power and very exacting standards. How this plays out is that there is a general sense that how your<br />
academic submissions will be viewed will depend on who marks it rather than the quality of the work itself. This can often<br />
be seen in the variation in the marks given by the two markers and the final overall mark agreed. I.e. one mark may be<br />
considerably higher than the other but, in my experience, the final grade is usually pulled down to meet the lower mark<br />
typically given by one of these identified individuals with exacting standards without a transparent justification for doing<br />
so. Marks also wouldn’t matter so much if we weren’t aiming for a particular overall grade and therefore seeking to get<br />
better grades on pieces of work that play to personal strengths to create ‘buffers’ in case you fare badly on another piece<br />
of work! Personally, I’ve never felt so uncertain about how my work will be graded in my whole academic career and have<br />
never worked so hard to ‘scrape’ through. It feels like the academic structures add an unnecessary layer of stress, anxiety<br />
and sense of inadequacy to a course where you’re already constantly questioning your place.<br />
If you’re passionate about diversity, and real social change, and view the best form of therapy to be equality - this is for<br />
you.<br />
<strong>The</strong>re are always things about the course which I think could be changed or improved, but I find the university are very<br />
responsive to suggestions and ideas. It’s seemed as though each cohort has had a very different experience of the course<br />
as a result of constant feedback and changes that are made.<br />
It is a really interesting course and you learn a lot, it can be demanding at times but it is well worth it!<br />
Relax on interview day and be yourself.<br />
Very little emphasis on current quantitative research in different areas of psychology, unless it’s criticisms of the concepts<br />
used in such areas. It’s definitely a course for people more oriented towards the “human sciences” rather than the “hard<br />
sciences”.<br />
Some aspects of the course feel slightly unorganised which can be anxiety provoking, but this is outweighed by the high<br />
quality teaching and interesting topics covered (some of which are very unique to the UEL course)<br />
I think the UEL campus and facilities may be somewhat lacking compared to some other universities, however the teaching<br />
and the supportive staff absolutely makes up for this and you’re only in university 2 days a week anyway.<br />
If you would like to feel more engaged with the world around you, you should go to UEL.<br />
<strong>The</strong> course isn’t perfect and I don’t think any course is - they can’t fit in everything and have taken a particular stancewhich<br />
is quite overtly political-and comes at the cost of other things. Think carefully about what you want from a course<br />
and whilst you won’t come out of UEL an expert in CBT (actually you won’t from any course, only CBT training!), I feel you<br />
will come out with a broad skill set which enhances your approach to being a clinical psychologist. I love UEL and am very<br />
happy to be here!<br />
A little more teaching on CBT, inpatient working, more ways of working with severe and enduring presentations as I felt we<br />
spent most of our time critiquing the approaches used.<br />
For PTSD- we deconstructed it and had a very brief lecture on why CBT for trauma is not ideal. But then got nothing more<br />
on PTSD teaching.<br />
144 British Psychological Society
University of East London<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
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Online test, interview, course talk<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
14 hours per week<br />
20 hours per week<br />
3.5 hours per week<br />
Depends which year students are in<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 50%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 145
University of East London<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
146 British Psychological Society
University of Edinburgh<br />
32 responses (36% of 89 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 147
University of Edinburgh<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 16%<br />
MA 13%<br />
MSc 52%<br />
MRes 10%<br />
Diploma 0%<br />
Post Graduate Certificate 19%<br />
Conversion course 13%<br />
None 16%<br />
Other 3%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 41%<br />
Assistant Psychologist non NHS 19%<br />
Voluntary Assistant Psychologist in NHS 38%<br />
Voluntary Assistant Psychologist non NHS 13%<br />
Research Assistant 50%<br />
Voluntary Research Assistant 25%<br />
Healthcare Assistant/Support Worker 44%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 13%<br />
Other 38%<br />
148 British Psychological Society
University of Edinburgh<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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It was well structured and containing, which was helpful when I was so nervous.<br />
Having existing trainees to talk to during breaks between interviews helped to stop us getting too anxious. <strong>The</strong> set up<br />
was really nice and I felt it helped me give my best. I think the different aspects of the interview allow us to demonstrate<br />
competencies in all the areas required for training.<br />
It was positive in that the interviewers would probe you further which gave you the opportunity to think further about your<br />
answers. This gave me further opportunity to show my knowledge rather than letting nerves take hold and only getting to<br />
say the first thing that came to mind. <strong>The</strong>re were members of staff and current students on hand to answer questions;<br />
they were friendly and supportive.<br />
I found it quite intimidating and impersonal. I arrived at a large Victorian-style halls of Residence with oil paintings of<br />
wealthy middle aged white men on the walls. It was towards the end of the day and the sandwiches had been eaten. <strong>The</strong><br />
academic interview seemed designed to catch you out, with the panel using interruptions and exchanging glances. <strong>The</strong><br />
clinical panel interview was much more as I had expected, straight forward questions and friendly psychologist faces!<br />
A little written test, a bit of feedback and off I went – convinced that I’d failed. In my feedback I suggested that they<br />
change venue. If we want to attract a different demographic to the profession then we can’t overlook the impact that this<br />
kind of post-colonial architecture can have on those with no experience of privilege and the trappings of power.<br />
Edinburgh have multiple components to their interview. <strong>The</strong>se include a research interview panel, a clinical interview<br />
panel, a role-play and a written task. Although I have a lot of research experience I found the research interview the<br />
hardest, as I got little feedback from the pane (i.e. they were a little intense and scary). In contrast the clinical panel<br />
were very friendly and responsive, with the exception of one of the four panel members who was very blunt and a little<br />
intimidating. I had been the most concerned about the role-play, but actually this was a relatively enjoyable part of the<br />
interview. I had interviewed at Edinburgh the previous year as well, and found that the two topics for the written task over<br />
the two years were quite different.<br />
I welcomed by 1st year trainees who I chatted to at length and helped to make me feel more relaxed. <strong>The</strong>y told me about<br />
the course and living in Edinburgh. <strong>The</strong>re were also people available at the end to talk to.<br />
Agonising process due to the number of different components (Research, clinical, role play and written task), however<br />
surprisingly some parts were more enjoyable than expected.<br />
I found the interview experience to be actually ok! Although it was challenging, it felt like the interviewers were trying to<br />
give you every opportunity to get your knowledge and experience across. <strong>The</strong>re were lots of parts to the process, which<br />
gave you ample opportunity to make up if you struggled in one section. <strong>The</strong> role play was a really good experience, and<br />
felt was an opportunity to demonstrate interpersonal skills. Trainees were present, which was good to get some information<br />
about the course and also some moral support. Overall it felt like the University wanted to make the process as painless as<br />
possible and give you plenty of opportunity to shine.<br />
Pleasant and weird, in a good way. Really felt like they wanted to know who I am rather than what I know.<br />
<strong>The</strong> research interview was hard. I came out thinking I’d blown my chance. <strong>The</strong> Clinical interview was very nice, and no<br />
trick questions - I felt I had a chance to show them me as a person. <strong>The</strong> role play was very well done, and the written<br />
questions were straightforward<br />
<strong>The</strong> interviews were very well organised. We were allocated a first year trainee who looked after us all day. <strong>The</strong> interview<br />
process was long but people were generally very friendly. <strong>The</strong> admin staff were very helpful leading up to and after the<br />
interviews and kept us well informed. <strong>The</strong> interview consisted of 4 parts (academic panel, research panel, a role play task<br />
and a written task).<br />
<strong>The</strong> interview was split into 4 sections: a clinical interview, a research interview, a role play and a written task. Prior to<br />
interview, there was time to talk to current trainees and to calm your nerves in a quiet area - which was good due to the<br />
anxiety I felt on the day. <strong>The</strong>re was also an opportunity to feedback on your experience after the interview, which was a<br />
helpful way to end the process. <strong>The</strong> clinical and research interviews were fair in terms of questions asked, I struggled a<br />
bit with the research questions but felt like overall they wanted to get a sense of the way I thought about approaching<br />
research rather than wanting specifics about statistics (which had been my fear!). I actually enjoyed the clinical interview,<br />
perhaps as my experience beforehand had been in providing CBT therapy so it felt like familiar material. <strong>The</strong> role play<br />
was with an actress and we did a scenario designed to see how you interact with people, this was filmed which was a bit<br />
terrifying, but the opportunity to reflect on this afterwards was good. Overall, the process was quite intense, and long!<br />
However, I felt it gave me an opportunity to show different elements of my experience and knowledge and show a bit of<br />
who I am as a person and I found that was a good part of the process.<br />
It was divided into several stages before I even got invited to the interview, as well as at the interview itself. It felt they<br />
were looking for the best at absolutely everything: best degrees, most work experience, and most reflective, most intelligent,<br />
most flexible, fastest writer/thinker. It was certainly tough and a lot of hurdles to take, on top of managing the<br />
anxiety connected to this being my dream job and only getting one shot per year to get in. It was a lengthy process and<br />
nerve-wrecking at the end, when I was on the waiting list.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 149
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I found the clinical interview team very friendly and they tried to make you feel at ease. It seemed like they wanted to get<br />
the most out of you by asking lots of follow up questions which I found really and encouraging.<br />
I genuinely enjoyed the interview experience at Edinburgh, which is something I never thought I’d say! <strong>The</strong> role play<br />
aspect was great as it showed me that the Edinburgh course are genuinely interested in your character and the way you<br />
interact with someone in distress. <strong>The</strong> staff and panel all made me feel at ease and I felt that the panels really wanted to<br />
get the best from me.<br />
It was a very intense experience and I felt that I was better able to convey my experience in the clinical interview; compared<br />
to the research interview (although I was/still am a research newbie). <strong>The</strong> written/computer task didn’t feel useful<br />
and I was unsure how it measured any of my clinical or research skills. Instead it felt like a test of how quickly I could<br />
read and digest information, and write a letter. <strong>The</strong> staff at interviews were very supportive, and I found (particularly the<br />
clinical panel) to be encouraging. Having current trainees in the holding area when interviewees were waiting was also a<br />
nice touch.<br />
<strong>The</strong> interview process at Edinburgh was warm and friendly. <strong>The</strong>re were a number of course staff and current trainees to<br />
welcome you and to reassure you on the day. <strong>The</strong>re were four parts to the interview on the day, academic, clinical, roleplay<br />
and a written-task. This was a long process, but questions were fair and it felt like the interview panel really wanted<br />
to help you to do your best on the day. <strong>The</strong> opportunity to debrief at the end of the process was particularly helpful.<br />
I thought having other trainees there was helpful at making you feel at ease. It was also good to have an area where<br />
people could study or a group area to speak. I found talking about irrelevant things to the interview eased my nerves. I<br />
found the research interview more anxiety provoking. This could have been because it was the first out of the two I had. I<br />
also think it was set up to see how you perform under pressure without positive feedback. <strong>The</strong> clinical interview, the panel<br />
were a lot more friendly and provided encouragement through their body language and overall demeanour.<br />
<strong>The</strong> interview was well organised and facilitated with clear instructions for applicants throughout. I found the experience<br />
intense and tiring with four parts to be completed in one afternoon. <strong>The</strong> panels and Interviewers I found to be open, transparent<br />
and friendly. I enjoyed meeting some other applicants on the day benefiting from peer support and support from<br />
trainees already on the course.<br />
I was called up from the reserve list late on and was really pleased to be offered the opportunity to attend for interview.<br />
Because I was called on the last possible day, the preparation was probably less stressful for me than for those who had<br />
been trying to study for the interview for several weeks. <strong>The</strong> interview process was obviously pretty intense, but the course<br />
worked hard to make it as painless as possible, having current trainees there to chat to and different tasks to do that<br />
meant you were more likely to feel you did well in at least one part (rather than it all being down to one short interview).<br />
Everyone worked hard to make us feel at ease both during and between interviews. I found everyone encouraging.<br />
Lengthy and tough experience however the course went out of their way to make us at feel at ease and make this difficult<br />
experience easier.<br />
<strong>The</strong> interview process was naturally anxiety provoking and intimidating but overall, a good experience. <strong>The</strong>re were current<br />
trainees and members of the clinical tutor team there to welcome and provide you with information about the whole<br />
interview process prior to it beginning which eased some nerves. <strong>The</strong>re was space for people to sit and talk to each other/<br />
current trainees or quiet space if you preferred to be on your own prior to being called for your interview. <strong>The</strong> interview<br />
process itself ran very smoothly and I transitioned from clinical to research panels relatively quickly which I found helpful.<br />
I found the interviewers were very polite and made me feel quite at ease. <strong>The</strong>re was no pressure to answer questions<br />
immediately and I remember feeling there was space in which I could reflect/think prior to giving an answer. <strong>The</strong>re was<br />
an opportunity to speak to clinical tutors/current trainees after the interview which was also helpful as a means of drawing<br />
the process to a close.<br />
Somewhat draining, however both panels were fair. Some people more encouraging than others. Helpful to have current<br />
trainees at interviews. Not sure I understood the merit of the written task as part of the interview process.<br />
I felt it was quite theoretically driven rather than asking questions about your own experience. It was more heavily focused<br />
on whether you knew the theory behind every aspect of what you do.<br />
I found the interview experience extremely intimidating although I could see there were efforts being made to try to make<br />
applicants feel more at ease- e.g. current trainees to chat to, refreshments available, a smiling administrator. I think the<br />
process has changed since I was an applicant but at that time there was a research panel, a clinical panel and a written<br />
task. <strong>The</strong> formal row of panel members seated behind a long table with one solitary chair in front made the power dynamic<br />
in the room explicit but the questions seemed reasonable.<br />
Really friendly and helpful overall. Was nice that they didn’t leave you waiting for ages. No set research paper which I<br />
found good too. Enjoyed range of opportunities to showcase readiness for training, felt like if you messed up a bit somewhere<br />
you could compensate elsewhere. Seemed caring and took time to debrief you. Clinical interview panel were super<br />
friendly, research/academic really pushed and questioned a lot, but seemed to just want to get best from you although felt<br />
a little scary at the time<br />
Was very good, they were very calming.<br />
It was daunting but I think it was a fair process. Edinburgh asks questions which allow you to demonstrate your knowledge<br />
and experience in quite broad ways.<br />
I thought it was challenging but fair. I felt the interviewers wanted to get the best out of you e.g. asking follow up questions<br />
and summarising your responses<br />
150 British Psychological Society
University of Edinburgh<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 151
University of Edinburgh<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
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Very CBT focussed.<br />
As I’m only in first year it’s difficult to comment about the availability of further training available through Advanced<br />
Practice Seminars in third year, but in first year the focus is certainly on CBT. However, the majority of our cohort has experience<br />
in additional therapeutic models from our previous experience and we have used this to inform group discussions<br />
and peer-to-peer learning.<br />
I feel as if there is not enough time devoted to developing clinical skills in any of the different models. CBT is covered the<br />
most, but even this is very minimally done, I don’t feel I’ve gained much more knowledge/ skills than I already had.<br />
<strong>The</strong> Edinburgh course seems to ‘teach to the syllabus’. <strong>The</strong>re is a pragmatic devotion to covering all the bases, in particular<br />
the competency frameworks, but I never got the impression that we were being schooled in any particular tradition.<br />
<strong>The</strong> only exception may be that the in a sizeable dose of enthusiasm in the department for Acceptance and Commitment<br />
<strong>The</strong>rapy - and correspondingly, good opportunities to engage with 3rd wave behavioural theory.<br />
CBT is definitely the main focus of the teaching, particularly in first year.<br />
<strong>The</strong>re is also a fair amount of time in the course on IPT. Access to learning on some models such as CFT and solution<br />
focussed therapy is dependent on the supervisors that you have.<br />
<strong>The</strong>re are some topics on that list, that we have not had yet, but might come up in the future<br />
No<br />
<strong>The</strong>re is a lot of ACT worked into the teaching, although it does not force you to go down an ACT route.<br />
<strong>The</strong> main focus of teaching so far has been on CBT theory skills, however there has also been teaching on psychodynamic<br />
approaches and the university has a big focus on ACT currently. We have also had teaching on CAT and a bit on DBT.<br />
Further on in training we have the opportunity to attend advance practice seminars on models of therapy other than CBT.<br />
It is in proportion to what you use in practice and what is required by the course. We are allowed to pick a further modality<br />
in third year which allows us to get in depth-experience of a second model other than CBT<br />
In the first two years, the course mainly focuses on the development of CBT skills however in 3rd year there is an opportunity<br />
to pick Advanced Practice Seminars which provide teaching on other therapeutic models e.g. schema.<br />
Too much time spent on assessment and formulation in later years when what we really need is how to translate a formulation<br />
into interventions. Quite heavy on ACT.<br />
While I am only in first year, teaching to date has provided us with an introduction to a number of different therapeutic<br />
modalities. <strong>The</strong> main focus appears to be upon CBT and Third-Wave approaches however I believe advanced practice<br />
models on CAT, Schema-Focused <strong>The</strong>rapy, ACT and Psychodynamic approaches are available in 3rd year. I believe that<br />
there will be a greater focus on systemic approaches later in first year.<br />
It seems challenging to provide CBT teaching to a group at the correct level/depth when the experience is so varied with<br />
some having worked as therapists for many years and others with no CBT clinical experience. Overall a very good grounding<br />
in the many dimensions pertinent to the placements at hand in a timely and effective manner.<br />
It is unfortunate that most of the teaching on therapies other than CBT comes in third year, as this doesn’t allow us to use<br />
these techniques in any of our core placements. I think some advanced practice seminars could be offered in second year<br />
teaching. Apart from that, the course seems to cover a variety of vital topics as well as possible given the time available<br />
First year is primarily CBT and we have opportunity to study models we are interested in further in 3rd year. <strong>The</strong>re is also<br />
systemic teaching.<br />
Although the course is quite CBT orientated I feel that we got very little teaching on actual CBT skills. It was more<br />
focused on theory behind it and the models rather than the practical clinical skills of CBT. <strong>The</strong>re seemed to be an<br />
expectation that your CBT skills would be developed on the placement but that was certainly not always the case. Some<br />
supervisors are not CBT orientated and take different approaches which are unhelpful when trying to learn your CBT competencies.<br />
In the 3rd year specialist placement I am in I have found that a good enough grounding in CBT has been useful but that,<br />
in comparison to the MSc course, it is not taught or evaluated with as much rigor.<br />
First year seems very CBT based- a lot more focus is on assessment and formulation, some treatment and role plays but<br />
a lot of that seems to be left to placement, I found it helpful having had CBT training from IAPT but everyone seems to<br />
manage well regardless of past experiences. More models come up in second year and particularly final year in advanced<br />
practice seminars<br />
It is very CBT heavy. It would be good to have more types of therapies covered but perhaps this happens in 2nd and 3rd<br />
year.<br />
152 British Psychological Society
With regards to placements, how satisfied are you with the way your course prepares you?<br />
University of Edinburgh<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
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■■<br />
■■<br />
I am aware that the clinical demands of placement at Edinburgh are higher than some other courses, but I feel this is<br />
really important to develop competencies within each of the core areas. This can make placement a really busy time, but<br />
I feel much more confident in my clinical skills. I don’t think I would have had this confidence if there weren’t the same<br />
high expectations of trainees on placement.<br />
<strong>The</strong> teaching is set into blocks, as are the placements, however, as the trainees alternate their placement rotation it can<br />
often be six months or more before you apply the teaching to the relevant placement.<br />
<strong>The</strong> year is split into two in relation to which placement comes first, with teaching alternating between the two clinical<br />
groups. This is a little frustrating, as it means there can be a full 6 months between being taught about something and<br />
then having to apply those skills. In our first year a lot of time was spent on teaching us how to undertake an assessment.<br />
Although this was helpful, it left a few of us feeling unprepared in terms of how to actually go about applying the intervention<br />
itself. Prior to a placement you always have a block of teaching, however, which is helpful. <strong>The</strong> teaching involved a<br />
lot of role play in first year, so be prepared for that!<br />
I found the course to be supportive when I had a difficult relationship with a supervisor.<br />
<strong>The</strong> course gives you lots of information. However I do sometimes struggle with the diagnostic category led teaching as I<br />
feel this doesn’t represent the clinical environment that we work in within placements.<br />
no<br />
<strong>The</strong> teaching blocks, particularly at the start of 1st year are long, and you cannot possibly absorb it all. I tend to use to<br />
build my general understanding, then go back to the lectures on placement to find solutions to specific problems.<br />
I did my adult placement first, which was good for me as I came from working in an adult service and much of our initial<br />
teaching was on adult mental health. However, for those doing their intellectual disability placement first, that has been<br />
challenging as there wasn’t much ID teaching in the first 6 months.<br />
<strong>The</strong> teaching, especially at the very beginning, can lack a logical sequence and can appear slightly random: Everything<br />
we do matters and are very relevant but the sequence in which it is taught can sometimes lack structure. I wish we had<br />
gotten more ‘from scratch’-teaching as I had no clinical experience before coming on the course and did not know the<br />
most basic things that were expected. For example, ‘grounding strategies’ were suggested for a certain health problem but<br />
I had no idea what they actually are. I also did not know what therapy looks like, i.e. assessment leads to a formulation<br />
session, then goal-setting, treatment, staying well-plan. Otherwise, all teaching is very relevant. We get service users in<br />
sometimes which is helpful. We also get lecturers from all health boards and specialities which is also helpful. <strong>The</strong>re is<br />
always time for reflection. It is great we get regular face to face teaching in Edinburgh with the whole group -- Videoconferencing<br />
is terrible for me- I am expected to travel 1.5 hours to my health board/the videoconferencing site when I live 5<br />
minutes down the road from the university in Edinburgh from where the lectures are recorded. None of the other students<br />
like videoconferencing either and would prefer to travel to Edinburgh.<br />
<strong>The</strong> course aim to provide teaching on the main things that you are likely to come across in a placement before you begin.<br />
However, there will also be a great deal of learning on placement which you may rely on your supervisor to guide you on.<br />
I felt that we were given the basics in terms of clinical assessment skills and the key models (CBT); I’m not sure how<br />
better the course could prepare you for the unknown of being a Trainee on your first placement. I think perhaps better<br />
communication between the health boards/supervisors and the course e.g. having some teaching dedicated to an intro to<br />
being on placement and what to expect.<br />
<strong>The</strong> course struck a good balance between theory and practical clinical skills during introductory teaching, where we had lectures<br />
on common mental health problems and skills workshops on assessment, formulation and CBT treatment techniques.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 153
University of Edinburgh<br />
■■<br />
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■■<br />
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■■<br />
I feel a pretty good job was done.<br />
Because half the class goes to one core placement (e.g. adult mental health) and half goes the other that year (e.g.<br />
intellectual disability), it means you get half the teaching that is relevant to that placement after placement has finished,<br />
and miss out on vital teaching before placement starts. I have just finished my older people’s placement, and straight<br />
afterwards had a week of neuropsychology teaching which would have had a real positive impact on my practice in that<br />
placement if I had had it before. I understand that this is really hard to avoid though, as there are not enough placements<br />
available for everyone to do the same core placement at the same time.<br />
Each placement is very different given that there are so many variables involved (department, supervisor, other colleagues,<br />
previous experience etc.) it is therefore difficult to be “fully” prepared for going on placement.<br />
<strong>The</strong> course prepares you in a generic way. I guess it can be difficult to prepare all students for the different political and<br />
departmental conflicts that you can find yourself in. I think they could spend more time discussing managing these conflicts<br />
and providing supports. <strong>The</strong>y also don’t prepare for the conflicts between the academics and the clinical supervisors<br />
where you can get stuck in middle. I didn’t think the course prepared you in terms of CBT competencies in first year. I<br />
think it got better during 2nd and 3rd year.<br />
I think the course aims to deliver teaching in blocks in the lead up to each placement but that due to difficulties finding<br />
adequate numbers of clinical supervisors, some trainees are lucky and get training in synch and some are not.<br />
You are encouraged to get in touch with your supervisor. I think it is good you get some teaching prior to going onto placement<br />
as it allows you to meet your class, learn some concepts, practice some skills.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
154 British Psychological Society
University of Edinburgh<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 155
University of Edinburgh<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
156 British Psychological Society
University of Edinburgh<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
16% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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As I am research-aligned the academic demands have been much higher for me at the start of the course than it has been<br />
for others. This meant there was very little work-life balance in the first six months. Although this pressure is easing now,<br />
it was a difficult time to have additional pressures when you are still familiarising yourself with the course and working<br />
within a new health board.<br />
I’ve found it all manageable so far, but I’m still only in the first year.<br />
Particularly the lack of support and guidance around thesis selection and development. This is partly due to the practice<br />
of some Scottish boards requiring students to complete a thesis in their ‘aligned’ area - which in my case did not match<br />
the skills-set / research specialism of the programme team.<br />
During each placement we get assessed on a range of clinical competencies (approx. 50+), and then get an overall grade<br />
for the placement. This is actually quite demanding, as you are ware that you are getting assessed on everything during<br />
placement. <strong>The</strong> Uni has a Mentor scheme, however, where a qualified clinician from another health board acts as a mentor<br />
and you can go to them to discuss any difficulties that you are having. This has been incredibly helpful, as they are<br />
not involved in your assessment in any way.<br />
End of placement also seems to be a more hectic time.<br />
Negotiating a suitable academic supervisor<br />
Just the balance of clinical and academic work.<br />
Lectures are increasingly using self-directed learning materials. <strong>The</strong>se are often dry, hard to learn from, and require a lot<br />
of extra time to cover the material. I’m frequently doing a lot of prep for these outside of hours<br />
My first placement has involved a large amount of driving, which I have got used to but initially was quite stressful. If<br />
you don’t drive, then this may be very problematic if given a rural placement. I have also found the inflexibility regarding<br />
attending video conference teaching particularly problematic. <strong>The</strong>re have been many teething problems with VC teaching,<br />
however some issues are ongoing. If you are in a health board other than Lothian, this will be an issue.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 157
University of Edinburgh<br />
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Every aspect of it. Juggling ‘two courses in one’, i.e. placement and research along the way. However, I have found that<br />
Edinburgh is extremely good in making it a little easier for us, i.e. no exam, research pieces well-timed so that deadlines<br />
fall into periods when there is less work clinically, thesis is written as two ‘ready to submit’ research papers. 6 month<br />
placements can be difficult as you feel you are just getting the hang of the work you are doing when you have leave again.<br />
On the other hand, I love we are getting so much experience with different client groups and would not have it any other<br />
way.<br />
I have found the completion of my thesis the most demanding aspect. As I was aligned to complete my research in a<br />
clinical area that I was not familiar with, it was difficult to develop a project however my external supervisor helped to<br />
overcome this and the university were generally supportive.<br />
■■<br />
Balancing academic work with busy placements.<br />
■■<br />
■■<br />
■■<br />
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■■<br />
Juggling clinical and research commitments at times has been the most demanding aspect of my training. Formulating a<br />
thesis idea was tricky as I’m an aligned trainee in a clinical area that I had no experience so struggled to have the awareness<br />
of the literature to identify a gap that I could potentially look to fill with my thesis.<br />
Learning via VC is really difficult. Although I was lucky enough to be based in Edinburgh for teaching, the VC component<br />
made group discussions tricky, and the emphasis was often on the Edinburgh based trainees to contribute, which may<br />
have made the other trainees feel left out and less engaged. Also, managing supervisor demands can sometimes be difficult!<br />
Initially starting different placements can be quite stressful as you’re adjusting to a new role within a different system<br />
and, for me, it took a bit of time to become familiarised with department rules, regulations, referrals systems, record<br />
keeping policies etc. However, this becomes easier as you progress as a trainee. I also found balancing clinical and academic<br />
work could be quite challenging and feel that times around hand-ins can be quite stressful as you’re trying to complete<br />
academic work at the same time as working clinically. Again, I found as I progressed throughout training I became<br />
better at balancing clinic and academic work.<br />
Travelling to Edinburgh from remote sites and use of video conferencing for lectures. Juggling placement and academic<br />
work can be difficult at times.<br />
Managing supervisors and any difficulties with supervisors is extremely problematic. I have found supervisors to be hugely<br />
defensive and not willingly to take the slightest criticism not matter how gently you put it across. I think the course can be<br />
quick to label trainees as ‘anxious’ and thus, don’t take their feedback as seriously because it’s down to the trainee being<br />
anxious rather than genuine difficulties within placements. <strong>The</strong>re seemed to be significant discrepancies in my Board between<br />
the trainees as to workload. Some trainees had caseloads where it was possible to complete a significant amount of<br />
academic work on placement while other trainees struggled to find 20 minutes to have a lunch break due to the variation<br />
in workload and travel expectations. Having to complete rural west placements can be problematic as you can find one<br />
day a week is taken up with travel.<br />
■■<br />
Doing the assignments is challenging as well as being on placement but doable if you are willing to put the time in.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 63%<br />
“Buddy” 80%<br />
Manager 83%<br />
Placement Supervisor 100%<br />
Librarian 57%<br />
Professional Mentor 77%<br />
Personal Tutor 97%<br />
Research / <strong>The</strong>sis Supervisor 97%<br />
Independent personal advisor 13%<br />
Other 20%<br />
158 British Psychological Society
University of Edinburgh<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
My clinical tutor has been very good, meeting with me regularly to review the academic/placement demands and to<br />
support me with managing expectations. However, there is a feeling that the course staff cannot have much impact on<br />
academic demands placed on you by health board staff, when this is perhaps where you need them most.<br />
<strong>The</strong> various tutors/ placement supervisors and admin support have all been very supportive and approachable.<br />
Some of the health boards can be three hours travel from Edinburgh, meaning that no matter how much support is on<br />
offer, it is not necessarily accessible.<br />
I have two thesis supervisors, and one of them has been amazing in terms of support. Similarly my mentor has also been<br />
excellent.<br />
Access to course staff really varies from staff member to staff member. When you get the support it has always been good<br />
in my experience.<br />
<strong>The</strong> course seems to be set up in a way so you have lots of avenues for support for a range of potential difficulties during<br />
your time on the course. I have never had to use a support system, so am unaware of how well these work first hand however.<br />
Comments from our cohort that have been fed back to the course have been picked up on and actioned very quickly.<br />
Always available and appropriate!<br />
<strong>The</strong>re are lots of ways to access support, so the university have provided well for this.<br />
<strong>The</strong> Mentor system is fantastic, i.e. the chance to discuss the course and my progress etc. with someone that is not<br />
involved in my training. It has helped me a lot. I am glad it was mandatory or I would not have used it. <strong>The</strong>re are a LOT of<br />
managers and supervisors and people involved in my training. It is reassuring and overwhelming at the same time. Overall,<br />
I feel I could not get any more support.<br />
My thesis supervisors have been a good source of support throughout my training. Overall, the programme team are very<br />
approachable if you require any support.<br />
<strong>The</strong> course team at Edinburgh have been very responsive to queries and feedback raised by our cohort, where they have<br />
suggested solutions or alternatives in a timely fashion. Very impressed so far!<br />
It is very comprehensive, and there have been certain supervisors who would have been very helpful if difficulties had<br />
arisen<br />
I’ve found at times I have had to really fight for support whereas with other people haven’t had to.<br />
I discussed accessing support re. a road traffic accident I had experienced as an adolescent that I realised was still impacting<br />
on me emotionally. <strong>The</strong> course supported me through this process and made it easy for me to feel that this was<br />
OK. On the other hand, the processes of information sharing made it feel very exposing as it was not made explicit who<br />
this would be shared with.<br />
I really enjoy working with my research supervisor. She is knowledgeable and friendly and empathic. All helpful qualities!<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 159
University of Edinburgh<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
160 British Psychological Society
University of Edinburgh<br />
In relation to the below, how would you describe the quality of your placements?<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
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It appears quality supervision is very much dependent on the individual supervisors.<br />
This will vary wildly depending on your health board. <strong>The</strong> larger health boards have considerable geographical areas to<br />
cover and it’s important to remember that you may end up working in any area within that board, so consider if this is<br />
feasible for you or if you’d be prepared to move if necessary.<br />
<strong>The</strong> placement co-ordinator for NHS Lothian has been extremely supportive and accommodating and where possible<br />
seems to listen to our placement needs. It’s early days but so far it’s been very good.<br />
<strong>The</strong> placement experience is highly variable and depends almost entirely on local factors.<br />
Location can be difficult for lots of people in many different board areas given the large geographic area some of the<br />
boards cover, and therefore there can be lots of travelling involved.<br />
Varies a lot between boards. Fife is excellent!<br />
So far, after having just done one placement, my supervisors have been great. I have had a split placement (with 2 days in<br />
2 different services), which is logistically challenging, but my supervisors have been very supporting and good at gearing<br />
experience to my interests.<br />
Overall I have thoroughly enjoyed all of my placements. <strong>The</strong> majority of my supervisors have been great and I feel that I<br />
have really developed across the three years of training.<br />
While I have only completed one placement to date, this was an excellent experience. My supervisors took into account<br />
my previous experience and adapted my placement as a result.<br />
My placements have been fantastic, and I have learnt a huge amount. I have had fantastic supervision and have worked<br />
with some great teams and inspirational colleagues and clients. It has been a really positive experience so far.<br />
It seems to be dependent on your supervisor what kind of placement you have.<br />
I absolutely loved my first placement. <strong>The</strong> team were extremely friendly, helpful and welcoming. It made a big difference<br />
in terms of the experience I had and made me really feel comfortable and engaged in learning.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 161
University of Edinburgh<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 53%<br />
No 41%<br />
Don’t Know 6%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 34%<br />
No 63%<br />
Not Applicable 3%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees’ place of abode is dependent upon their health board. Many trainees live<br />
in Edinburgh and the surrounding areas however trainees’ place of abode is according to their health board,<br />
across the whole of Scotland.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 32%<br />
No 68%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
162 British Psychological Society
University of Edinburgh<br />
Do you have any comments about your work life balance?<br />
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Work life balance is something we all strive for but this has to be weighed up with the course we are doing: a doctorate<br />
level education will require some going above-and-beyond. It’s important to know your limits and to recognise when you<br />
need to have a break. Similarly, it’s important to know when you need to push yourself a bit harder. Expect to work some<br />
evenings and weekends throughout the course when it gets close to deadlines (even if you use your study day appropriately).<br />
It comes in peaks and troughs and there is very little that can be done to affect that. In terms of the bigger picture, it<br />
will depend on how far you have had to relocate. For me this meant a complete transformation and so a huge impact on<br />
access to social support.<br />
This has varied between placements. <strong>The</strong> placement that I have just finished has the longest commute (1-1.5 hours), but<br />
my supervisor has been excellent in terms of work/life balance. In contrast, during my previous placement I was working<br />
high numbers of extra hours due to the large caseload that I had. This resulted in a non-existent work-life balance, but<br />
despite this the placement was really good. I think that one of the main factors that counts towards work-life balance is<br />
whether you are able to use your study day productively, which in honesty I probably haven’t.<br />
I am in first year, so this although I am able to maintain a fair work-life balance at the moment, this may well change as<br />
academic pressures increase.<br />
Encouraged to work 9-5 Monday to Friday, but the expectations/demands of the course make this impossible. However,<br />
you still get a good balance - you just have to do a little work on some evenings or sacrifice a little of your weekend sometimes.<br />
As I have to live away from home during the week because of my placement location, I have struggled to manage my personal<br />
life due to being away from friends and family. However I have got used to this.<br />
This is circumstantial at the moment and has been much better in pervious placements. At the moment, the course is<br />
requiring a lot of work, research and clinical work at the same time. Personal circumstances may have also contributed to<br />
me being behind on research work. <strong>The</strong>re is, however, always more that could be done and I am learning to balance this<br />
As with any course, there are times where you have good work life balance and others, usually as deadlines are approaching,<br />
that you require to spend more of your free time on academic work.<br />
Supervisors have always made sure to check in with me about this and I’ve developed ways as I’ve gone along of making<br />
sure that training doesn’t take over my life.<br />
At times much evening and weekend work required.<br />
Personally, mine feels really good, but I think I possibly too laid back about the academic side of the course! Third year<br />
may be less balanced as a result...<br />
I think that different people balance this differently but I haven’t found the workload to be too much or impact other areas<br />
of my life.<br />
I personally found myself working most evenings and weekends. When starting a new placement, I found myself working<br />
most evenings to read up on materials relevant to client group I was working with. Additionally, I would work evenings<br />
and most weekends on the run up to academic hand-ins. In third year, I have found I have had to work most weekends (at<br />
least one day) on top of my study days to complete my thesis which has not been ideal and I have not had a great work<br />
life balance. However, I think this is to be expected on most courses, at least over a short duration of time, and doesn’t<br />
necessarily reflect this university alone.<br />
Work life balance constantly fluctuates depending on the demands of clinical and academic work. <strong>The</strong>re are times when<br />
the balance is good and others where it is nearly non-existent.<br />
While the course does speak about work life balance I feel they have also promoted you using your weekends, evenings to<br />
complete your work. I’ve also had to use A/L to complete work which all my supervisors where aware of.<br />
Fluctuates with deadlines, no exams helps as all on your own timetable<br />
I have a young family so it is a juggling act, military precision at points in order to keep everything working. It is not easy<br />
but I chose to do the course and it will be of benefit to me and my family in the long run. It is hard though.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 163
University of Edinburgh<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
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Meeting the demands to get on the course (in terms of additional qualifications and experience) can often result in taking<br />
low-paying jobs/paying high fees. I have incurred a lot of debt in my path to the DClin, so although I am now paid well, it<br />
will take me a long time to be debt-free.<br />
<strong>The</strong> pay is appropriate for the level of work and training require.<br />
If you have spent many years as an assistant previously, it is a sizeable jump in pay bands to be a trainee. However I am<br />
aware that this is not the case for everyone, and indeed some people do come from roles where they have a pay decrease<br />
to be a trainee.<br />
Edinburgh rent is very expensive. Much cheaper outside of the city<br />
I don’t get miles paid for work travel because I chose to live out of my health board for the first two placements. This,<br />
along with having to maintain and buy a car, is very costly. Clinics are all over Scotland and can be in rural areas, sometimes<br />
an hour away from the office, one way.<br />
However, I think we are lucky with the salary we are getting and I am lucky I can afford to be living away from my health<br />
board. If I had to move, I know my quality of life would be lower.”<br />
I’m placed in an expensive city so the cost of accommodation is higher and this has affected my financial quality of life.<br />
Initially considered financial remuneration to be very generous however given level of responsibility and difficulty of cases<br />
and other demands this now seems fair.<br />
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Travel costs make a big dent in my finances, as I am unable to claim back train tickets for teaching (which is around £60<br />
a week for teaching blocks) or travel to Edinburgh. Luckily my last placement was much closer to home so I have found<br />
this much easier lately. My second placement was a long way from my house and my petrol costs were really high. Apart<br />
from that however I feel we are paid fairly and if my circumstances had allowed me to live in the city I would probably rate<br />
my financial QOL as good.<br />
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my whole salary goes on childcare!<br />
What would you say is your favourite aspect of your course?<br />
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Without doubt, my fellow trainees. We have been very lucky with our cohort, who are massively supportive. I feel I could<br />
go to any of them with problems/worries, and we are quick to celebrate each other’s successes. I feel I have made friendships<br />
which I will carry on far past the course completing.<br />
<strong>The</strong> Intellectual Disabilities placement has been the best part as I’ve been working in a really good team.<br />
<strong>The</strong> peer support from other trainees.<br />
Although we get assessed in more detail on our placements than other courses, we appear to have less academic work to<br />
hand in. This gives you extra time to concentrate on the assignments, which is really helpful.<br />
I think the course has set it up so it is easy to develop bonds with their cohort due to the initial 6-week teaching block, so<br />
my favourite aspect is probably the support from my cohort.<br />
Variety of academic topics, lots to learn<br />
Placements, and some exceptional supervisors<br />
<strong>The</strong> enthusiasm and experience of my placement supervisor.<br />
164 British Psychological Society
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University of Edinburgh<br />
<strong>The</strong> clinical work, without a shadow of a doubt! It’s the reason I wanted to do the clinical course and I have not been<br />
disappointed.<br />
Teaching with the whole course in Edinburgh--we have a great year & good friendships. Lectures from very good professionals<br />
all over Scotland. Working with so many different client groups and teams. Direct client contact. <strong>The</strong> mentor<br />
system, i.e. having somewhere I can discuss personal issues with regularly<br />
I have a great cohort that I hope I will remain friends with in many years to come. I enjoy having 4 days on placement as<br />
you are better able to become part of the team.<br />
<strong>The</strong> passion of the course staff.<br />
Placements.<br />
A very friendly and sociable cohort of fellow trainees!<br />
Placements and having choice with advanced practice seminars in third year<br />
Practical elements of teaching experience - role plays, group work<br />
My cohort is amazing. Such an interesting, supportive and lovely group of people. And I have really enjoyed my placements<br />
too.<br />
Our cohort is lovely and supportive. I think having blocks of teaching allows us to build good peer relationships. I think<br />
there is a good balance between placement and time on teaching with good amount of study time.<br />
Excellent teaching and support<br />
I have enjoyed all aspects of the course. Placements obviously form a significant proportion of the course but I have also<br />
enjoyed teaching and sharing my experiences with fellow trainees in my cohort. <strong>The</strong> staff are friendly and approachable<br />
and are there to listen and help when needed.<br />
Clinical work on placements.<br />
Times when teaching has been stimulating and relevant to practice.<br />
Peer support, interesting teaching, variety of placements , encouragement from course to have work life balance and not<br />
be too stressed or perfectionist<br />
<strong>The</strong> supportive academic team is a strength of the course. I also think the clinical and teaching balance is a great<br />
strength.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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<strong>The</strong> development of clinical competencies through placement is excellent, given the constraints of time available for<br />
placements. <strong>The</strong> staff are friendly and our cohort is a good size. Don’t rank a health board or alignment if you’re not prepared<br />
to go there or to do it! Ranking low doesn’t mean you won’t get allocated there. Think carefully about the demands<br />
of a research-alignment and how that may impact your work/life balance in the first two years.<br />
<strong>The</strong> staff on the programme have been very supportive in my experience, and so far the work load seems very manageable.<br />
<strong>The</strong> teaching could be improved as I don’t feel any of it is in-depth enough; I don’t feel that my knowledge or skills have<br />
developed through the teaching. I have learnt through the placement experience and self-directed learning. I feel that<br />
Edinburgh is quite behind in terms of involving people with lived experience, having said this they do appear to be trying<br />
to improve this.<br />
On your pre-interview forms make sure that you tick only ‘alignments’ (specialisms) and locations that you know you would<br />
happily commit to for 3 years. <strong>The</strong> flexibility you demonstrate on this form plays no role in your selection for the course,<br />
however it will have a huge impact on your training experience!<br />
Although I have given some negative responses on the survey, I have actually really enjoyed my time at Edinburgh. I<br />
think the course is good, and I am really glad I was accepted here rather than to Glasgow. I am not sure how the Glasgow<br />
trainees manage to handle the clinical and academic requirements of the course plus having exams (which we don’t<br />
have). <strong>The</strong> course has been more difficult than I expected it to be: was a bit of a shock to the system, if I’m honest. A<br />
lot depends on your supervisor in each placement, though. My last supervisor was absolutely amazing; so supportive and<br />
helpful, so I am currently feeling very positive about the course. <strong>The</strong>re is only limited funding for your thesis, however, so<br />
if you are having to pay participants the money will not cover being able to attend conferences etc.<br />
Be aware that a fair amount of the teaching after the first teaching block is done via video conferencing for the more<br />
distant health boards.<br />
It is a good course, nothing is perfect but I do feel the course listens to feedback and adapts as much as they are able<br />
to. However I think trainees seem to have a diverse range of experiences and feelings towards the course, probably as<br />
Edinburgh is such a diverse course where trainees are placed across Scotland in different areas and therefore can have<br />
very different experiences.<br />
Tayside, D+G, Grampian and Elgin trainees will often videoconference to lectures. <strong>The</strong> course is moving to more self-directed<br />
learning sessions. Be prepared for a lot of reading back to back papers and watching narrated lecture slides.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 165
University of Edinburgh<br />
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Bear in mind that for the Edinburgh course if you are in a health board other than Lothian you may have to do a considerable<br />
amount of travelling and use video conferencing for teaching (which does have an impact on the quality of the<br />
experience of teaching in my opinion). I also feel that having worked as a Clinical Associate in Applied Psychology, I have<br />
an advantage in already being familiar with CBT and that those without this experience have found the CBT teaching<br />
slightly limited. However, in saying that it is a doctoral course so some self-directed learning and learning on placement is<br />
to be expected.<br />
Expect it will be tough - and try to enjoy whatever aspects of it you can. Make sure you ask questions - You are a trainee<br />
and can get away with it. Raise any issues with the course - they do listen<br />
Be aware that dependent on your health board, you may be required to use VC for teaching. This is not ideal, however the<br />
course team and contributors have worked hard to make it a better experience.<br />
I think the coursework load at Edinburgh is fairer and easier to handle than at some other centres, and the face to face<br />
teaching has been generally really good. Placements have also been fantastic. And Edinburgh is a great city to live and or<br />
work in. Some negatives worth considering however is the VC teaching, the large component of E-learning, and potential<br />
travel costs and distances. <strong>The</strong>se may not be such an issue at other more localised course centres.<br />
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I’m enjoying the course!<br />
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Only apply for health boards where you actually want to go. <strong>The</strong> three years come with a fair level of stress which is mainly<br />
mediated by having things out with work to remind you there is life after the doctorate. Being in a remote site isn’t always<br />
easy and can feel quite isolating at times.<br />
I think regardless of the course you choose it will come down to who your supervisors are as to whether you will enjoy your<br />
experience.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
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Candidates sit two interviews, one with an Academic/Research focus and one with a Clinical/Professional focus. <strong>The</strong> panels<br />
interviewing each applicant consist of representatives of the Programme Academic staff and Clinical Practise staff as<br />
well as representatives from NHS areas.<br />
<strong>The</strong>re is also a short written task that each candidate receives information about when invited for interview as well as an<br />
interpersonal task.<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal<br />
Study<br />
<strong>The</strong> academic teaching structure does not conform to this as it consists of teaching blocks<br />
spaced across years of training and interspersed with placements in linked areas. Further<br />
details about the academic teaching structure can be found in the handbook which can be<br />
downloaded from the university website (http://www.ed.ac.uk/health/clinical-psychology/studying/doctorate).<br />
Time on placements vary depending on whether or not trainees are on a teaching week, on<br />
placement full time, in their final year of training or on the Recognition of Prior Learning route.<br />
Further details regarding placement structure can be found in the handbook which can be<br />
downloaded from the university website (http://www.ed.ac.uk/health/clinical-psychology/studying/doctorate).<br />
Trainees have protected personal study time throughout their training. However, this varies depending<br />
on whether trainees are on a teaching week, on placement full time and their stage<br />
of training. Further details regarding personal study can be found in the handbook which can<br />
be downloaded from the university website (http://www.ed.ac.uk/health/clinical-psychology/<br />
studying/doctorate).<br />
166 British Psychological Society
University of Edinburgh<br />
Research<br />
Dedicated time is available for research throughout training. However, the amount of time<br />
varies according to the progression of the trainees’ research in line with their stage of training.<br />
Further details regarding research can be found in the handbook which can be downloaded<br />
from the website (http://www.ed.ac.uk/health/clinical-psychology/studying/doctorate).<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 0%<br />
Essays 0%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 100%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 167
University of Essex<br />
13 responses (43% of 30 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
168 British Psychological Society
University of Essex<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 77%<br />
MRes 0%<br />
Diploma 0%<br />
Post Graduate Certificate 23%<br />
Conversion course 8%<br />
None 23%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 54%<br />
Assistant Psychologist non NHS 31%<br />
Voluntary Assistant Psychologist in NHS 31%<br />
Voluntary Assistant Psychologist non NHS 8%<br />
Research Assistant 54%<br />
Voluntary Research Assistant 8%<br />
Healthcare Assistant/Support Worker 46%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 31%<br />
Other 46%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 169
University of Essex<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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Overall I found the process challenging, but fair. I feel like they really had opportunity to get the most out of me, related<br />
to various aspects of my skill set and personality. Some questions in the individual itself were quite tough, but really gave<br />
me opportunity to really think. <strong>The</strong>y helped me in making sure my answer was as full as possible, so I never felt tricked<br />
in any way. <strong>The</strong>y asked questions about my research proposal (that had to be submitted before the interview), I felt these<br />
were all fair and supportive questions. <strong>The</strong> literacy & numeracy test was really tough....but I think there’s always a difficult<br />
aspect like that on any interview day! I appreciated the opportunity to meet other trainees on the course.<br />
I found the interview process quite long in terms of preparation (since we had to prepare a research proposal before the<br />
interview and I took the practice online test) but on the day found the panel were very friendly. I very much liked having<br />
one longer interview as I felt I had time to calm my nerves in the first few minutes.<br />
<strong>The</strong> interview day was quite straightforward in that there were no unexpected questions. All trainees were friendly and<br />
helpful.<br />
I liked the fact that there were two separate clinical and research interviews and that there was enough time for a range of<br />
questions to be asked. We had a literacy and numeracy test which was very difficult.<br />
I found the interview and role play less anxiety provoking than I expected. I felt the panel really wanted to get a sense of<br />
me as a person rather than focus on theory and psychological knowledge. <strong>The</strong>re was a research proposal to be submitted<br />
prior to the interview which let me show my research skills in a way that I could prepare for rather than being put on the<br />
spot. <strong>The</strong> most difficult part of the day was the literacy and numeracy test - as the practise test did not match the actual<br />
test.<br />
I enjoyed the interview process. It was well run and i found the staff that interviewed me friendly and encouraging.<br />
<strong>The</strong> interviewers gave lots of opportunities for you to show the best of yourself. <strong>The</strong>y were supportive and tried to help<br />
ease our nerves<br />
<strong>The</strong> interview consisted of a personal and research interview (combined into one) as well as a clinical vignette role play<br />
and a numeracy and literacy test. We also had to write and submit a thesis proposal prior to the day which was discussed<br />
in the research part of the interview. I understand the format has changed somewhat this year though. I enjoyed the personal<br />
and research interview as well as the role play based on the case vignette. <strong>The</strong> panel were friendly and engaged with<br />
me rather than having blank faces which I found helpful. I got the sense that they were looking to get to know me a bit<br />
rather than trip me up or make the process very stressful.<br />
<strong>The</strong> literacy and numeracy test felt incredibly hard and I thought there was no way I could have passed - but I must have<br />
done!<br />
<strong>The</strong> day itself was long and there were many tasks, however I felt the demeanour of the interview panel made up for this<br />
as they were really kind and welcoming. I felt as though they were trying to get the best out of me rather than trying to trip<br />
me up.<br />
I found all of the interviewers to be very supportive and kind in making allowances for nerves and anxiety. <strong>The</strong> questions<br />
allowed opportunities to discuss a range of academic and clinical knowledge, as well as personal reflections.<br />
It was a long day split into three assessment components (a clinical interview, research interview, and maths and literacy<br />
tests). Whilst this felt a little fragmented, I did feel it gave me the opportunity to overcome my nerves and felt I had performed<br />
‘better’ later on in the day. I understand the process has now changed in that the interviews have been condensed<br />
and a group task added. I found the staff on my interview panels to be warm and approachable and felt they were keen to<br />
set me at ease and help me to do my best.<br />
I like the fact interviews were divided in to a clinical and research part. Preparing a research proposal beforehand was also<br />
a good idea. Interviewers were very nice and tried to get the best from the candidates.<br />
It felt rather humane - I was certainly challenged at interview but that helped me provide better and more personal answers.<br />
<strong>The</strong> fact that the course asks you to submit a thesis proposal was a definite positive, as it felt the course cares about diversity<br />
and student’s own research interests. I was able to build on that thesis proposal and supported to pursue it.<br />
170 British Psychological Society
University of Essex<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Reflective Practice<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
I’m in my first year, so some of the models didn’t apply & will be taught later on. This year has focused on CBT (at Essex<br />
University) and psychodynamic (at the Tavistock).<br />
So far we have only had teaching on CBT and psychodynamic theory but I understand we will have more teaching on systemic<br />
therapy in the second year and teaching on integrative work in the third year. We have also had/will have teaching<br />
on other therapies including compassion-focused therapy, mindfulness and ACT.<br />
I’m still in my first year - so a bit unsure about how accurate my responses to this section are. However the psychodynamic<br />
teaching at the Tavistock is the biggest draw for me, but the more you learn you realise you still want to learn so much<br />
more.<br />
Year one is focussed mainly on CBT and psychodynamic. <strong>The</strong> psychodynamic teaching at the Tavistock is excellent. I<br />
understand second year is focused on CBT and systemic and third year other models. You also get to do a DIT Training<br />
course in second year.<br />
I am in first year, so I can’t comment on what models will be taught in later years. I understand that most courses focus<br />
on CBT in the 1st year so I expected this. What I like about Essex is that we get quite a lot of psychodynamic teaching<br />
in the 1st year. This is delivered by psychoanalysts/psychologists working at the Tavistock and is often excellent and<br />
thought-provoking. I also enjoy the fortnightly reflective group (which is almost like group therapy) which promotes reflective<br />
practice, self-awareness and allows the trainee group to bond. We will have the same facilitator for the 3 years which<br />
I think is great.<br />
Time spent on ACT and CFT are one day and I would have preferred more time on these topics.<br />
<strong>The</strong> first year is more weighted towards CBT, balanced out with Psychodynamic teaching at the Tavistock. <strong>The</strong> second year<br />
focuses much more on Systemic theory.<br />
Year 1 was predominantly focused on CBT with some psychodynamic teaching at the Tavistock Centre and year 2 on<br />
Systemic approaches. Most other approaches have so far been covered fairly briefly and sporadically, although we are<br />
encouraged to do our own reading around these.<br />
<strong>The</strong> focus on psychodynamic teaching at the Tavistock has been invaluable - I didn’t actually anticipate I would enjoy it as<br />
much! Even if I don’t explicitly use this model with direct work with patients, it has been invaluable in reflecting on transference<br />
and countertransference especially when working with individuals with very complex and chronic presentations.<br />
<strong>The</strong>re is an equal if not bigger focus on CBT but even in the first year you are encouraged to consider integrating other<br />
models within CBT in your work with individuals.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
We had a teaching block (1 month) before starting first placement, so I felt ready by then. I was lucky as the psychologists<br />
I’ve worked with have been quite involved with the course, so they are on board with the type of teaching we have and<br />
applying this to placement.<br />
<strong>The</strong> course encourages you to have a meeting with your placement supervisor prior to placement starting which was<br />
helpful. However, I would have liked more guidance from the course about the different administration tasks required (e.g.<br />
placement contract).<br />
<strong>The</strong> course requires you attend a pre placement visit with you supervisor before starting and I feel that it depends on how<br />
‘paperwork’ orientated the supervisor is and how assertive you are in terms of meeting and planning to reach your goals<br />
over the placement.<br />
172 British Psychological Society
University of Essex<br />
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<strong>The</strong> course tries its best to map relevant teaching onto the placements being undertaken at any given time.<br />
Some current restructuring in services means there can be some uncertainty about what a placement can offer.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable at <br />
this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
Qualitative<br />
Quantitative<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 173
University of Essex<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not <br />
applicable <br />
to me at <br />
this time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
174 British Psychological Society
University of Essex<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer <br />
perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
8% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 175
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Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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Coping with deadlines is always going to feel more challenging, coupled with the fact that we initially didn’t have enough<br />
study days. However I felt the course were receptive to our difficulties to this and were able to generate solutions with us.<br />
Coping emotionally with the demands and stresses of placement has been difficult. I think these are all things that apply<br />
to training in general, not specifically the Essex course!<br />
I found the balance of completing essays outside university and placement times difficult to manage at first - we have to<br />
start our thesis proposal much earlier than some other courses too which was quite stressful. I do appreciate though the<br />
course does this to make sure you complete your thesis on time! I felt we should have been given more guidance/support<br />
when developing our initial proposals.<br />
<strong>The</strong> first year is assignment heavy and there is some pressure to get a thesis idea sorted early, which is good in that it<br />
prepares you and you have more time later on, but can feel quite overwhelming initially.<br />
<strong>The</strong> course involves a lot of different demands which can be challenging at times. It involves a lot of personal reflection<br />
which is helpful but can also be tough.<br />
Trying to balance clinical and academic work, particularly when deadlines are all together in April/May and there is a lack<br />
of study days.<br />
Attempting to know what ‘working at doctoral level’ means.<br />
Lack of re-submissions allowed for academic work -if this is not your strength then it is very anxiety provoking to fail a first<br />
submission as you can only have one more attempt - less room for error<br />
<strong>The</strong>re are a lot of deadlines in first year, which is a challenge, but do-able. On the positive side this probably prepares you<br />
for managing your time with thesis etc. in later years/months.<br />
I felt forced into my thesis topic and received almost no support in my first year. In my second year this improved. I’ve<br />
found the research and academic requirements a challenge. We get very few study days<br />
Lots of coursework deadlines in the first year - and these are not evenly spread across the year which can make for some<br />
stressful periods.<br />
Many deadlines within a short space of time, sometimes with a lack of study days.<br />
<strong>The</strong> workload feels as if it is not very evenly distributed at times, with deadlines grouped together in a relatively short<br />
space of time, which can be stressful although does allow for some less pressured periods.<br />
Most difficulties have been around being a trainee in an NHS that is undergoing major cuts and changes in services,<br />
which are out of the course’s control. However, the course has been very responsive to feedback, flexible and changing<br />
their demands (i.e. from placements) and able to contain some of the anxieties that come with this re-structuring. I have<br />
felt very supported by my personal tutor and reflective group, and the small cohort has allowed me to quickly built close<br />
and supportive relationships with my classmates as well as to get my voice heard when things have not been ideal.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 100%<br />
Manager 31%<br />
Placement Supervisor 92%<br />
Librarian 54%<br />
Professional Mentor 8%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 0%<br />
Other 8%<br />
176 British Psychological Society
University of Essex<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
My personal tutor has been amazing, my research tutor is incredible - she can make me feel like my research is the most<br />
exciting thing in the world & can motivate me so well. I’ve got a speech impediment, I found both of my tutors incredibly<br />
supportive to help me think about how I can manage this in oral assignments, placement and research interviews.<br />
Having a small cohort means you get lots of staff contact which has been really helpful.<br />
I have found all members of the course team to be extremely supportive when trainees (including myself) have had difficulties<br />
in our private lives. It is a small course with a small staff team and so it feels easy to get to know the tutors quite<br />
well.<br />
Generally, you have to be pro-active in reaching out for help, or giving feedback, but the course is very responsive to this if<br />
you do. i.e. following reaching out for support from my personal tutor, he has made an effort to check in and ask to meet<br />
regularly.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 177
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Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
178 British Psychological Society
University of Essex<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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■■<br />
I’m really lucky so far, my 2 placements have been very reasonable distances and really incredible work places. This is the<br />
best thing about the course for me, I’ve been able to have experiences that I wouldn’t have had otherwise (delivering in<br />
CBT in the context of dementia was a special highlight for me). We don’t have any say or flexibility at Essex with regards<br />
to placement allocations (I have friends on other courses who have a lot of this), I found this a bit difficult. We do get<br />
specialist placements in our final year and encouraged to think about this early on, so I’m excited for that!<br />
We don’t have any say in choosing our placements - we are allocated them by the course. I have had two placements in<br />
South Essex, which I found good in terms of my commute as I live in London. I have found both supervisors very supportive<br />
and conscious of both meeting the service needs whilst at the same time helping me with my personal development.<br />
I’m not aware of any option to do a placement abroad-we can apply to do a specialist third year placement at the Tavistock<br />
(although this is subject to an interview process). You also have the option to do one 12 month placement in the<br />
third year or two six month ones depending on your choice.<br />
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One issue I have with the 6 month placements is that it is difficult to do much long term work (e.g. 20 sessions of CBT).<br />
It can also be frustrating when placements are allocated as we are not told anything about what the process of this is.<br />
Lots of hot-desking is required, and travelling between locations, which can feel frustrating to not have a base. Hot desking<br />
also involves being very diplomatic and aware of organisation issues within the team.<br />
I have had two excellent placements so far which have both offered a range of novel opportunities for me to develop skills,<br />
competencies and confidence in new clinical areas whilst not being overwhelming. I think this is in a large part due to<br />
having had two very good supervisors. I know that other people on my course have not been this lucky though. <strong>The</strong> course<br />
offers no trainee input into choosing placements, which is a shame, especially as Essex covers such a large geographical<br />
area and a lot of us have to travel really far to placement.<br />
I have had four excellent supervisors who have worked in different styles, which has allowed for a range of learning and<br />
experiences. Some trainees in my year have said they have had supervisors who are more rigid or difficult to get along<br />
with.<br />
My two placements have varied in how they met my learning and competency needs (hence the ‘good’ rating as opposed<br />
to excellent). <strong>The</strong> first one was satisfactory due to system re-organisation, but following feedback the course ensured that<br />
my second placement has been excellent and did satisfy my learning and competency needs very well. Well.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 54%<br />
No 31%<br />
Don’t Know 15%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 39%<br />
No 46%<br />
N/A 15%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in Essex or East London.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 8%<br />
No 85%<br />
N/A at this time 7%<br />
180 British Psychological Society
University of Essex<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
It’s tough; you have to make conscious decisions on this one. It ebbs & flows throughout the year, as at the moment I’m<br />
in a bit of a rest after an incredibly busy period, where I did have to give up a few weekends. It’s important to be strict to<br />
make sure you work when you need to, but give yourself some time off too. But really, I feel ok overall. I still feel like I’ve<br />
been able to see my family and friends. It requires impeccable organisation and time management skills though! You have<br />
to be able to plan when you will work for your deadlines, especially when this might clash with other personal events. We<br />
had a lot of deadlines around my birthday (when I wanted some weekends to do fun things) - I had to plan this well in advance,<br />
but I did it! What really helps me is that our lectures start at 10am and as I’m local to the university (and a morning<br />
person) I can get some work done before that. This helps me to get work done bit by bit so it all feels more doable.<br />
I found the work life balance difficult at times as we had a lot of teaching rescheduled and as a result lost many study<br />
days, around the time several assignments were due. This was raised with the course and some teaching was moved<br />
again, however, it was still difficult as we had three deadlines due in one month.<br />
When assignments are due it can be work heavy, but we have study days in the summer, the balance will be up and down<br />
during the year.<br />
You have to prioritise work, particularly when there are lots of assignments due in around the same time and less study<br />
days. Because the course does not have exams and only assignments if feels like you are constantly working to deadlines<br />
throughout the year.<br />
Essex seems to have more hand-ins than other courses. However I’m aware one of these modules has been dropped for<br />
2016 intake so will be less than we had.<br />
We get very few study days and have more academic work than other Unis<br />
Overall I would say it is good but there have been periods of many coursework deadlines when this has been poor. <strong>The</strong><br />
deadlines and study days are not spread evenly across the year so there are times when you have to sacrifice many weekends<br />
for coursework.<br />
A lot of weekends are spent working (although I imagine this is true for most trainees). <strong>The</strong> placement area is quite large<br />
so there can be a lot of time spent travelling (although the course do try and take your home location into account if you<br />
ask).<br />
I have personally found it fairly easy to maintain a good work life balance (even with a long commute) although I know<br />
others have found this more difficult.<br />
<strong>The</strong> first year has had many deadlines grouped together. This is partly due to a course that will no longer run for new<br />
trainees next year, (so there will be three less deadlines for the new cohort!). Some of the deadlines are formative, which<br />
allow us to ensure we are on task and within good time, in order to submit our thesis and graduate on time. During times<br />
of deadlines, the work life balance has been hard to maintain. Furthermore, study days are offered on average every two<br />
weeks during term time. (During the summer time we have two study days though). This means that sometimes the balance<br />
is easier to maintain than others!<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 181
University of Essex<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
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Colchester is fairly cheap to live in (compared to where I’ve lived before), so this feels ok right now!<br />
I’m privileged to be paid for what I do (i.e. learn and train) and you also get the benefits of NHS and student discounts.<br />
<strong>The</strong>re is very good reimbursement of travel costs and rent in Colchester is affordable on our wage<br />
Not getting London allowance makes a difference. Also the course does not offer travel expenses if you live far away (your<br />
journey to placement has to be further than home to University in order to be able to claim - meaning that those who live<br />
far from university don’t get any expenses paid).<br />
<strong>The</strong> course only reimburse travel expenses further from your home to the university (in Colchester), so for those of us who<br />
choose to live in London or elsewhere travel costs can mount up.<br />
I think we are paid a good salary, however I have accrued a lot of debt in the years leading up to the course (funding<br />
my masters, working voluntarily) which has a negative impact on my financial quality of life now. We are also no longer<br />
allowed to claim mileage for our home to work commute (which used to be the case) unless it is farther than our home<br />
to university commute, and even then we are only able to claim a reduced rate or mileage on these miles which makes it<br />
difficult for me living in London.<br />
What would you say is your favourite aspect of your course?<br />
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Reflective thinking, especially within a small cohort. I feel well supported to explore issues in a really safe way. <strong>The</strong> teaching<br />
is really interactive, with a wide range of local psychologists able to contribute on various areas. I really like having the<br />
connection with a range of local services, as I feel (and hope!) this will help me for my career once I qualify.<br />
I really like that there are only 12 of us on this course - it makes a huge difference in lectures when doing role plays/presentations.<br />
Tavistock teaching, reflective style of the course, support systems in place at the University - supervisors always available<br />
if needed.<br />
<strong>The</strong> integrative clinical approach, the critical research approach, and the links with the Tavistock and openness to psychodynamic<br />
ways of thinking.<br />
Diversity teaching at the Tavistock and clinical experience.<br />
<strong>The</strong> teaching at the Tavistock and the balance in teaching between CBT, systemic and psychodynamic.<br />
<strong>The</strong> variety of teaching. <strong>The</strong> additional psychodynamic teaching.<br />
My brilliant clinical placements.<br />
Psychodynamic teaching at the Tavistock<br />
<strong>The</strong> Systemic and Psychodynamic teaching is excellent. I also enjoy the focus on Epistemology and critical thinking in<br />
research methods.<br />
It’s nice to have a small cohort and to be encouraged to draw on different models in our work.<br />
Peers<br />
Links with Tavistock<br />
182 British Psychological Society
University of Essex<br />
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<strong>The</strong> link with the Tavistock which have been truly engaging and eye-opening- I never thought I’d be interested in psychodynamic<br />
approaches, which I now feel are invaluable in working with individuals as well as in supervision. I would have<br />
missed this in any other course.<br />
It’s also refreshing to see the diversity in the cohort, and to feel that difference and diversity is valued, respected and<br />
welcome. <strong>The</strong> small size of the course means that it is easy as a trainee to find your voice, express your opinion, and feel<br />
safe to be reflective and critical.<br />
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I also highly appreciate that the course has supported me to pursue my research interests.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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Good course if you’re looking for reflective. This course is better for those who are able to consider their own issues and<br />
how this may impact both clinical and research practice. Essex also tends to pack everything in a bit more into the first<br />
year (as opposed to other courses) - be ready to have sharp organisational skills!! <strong>The</strong> first year involves quite a few visits<br />
to London at the Tavistock, so be prepared for this if necessary (you can also do specialist placement there in your final<br />
year....I won’t be selecting this, but you can have more time in London if you need to). No course is going to be completely<br />
perfect, there’s always going to be things that are difficult - but I still wouldn’t want to be anywhere else.<br />
I really like the mix of therapy teaching we have on this course, including the specialist input on psychodynamic therapy<br />
from clinicians at the Tavistock. I feel thinking about the different models has greatly increased both my clinical skills and<br />
ability to reflect personally.<br />
This is a very small cohort and sometimes it can still feel very competitive and exposing, so this is something to be aware<br />
of.<br />
I would say the course is more weighted towards social constructionist thinking, as well as qualitative research methods<br />
(although the teaching for this is fairly even and I think it varies depending on the interests of the year group).<br />
I feel that funding cuts affect the training experience, but I anticipate that this is to be expected in most courses and<br />
indeed most jobs in the NHS at present. All these changes highlight the need for courses and trainees to be more flexible<br />
in their expectations on how competencies are developed and achieved. I feel this course is making a good effort to be<br />
flexible in this way, as well as understanding and supportive of how these changes affect our learning experience.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
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One interview with academic, research and clinical components as well as a literacy/ numeracy test<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
Mondays, Tuesdays in year 1 and 2 and Tuesdays<br />
in year 3<br />
Wednesday, Thursday and Friday<br />
Alternate Tuesdays in year 1 and year 2, every<br />
Monday in year 3<br />
Inclusive of study days<br />
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University of Essex<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
184 British Psychological Society
University of Exeter<br />
7 responses (17% of 41 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years 50+ years old<br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 185
University of Exeter<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 30%<br />
MA 0%<br />
MSc 70%<br />
MRes 0%<br />
Diploma 20%<br />
Post Graduate Certificate 10%<br />
Conversion course 10%<br />
None 0%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 44%<br />
Assistant Psychologist non NHS 44%<br />
Voluntary Assistant Psychologist in NHS 33%<br />
Voluntary Assistant Psychologist non NHS 11%<br />
Research Assistant 33%<br />
Voluntary Research Assistant 11%<br />
Healthcare Assistant/Support Worker 67%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 22%<br />
Other 11%<br />
186 British Psychological Society
University of Exeter<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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Well organised day, with the interviewers wanting to get the best out of you.<br />
I enjoyed the “ethical” stance of the clinical interview. <strong>The</strong> research interview was tough. I wasn’t sure what was expected<br />
from the group, but found this an intriguing process.<br />
<strong>The</strong> clinical interview and group task was good, made me feel at ease and I felt I was able to show who I was as a person<br />
and professional. <strong>The</strong> research interview wasn’t as nice unfortunately, felt like they were trying to catch you out a bit and I<br />
did not feel at ease.<br />
<strong>The</strong> interview process at Exeter was very relaxed compared to other interviews I attended. It was by far the most enjoyable.<br />
<strong>The</strong> university offer a buddy system where candidates are paired with current trainees who are very useful in taking you to<br />
and from interview rooms, containing anxiety and generally making the whole experience more pleasant. <strong>The</strong> content of<br />
interviews felt similar to others I had attended with the exception of the lived experience group which was an unusual but<br />
very interesting experience in which candidates are encouraged to discuss a sensitive topic in a group.<br />
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Exeter have an excellent buddy system where a current trainee meets you as you arrive and makes sure you get to the 3<br />
interviews on time, helps you to find your way around and generally be helpful in keeping you calm for the interviews. <strong>The</strong><br />
buddy system always gets good evaluations from applicants it seems. <strong>The</strong> interviews are obviously testing but I got a real<br />
sense that the interviewers want the best from those interviewed and don’t mind smiling, nodding and generally being<br />
curious.<br />
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I was really impressed by the experience of interviewing for Exeter and it was one of the main reasons I chose to study<br />
here. <strong>The</strong> buddy system is very well thought out where buddies spend the day and are expected to support you in whatever<br />
way they can. This was in contrast to other universities who I felt paid lip service to the buddy system but did not set it up<br />
appropriately.<br />
I was pleased that in both the research and clinical interviews questions were understandably challenging but did not<br />
catch me off guard. I had heard nightmare stories and was anxious about ‘caught out’ unawares. However, all the questions<br />
I felt were genuinely trying to get a feel for your skills as potential psychologists and felt both fair yet challenging.<br />
I appreciated having members of the lived experience group there as it felt as though Exeter were listening to the views<br />
of service users by having those people present during the interview. It also relieved some of my anxiety as I felt I could<br />
get across the kind of person I was as well as having to demonstrate my knowledge and skills. In that sense, if they didn’t<br />
think I was what they were looking for it felt like a fair assessment as I was being encouraged to get across my personality<br />
as well as knowledge/skill.<br />
I did find the group exercise challenging as I was surprised by how nervous I was speaking in front of others. It’s always<br />
a juggling act to be able to get across what you want to say but also listen and reflect on what other group members are<br />
bringing up. However, I think any group interview is inevitably challenging and as we work with challenging team dynamics<br />
on a regular basis as part of the NHS, I’m sure this task was appropriate.”<br />
<strong>The</strong> buddy system was great and really helpful. I found the Clinical panel really friendly and they helped to put me at ease<br />
and draw the best of of you. <strong>The</strong> research interview felt quite intimidating, despite the fact that that was the panel I had<br />
felt more confident about. I really valued the opportunity to talk with current trainees and that gave me a really positive<br />
impression of the course overall<br />
<strong>The</strong> interviews were challenging but fair. <strong>The</strong>y generally covered the issues I expected them to so it was possible to prepare<br />
beforehand to increase key confidence on the day.<br />
<strong>The</strong> panels were generally warm and welcoming and had an air of wanting to help you give the best answers you could.<br />
Excellent - Exeter has a great interview process and buddy scheme<br />
I found the interview process quite tough, particularly the research component. Now I am on the course, however, I can<br />
see why the interviews were set up as they were. I liked that there was a group task component, as this allows you to<br />
show a different side of yourself.<br />
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University of Exeter<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
NHS / Social / Political concepts<br />
Models of consultation / Leadership<br />
Research Methods / Statistics<br />
Reflective Practice<br />
Clinical Skills<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Social constructionist<br />
Systemic<br />
Nothing at all<br />
Not much<br />
A little<br />
A fair amount<br />
A lot<br />
Integrated<br />
Psychodynamic<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
188 British Psychological Society
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■ ■<br />
■■<br />
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■■<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
University of Exeter<br />
<strong>The</strong>re is an extensive amount of teaching over the three years on leadership, which can be quite over whelming, particularly<br />
early on when you don’t feel much like a “leader” or have much opportunity to do so!<br />
First year is dedicated to CBT and Systemic with some psychodynamic and neuropsychology also. Other therapeutic<br />
modalities are not covered until later in training. <strong>The</strong>re is a strong emphasis on clinical skills and reflective, organisational<br />
practice.<br />
To me there seems a fairly equal spread of teaching across core skills for clinical practice, CBT, Psychodynamic and systemic<br />
are traditionally strong areas but neuropsychology and CAT now on a par.<br />
“One of the strengths of this course is I feel it offers a wide variety of models and is increasingly aware of trainee feedback<br />
in relation to wanting more from other models aside from CBT. I feel it strikes a good balance between the three core<br />
models: CBT, systemic and psychodynamic and the course listens to feedback from trainees in relation to the balance.<br />
<strong>The</strong> CAT teaching is also to be increased over the coming years as our year and others have valued teaching using this<br />
approach.<br />
As a second year I have particulalry enjoyed the emphasis this year on psychodynamic psychotherapy and the teaching<br />
has been excellent in how to apply this model. I would struggle in other courses which are predominantly CBT focused<br />
as I feel clinical psychologists are having to display skills beyond CBT with the changing role of the profession and the<br />
introduction of IAPT services. I would have liked more input for models such as CAT, solution-focused therapy and ACT<br />
however I think the course are listening to this feedback and the year below us is receiving more of this kind of teaching.<br />
It is also worth noting that the neuropsychology component of the course is also increasing over the next few years so I’m<br />
not sure how the teaching will change going forward.”<br />
<strong>The</strong>re is quite an emphasis on competencies related to leadership, which is a really interesting and helpful teaching<br />
strand.<br />
More research than necessary probably<br />
I think the course has a really nice balance between the three main approaches: CBT, systemic and psychodynamic. As I<br />
came from a CBT background, I wanted a course that had a fair amount of teaching on psychodynamic approaches. Many<br />
courses don’t seem to, but I really feel that Exeter covers this area well. <strong>The</strong>re is also plenty of opportunity to learn about<br />
other approaches too, such as CAT<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
Sometimes teaching matches placements, sometimes it doesn’t, depending on timing. Occasionally we’ve had teaching at<br />
the end of the year which we wished we’d have the beginning! <strong>The</strong>y are quite receptive to feedback however so changes<br />
are sometimes made for coming years.<br />
<strong>The</strong>re is a long teaching block before placements; however there are two early placement taster days that are valuable for<br />
getting to know your new placement supervisors and the service/organisation you will be working within. All of the teaching<br />
has felt appropriate for my current placements which are learning disability and CAMHS in the first year.<br />
I have found the placement tutors (who often have academic roles on the course) to be excellent with regard to preparation<br />
for placements. Placement meetings with trainee, placement tutor and supervisor(s) are well planned and informative.<br />
We have a day’s introduction to the placement a long time in advance of starting which helps. <strong>The</strong> trainee handbook<br />
(https://cedar.exeter.ac.uk/handbook/) is very clear.<br />
I think the course try to dovetail the teaching as much as possible with the placements you are about to attend.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 189
University of Exeter<br />
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In the first and second year, trainees have a 6week block of teaching in Exeter University. In first year, the emphasis of<br />
this teaching is on assessment, formulation and preparation for the Child and Learning Disabilities placements. I think<br />
more emphasis on formulation would have been helpful in the first year but overall the course seem to structure the teaching<br />
well. For instance, most of the systemic teaching takes place in the first year so mirror your child and learning disabilities<br />
placement. <strong>The</strong> first year also has a strong CBT component which is helpful if you are placed in a CAMHS service.<br />
In second year, most trainees are on placement in adult mental health and older adults/neuropsychology or health. As a<br />
result, the emphasis for teaching shifts to psychodynamic psychotherapy and issues relating to risk, complexity and model-specific<br />
CBT. In this sense, I feel the course has mirrored placements well.<br />
In the third year, trainees chose their elective placements. As a result the teaching is structured into workshops from<br />
different models/approaches and skills, again mirroring the diversity of experiences on third year placements.”<br />
I think this is probably true of most courses but sometimes the timetabling of the teaching is not very well-matched with<br />
the work we’re doing (e.g., having research teaching just before our first placement and then teaching that would have<br />
been really valuable for that placement much later and just before our first research deadlines).<br />
We are given a fair bit of notice about which placements we will be on and we have the opportunity to meet with supervisors<br />
(‘<strong>The</strong>ory Practice Days’) before we start placements, which is really useful for discussing what the placement will be<br />
like and thinking about our goals for it.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
190 British Psychological Society
University of Exeter<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 191
University of Exeter<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer <br />
perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
None of the individuals surveyed confirmed they considered themselves to have a disability.<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
192 British Psychological Society
University of Exeter<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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■■<br />
■■<br />
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<strong>The</strong>re is a lot of academic work, group work, research project and travel time (depending on placement base e.g. East<br />
Dorset) to and from Exeter. <strong>The</strong>re isn’t really acknowledgement that travel time can result in 4.5+ hours each week to and<br />
from Exeter. This precious time adds up! It can be hard to juggle all these and can be very tiring.<br />
<strong>The</strong>sis work and how difficult it is to juggle such a huge piece of work with all the other demands of the course<br />
It is still a bit challenging maintaining a work life balance but I imagine that with the appropriate organisational skills this<br />
would not be a difficulty.<br />
It’s not unexpected but there are times when the juggling between clinical, research and academic pressures gets a bit<br />
tricky. This peaks and troughs and some prudent planning doesn’t go amiss.<br />
I have found it difficult to manage the expectations of the research component of the course with the clinical demands<br />
on placement. However, I have felt well supported by the course and my supervisors throughout this time. Unfortunately,<br />
due to the emphasis on high-quality research papers within the course my feeling is that some of the research team can,<br />
at times, forget that this is not a full-time PhD but a part-time PhD/clinical training course. However, the course is also<br />
well set up to get feedback from trainees; it is just difficult for me and others in my cohort to manage expectations of the<br />
research team alongside the daily demands of being in full-time work.<br />
It can involve a lot of driving as placements cover a big geographical area, and this can be tiring in the context of a busy<br />
timetable with lots of deadlines.<br />
Balancing the various things have to do - e.g. clinical work, research, academic essays - with having a life!<br />
University is not great at meeting individual needs.<br />
Trying to balance uni work and my life outside the course has been particularly tricky, but I think this is a typical experience<br />
of trainees on any course! I do find it hard to multi-task at times, which you need to be good at on training as you<br />
are often juggling more than one project/piece of work at a time.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 60%<br />
“Buddy” 70%<br />
Manager 10%<br />
Placement Supervisor 90%<br />
Librarian 0%<br />
Professional Mentor 20%<br />
Personal Tutor 70%<br />
Research / <strong>The</strong>sis Supervisor 90%<br />
Independent personal advisor 0%<br />
Other 20%<br />
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University of Exeter<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>re are a number of support systems in place including academic, clinical, placement, research, and thesis supervisors<br />
as well as individual appraisers all providing their own level of support.<br />
I think the course are good at responding to requests for support but are mostly hands off if all is going well. I think this is<br />
similar to other courses from what I’ve heard and for those who have requested support the response seems to have been<br />
swift.<br />
I haven’t tried to access any specific support to comment on this.<br />
I personally haven’t needed any additional support yet, but I know some of my fellow trainees have sometimes had<br />
difficulty accessing support, whilst others have felt very supported (depends on the staff member I suppose). Staff have<br />
been good at getting back to me quickly about university-related things and have been available for meetings when I need<br />
them, which has been helpful<br />
194 British Psychological Society
University of Exeter<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 195
University of Exeter<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■ ■<br />
■■<br />
■■<br />
Placements so far have been a very positive and varied experience. Commuting is expected in large localities and this has<br />
not been too much of a problem so far.<br />
<strong>The</strong> placements (3 so far) have all been excellent and enable me to meet the competencies as part of the placement<br />
rather than having to shoe-horn opportunities in. <strong>The</strong> choice of 3rd year specialist placements is extensive. Be prepared<br />
to travel as placements are in Dorset, Somerset or Devon with university obviously in Exeter. Placement areas are known<br />
before the course is started so where to live can be based on this if you have to move.<br />
“I have really enjoyed all of my placements to date and have been really lucky to have had excellent supervisors throughout<br />
this time. <strong>The</strong> only aspect I would like to improve is encouragement to be active in engaging with continual personal<br />
and professional development but not all trainees may be as keen to do this as we are juggling many demands.<br />
I feel the course provide really good support in helping you to access a third year placement that fits with your goals,<br />
needs and interests and have felt supported during these decisions.”<br />
<strong>The</strong>re is no choice over placements until the third year, and so far mine have not been where I was told to expect that they<br />
would be (due to circumstances outside the courses control). So far, I have loved my placements and felt that I’ve had<br />
excellent supervision and learned a lot.<br />
196 British Psychological Society
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University of Exeter<br />
In first and second years, our placements are decided for us. Personal circumstances, such as disability and having<br />
children, can affect location of placements given. I feel like our previous experiences and competencies are taken into<br />
account to some extent when our placements are decided. We have a lot more say over where we are placed in third year.<br />
I can’t comment further on this as I haven’t picked my third year placements yet, but I do feel supported by my tutor in<br />
making these decisions<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 100%<br />
No 0%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 10%<br />
No 90%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Bournemouth, Poole, Dorchester, Yeovil and<br />
Exeter.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 20%<br />
No 80%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 197
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How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I think there can be conflicting messages from the course work to “good enough” standard, keep up self-care, yet increasing<br />
demands with travel, conducting research in another county 2 hours away (dismissed opportunities to do this locally),<br />
academic projects (some summative, some formative), group work makes it difficult to maintain this at times!<br />
It is just really difficult to balance sometimes due to the amount of work and the stress all that brings, but I have been<br />
pretty good at protecting personal life time when I have been able to, third year has been particularly difficult in that<br />
respect though.<br />
With appropriate organisational skills this is manageable - I, however, struggle!<br />
Everyone is different of course and there is always something that needs doing but with some planning it is possible to<br />
have some kind of life. Study days can be carefully used across the year to ensure that precious times such as weekends<br />
and evenings can be kept free. At busy times weekends or evening study might be needed but rarely both.<br />
I think it is inevitable that this aspect of training is going to be difficult and this course is no different. Managing a worklife<br />
balance seems to be an ongoing struggle for many trainees. This is made more difficult if you are having to commute<br />
long distances. Fortunately, I do not have to commute very far to placement (15minutes) which makes it much easier for<br />
me to maintain a work life balance. I do work most Sunday afternoons but other than this I manage to keep most evenings/Saturdays<br />
free unless there is an impending deadline.<br />
I think it is realistic to expect to work on some weekends. Travel for placement can be tiring. In general I think it’s possible<br />
to have a reasonable work life balance and meet the course requirements.<br />
My work life balance isn’t great, but I knew this would be the case coming onto the training course. <strong>The</strong> course does promote<br />
self-care at times, but sometimes it is difficult to do this with all the demands that are placed on you by the course.<br />
I know my work life balance is better than some of my friends who are on other training courses though<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
198 British Psychological Society
University of Exeter<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
■■<br />
■■<br />
Research budget is £200. Travel for research is not reimbursed. You have to apply for a CLES grant which you may or may<br />
not get for £500 to cover travel/accommodation for third year project. Inevitably your own funds may have to be used.<br />
<strong>The</strong>re is no money for personal therapy. This can cost £45-£55 a session.<br />
This might depend upon financial situations before starting the course and how life during the course compares. I’ve<br />
found that although we get mileage for some journeys, the miles covered result in garage bills that far exceed this income.<br />
We are very spoilt really - being paid at all whilst training, excellent teaching and facilities.<br />
I feel that what we are paid is justified but I am also very grateful to be paid such a good salary to receive excellent quality<br />
teaching, training and supervision.<br />
It costs me quite a bit to commute to my placements and Exeter (some of which you can claim back) so my finances<br />
aren’t great at present, but it is doable<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
We’ve had some excellent experiential teaching. Resilience, systemic, psychodynamic, differential diagnosis, health etc.<br />
Spending time with others from different backgrounds in your cohort to learn and develop with. Placement - has good and<br />
bad bits but ultimately is great.<br />
Placements, I have had really good supervisors and there’s also been some really good quality teaching, especially in psychodynamic,<br />
core skills and in third year I’ve really enjoyed and valued the CAT and CFT teaching.<br />
<strong>The</strong> variety of the teaching is wonderful, it doesn’t feel like there is one dominant model and the university is very good at<br />
preparing trainees to be integrative and adaptable to enter into the competitive and turbulent NHS workplace. <strong>The</strong>re is a<br />
lot of emphasis on the added value of psychologists as leaders and consultants within the NHS.<br />
<strong>The</strong> clinical work on placement and the range of therapeutic approaches taught are particular strengths of the course.<br />
<strong>The</strong>re is a strong emphasis on leadership and working in organisations and systems.<br />
My favourite aspect of the course has been learning about new models/approaches to working with psychological difficulties<br />
including systemic therapy and psychodynamic psychotherapy. I have also really enjoyed all of my placements to date<br />
and the high-quality supervision I have received during these. I feel excited going to work on placement most days which<br />
I think is really positive. I also value the leadership emphasis that the course has as it encourages us to think about how<br />
the profession within the NHS is developing and changing as well as looking forward to our futures are qualified practitioners.<br />
<strong>The</strong> Reflective and Organisational Practice strand, and the placements. Also Devon is beautiful.<br />
Taking clinical skills to the next level I.e. Having own caseload and responsibilities and freedom to plan clinical work<br />
Teaching<br />
<strong>The</strong> balance between teaching on the three main approaches and the opportunity to learn about others as well. I like that<br />
we get quite a lot of CAT teaching, as I know this isn’t the case everywhere. I feel like most of the time we are treated as<br />
adult learners. A good example of this is the autonomy we are given when creating our own timetables i.e. study days and<br />
AL can be moved around<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
Exeter is a great “all round course”. We’ve had a good balance of CBT, psychodynamic and systemic teaching. It’s quite<br />
forward thinking in terms of leadership, consultation. We’ve even had training in writing bids for commissioners! You<br />
definitely will leave with lots of skills equipped to do lots of different work, perhaps even beyond clinical psychology. It’s<br />
also very hard work, sometimes excessively- (when talking to others on different courses). More time for reflective would<br />
be good. More encouragement for personal development would also be advantageous. We’ve also had the occasional less<br />
than satisfactory teaching, Sometimes issues that previous cohorts raise roll over year after year after year. More lived<br />
experience input would also be good. But all in all, a great course (of course I am biased and can’t speak for other courses<br />
however!)<br />
I wish there was more communication between the research and academic/clinical teams, it often feels like the research<br />
team don’t realise how much other stuff we have on and communication hasn’t always been great. However we have<br />
raised this and things have improved which is good.<br />
<strong>The</strong>re are numerous opportunities within the course to get accreditation / reach foundation level in particular approaches.<br />
Currently (I think) a foundation in systemic therapy can be gained during the course and experience on placement and<br />
report writing can count toward BABCP accreditation. I believe that the first year of the CAT practitioner training will now<br />
be embedded in the course and the increase in neuropsychology teaching may also influence future qualification. I’m not<br />
sure that all this can be done by one trainee but it gives an opportunity to specialise.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 199
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■■<br />
<strong>The</strong> only aspect I think the course could improve on is the way its research component is shaped and dealt with. Although<br />
research supervisors are very helpful they are also very busy and it can sometimes feel like their expectations of trainees<br />
is incredibly high in spite of competing academic and clinical demands. If you are a strong researcher and feel you can<br />
manage these demands than I would highly recommend this course as all other aspects are excellently organised and<br />
thought out. If you do not have a background in research it might be helpful to speak to trainees on the course that do<br />
not have PhDs to see how they manage these demands or take care to select supervisors who will support you through the<br />
research component.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Two panel interviews (3 on each panel including a member of the lived experience group): 1 X clinical interview, 1 x research<br />
interview and one group-based exercise/interview observed by course staff and facilitated by lived experience group<br />
members and current trainees.<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
1 or 2 days p/week alternating<br />
3 days<br />
33 days split throughout the year<br />
Inclusive of study days<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 0%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
200 British Psychological Society
University of Exeter<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 201
University of Glasgow<br />
9 responses (13% of 69 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years 45-‐49 years 50+ years <br />
old old old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
202 British Psychological Society
University of Glasgow<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 11%<br />
MSc 33%<br />
MRes 0%<br />
Diploma 0%<br />
Post Graduate Certificate 0%<br />
Conversion course 11%<br />
None 56%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 78%<br />
Assistant Psychologist non NHS 22%<br />
Voluntary Assistant Psychologist in NHS 22%<br />
Voluntary Assistant Psychologist non NHS 0%<br />
Research Assistant 56%<br />
Voluntary Research Assistant 33%<br />
Healthcare Assistant/Support Worker 44%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 11%<br />
Other 44%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 203
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<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I can’t compare my interview experience at Glasgow with my experience at any other course interview since Glasgow<br />
was the only interview I had. I can say however that it was actually a fairly pleasant experience. I seem to remember the<br />
questions being fair and quite general. <strong>The</strong> people on the panels were also friendly which helped an otherwise extremely<br />
stressful situation.<br />
It was definitely not as bad as I thought it was going to be. Both panels were really friendly and it felt as if they wanted to<br />
get the best out of you.<br />
Interview covered all aspects of learning; role of clinical psychology, personal experiences, linking theory to practice,<br />
research knowledge, and role play. Quite thorough but environment set up to support interviewees.<br />
<strong>The</strong> interview questions were very fair and what you would expect.<br />
<strong>The</strong> interviewers were very encouraging.<br />
It was a very fair process and I felt that the panels gave me opportunity to be able to talk about my experiences and reflect.<br />
I particularly thought the research interview was well planned out. I appreciated not having to do anything written as<br />
I think I wouldn’t have been able to concentrate.<br />
Friendly, welcoming and asked questions that meant I could demonstrate my skills and abilities from my experience.<br />
I found the research/academic panel friendly and encouraging. I found the clinical panel slightly intimidating as there<br />
were 5 interviewers as opposed to 3 in the academic panel. <strong>The</strong> questions were what I was expecting. I enjoyed the role<br />
play aspect of the interview as it gives you an opportunity to show your personality.<br />
I felt that the course tried to create a relaxed atmosphere and there were current trainees available to speak to which I<br />
found helpful. I felt put at ease and encouraged in the interviews.<br />
<strong>The</strong> interview was reasonably straightforward and the process was clear. <strong>The</strong> staff were supportive and encouraging and<br />
the questions were reasonable. I felt I had good opportunity to demonstrate how I was a suitable candidate for the course.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
204 British Psychological Society
University of Glasgow<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
Now that I am coming to the end of training, I think it would have been nice to have felt proficient in a therapy other<br />
than CBT (maybe comprehensive ACT training or the possibility of becoming IPT trained) however hopefully I will have<br />
opportunity for that when I am qualified.<br />
Very CBT based, although many other topics covered, even if only introductory. Greater depth needed for other areas<br />
<strong>The</strong> course is very CBT focussed<br />
As it has to be CBT focus I understand the big focus in first year. I found that too much time was spent on assessment<br />
and formulation without much time spent on intervention.<br />
We are taught IPT but it would appear there is not many supervisors qualified so you can use it on placement<br />
<strong>The</strong> course is quite CBT heavy, but there is the option in 3rd year to select alternative therapies in teaching blocks.<br />
In first year it is mainly CBT focused but there is some training on IPT too.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable at <br />
this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 205
University of Glasgow<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
No.<br />
Advance notification, opportunity to meet with supervisors prior to placement starting. Difficulties are more so related to<br />
supervisor availability due to service cuts (e.g. LD)<br />
I don’t feel we had a lot of opportunities to practice assessment and formulations skills within class and role plays before<br />
starting placement.<br />
I have been fortunate in relation to my placement as I have received a lot of complex cases. <strong>The</strong>re is some disjoint between<br />
lectures and clinical practice but I think it will take time for it all to be relevant.<br />
It might have been helpful to know where our placements a bit earlier. I also felt that a lot of consideration given to my<br />
placement whilst taking into account my personal circumstances which was very helpful<br />
<strong>The</strong>re isn’t really any preparation, you are assigned your placement and off you go!<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly <br />
Quantitative<br />
I don't know / not <br />
applicable at this <br />
time<br />
206 British Psychological Society
University of Glasgow<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied nor <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 207
University of Glasgow<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer <br />
perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
None of the individuals surveyed considered themselves to have a disability.<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
208 British Psychological Society
University of Glasgow<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Not particularly, the course overall is very demanding.<br />
Exams, expectation to complete systematic review and major research project at the same time.<br />
<strong>The</strong> number of exams and deadlines can be quite demanding<br />
<strong>The</strong> hand-ins seem to bunch up and there are a number of exams but it’s manageable.<br />
Managing placement and course work alongside exams.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 50%<br />
“Buddy” 13%<br />
Manager 75%<br />
Placement Supervisor 100%<br />
Librarian 50%<br />
Professional Mentor 13%<br />
Personal Tutor 50%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 50%<br />
Other 13%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff<br />
Do you have any comments on the support that you have received?<br />
■■<br />
<strong>The</strong> clinical team on the course are extremely supportive and encourage trainees to seek them out in all instances.<br />
Provision of university advisor, as well as clinical tutor, to provide external support. This individual is typically within the<br />
department, but who does not have any involvement with coursework/research or placement. Clinical tutor usually efficient<br />
in responding to requests to meet up.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 209
University of Glasgow<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest Experience needs Competency needs Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
210 British Psychological Society
University of Glasgow<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
■■<br />
I have stated that the physical environment in placements can be “poor” but this is a reflection of the NHS in general.<br />
Desk and clinic space can be difficult to access and you can find yourself “hot desking” which I do not personally consider<br />
to be good for productivity.<br />
Alignment allows for increased development in specific areas, and this includes a great deal of support from the health<br />
board team (e.g. older adult, camhs). However, should you not want to pursue work with this population post qualification,<br />
your opportunities for other placements are reduced on the program (e.g. older adult aligned trainees must complete half<br />
of their training within older adult teams and audit and research both must be with this population as well).<br />
Unfortunately as the placements are all over the place there is some inconsistencies between trainees in terms of petrol<br />
pay, whereas other trainees can walk to placement. Need to be prepared to drive.<br />
My supervisor in the NHS has been exceptional. She is approachable, supportive and also kind. I’ve learned so much from<br />
her<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 211
University of Glasgow<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 33%<br />
No 44%<br />
Don’t Know 22%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 67%<br />
No 22%<br />
Not Applicable 11%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Most trainees live in Glasgow, Glasgow, Edinburgh, Lanarkshire.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 22%<br />
No 78%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
212 British Psychological Society
University of Glasgow<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>re are ups and downs depending on deadlines etc.<br />
This is encouraged by the course and the provision of a study day helps you prioritise/balance commitments. Exam time<br />
and research deadlines will require extra weekend study days at times.<br />
Other course members are fantastic and it is a very sociable course - helps that the lectures are based well for socialising!<br />
<strong>The</strong>re are be some particularly busy times but on the whole the work life balance is fairly manageable.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
Perfectly adequate for a training program.<br />
Could be improved in terms of how much need to pay for petrol.<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Peer support and meeting a good bunch of people.<br />
Placements - health boards offer a really good range of specialist placements<br />
I like how the course week is divided up to include a study day, placement days and then lecture days. It provides an opportunity<br />
to check in with peers to see how they’re getting on. <strong>The</strong> course also works hard at the outset to facilitate class<br />
cohesion. This includes encouragement to set up study groups and reflective practice groups. This is really important for<br />
not only helping exam prep but also having that space to share placement experiences and course anxieties.<br />
I think weekly teaching is nice as you get the opportunity to check in regularly with your peers<br />
Peer support, current placement staff and supervisor, mix of lectures and placement during the week.<br />
Working with my clients<br />
Placement<br />
Receiving a really good standard of training whilst being employed for three years and paid.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Communication between academic staff and trainees leaves a little to be desired. Delays in feedback of exams and<br />
coursework are common, although this is something the course have taken on and have said they are willing to address.<br />
If you have an idea for the research you would like to do, you are best to seek out potential supervisors yourself. Once the<br />
research abstracts are published, supervisors may be more likely to choose a trainee to supervise who is willing to follow<br />
their own ideas.<br />
Allow individuals to swap localities - ‘swap day’.<br />
Do more of intervention teaching - particularly more on psychodynamic, and even more on 3rd wave therapies.<br />
If your placement is in greater Glasgow and Clyde you will have excellent opportunities for placement especially in third year.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 213
University of Glasgow<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer<br />
Yes 0%<br />
No 100%<br />
Respondents<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Clinical and academic interviews. Role-play scenario<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 0%<br />
Other 0%<br />
Respondents<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
214 British Psychological Society
University of Hertfordshire<br />
19 responses (41% of 46 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 215
University of Hertfordshire<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 74%<br />
MRes 0%<br />
Diploma 11%<br />
Post Graduate Certificate 37%<br />
Conversion course 21%<br />
None 21%<br />
Other 5%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 63%<br />
Assistant Psychologist non NHS 32%<br />
Voluntary Assistant Psychologist in NHS 37%<br />
Voluntary Assistant Psychologist non NHS 5%<br />
Research Assistant 63%<br />
Voluntary Research Assistant 26%<br />
Healthcare Assistant/Support Worker 68%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 37%<br />
Other 16%<br />
216 British Psychological Society
University of Hertfordshire<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
It was a very friendly and supportive experience. At other interviews I felt I had to be someone I wasn’t, but at Herts I felt<br />
able to be myself for the whole interview day.<br />
I really liked the interview process. Staff and current trainees were really lovely and made us all feel at ease despite it<br />
being an all day interview. Really felt like the interviewers were trying to get the best out of us. Communication of what<br />
the interview would involve was excellent so we know what to expect.<br />
I found the interview process for Herts less anxiety provoking than expected. <strong>The</strong> interviewers really tried to get the best<br />
out of me and it felt more like a conversation than an interview. <strong>The</strong>re was also a group task and written exercise. Both of<br />
these seemed manageable- definitely not what I was expecting<br />
It was a really tough day though went by in a flash!<br />
<strong>The</strong> course team were lovely and I felt they wanted to get the best out of me. <strong>The</strong> individual interview was demanding but<br />
the interviewers were warm and ‘human’.<br />
I liked the range of activities during the day- the written exercise, interview and group task. I really felt they were able to<br />
see lots of different sides to me. I prefer this method compared to one individual interview.<br />
I could not have asked for a better interview experience! I was very lucky in that my group on the day did the writing exercise<br />
first, then the interview, then finished with the group exercise. It felt like I got the hardest parts done first, so that by<br />
the end of the day, it felt like I had genuine friends in the group exercise. Everyone was very friendly and I felt supported<br />
and encouraged.<br />
It was a long day but the multiple components were a useful way of demonstrating different skills and abilities. Also<br />
allowed me to feel more relaxed by the time of my individual interview.<br />
Interviews were conducted in a way that made you feel welcomed. <strong>The</strong>re was a sense that the staff really did understand<br />
how stressful the experience could be, and there seemed to be space to recognise this within the interviews. Naturally,<br />
there were some challenging questions, but these were delivered sensitively and you were given the time to think these<br />
over, not feeling overly rushed. I found my interviewers were receptive, interested and supportive in their style - I felt comfortable<br />
(alongside the anxiety!), and it was nice that there was room for my sense of personal and professional identity to<br />
be explored...Something that I did not get from other course interviews.<br />
<strong>The</strong> interview was overall a supportive and interesting experience. I interviewed at three places in total, and all three were<br />
comparable in the types of questions they asked and the areas covered. However, I felt that Herts asked more questions<br />
that tapped into the personal side of things than the others and I left feeling that they had more of a genuine sense of<br />
‘me’. Overall, the interview was a supportive experience even though it was nerve-wracking!<br />
I had 3 interviews and this was by far the nicest, and the only one where I felt I was able to convey why *I* would make<br />
a good clinical psychologist. <strong>The</strong>y seemed interested in me as a person, and in my experience and opinions. Of course,<br />
there was a lot to do (written task, group task and individual interview) and it was nerve wracking, but the trainees who<br />
helped out on the day were incredibly supportive, and there were no nasty surprises (as there were at other places). I left<br />
feeling like I belonged on this course.<br />
I really enjoyed it. It was well organised and everyone was really friendly. Having now started training with the course the<br />
interview reflects how the course is.<br />
Felt like they were trying to get the best from me - like they were looking for reasons to mark me up, not looking for reasons<br />
to mark me down. Well organised and empathic about the anxiety on the day<br />
Very welcoming and well organised. I found the admin staff were particularly helpful and organised which made a massive<br />
difference to my anxiety levels on the day. <strong>The</strong> interviewers were also very encouraging and I really appreciated being<br />
asked to give feedback on how I had felt the interview went at the end of the interview.<br />
I found the interview process very intense, but I was pleased that they considered lots of things rather than relying just on<br />
interview performance.<br />
Having interviewed at other courses I felt that at Herts that the team were genuinely interested in me, who I was as a<br />
person and how this may impact upon my capacity to train. I felt like the interview process was difficult but was designed<br />
to get the best from me and I actually really enjoyed it.<br />
A day of group task, written task and personal interview - a good mixture.<br />
Friendly and welcoming<br />
Everybody was really welcoming and friendly, which created a very positive impression of the course.<br />
<strong>The</strong>re are several components to the interview process- written task, vignette, group task and interview. I felt that by the<br />
time I got to the actual interview I was relaxed. <strong>The</strong>re are current trainees there too so you can ask them questions<br />
Very containing, partly due to the presence of current trainees. Well organised and course team members were friendly,<br />
for example around the group task. Personal interview was as good an experience as it could be and I felt the interviewers<br />
wanted to put me at ease in order to see the best of me.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 217
University of Hertfordshire<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
218 British Psychological Society
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
University of Hertfordshire<br />
Appropriate amounts on each. Would have liked more PCP teaching, given the link between the course and this model<br />
I think my training is teaching me to be an integrative practitioner. <strong>The</strong> teaching doesn’t feel too ‘top-heavy’ in one<br />
approach. Rather, we are encouraged to explore a range of approaches and have the freedom to test things out during<br />
simulations. I understand that as part of our training we have to cover CBT. I would like more of the new wave approaches<br />
thought, for instance ACT and DBT.”<br />
<strong>The</strong>y do a very good job here of mixing up the teaching--each year, you have two topics that are covered in depth and two<br />
that you really only touch on. <strong>The</strong>n in the next year, those topics switch. So, for example, this year we have CBT in depth<br />
and next year, we’ll just have a couple brush-up lectures on it. Psychodynamic, on the other hand, only gets a couple of<br />
sessions this year, but will be covered substantially next year. It gives for a good theoretical grounding whilst also allowing<br />
you to keep perspective into how the modalities sit with each other. <strong>The</strong> course offers the unique opportunity to work with<br />
Personal Construct Psychotherapy, with world renowned researchers and practitioners teaching on the course. With the<br />
social constructivist/constructionist philosophy, I also feel that this opens up an appreciation of therapeutic models you<br />
may have shunned before. <strong>The</strong> course allows you to make the most out of service limitations (e.g. confined by particular<br />
approaches), by reframing your understanding and the possibility of using therapeutic models in new and different ways.<br />
<strong>The</strong> Systemic, social constructionist/constructivist (inc. PCP) and CBT teaching is all exceptional. <strong>The</strong> course has access<br />
to a simulation centre (a ‘fake’ hospital with recording equipment pre-installed), so using actors as clients, our teaching<br />
has really come to life and we have been facilitated to trial out different approaches in novel situations - in safe and<br />
reflective spaces.”<br />
It is difficult to answer these questions in a truly representative way that covers the whole course because there is more<br />
teaching on certain models as time progresses so as a first year I can only report on what I have experienced. We have had<br />
quite a lot of time given to PCP, which isn’t on the list.<br />
<strong>The</strong>re are 4 key therapeutic models taught - CBT, PCP (personal construct psychology), psychodynamic and systemic. This<br />
breadth was one of the things that attracted me to the course. Social constructionism underpins pretty much all of the<br />
teaching, so we are always challenged to consider alternative ways of seeing the world.<br />
As a first year there will be teaching on other topics which I haven’t experienced yet.<br />
Additionally, we have had teaching or interactive workshops on narrative therapy, personal construct psychotherapy, community<br />
psychology, and philosophy. We have regular small-group peer-led discussion. We have had teaching on different<br />
methods of qualitative research. We get lots of skills-based learning, including simulation. We also do PBL, where in<br />
smaller groups we can choose what we want to learn about, as well as about group processes, leadership and reflection. In<br />
the final year we get to choose what models to have teaching on for blocks of sessions (so we could choose advanced CBT,<br />
systemic, CAT etc etc.) and we choose the topic for advanced workshops.”<br />
organised by therapies not by diagnosis<br />
you get choice in the third year over what models you study<br />
Coming from a CBT background, I really welcome learning about other therapeutic modalities, and think this is a real<br />
strength of the Herts course.<br />
<strong>The</strong> third year involves choice advance therapeutic workshops. We get to choose 3 models, of which we have 4 fulls days.<br />
We also get to choose advanced sessions in other areas. We have more teaching than any other course. For me this was<br />
great, we get more teaching, thus exposed to more topics and models. Yet what this means is that we get less research<br />
days than other Unis<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
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Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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It’s fine. We get the contact details of our new supervisors with enough time to arrange to meet them before placement<br />
starts.<br />
We’re beginning to think about third year placements now and so far communication has been good.<br />
I think everyone feels nervous on their first placement and feels that they haven’t been prepared enough, but looking<br />
back, it was fine. We are given time during the intensive teaching block to go out and visit our placement before it starts<br />
to get the lay of the land. We have a lot of supervisors in the course team to help facilitate any issues and my placement<br />
supervisors have all been very keen on the course and on training.<br />
Cohort are split in half with placements switching every six months (e.g. half on adult placements, half on older adult<br />
placements). Teaching is timetabled to ensure that trainees in both halves are adequately prepared. Understandably, there<br />
will always be some teaching that individual trainees would prefer to be timetabled earlier/later depending upon their<br />
placements, but generally this is well managed. Regardless, most learning happens on placement anyway and supervisors<br />
are supportive and understanding of your level of training.<br />
<strong>The</strong> course prepares you for placement very well. <strong>The</strong>re are continual themes that crop up in teaching every now and then,<br />
such as leadership, which allow you to review your progress and reflect on the future possibilities (i.e. how will I now develop<br />
and demonstrate these leadership skills on my new placement?). <strong>The</strong> simulation experiences prepare you for a whole<br />
range of encounters; from the complex presentations, to unique settings, and to managing ruptures in the therapy room.<br />
Overall, I think the course team try to make it as useful as possible and I have found that lectures have come at a useful<br />
time for the work I am doing in my placement.<br />
I have found placements very supportive so have had no problems, but there have been times where the teaching has<br />
come after I have had to use a skill or method on placement.<br />
clinical skills simulation is very helpful - we had a clinical interview with an actor!<br />
due to logistics you do 2 sequential 6 month placements in a year, but have teaching for both placements spread throughout<br />
the year (because you swap placements with the other half of your cohort) - you start you first placement knowing<br />
little and then are still learning bits for that placement once you’ve finished it. It’s a bit annoying to be taught stuff you’ve<br />
taught yourself or that would’ve been useful 6 months ago, but this isn’t the course’s fault and I don’t see a way round it<br />
We do quite a lot of CBT in the first block of teaching. If one hasn’t done any CBT before this is a solid grounding for your<br />
first placement<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
220 British Psychological Society
University of Hertfordshire<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied nor <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 221
University of Hertfordshire<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer <br />
perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
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Support for trainees with disabilities<br />
Do you have any disabilities?<br />
11% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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<strong>The</strong> process of finding a thesis supervisor could be easier, and fairer.<br />
Balancing the workload at times but there is so much support available that this stress quickly dissipates. Assignments<br />
are evenly spaced out so don’t feel too overwhelmed.<br />
Managing time- definitely a juggling act. <strong>The</strong>re always seems to be something to be working towards and there were a lot<br />
of deadlines in the first year<br />
Juggling lots of things in the second year is a challenge at times.<br />
Our assignments are generally spread out fairly well to avoid us feeling overloaded which I appreciate it. At times things<br />
feel heavy and like it’s too much, but it generally passes and calms down a bit. It wouldn’t be clinical training if it was<br />
plain sailing!<br />
Honestly, no. I am challenged for sure, but I love every minute of this training. <strong>The</strong> course team are incredibly responsive<br />
to feedback and if we suggest that deadlines are too close together, for example, they listen. It can be emotionally<br />
challenging to move from one placement to the next so quickly, but I felt supported all the way. I genuinely love it and<br />
feel they could ask a whole lot more of me before I felt it was getting ‘too’ demanding.<br />
Occasions when there have been multiple conflicting demands across placements, research and assignments.<br />
Deadlines can naturally be challenging and demanding - and this has become particularly evident during periods of transition;<br />
so during the end of a placement, where lots of documents are required, clinic letters, etc.<br />
<strong>The</strong>re are points where there are several deadlines close together and these periods can be very work-intensive and require<br />
working at evenings and weekends. However, there are also quieter times, which means it’s possible to take this time back<br />
later on. Sometimes the subject matter can be emotionally draining or intense because it’s totally new, which is to be<br />
expected. <strong>The</strong> course set up multiple tutors and buddies to help support you through this and I have found these relationships<br />
to be genuine and useful.<br />
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It is a demanding course overall. I think I was so focused on getting on the course, I hadn’t really considered that doing a<br />
clinical doctorate is probably going to be quite hard! And there are other aspects that I hadn’t really considered, like the<br />
upheaval of changing placement every 6 months, and the travel (it’s quite a big catchment area). But, it’s a very supportive<br />
course, and there are lots of people to turn to if you’re struggling.<br />
As with all the courses there are periods in the academic year where you have lots going on and various deadlines to meet.<br />
I have found that Herts are really receptive to feedback so as to switch things around to make it easier for the following<br />
year of trainees.<br />
I have ended up on placements with long commutes, so sometimes it has been a juggling act to meet all the research,<br />
clinical and academic demands. But no more so at Herts than any other course.<br />
I have found it hard at times to have enough time to get research done but they have now changed the timetable to introduce<br />
research earlier in the programme.<br />
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No not especially<br />
balancing placement, uni and research<br />
Right now is tricky - juggling thesis and new placement and other on-going assignments<br />
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<strong>The</strong>re are quite strict rules concerning days that annual leave can be taken, and can mean that trainees do not get their<br />
full quota of yearly annual leave.<br />
<strong>The</strong> course is generally demanding. <strong>The</strong> factors for me that I have found more stressful have been related to supervisors<br />
on placement rather than aspects of the course. <strong>The</strong>re are several times during the training that you have a lot of course<br />
work this can be stressful, but I doubt it is any different from other courses. We also do something called Problem Focused<br />
Learning- 5 sets of groups tasks that follow each placement (formative, adults, older adults, LD and CAMHS) which<br />
involves a presentation where you present on the topic and also group process, followed by a reflective essay. This was<br />
very difficult for me, the group dynamic was very challenging. It also felt that we have very little support from our facilitator<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 100%<br />
Manager 39%<br />
Placement Supervisor 100%<br />
Librarian 39%<br />
Professional Mentor 17%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 72%<br />
Independent personal advisor 89%<br />
Other 11%<br />
Under “Other”, responses included:<br />
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Research buddy, clinical tutor, my cohort, cohort from Year 2 and 3<br />
■■<br />
Research buddies, PBL Groups, PBL facilitator, academic tutor, clinical tutor<br />
■■<br />
I have been able to get a professional mentor, but this has not been through the course, but through an organisation for<br />
LGBTQ+ therapists<br />
224 British Psychological Society
University of Hertfordshire<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
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<strong>The</strong> support I have received throughout my training has been excellent. I have formed really good working relationships<br />
with some of the course team and feel as though I would always have someone to turn to if needed. This covers academic,<br />
clinical or personal issues. Knowing I’m supported during more challenging times is invaluable. <strong>The</strong> admin team deserve a<br />
mention too- they’re friendly, approachable and invaluable.<br />
Everyone here is so nice! <strong>The</strong>re can sometimes be some schedule juggling because a few tutors work part time, but everyone<br />
is very flexible and they all try very hard to accommodate you. I never feel I can’t get help if I need it and I have more<br />
than once just popped into a tutor’s office for a quick chat about something that was niggling at me.<br />
<strong>The</strong> staff are very understanding and open to conversations around your experience. <strong>The</strong>y will often seek honest feedback<br />
and come back to you, having clearly considered the trainee experience and offer opportunities to work through any challenges<br />
together<br />
In my experience the course staff are great and always make time for you if you ask.<br />
<strong>The</strong> course team is lovely, and there’s loads of support in place. I have particularly valued the buddy system. It’s a small<br />
cohort, so you do get to know people quite quickly.<br />
Most of the course staff are really lovely and approachable, although some are less available than others. We have a good<br />
relationship with all the tutors, we can have a laugh, and they are willing to talk through anything with us whether it is<br />
personal or course-related. <strong>The</strong> admin staff are also brilliant.<br />
<strong>The</strong> support I have received has been excellent<br />
very friendly course team - happy to talk anytime they can<br />
<strong>The</strong>y’re great when they’re available, but they’re so busy that getting hold of the course team can be hard and that can<br />
add to the pressure you feel you’re under<br />
<strong>The</strong> course team have been excellent. I have been able to speak to my personal tutor when I have needed to. Access to<br />
internal thesis supervisor has been more difficult- they are understaffed<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 225
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Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Location<br />
Competency needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
226 British Psychological Society
University of Hertfordshire<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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Each of my placements has provided an interesting and useful learning environment, and I have learnt a lot from all my<br />
supervisors, each of whom has been very different in style, orientation and outlook.<br />
I’ve been really lucky I think with my placements. Generally I’ve had excellent supervision and have not had to travel very<br />
long distances. I don’t think this is the case for everyone in my cohort, though I know that the team really try to accommodate<br />
people’s requests. I’ve had a broad range of experiences in different settings so far that have really contributed to<br />
personal and professional development.<br />
Placement supervisors have so far all been quite experienced and knowledgeable and very interested in my development.<br />
I felt like I learned an immense amount on placement and I was treated with respect. I have loved feeling like a “real<br />
professional” and know that I was able to do some real quality work with clients.<br />
<strong>The</strong>re are efforts made to place you in a convenient location if possible.<br />
I have had a really good range of placements and have been able to apply a range of models and cover all the competency<br />
areas, which leaves me open to choose whichever final year placements I am interested in.<br />
It’s difficult to rate them collectively. I have one supervisor who was very supportive and I have had two supervisors who<br />
have been amazing. <strong>The</strong> course team can be helpful when the relationship you have with the supervisor is difficult. For<br />
our final year we are able to put forward our choices, yet there are limitations in regards to your competencies. Despite me<br />
not being able to do my LD placement in the second year I was still able to have my choice (Gender Identity Service at the<br />
Tavistock) as they were able to also provide me with some LD experience.<br />
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Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 90%<br />
No 5%<br />
Don’t Know 5%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 26%<br />
No 63%<br />
Not Applicable 11%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
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St Albans, North London, Bedford<br />
North-West London, East London, Essex, Hemel Hempstead, Cambridge, Hertfordshire<br />
north London, Hertfordshire<br />
North London, Essex, Hertfordshire<br />
Most are in the London area, but there are a couple of us in Hertfordshire (live here for this course! It makes you life so<br />
much easier!) and one out in Bedfordshire.<br />
Hertfordshire & London<br />
London<br />
London and Hertfordshire, but I live in South Cambridgeshire<br />
Mostly Hertfordshire, Essex or north London<br />
South / central Herts, North London, South Essex<br />
London, Hertfordshire, Essex,<br />
Half in London, some in Hertfordshire, some in Essex, one nearer Northampton.<br />
London & Herts<br />
north london or hertfordshire<br />
London (Finsbury park), but not everyone - people live as far away as Cambridge. Don’t feel you have to move to London<br />
and if you do youo’ll be fightig over the same placements or have a rubbish commute - move to Bedford and have the joy<br />
of rolling out of bed to your placements<br />
North and West London, throughout Hertfordshire, and a few in Bedfordshire and Cambridgeshire.<br />
I moved to Hertfordshire for the course, and probably only two others did. A few others lives in Hertforshire before the<br />
course started. <strong>The</strong> majority of the trainees live in London<br />
228 British Psychological Society
University of Hertfordshire<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 16%<br />
No 84%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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Actually, it is much much more manageable than you sometimes feel it is or it’s going to be! It is very doable (even with<br />
kids)!<br />
Course do emphasise maintaining work-life balance. This is important as it is hard to take annual leave particularly during<br />
term-time.<br />
I found it difficult to begin with as I felt I did not know as much as everyone else. <strong>The</strong> induction block was intense and I<br />
found myself constantly unable to switch off as I felt I needed to know more<br />
I try to maintain as much of a work life balance as possible. During busier times parts of weekends and evenings are taken<br />
up with study. But I signed up to do a doctorate which I knew would be busy and I don’t mind too much. I think it differs<br />
for everyone and how you approach things. My cohort are encouraging of each other taking time to relax and have fun<br />
which helps during the times when we all feel ‘bogged down.’”<br />
Particularly if you live nearer to Hatfield, your life is golden on this course. <strong>The</strong>re are great opportunities for getting involved<br />
with the wider university events and even fun classes, it’s an easy jump to London, and the area is just beautiful to<br />
get out in.<br />
Work life balance was generally good in first and second years. It has become more difficult to sustain this balance as<br />
thesis deadline approaches!<br />
<strong>The</strong>re are definitely times where you will be working longer hours than at other times. I tend to use any opportunity to<br />
send off an email here and there, and try to stay on top of the smaller jobs, so that chunks of time remain for those important<br />
deadlines.<br />
<strong>The</strong> work-life balance varies with the workload, so you go through busier and quieter periods. I have found this took some<br />
getting used to but works out fine. It is definitely helpful to pre-plan annual leave, as it is quite difficult to take it in a<br />
more flexible way due to restrictions on when it can be taken and managing deadlines. It is possible to take enough breaks<br />
if you plan ahead.<br />
I have family commitments, but have managed ok.<br />
It is better than I had imagined it would be<br />
Mostly I’d say it’s really good actually, but poor at the moment due to so many deadline all at once - thought they have<br />
changed this now for the year below.<br />
<strong>The</strong> level of work is as I had expected for a doctoral level course, and tends to fluctuate according to deadlines. I do feel<br />
that if the course could relax its rules on the taking of annual leave, this would improve work-life balance for trainees.<br />
<strong>The</strong>re has been variability in how people mange this. I very much enjoy the studying, so I probably do more than others.<br />
I have always worked an studied funding all of my degrees myself. I have found I have a bit more free time than I have<br />
done previously as I don’t have to do paid employment at the weekends<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 229
University of Hertfordshire<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■ ■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■ ■<br />
■■<br />
Having previously worked in London with the London allowance, there is a pay cut coming to Herts but there are advantages<br />
to being a student so I make the most of them.<br />
“I’m just happy that I get paid to do something I love when others don’t.<br />
It’s not mega money but I feel privileged to get a regular income at all.”<br />
It will always be an irritant to those of us who do not get fringe London weighting here, but there is also talk that this may<br />
change in the future, so good luck!<br />
You don’t get London weighting, but for accommodation, Herts is nearly as expensive as London, so there is a bit of a<br />
financial disadvantage.<br />
It has been frustrating having a very long commute to placement and not being able to claim back miles,<br />
I earn more than I did before, but not as much as if it was a London course. I think we are well paid as trainees and I’ve<br />
been able to save.<br />
I took a pay cut to train and so my financial quality of life has declined but is manageable<br />
Yes, we don’t have London weighting, but the region is large and diverse - if you can move to a cheaper area, do so, and<br />
you’ll be fine financially.<br />
“I haven’t been on what someone might call a ‘proper holiday’ whist on training, though I have volunteered at some festivals.<br />
Other have been on several holidays abroad. I think this is more down to finances than other factors. Living in this<br />
area is very expensive. Despite being paid more than I have been previously I have less money in my pocket after bills etc.<br />
I pay 700 rent, which is massively different from the 300 I paid previously.<br />
I also pay for therapy which takes a chunk out of your wages. this is not compulsory, but for me it has been an essential<br />
part of training<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■ ■<br />
■■<br />
I love that they encourage thinkers, and that all views and opinions are considered voice-able and hear-able. I have enjoyed<br />
all the theory and debates and opportunities to challenge.<br />
Everything - it is a fantastic course with lots of discussions and interaction rather than didactic teaching. As all the cohorts<br />
have teaching on Thursdays and Fridays, you have the chance to mix with other cohorts which is really nice and another<br />
source of support. Having a small cohort of 15 means we all get to know one another really well and use each other for<br />
support and knowledge. <strong>The</strong> university are really keen to get our feedback on all aspects of the course and do act on this<br />
feedback, which makes us feel really valued as trainees. <strong>The</strong> simulation centre is a great resource for clinical skills training.<br />
Research staff are great and always helpful in answering our queries particularly around the small-scale research project.<br />
Also, there is only one exam in the first year which the course are really supportive with. I found this much less anxiety-provoking<br />
and intense than doing written exams.”<br />
placements<br />
“I can’t recommend Herts highly enough.<br />
I feel well supported in a nurturing environment. <strong>The</strong> buddy system is encouraged which enables different cohorts to integrate<br />
with each other. At times it feels like a big family; we gather to say goodbye if a staff member leaves for instance.<br />
230 British Psychological Society
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
University of Hertfordshire<br />
<strong>The</strong> course philosophy really fits with me and I enjoy the balance of teaching, PBL, simulations and reflective groups<br />
(amongst the rest of the different ways in which we learn). <strong>The</strong> variety certainly makes for an interesting training experience.<br />
<strong>The</strong> course isn’t easy and at times it can feel really tough. I think the small cohort size has been really important for me; getting<br />
to know my cohort well and feeling comfortable within the group has positively impacted upon my training experience.”<br />
What I really love about this course is that it is so individualized. You can really make it what you want it to be--you can<br />
get as involved as you like, or stay off the side a bit. If you are keen on research in particular, you can find people here<br />
who are equally passionate and will help you explore even further. If you have a special interest, you can follow it. You’re<br />
really encouraged here to think for yourself and start developing into a quality professional.<br />
<strong>The</strong> course philosophy encompasses an openness to lived experience and diversity. I feel that this is evident in the team’s<br />
responses and the general atmosphere. This is a very reflective course and this is one of its greatest strengths.<br />
It’s hard to pick one aspect! I think the general level of support and understanding of the demands faced by trainees has<br />
been fantastic. <strong>The</strong> course has lived up to my expectations, and the course team are very open and responsive to feedback.<br />
I feel that the course philosophy is really important in training thoughtful, ethical clinicians who work with people, not<br />
labels. We are challenged to critically evaluate taken for granted knowledge. I feel that trainees are valued as individuals,<br />
and supported in developing personally as well as professionally. It’s a small cohort, so you get to know people in your<br />
cohort really well, and you get to know trainees in other years as well.<br />
That the course team and the 3 years of trainees are all well integrated, supportive and friendly.<br />
As a small cohort there is plenty of opportunity to speak/listen - I get as much from hearing my cohort colleagues as the<br />
lecturers often. <strong>The</strong>re are good opportunities for simulations (watching yourself back on video) which is a great way to<br />
learn. <strong>The</strong> teaching on epistemology, diversity and research is really helpful - the course teaches you to be a critical thinker<br />
rather than just teaching practical skills.<br />
<strong>The</strong> course tutors, who are lovely and have really made an effort to inspire and encourage our individual interests.<br />
<strong>The</strong> course team and teaching Simulation and opportunities for reflective practice Problem based learning<br />
small cohort (around 15 people) so good fun in lectures as we can all be chatty and learn from each other<br />
<strong>The</strong> thoughtfulness of everything<br />
<strong>The</strong> course really helps develop your reflective/reflexive skills. This seems daunting at first, but really helps you develop<br />
great communication skills.<br />
<strong>The</strong> overarching epidemiological approach of social constructionism. I also feel that i have had a lot of autonomy over my thesis<br />
This course doesn’t tell you what to think, but how to think in various ways and from different perspectives. I couldn’t<br />
have asked for a better fit for me personally.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
It’s a truly great course, and one that invited and allowed me to change for the better.<br />
<strong>The</strong> course is very interactive in lectures rather than didactic. <strong>The</strong>re is a lot of group work<br />
Be aware that you will need a car. A couple of people in my cohort have managed without one so far by getting lifts and<br />
requesting certain placements. It does make life easier though and some mileage is claimable.<br />
<strong>The</strong> placements are spread out quite a bit so be prepared not to be travelling around London every day.<br />
This is an incredibly reflective course and on which uses a lot of social constructionist theories--if this is not to your taste,<br />
you may want to avoid it because a lack of interest in either can sometimes drag the rest of the group down. When you<br />
have a passionate, involved cohort, there is nothing like it.<br />
This has been a fantastic experience and I love it here at Herts.<br />
Herts really goes beyond teaching models. It really gets you thinking about social and political issues and our roles within<br />
these as psychologists and how this might affect our practice. It’s such a thought provoking and enjoyable course.<br />
Every year there is an inter-cohort event where we learn about a particular topic or issue - this year the event focussed on<br />
refugees, and last year it was a community HIV service. We have also visited community psychology service MAC-UK, and<br />
were visited by a service-user led theatre company. So the broader experiences available on the course are really rich and<br />
very often thought-provoking.<br />
Don’t live in London if you want a short commute to placements. It won’t happen.<br />
<strong>The</strong> research team are really enthusiastic, and Herts is a course that values the contribution of qualitative research methods.<br />
As someone who enjoys learning about both qualitative and qualitative approaches, I personally would value having more<br />
dedicated research teaching on the programme, increasing the overall quantity of quantitative research methods teaching.<br />
This course felt right for me. I would advise applicants really thinking about what they value and how much reflective<br />
space, clinical teaching, models, etc they want over location.<br />
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Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Written exercise, group discussion, one interview incorporating clinic, research & personal development.<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
15 hours<br />
18.75 hours<br />
3.75 hours (fortnightly)<br />
3.75 hours (fortnightly)<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 100%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
232 British Psychological Society
University of Hertfordshire<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 233
University of Hull<br />
5 responses (12% of 42 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
234 British Psychological Society
University of Hull<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 0%<br />
MRes 0%<br />
Diploma 0%<br />
Post Graduate Certificate 0%<br />
Conversion course 0%<br />
None 100%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 0%<br />
Assistant Psychologist non NHS 0%<br />
Voluntary Assistant Psychologist in NHS 20%<br />
Voluntary Assistant Psychologist non NHS 0%<br />
Research Assistant 20%<br />
Voluntary Research Assistant 20%<br />
Healthcare Assistant/Support Worker 20%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 0%<br />
Other 40%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 235
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<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
It was a good, well organised experience- A little nerve-inducing but the environment was supportive and the process was<br />
clear.<br />
<strong>The</strong> interview was much better than expected. <strong>The</strong> interviewers were really nice and tried to make you feel at ease. <strong>The</strong>re<br />
was a professional panel interview and a service user interview. <strong>The</strong> professional panel interview involved a presentation<br />
and preparing a critique of an article.<br />
I thought the interview process was really well thought out; there was an academic panel and a service user panel. <strong>The</strong><br />
academic panel required us to present our dissertation (a very useful way of easing us into it!) answer the interview<br />
questions, then comment on a paper we had been required to read beforehand. This meant that I felt more at ease going<br />
into it because I knew I could prepare for two thirds of it, there element of surprise would only e minority! <strong>The</strong> service<br />
user panel was then a very useful way of having us think as we are so often required to do clinically. I thought that this<br />
was also invaluable in maintaining the ethos of our course in being service-user informed and gaining contributions from<br />
experts by experience. All in all, it was a very containing process that accessed the key skills we’d be expected to show<br />
and develop through training.<br />
<strong>The</strong> interviews were very well organised. We had two - a “professional’s panel” and a “service-user panel”. We were supported<br />
by current trainees, which was extremely reassuring.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
236 British Psychological Society
University of Hull<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
It’s hard to have a good idea of the time devoted to different topics so early on training, many answers are largely based<br />
on information passed on from others. However in the first two terms we have learnt lots about CBT and how to do it in<br />
practice, focused a lot on community and wider context factors and have a good amount of varied specific teaching. It has<br />
been a really good balance of teaching and helpful for clinical practice.<br />
<strong>The</strong> main focus of the course is CBT and systemic therapies.<br />
I understand why there is so much CBT teaching on the course; it’s one of the models we are expected to be competent<br />
in on completion and it appears as a NICE guideline recommendation for a fair amount of mental health difficulties. However,<br />
we have received general CBT teachings and then disorder specific e.g. CBT for eating disorders, CBT for psychosis.<br />
Whereas, when we are taught in another model (CFT, CAT etc) we receive a general overview and don’t have as much time<br />
dedicated to its application in specific areas.<br />
<strong>The</strong> course attempts to cover too many therapy models at the expense of devoting time to important core clinical skills,<br />
knowledge and legal frameworks. I am now near the end of my training and I feel underprepared for a qualified psychologist<br />
role as a result.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
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Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
I felt prepared for the first placement but it may be different for other placements.<br />
Again, I understand to the difficulties faced in organising placements for 45 trainees, twice yearly, and that staff are conscious<br />
that we get a wide variety of experiences yet still cover the core competencies. However, the teaching will often not<br />
marry up with the placements trainees are on. For example, I had a 9 month older adult placement in my first year, and<br />
only received older adult teaching towards the end of that placement and then in the year following this. This meant that I<br />
lacked confidence in the clinical work I was undertaking and did not feel prepared to work with this population. I am also<br />
aware that this situation is not uncommon.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
238 British Psychological Society
University of Hull<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 239
University of Hull<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
None of the individuals surveyed considered themselves to have a disability.<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
240 British Psychological Society
University of Hull<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> sheer amount of academic work to do on top of teaching and placement without regular designated study days has<br />
been a lot.<br />
Yes the academic side as there are many academic assignments and exams. Just overall trying to balance all the competing<br />
demands of placement, university, research and personal life.<br />
<strong>The</strong>re never feels to be a break from academic work or clinical assessments, which has meant that I have never been<br />
able to put 100% focus into my clinical work (on placement), even for a short period of time. <strong>The</strong>re always seems to be a<br />
looming deadline that is niggling in the back of my mind.<br />
Exams. We have one in the first year of our training and two in the second year of our training. We get study leave in the<br />
week of our exams, but apart from that are on placement and in teaching. This can make revision fairly tough as we have<br />
to fit it in as and when we can.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 100%<br />
Manager 40%<br />
Placement Supervisor 100%<br />
Librarian 20%<br />
Professional Mentor 40%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 40%<br />
Other 40%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 241
University of Hull<br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Overall the support has been really good.<br />
Support was initially fantastic but has dropped off a little in recent years due to staffing pressures; it will hopefully increase<br />
again once this has been remedied.<br />
In times of crisis, when I was going through bereavement, the course staff were incredibly supportive. <strong>The</strong>y allowed me<br />
compassionate leave, extensions on my work and were continually understanding throughout the entire process. However,<br />
it can sometimes be hard to get hold of staff, particularly where their time is split between clinical work and university<br />
work. I understand to this, but it doesn’t detract from it being difficult at times.<br />
Staff are good at checking in with individuals, both for general support and if they know that a trainee is experiencing<br />
difficulties at any given time. <strong>The</strong>re is a wide variety of support staff to reach out to (each trainee has a clinical tutor,<br />
personal tutor, and thesis supervisor) and we are encouraged to speak to other staff members if we feel more comfortable.<br />
Course staff support at Hull has been mixed. I’ve had some really helpful support, but it has been patchy and inconsistent.<br />
I have come across two main issues. Course staff have sometimes come across in recent years as disinterested and<br />
defensive in response to trainee’s who have reported difficulties. Conversely, I have also experienced course staff to not<br />
have a particularly clear idea of the line between pastoral care and support, and personal therapy - and to conduct meetings<br />
with trainees as if they were for purposes of the latter without permission.<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Location<br />
Competency needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
242 British Psychological Society
University of Hull<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
■■<br />
My first placement has been brilliant- it was in line with the interest areas I specified and the environment is really supportive.<br />
<strong>The</strong> quality of my placements has been excellent and I have been able to choose placements based on my interests for<br />
the final year. You don’t have to travel too far if you don’t want to.<br />
My answers to the questions above are in relation to the first 4 placements, as the placements completed in our final year<br />
are our own decision.<br />
Regarding experiences on placement, they have been varied. This variation has allowed me, however, to distinguish that a<br />
placement is made or broken by the level of supervision received and the relationship with the supervisor; or that has how<br />
it has been in my case! A team can be lovely and supportive, and the patient population could be the one you’ve wanted<br />
to work with, but poor supervision will mean that you can never quite flourish.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 243
University of Hull<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 80%<br />
No 20%<br />
Don’t Know 6%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 60%<br />
No 20%<br />
Not Applicable 20%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Hull with some trainees also living in York, the<br />
surrounding areas or Leeds.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 20%<br />
No 60%<br />
N/A 20%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
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University of Hull<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
A study day each week, or every two weeks, would probably be helpful. Otherwise most academic work HAS to be completed<br />
outside of traditional working hours in evenings and weekends and it’s very hard to have a good work/life balance<br />
when this is the case. However the workload does fluctuate and sometimes it is better than at other times.<br />
Rated poor but anticipate this is an inevitable part of any clinical training course.<br />
My own work-life balance is not at a level that I would be able to maintain for longer than the 3 years the course requires.<br />
Knowing that I only need to persevere with work taking a majority overhaul in my life for 3 years makes it manageable.<br />
<strong>The</strong> course tries to advocate a health work-life balance, however this tends to be difficult to achieve due to the combination<br />
of travel to placement and pressure of work.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
<strong>The</strong> salary and living costs make it fairly easy to have a comfortable life quality.<br />
Hull is very good value for money.<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> supportive environment created by staff and trainees, the teaching and placement and how these link together.<br />
I would say clinical placements, with which I have been very fortunate, and the support from the staff team and other<br />
trainees.<br />
This would have to be the clinical work, particularly on the placement that I am on now. It’s this part of the course that is<br />
the reason I applied; not the research or the doctor status, but being on the front line of people’s care.<br />
Graduating<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
More timetabled study time would be helpful for managing work/life balance. Apart from that, the course has been brilliant<br />
so far.<br />
Being the only course which takes undergraduates there seems to be a sense of compensating with more assignments and<br />
exams than other courses, however this is being looked into with some assignments being dropped this year.<br />
None.<br />
<strong>The</strong> Hull course is poor at communicating with, and listening to trainees, and has a tendency to seek feedback as a formality<br />
rather than in order to take trainee perspectives on board.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 245
University of Hull<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer<br />
Yes 0%<br />
No 100%<br />
Respondents<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Undergraduate application from York or Hull University. Short-listed interview schedules unavailable at time of writing.<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
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University of Hull<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 247
IOP<br />
13 responses (21% of 63 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
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IOP<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 31%<br />
MA 23%<br />
MSc 46%<br />
MRes 8%<br />
Diploma 23%<br />
Post Graduate Certificate 15%<br />
Conversion course 23%<br />
None 23%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 42%<br />
Assistant Psychologist non NHS 8%<br />
Voluntary Assistant Psychologist in NHS 50%<br />
Voluntary Assistant Psychologist non NHS 8%<br />
Research Assistant 58%<br />
Voluntary Research Assistant 33%<br />
Healthcare Assistant/Support Worker 17%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 8%<br />
Other 33%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 249
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<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> interview was straightforward; it’s just one interview with a panel.<br />
It was straightforward. I had attended the interview the year before so I knew how to expect. IOP’s interview questions are<br />
typical interview questions, no surprises, no trick questions, no follow up questions. <strong>The</strong> only downside is that you only<br />
have that one panel interview of 20 minutes to prove that you’re worth getting on.<br />
It was very focused and quite short, I think just 6 questions.<br />
I found the panel very friendly.<br />
My interview experience at the IoPPN was a very positive one. <strong>The</strong> staff were very friendly and the day had a very nice flow<br />
to it. <strong>The</strong> clinical director gave a talk during the lunch that was offered, and I thought his humble approach and way of<br />
highlighting the benefits of choosing this program really had an impact on choosing this course over my other offers.<br />
It was very pleasant, the interview was only 25 minutes and they asked roughly the same questions as they ask every year<br />
so it was easy to prepare for. Everyone one the panel was very friendly and I found out I had been accepted on to the<br />
course the day after my interview (because I interviewed on the last day of interviews).<br />
<strong>The</strong> interview was brief and straightforward. Personally I would have liked a bit more of a conversation but I understand<br />
they ask the same questions to everyone to make it fair.<br />
I really enjoyed the interview process. <strong>The</strong> panel were obviously trying to get the best out of me during the interview.<br />
<strong>The</strong> brevity of the interview compared to other courses was a little nerve wracking as it felt like you had to get as much in<br />
as possible in a short amount of time.<br />
<strong>The</strong> support staff were really communicative both before and after the interview and having current trainees to chat to at<br />
the interview day itself was a really nice touch.<br />
Very good - fairly brief and relatively straightforward interview, no very unexpected questions but enough to make you think<br />
on your feet a bit. <strong>The</strong> panel were friendly and encouraging and provided feedback over the phone soon afterwards. <strong>The</strong><br />
lunchtime talk and tours were also helpful.<br />
I found the interview process really good, it was excellent to have the informal lunch with a talk from Paul Chadwick<br />
(course lead) and an opportunity to speak to trainees on the course. We were also offered a tour of the campus and the<br />
facilities available to the course which was really interesting. All these aspects made me feel the course really wanted the<br />
interviewees to feel as if they are choosing the course as well the course choosing/interviewing us. <strong>The</strong> interview was fairly<br />
quick and the questions were fair. I felt I was given opportunity to say all the information I wanted and ask any questions.<br />
Not what I expected. Friendly and fairly straightforward. I felt like the interviewers really wanted to get to know me and<br />
ensure the course and I were a good match.<br />
<strong>The</strong> interviewers were warm and friendly. <strong>The</strong>y asked a series of (expected) questions on clinical and research work. I liked<br />
the fact that it was a straight-forward 45 minute interview rather than a whole day of assessment and evaluation.<br />
Straightforward, friendly, efficient. I’m not quite sure how they could be confident of my aptitude based on a fairly traditional<br />
question and answer format, though.<br />
<strong>The</strong> day was well-organised, and my interview panel was running ahead of schedule so I had my interview earlier than<br />
planned. Had a talk from the course director, lunch was provided, and I availed of a campus tour. Trainees were around to<br />
chat and settle our nerves before the interview. <strong>The</strong> interview itself was fairly quick and painless, the panel were friendly<br />
and asked follow-up questions, and I felt they were genuinely interested in my answers.<br />
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IOP<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 251
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
Although the course is predominately CBT focussed there is varied teaching, and emphasis on neuro, and family therapy<br />
as well as good introduction to other therapeutic approaches.<br />
We have a lot of CBT teaching on this course, however I find it has been very helpful for me. It would have been good to<br />
have devoted more time on at least one other approach, to balance it slightly as currently majority is CBT and we may<br />
have a very small block of teaching on another model for example systemic therapy. Also would have enjoyed exploring<br />
more of the critical approaches including social constructionism and to be encouraged to take a reflective critical position<br />
on mainstream therapies such as CBT.<br />
<strong>The</strong> course provides a lot of teaching on neuropsychology, you also gain a foundation level in systemic therapy by completing<br />
the course.<br />
I like the fact we mainly learn CBT approaches but also hear from practitioners about other approaches that we can then<br />
pursue on placement ourselves. We also have a fair bit of teaching on family therapy and have the opportunity to participate<br />
in an MBCT course.<br />
Whilst the IoP has a reputation for being CBT focused and this is certainly true on the first year, time is also given to other<br />
modalities and approaches, especially systematic approaches and mindfulness.<br />
Lots of CBT as is to be expected from the IoP, but other approaches also covered, especially neuro and third wave approaches.<br />
Good systemic teaching, not much psychodynamic.<br />
It is well known that IoP is predominantly focused on CBT but other areas are discussed and also on placement you are<br />
often given opportunities to practice other therapeutic models. I personally feel it is helpful to have a core skill in which<br />
you feel confident and then learn a smaller amount about other areas that you could, if interested, seek further training<br />
for once qualified.<br />
It is a little CBT heavy but I believe they are trying to introduce a balance.<br />
Mindfulness and neuropsychology are covered in some detail. Other things get some mention in passing, or covered briefly.<br />
It is well-known that the IoPPN prizes CBT above other modalities; however we do have teaching on a wide range of other<br />
therapies. Recently, we have begun to share teaching sessions with family therapy students and the course has increased<br />
the amount of family therapy training offered.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
We start on placement very quickly in the first year whereas other courses have more teaching beforehand. This has its<br />
pros and cons depending on each person.<br />
I am generally satisfied with preparation for the placements. In first year we only had two weeks of teaching before starting<br />
placement which was good as it enabled us to learn straight away from practice. However it was quite overwhelming at<br />
time and I think spending a bit more time on teaching and clinical skills beforehand would be helpful, as this would also<br />
create a stronger base with the cohort if we had more time together initially.<br />
IOP has a fantastic range of placements on offer and the course are always open to negotiation if you feel they have chosen<br />
a placement that is not well suited to you.<br />
Prior to the first placement all trainees experience a full-day workshop focused on practicing clinical skills in a number of<br />
vignettes. We were recorded doing this and then received feedback from the facilitators and our peers which really helped<br />
to build my confidence ahead of starting clinical work.<br />
252 British Psychological Society
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> teaching attempts to correlate with the placements you are on as best as possible which is helpful for being able to<br />
apply what you are being taught. <strong>The</strong> course have also been very responsive to feedback from trainees about where teaching<br />
is placed in the timetable.<br />
<strong>The</strong> course is also very supportive if you have any concerns about placements and we complete a mid placement review<br />
with the course to discuss our progress.”<br />
<strong>The</strong> first year is trickier - trainees are sent out very quickly on a wide range of adult and child placements (some highly<br />
specialised), and I think that makes it hard to ensure everyone is equally well-prepared. You’re probably better prepared<br />
for IAPT than for a Tier 4 CAMHS service, for example.<br />
Transferable clinical skills, the basis of what we do, is a focus of the first few weeks of teaching. Specific skills and topics<br />
are not matched up with our placements, however, e.g. we have teaching on intellectual disability in spring of first year,<br />
whereas our ID placement doesn’t happen until either autumn/spring of second year.<br />
IOP<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 253
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Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
Qualitative<br />
Quantitative<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
254 British Psychological Society
IOP<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 255
IOP<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
0% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> placements - university links. I think it’s difficult to be transparent to the university when things at placement go less<br />
well than expected.<br />
Neuropsychology has been hard for me, as I have never worked in this area before.<br />
First year is a challenge as you have lots of coursework to do in addition to teaching two days per week and being on<br />
placement three days per week, meaning you have to be very organised and sometimes use the odd evening or weekend to<br />
keep on top of things.”<br />
<strong>The</strong> first year can feel very busy and it can be a challenge to balance all the competing demands around teaching and<br />
placement. However, the work load is manageable and second year provides more time to focus on the research aspect of<br />
the course.<br />
It’s busy and full-on but no more than expected and definitely manageable if you’re organised!<br />
<strong>The</strong> first year is challenging in terms of the heavy teaching timetable and trying to set up the thesis. However this is good<br />
preparation for the following years and it does get easier, in my opinion, to manage these demands. I felt lucky that I had<br />
not had to move from another geographical area to the course as I think this would be another challenge/demand on top of<br />
learning how to be a trainee!<br />
A lot of work is expected. Being organised is a must!<br />
Keeping on switching between one day teaching (covering lots of topics), three days on a varied placement, and one day<br />
on research: the constant changes in focus make it harder.<br />
Juggling research, placements and teaching. Having to remind my various supervisors about the other demands on my<br />
time. Revising down my expectations for myself, and becoming okay with producing work that is not “perfect” in order to<br />
get it done.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 92%<br />
Manager 17%<br />
Placement Supervisor 92%<br />
Librarian 17%<br />
Professional Mentor 8%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 92%<br />
Independent personal advisor 0%<br />
Other 17%<br />
256 British Psychological Society
IOP<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
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<strong>The</strong> personal mentor is a great resource, as well as the reflective group as everything is confidential. However, I have to<br />
say that other people from my cohort have been the biggest source of support.<br />
<strong>The</strong>re were some issues with the personal support tutor arrangement for me, but it was not the courses fault and as soon<br />
as I flagged this up they were very quick to respond and allocate me a new personal tutor.<br />
Very supportive whenever needed<br />
I’ve had excellent support for practical and personal issues. I’ve found I need to actively seek this out, and I don’t think<br />
it’s always clear who you should go to.<br />
I accessed support on one occasion and was encouraged to seek further support from my colleagues, which I felt unable<br />
to do at the time. I have needed to seek support outside the programme (partner, friends, personal therapy).<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 257
IOP<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
258 British Psychological Society
IOP<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■ ■<br />
■■<br />
■■<br />
In relation to placement allocation this is all decided for us in the first two years but then we have two electives in the<br />
final year. We are allowed to choose these and have a lot of choice. <strong>The</strong> course are really supportive with finding us a<br />
placement we want (for personal interest or competency need).<br />
I think placements vary quite a lot, so the placement allocation process involves a lot of luck. Some placements have<br />
great supervisors, others are much less involved with you. Also, IOP offers a big amount of specialist placements which is<br />
great on the one hand, on the other hand if you end up doing all specialist placements from year 1, you may miss the opportunity<br />
to practice more generic skills. This doesn’t happen to most trainees, but it does happen to a sizeable minority.<br />
“Core placements (adult, child, LD, older adults) are decided for you by the course. You do not have a choice. <strong>The</strong>re a<br />
small handful of specialist neuropsychology placements that 2nd years can do instead of an LD placement as you can<br />
acquire the same core competencies however you have to have had prior neuro experience and have a particular interest<br />
to get these placements.<br />
In the 3rd year we can pick 2 electives based on our interest and experience/competency needs”<br />
My scores on these questions vary hugely depending on the placement I am referring too.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 259
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I’ve had some excellent supervision, and the opportunity both to learn and consolidate key skills, and to try out a broader<br />
range of things.<br />
Some have offered more learning opportunities and been more enjoyable than others, but generally the placements have<br />
been excellent. Very lucky to have placements within national and specialist teams.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 100%<br />
No 0%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in East Dulwich, Peckham, Hackney, Clapham and Brixton.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
260 British Psychological Society
IOP<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Generally it is a good balance. We have two days towards writing up time in the final year as well as a writing week. Clinical<br />
work is almost always completed in standard 9-5 days.<br />
It’s tricky, but that’s expected. If you’re organised you will have time to have a life in the weekends. Most of the people in<br />
my cohort use the whole of their holiday time to travel.<br />
Peaks and troughs! Sometimes I have felt that the placement workload forces you to stay late, which is not often appreciated<br />
by supervisors and they may have a discussion about being boundaried with work time, however very often this is not<br />
reflecting on the amount of work they expect from you!<br />
If you are an organised person you will not have any problems.<br />
Fine if you’re organised<br />
I think it is a personal thing however I feel i have managed to have a good work life balance and still complete the requirements<br />
of the course. With the deadlines for IoP being at the end of the three years it means you can manage your own<br />
time<br />
A lot of demands are placed on you with research requirements in the second year.<br />
It eats up quite a bit of my time, but I expected that. People seems to vary quite a bit in how much they do outside of<br />
normal working hours.<br />
It depends on how demanding your research project is and whether you’re enjoying it! I work six days a week currently (in<br />
2nd year) but I like my research project so I feel I can still achieve a nice work-life balance.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 261
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Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
■■<br />
It is London after all. However London weighting is a big plus, and I feel much more comfortable than what I used to as<br />
an assistant outside of London.<br />
Fine, helpful to have the inner London weighting<br />
I can’t complain about being funded and paid to train.<br />
What would you say is your favourite aspect of your course?<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Access to excellent placements and supervision<br />
Excellent and varied teaching.<br />
ideal size of cohorts facilitates a very intergrated group, while they are many people to learn from and make new friends<br />
with.<br />
All placements in a limited geographic location.”<br />
<strong>The</strong> excellent high standard of teaching, the number of trainees on the course, working within SLaM, the academic work<br />
preparing for publications.<br />
<strong>The</strong> availability of such a diverse range of placements<br />
<strong>The</strong> placements are brilliant and being able to choose both placements for the final year is a real bonus - it allows you to<br />
specialise or gain experience in an additional therapeutic approach<br />
<strong>The</strong> quality of placements is exceptional and having teaching from leading experts is a rare opportunity.<br />
Really high quality/specialist clinical placements and research, lots of elective placements and research opportunities to<br />
choose from, really supportive course team, the other trainees!<br />
<strong>The</strong> teaching has been excellent and being able to implement this in different placements which are so varied and often<br />
based in services that are world renowned.<br />
<strong>The</strong>re is a good balance between clinical work and research. Although there is a lot to do, I enjoy both aspects.<br />
Really interesting range of placements available, some with excellent supervision.<br />
It’s a privilege to be on clinical training, full stop. I love the variety in my week, and I like working in an environment<br />
where research is valued as much as clinical work.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> course is open to feedback from trainees and tries to incorporate this in to the programme for example changing our<br />
diversity teaching and service user/carer involvement.<br />
I think diversity teaching needs improvement.<br />
I think it’s a great course and would recommend people to apply, there is sometimes a belief about what sort of individual<br />
the IoP course is looking for (masters, PhD, massive research background) however I don’t believe I fitted that mould and<br />
I love the course and the opportunities available.<br />
262 British Psychological Society
Lancaster University<br />
16 responses (22% of 72 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 263
Lancaster University<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 56%<br />
MRes 0%<br />
Diploma 0%<br />
Post Graduate Certificate 13%<br />
Conversion course 6%<br />
None 31%<br />
Other 6%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 53%<br />
Assistant Psychologist non NHS 20%<br />
Voluntary Assistant Psychologist in NHS 47%<br />
Voluntary Assistant Psychologist non NHS 0%<br />
Research Assistant 27%<br />
Voluntary Research Assistant 13%<br />
Healthcare Assistant/Support Worker 60%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 13%<br />
Other 13%<br />
264 British Psychological Society
Lancaster University<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Really friendly and it was clear that interviewers were trying to get the best out of the candidates. I was nervous but I felt<br />
they understood this and were very sympathetic. Found the interview questions allowed me to talk about my full range of<br />
experience.<br />
Excellent! I felt that the admission policy was transparent and open to all those who were thinking of applying to Lancaster.<br />
Staff and facilitators were friendly but the interview felt like a long day with two interview panels and a test. I believe the<br />
interview structure has since changed. <strong>The</strong> interview venue is very nice.<br />
It sounds like a cliché but I felt like they really did want to get the best out of you, there weren’t any ‘trick’ or super<br />
technical questions. It was more just about them getting to know you. <strong>The</strong>re were several components to the interview so<br />
if you felt like you messed up one part you had other opportunities to do well.<br />
I found the selections day to be reasonably enjoyable for the Lancaster University course. It was tiring because there were<br />
several different components to the process including two interview panels, a presentation and a general IQ test so and by<br />
the end of the day I was finding it increasingly difficult to concentrate on the tasks. However, the benefit of spreading the<br />
process over several different tasks was that it enabled me to relax more into the process and I feel that my true personality<br />
came across, whereas, in previous interviews because of the short-time frame I often found it difficult to relax, anxiety<br />
took over and this was reflected in my interview responses.<br />
<strong>The</strong> interview process was different to other courses I had been interviewed for. <strong>The</strong> course seemed much more interested<br />
in my personal experience of work placements so far, as well as how they had impacted upon my learning and development<br />
and what I had learned about them. <strong>The</strong>y seemed to be interested in finding out about me rather than testing me on<br />
current legislation and although nervous during the interview (as expected) they did their best to put me at ease and get<br />
the best out of me. I didn’t feel tested on knowledge (e.g. of mental health conditions, research or therapies) per se, but<br />
I had to think about my previous experiences and what they had taught me. <strong>The</strong> interviewers were very open about what<br />
they were looking for throughout the interview, giving me a list of the competencies that they scored, which put me at<br />
ease.<br />
I felt the course worked hard to be inclusive (e.g. using the test to determine who to interview), rather than dismissing me<br />
outright because I didn’t tick the right box (e.g. experience as a psychology assistant). I felt they provided ample opportunities<br />
to talk about my experience, and what I would bring to training<br />
Really relaxed. Focused on me as a person. Clear that the interview panel wanted to get the best out of me.<br />
Excellent - inclusive and encouraging<br />
It was an intensive day, but current trainees were on hand to support us all and everyone was really friendly. <strong>The</strong> competencies<br />
the panel were looking for were also made really clear and the whole process was very transparent.<br />
It is intense but brief. Very varied in the activities they ask you to do. Questions are all about competencies and require<br />
thoughtfulness and reflection. No need at all to ‘study’ up on psychology before the interview, reflect on your experiences<br />
and how they help you meet the core competencies.<br />
It was really tough but it felt fair and genuine, as though they were trying to get the best out of you and recruit the most<br />
‘human’ trainees.<br />
I found the interview process quite fair. It was stressful as it is a very long process, however I think that the course staff at<br />
Lancaster makes it as enjoyable as possible. <strong>The</strong> activities used to assess our competencies were really down to earth, and<br />
the questions asked by the course staff were asked fairly and seemed to be aimed at giving everyone a chance to do well,<br />
even if you didn’t have years of experience in the field.<br />
<strong>The</strong> interview was a very challenging but enjoyable process. <strong>The</strong> individuals on the panels were very kind and facilitated a<br />
positive environment in which I felt I could do my best. <strong>The</strong> interview had several different parts, including an interview,<br />
problem solving task, response to a challenging video, presentation and verbal/numerical reasoning test. It provided lots of<br />
opportunity to show skills and competencies.<br />
<strong>The</strong> interview was very well organised, there were loads of information distributed to applicants in advance of the day.<br />
Trainees were very helpful as hosts. All panel members were very kind and allowed me to express the best part of myself.<br />
<strong>The</strong>re were loads of fruit, drinks and cake on the day, which was amazing.<br />
I found the selection process very comprehensive. It was half a day which allowed me time to relax and do the best that I<br />
could do. Everyone was very friendly and welcoming.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 265
Lancaster University<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
■■<br />
266 British Psychological Society
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
Lancaster University<br />
I think it’s a good spread of topics with a chance to develop skills in most areas in order to develop as a clinical psychologist<br />
I feel that there is equal time devoted to different psychological therapies and models. It is not CBT dominated.<br />
While all trainees end up being accredited in CBT, the teaching is definitely broader and you cover many other therapies<br />
even halfway through first year. <strong>The</strong>re are a lot of reflective days which are great.<br />
Although Lancaster cover a lot of topics, I find that really beneficial, as I can then choose to spend more time focusing on<br />
the 1 or 2 areas that particularly interest me. I’d rather at least know about the different models, than assume there are<br />
only a couple of models to work from<br />
Sometimes it feels that the breadth of approaches covered is at the expense of exploring approaches in depth. However,<br />
it enables us to have an introduction to a number of different areas, which is helpful in discovering the approaches which<br />
we feel most aligned to.<br />
Very balanced I think.<br />
Personally, I would have liked more teaching on ‘PD’, ‘Psychosis’ and trauma during the adult teaching block as I don’t<br />
think the teaching is symptom specific. While I think it is good that it isn’t completely specific I do think no teaching<br />
on the above does not equip us for the presenting issues in clinical practice and how the history of the diagnosis has<br />
changed and continued to change.<br />
I think the course could be do more to help us develop our critical skills in relation to research.<br />
We are provided the opportunity to learn about a variety of approaches and models. Teaching relating to different models<br />
continues throughout the 3 years, and so you are continually learning more about each model.<br />
Lancaster places a great focus on reflective practice, communication/clinical skills and personal reflection/development.<br />
<strong>The</strong>y give a broad overview of many different models so that trainees can focus upon the model that they feel best suited to.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>re is a teaching block before each placement commences which I feel prepares you well for the placement<br />
I would like to see some teaching on what supervisors on placement expect of trainee’s before coming on placement. I<br />
would have found this useful. I understand that this ultimately differs between individual trainees, because their experience<br />
before coming onto training differs tremendously.<br />
<strong>The</strong> teaching for each placement is quite broad and conceptual rather than giving step-by-step practical techniques to use<br />
on placement. I think some people found this difficult but it allows you to develop your own way of working rather than<br />
just being spoon-fed.<br />
Very focused preparation with relevant teaching and workshops<br />
Great teaching block for 5 weeks prior to starting child placement.<br />
I have had a lot of experience before training so I have always felt relatively prepared. Not sure how i would feel if I had<br />
little clinical practice<br />
I think the course is really well structured in preparation of placements. We usually have a month (or three weeks) study block<br />
before the start of each placement, where we are in teaching at least three days a week to try and prepare for placement.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 267
Lancaster University<br />
■■<br />
■■<br />
Teaching prior to each placement has been very good, although I feel that the teaching prior to the learning disability<br />
placement could have provided a better idea of how to adapt models/approaches for working with this client group, rather<br />
than provide a general overview.<br />
<strong>The</strong>re are two to three week teaching blocks before each new placement which covers information relevant to that client<br />
group / service.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
268 British Psychological Society
Lancaster University<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 269
Lancaster University<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
270 British Psychological Society
Lancaster University<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
13% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Managing a number of projects at the same time, particularly some of the lengthier assignments and managing this with<br />
demands of placement has been difficult. However, the allocated study time really helps with this.<br />
I have found being able to juggle multiple roles and mind-sets difficult. For example one day you are on placement doing<br />
clinical work, the next day you find yourself doing intense research and the next day you find yourself thinking about<br />
policies and social issues. I am uncertain whether you can really be an “expert” across multiple roles. <strong>The</strong>re is a danger<br />
that clinical psychologist become too stretched and know a little about lots, but without feeling really competence or<br />
confidence in one thing.<br />
Balancing competing demands at busy times, e.g. when finishing a placement or approaching a deadline.<br />
Because there are no exams on this course there is more academic assignments and research than on other courses,<br />
which can be demanding when there are overlapping projects or getting close to deadlines. This will be managed differently<br />
by each individual, however, and the course staff are very supportive and practical when it comes to advising you.<br />
Balancing placement and research<br />
<strong>The</strong>sis time!<br />
Juggling placements and assignments is extremely difficult at times, particularly during second year.<br />
I find the majority of the demands placed upon us as trainees difficult to manage. As a busy mum of two young boys it<br />
feels impossible sometimes trying to manage the workload. I have had many opportunities to discuss this with my clinical<br />
tutor and have always felt supported and understood. I also feel that the course staff would do what they could to support<br />
me in managing the demands.<br />
Pretty much all of it is tough for me!<br />
We have a lot of assignments at Lancaster compared to other courses, so around deadlines, the course can be quite demanding,<br />
especially when different assignments overlap.<br />
Yes, several aspects of the course have been very demanding. <strong>The</strong> academic workload alongside the clinical work has been<br />
hard at times, particularly at points where there are deadlines approaching.<br />
<strong>The</strong>re is quite a lot of coursework on the Lancaster course, but there is a lot of support in place to help us.<br />
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In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 40%<br />
“Buddy” 87%<br />
Manager 47%<br />
Placement Supervisor 93%<br />
Librarian 80%<br />
Professional Mentor 73%<br />
Personal Tutor 87%<br />
Research / <strong>The</strong>sis Supervisor 87%<br />
Independent personal advisor 20%<br />
Other 27%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
I feel very supported by the course staff. However big or small a problem may be, they are always there to listen.<br />
Fantastic support from staff, especially so when many of them work on a part time basis.<br />
Lancaster offers a very supportive learning environment.<br />
■■<br />
<strong>The</strong> course is ridiculously supportive, they are always checking in to make sure everything is going alright and making sure<br />
your learning needs are being met.<br />
■■<br />
For me it has felt really helpful and supportive if not a little pedantic at times (e.g. academic bureaucracy )<br />
■■<br />
■■<br />
■■<br />
I have been very lucky in having an excellent clinical tutor who always supports me when things get difficult. <strong>The</strong> clinical<br />
director is also really supportive and approachable when needed.<br />
<strong>The</strong> course is incredibly understanding of our personal situations and encourage us to share our difficulties and seek support<br />
if this is required. I have received excellent support and know that I could reach out to any of the DClinPsy team and<br />
receive the same consistent support.<br />
<strong>The</strong> DClinPsy staff at Lancaster University seem extremely passionate in encouraging our professional development. <strong>The</strong>y<br />
are also very supportive regarding the wellbeing of trainees and have many support systems in place.<br />
272 British Psychological Society
Lancaster University<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
Location<br />
Competency needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 273
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In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I enjoy the variety we have had in the different placements, although location has sometimes been a problem, having to<br />
travel quite some distances. I understand that this is difficult for the course to co-ordinate when allocating placements<br />
and I have had a mix of locations which has meant it has been fair overall.<br />
<strong>The</strong> course does it’s best to facilitate placements which meet the trainee learning needs at their stage of training. However<br />
a big issue to resolve is the distance to placement. For example, if you declare that you don’t have a car and live in<br />
certain city you may be advantaged, because the programme is too accommodating and may well find you a placement<br />
that is a short walk away on public transport in the place where you live. This luxury may not be offered to those who have<br />
a car, where they many often drive up to 90 minutes to placement. A slight sense of injustice, but I understand that this<br />
can be difficult to balance.<br />
Lots of opportunity to spend time with team members. Excellent supervisors.<br />
I have always felt supported by the course and they always seem to try and allocate placements according to your requests<br />
and needs<br />
It is difficult to offer an overview of placements as they can vary so much. I’ve had a good experience so far overall. I’ve<br />
enjoyed some placements more than others, but I wouldn’t say any placement was bad.<br />
Placements are well organized and assigned by a member of the clinical team. All placements have been a good learning<br />
experience.<br />
274 British Psychological Society
Lancaster University<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 19%<br />
No 63%<br />
Don’t Know 18%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 50%<br />
No 38%<br />
Not Applicable 13%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live in and around Lancaster, Manchester, Liverpool and Lancashire (Preston,<br />
Chorley, Bury, Blackburn). Some trainees also live in Cumbria or Yorkshire.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 6%<br />
No 94%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 275
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Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I still manage to do my hobbies at the weekend, although sometimes these are limited when we have a heavy workload.<br />
Most of the time I am able to maintain a good work life balance though.<br />
It’s a challenge! One of the biggest challenges of training. But with the right attitude and motivation you can do it.<br />
At certain times I have worked at weekends in order to meet deadlines but this has been rare. Overall I feel that a reasonable<br />
work/life balance is comfortably manageable.<br />
<strong>The</strong> course obviously takes up a lot of time, but the staff are very aware of this and encourage you to seek a good work life<br />
balance. My cohort has been incredibly social and I think we’ve all helped each other to have a life outside of the course.<br />
Although I rated work life balance fair rather than excellent/good, this may reflect my own struggles with work life balance<br />
rather than the course<br />
It’s better if you use your study time effectively!<br />
It’s possible to do all the University work on study days if you apply yourself. If you have done an MSc while working you<br />
will probably find it quite similar, if not a bit easier!<br />
I’m not sure you can have a good enough work life balance as a trainee. It’s hard.<br />
I think the balance can vary at different times during the three years. I have generally found the course manageable and<br />
managed to maintain a good work-life balance so far.<br />
<strong>The</strong>re are times in the course where work-life balance is disrupted, particularly around times of deadlines/end of placements<br />
etc. where the workload increases. Generally though, work life balance on the course is good.<br />
<strong>The</strong> assignments are constant. I have worked most weekends and evenings since starting the course.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Good. It’s a bonus having a student identity, because you don’t have to pay council tax and are open to all student offers.<br />
I would have welcomed this as an Assistant Psychologist, especially as I was earning 18K.<br />
We work hard but the pay is generous considering the high-quality free teaching we are receiving.<br />
I think we get a great wage for what we are expected to do. All expenses are paid for.<br />
Considering the course is based in Lancaster, which is a really cheap city to live in (e.g. cheap rents), the salary is really<br />
good. However, in places like Manchester or Liverpool, where rent is a bit more expensive, and expenses to and from<br />
placement are not covered (the course only covers expenses if you live in Lancaster, or close to it), then it could get quite<br />
tight.<br />
Financial quality of life is good; however the course has been expensive for me. I have had to relocate; there is a considerable<br />
amount of travel and other expenses which are generally covered by my salary.<br />
276 British Psychological Society
Lancaster University<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
My favourite aspect of the course is the placements. I have really enjoyed the different placements and feel I have learnt<br />
the most from being able to apply my skills practically to consolidate the learning from the teaching sessions.<br />
I enjoy the balance of teaching. It introduces you to multiple psychological models and approaches. It’s not CBT dominated.<br />
Throughout the course, there is a attitude which says, we want you not only to become competent clinical psychologists<br />
who can work effectively in the NHS, but in doing so we will support you in becoming confident in being the<br />
clinical psychologist that you want to be, without losing a sense of self. <strong>The</strong>re is also a strong emphasis in not accepting<br />
the status quo in clinical psychology and the course actively encourages trainees to think critically and offer new perspectives<br />
and cover new ground.<br />
<strong>The</strong> cohort, the course staff, and the personal and clinical development.<br />
<strong>The</strong> course lets you develop into the clinical psychologist you want to become, rather than fitting you into a mould. Plus<br />
the people in my cohort are awesome.<br />
Clinical placements and the chance to utilise skills learned during teaching. I also really enjoy teaching days, which are<br />
usually very collaborative and evoke interesting discussions.<br />
Good tutors<br />
Having external facilitators for teaching, which means we hear a range of perspectives<br />
Very, very supportive<br />
Learning about a range of models<br />
Being encouraging to think and become my own person<br />
Social constructionist stance of staff and the program<br />
Learning lots of different things and meeting different tutors that are passionate about their work.<br />
My cohort is also really helpful and completely supportive. <strong>The</strong>re has never been any animosity or competitiveness.<br />
What I love about Lancaster is their open and supportive attitude. <strong>The</strong>y encourage us to become the clinicians we want to<br />
become and are very supportive when we want to do things a bit different from the norm.<br />
<strong>The</strong> positive atmosphere and ethos of diversity and respect. Everyone (trainees/staff/service users involved in the course)<br />
is approachable and willing to work together. We are encouraged to be reflective practitioners as well as reflective individuals<br />
in all aspects of our life.<br />
<strong>The</strong> support systems in place are amazing, you are never alone. Lancaster is full of course staff who are pioneers in their<br />
fields. Lancaster encourages us to be very curious and reflective thinkers. I really like how there is no ‘main’ model e.g.<br />
CBT, and that we practise eclectically.<br />
<strong>The</strong> focus on reflective practice and clinical skills<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I think the Lancaster course is very unique compared to other courses. It starts with the admission policy. It is one of<br />
the only courses which actively seek out to candidates who may not view themselves as a “typical” trainee, with “typical<br />
experience” and from a “typical background”. It is a course which actively promotes diversity within the profession<br />
and truly believes it! I think the course has a good range of teaching on difference psychological models and approaches<br />
across different clinical specialities. It’s not dominated by CBT! <strong>The</strong> only downside is that Lancaster trainees are in danger<br />
of feeling that they know a little about a lot and never really feel competent or confident in one psychological model or<br />
approach. Above all, the strength of the course is its emphasis on critical thinking and encourages trainees to offer new<br />
perspectives and cover new ground where other courses may feel that this is too radical.<br />
Lancaster is an inclusive, person-centred course that I would whole-heartedly recommend to any applicant.<br />
Don’t let it being in Lancaster put you off (no offence to Lancaster). It’s very easy to live in Liverpool or Manchester, everyone<br />
hooks up car pools. It’s an amazing course.<br />
Lancaster is very hot on critical thinking, teaching is challenging in a good way. I think it’s a good place for you if you are<br />
open to questioning and adding to your knowledge. <strong>The</strong> course team are a very smart, friendly and approachable bunch.<br />
I’ve loved it so far.<br />
I could be biased but Lancaster is an amazing course. I have felt supported throughout training. Be prepared that no<br />
matter how much you think you appreciate how tough it is, it is actually really, really tough. Working full time, frequently<br />
changing jobs and being continually assessed to doctoral level standard is difficult so it is important that you pick the<br />
right course for you.<br />
It is difficult at times being reminded to look after yourself and self-care is vita and then being reminded to get work in on<br />
time and cross your t’s and dot you i’s! It can feel like inconsistent care!<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 277
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■■<br />
■■<br />
I would just like to share that although the course does not require you to have access to a car, this is quite fundamental<br />
for placement. It is very difficult to travel to placement at times as they can be in very rural areas where transports are<br />
not great. Although the course will try to accommodate you if you don’t have a car, sometimes this is not possible for the<br />
geographical location of placements. So, this is something to bear in mind when applying.<br />
<strong>The</strong> course is generally excellent, although I would emphasise that it is hard work. Individuals must be prepared to juggle<br />
several responsibilities and tasks at the same time. <strong>The</strong> course is excellent preparation for the job and a good level of<br />
challenge.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
<strong>The</strong>re is a screening test shortly after the application deadline, where applicants who meet the minimum criteria are invited<br />
to take an online test. <strong>The</strong> test for 2015 entry had a week’s window so applicants don’t have to take time out of work<br />
and can do it in the evening or weekends. Successful applicants are then invited to the selections day. Our Programme<br />
Administrator keeps the Lancaster DClinPsy really up to date,<br />
■■<br />
full of information and very transparent in what the interview processes are.<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
7 hours<br />
21 hours<br />
7 hours<br />
7.5 days<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 86%<br />
Essays 100%<br />
Small Scale research projects 86%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 86%<br />
Other 0%<br />
278 British Psychological Society
Lancaster University<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 279
University of Leeds<br />
18 responses (38% of 48 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
280 British Psychological Society
University of Leeds<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 11%<br />
MA 0%<br />
MSc 39%<br />
MRes 0%<br />
Diploma 11%<br />
Post Graduate Certificate 17%<br />
Conversion course 0%<br />
None 33%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 72%<br />
Assistant Psychologist non NHS 39%<br />
Voluntary Assistant Psychologist in NHS 33%<br />
Voluntary Assistant Psychologist non NHS 6%<br />
Research Assistant 28%<br />
Voluntary Research Assistant 28%<br />
Healthcare Assistant/Support Worker 61%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 6%<br />
Other 39%<br />
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<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
It was a lovely interview; I really got a sense that the staff and service users involved in the interview wanted to know<br />
about who I was. It was helpful to have so many trainees around to answer questions.<br />
I really enjoyed the interview - when I’d finished I would have genuinely gone back in and done it again! <strong>The</strong> course team<br />
and trainees ensured everything ran smoothly and it was super clear what was happening. <strong>The</strong> formal panel asked really<br />
clear questions with follow-up prompts to make sure you gave a full detailed answer. It really felt like they wanted to get<br />
the best out of you and not try to trip you up. <strong>The</strong> informal service user panel was relaxed and let me show a bit more<br />
personality.<br />
<strong>The</strong> course tried to make it as relaxing as possible and tried to get the best out of you which helped reduce anxiety.<br />
It was a supportive and friendly experience, and I found that the panel really wanted to get the best out of me. <strong>The</strong> interview<br />
had multiple components, which allowed me to show different sides to myself and also if one section was a slight<br />
weakness I could balance this in other sections. It was actually quite a nice process to go through and I thought allowed<br />
me to show my best.<br />
Quite friendly. Very structured. Current trainees helped out in waiting areas. Service user panel.<br />
Leeds has a wonderful interview process. It tries to minimise the pressure as much as possible. <strong>The</strong> interview panel’s felt<br />
like they really wanted to know me as a person, not a tick-box of experience<br />
Leeds try to make the process as welcoming and stress-free as possible. <strong>The</strong> service-user panel just felt like having a<br />
friendly chat and they were just trying to see the best of you. <strong>The</strong> academic panel was more formal but not intimidating.<br />
Welcoming and fair. It felt as though the interview panel wanted me to provide the best answers I possibly could<br />
Really good. Made the experience as relaxing as it can be and that they wanted to get the best out of you. Trainees and<br />
staff on the day were very friendly and welcoming<br />
<strong>The</strong> course team provided a very welcoming environment to put all interviewees at ease. it was half a day with two interview<br />
panels and opportunity to ask questions of current trainees and staff in between the panels.<br />
I thought the selection event felt as relaxed as it could, the staff were welcoming and friendly and there were current<br />
trainees throughout for us to talk to. Although there were a few different components to the day, it didn’t take very long,<br />
there was less waiting around than selection events elsewhere. I thought the questions were fair and actually quite enjoyed<br />
the service user panel.<br />
Seemed to want to get the best out of me and other trainees, supportive process, current trainees were present to give a<br />
‘users’ perspective of the course which was helpful. Process seemed fairer than other courses - only an hour long interview<br />
with another separate service user panel rather than a whole day - much closer to jobs in other industries.<br />
Lovely experience; friendly, non-intimidating, wanting to get the best from me, appropriate interview style, set-up and<br />
pace.<br />
Nerve racking as all interviews are! This said, the interview process felt less like jumping through hoops than other courses<br />
(which had included group tasks and exams). <strong>The</strong> Leeds interview felt thoughtful- you are under pressure and do need<br />
to perform, but with this you do get the sense that they want to get the best out of you.<br />
<strong>The</strong>y really do want the best from you and invest in you on the interview day through their genuineness and efforts to<br />
make you feel supported. Ahead of the day they sent sufficient information and took the time to ‘give back’ to us during<br />
the interview by telling us about the course.<br />
<strong>The</strong> tutors available on the day were extremely welcoming and seemed to really want to put candidates at ease. <strong>The</strong>re<br />
were trainees there to chat to who were very friendly and supportive. Both members of the service user panel and professionals<br />
panel seemed to want to get the best out of you; they weren’t trying to trick you and wanted you to feel as relaxed<br />
as possible. Overall it gave the impression of a really friendly and supportive course.<br />
It was a good experience. Current trainees were around to put you at ease and the interviewers were warm and friendly.<br />
282 British Psychological Society
University of Leeds<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 283
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
<strong>The</strong> course tries (where possible) to accommodate your preferences in learning more about different models so even if a<br />
model you’re interested in isn’t covered much in teaching, you could request a placement to learn more about it.<br />
<strong>The</strong> course are committed to teaching a wide range of models and helping us explore different approaches in teaching and<br />
out on placement - there is a real sense that all approaches are respected, but they still ensure we have a good grounding<br />
in core CBT skills.<br />
In Year 3 you get to pick a therapeutic modality and so if you feel that you want some more of a certain approach you can<br />
pursue this.<br />
Leeds puts an emphasis on reflective practice. As a course they provide a wide range of opportunities to learn different<br />
models and in the final year trainees pick which model of therapy they would like to learn more in depth about. As I’m<br />
currently a first year trainee the majority of teaching has been focused on CBT and neuropsychology.<br />
As a first year I’ve mostly had teaching on core clinical skills, CBT, working with children, neuropsychology and biological<br />
basis of mental health problems, research methods, PPD and mindfulness. Plus a bit of ACT, CFT and working with<br />
specialist groups (e.g. psychosis, health). I know that there is quite a bit of psychodynamic teaching in year 2 and in third<br />
year you can choose teaching on either CAT, psychodynamic, systemic or third wave therapies.<br />
Difficult to be certain as still in the mid-point of training.<br />
I’m only part way through first year, there has been an emphasis on core skills and CBT, I anticipate that this will broaden<br />
out further in second and first year<br />
In the first year the focus is largely on core competencies and CBT which is why I have not received as much teaching in<br />
other, intervention specific, areas.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>re is a 5/6 week teaching block at the beginning of first year which covers a lot of what you might need to know. <strong>The</strong>y<br />
dedicated a lot of time to understanding the paperwork and have clear “handbooks” on protocols. First placement has a<br />
staggered start over three weeks to help you settle in and pre-placement visits are encouraged.<br />
Well supported and prepared. From year 2 you exert preferences in relation to placements and the course supports you to<br />
do this in a way that facilitates your development.<br />
<strong>The</strong> 4 week teaching block at the start was helpful for learning/practicing core clinical skills. I think it’s inevitable that<br />
you can’t be fully prepared for placement, especially as half do child and half do adult for the first placement. <strong>The</strong> staggered<br />
start to placement helped with transition.<br />
Thought put into this with clinical tutors and with preceding placement supervisors.<br />
Teaching prior to placement could be much better organised so that it is more relevant to the placement we are going on.<br />
<strong>The</strong>re is a lot of role play at the beginning, before placement, some of which we get informal and formal feedback on.<br />
Although this seems uncomfortable at first, you quickly get used to it and it is a valuable experience in practising some<br />
clinical skills before placement. <strong>The</strong> placement planning meeting works well to structure what you want to get out of<br />
placement and address any worries.<br />
284 British Psychological Society
University of Leeds<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 285
University of Leeds<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
286 British Psychological Society
University of Leeds<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
28% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
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University of Leeds<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
Not really; while the workload can be high at times I have found there to be so many support systems in place that this<br />
feels really manageable. I’m really enjoying training at the moment!<br />
■■<br />
■■<br />
<strong>The</strong> first term has very few study days which can make it difficult to find the right balance at first.<br />
Trying to juggle the work when there is lots on can be difficult<br />
■■<br />
When deadlines are close together it can be stressful however if you are organised (unlike me!) then this should be less<br />
so.<br />
■■<br />
■■<br />
Transfer viva for the thesis although I’m not sure every course does this<br />
All<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>re isn’t a great deal of study time in the first year, it works out to one day a fortnight over the course of the year but<br />
isn’t set in stone so sometimes you go a while without one then have a few in a row. so can be difficult to juggle the<br />
demands of placement, essays, presentations etc. but that is the nature of training, it’s not unmanageable and study time<br />
increases over the summer and in other years<br />
Balancing thesis demands with placement can be challenging especially at transfer-viva time in second year, however, I<br />
recognise this will help dramatically when it comes to the final write-up as much of the work will have been done already.<br />
All aspects of the course are demanding, as would be expected, but all the demands are manageable. At least when they<br />
are on their own. What I find particularly demanding is having to juggle multiple demands: placement, essays, thesis etc.<br />
<strong>The</strong>re’s always something requiring attention! You have to be very boundary to be able to say, “okay, today I’m not going to<br />
do any work” because really, there is always something that needs doing.<br />
I find juggling the different plates (academic, clinical, research) challenging at times. Different aspects require more time<br />
and attention at different points so learning to be flexible and hold these demands in mind, continuously adjusting the<br />
priority.<br />
■■<br />
Balancing work and personal life when a few deadlines come at once can be tricky.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 59%<br />
“Buddy” 94%<br />
Manager 53%<br />
Placement Supervisor 94%<br />
Librarian 18%<br />
Professional Mentor 88%<br />
Personal Tutor 65%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 6%<br />
Other 12%<br />
288 British Psychological Society
University of Leeds<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■ ■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> staff are a lovely group of people. I’ve found them to be genuine and down to earth. I’d feel comfortable to approach<br />
any of them for support if I needed it.<br />
We all have a academic tutor and a clinical tutor from the course team, but the course emphasizes that you can approach<br />
anyone that you feel comfortable talking to. <strong>The</strong> course has a strong PPD strand with regular reflective groups, experiential<br />
mindfulness sessions and group work, and we are having a course away day in the summer. We were also given personal<br />
reflective diaries to use as we wished.<br />
(Two of the questions above are the same - ‘access to course staff for support’)<br />
When I have needed additional support, the course staff has always been available.<br />
Leeds provides a lot of different support structures both internally and externally to ensure trainees have the support they<br />
need.<br />
I have needed support at various times both in terms of personal issues, health issues and assignments. <strong>The</strong> staff are very<br />
approachable and flexible. I didn’t feel judged at all.<br />
I know that the support is there and we have been told in no uncertain terms that if we need to discuss anything there is a<br />
general open door policy. On top of this we are encouraged to meet with our mentors termly and are timetabled to regularly<br />
meet with our placement and academic tutors.<br />
Leeds provide a great structure of support with the freedom to choose what you’d like to utilise according to your needs.<br />
I make use of all the support systems (staff, buddy and professional mentor) whereas others only use their mentor, for<br />
example. I don’t believe there is a form of support that I am missing which is very containing.<br />
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University of Leeds<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
290 British Psychological Society
University of Leeds<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
My first placement was an hour’s drive away but in return my second placement is only 15 minutes away. <strong>The</strong>re seems to<br />
be more flexibility on placement choice than on other courses.<br />
<strong>The</strong> experience very much depends on the placement. I have had ‘excellent’ supervision and ‘very poor’ supervision on<br />
different placements<br />
We are fortunate in that our preferences are sought before placements are allocated and our needs considered as much as<br />
possible in allocations.<br />
Leeds provide a wide variety of placements across West Yorkshire. <strong>The</strong> course team try to take travel time and any requests<br />
regarding preferences in to account when allocating.<br />
I have only had one placement but my supervisors were excellent - very welcoming, supportive and laid back. It seems it<br />
quite common for trainees to have two supervisors on one placement each with different interests.<br />
Generally positive experiences, difficult to summarise as it can be different according to which placement you are on. Can<br />
be hard to give honest feedback about placements as I perceive that the course are keen to maintain good relations with<br />
local supervisors so are more likely to take the supervisors side rather than the trainees.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 291
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■■<br />
I am only just beginning my second placement so the above was hard to rate and biased to the nature of my first placement.<br />
We are expected and encouraged to let the course know ahead of placement allocation what our different needs are<br />
(competency, experience, interest etc.) and they are accommodated as much as possible. An ongoing conversation also<br />
happens between me and my clinical tutor regarding this to help me to make requests that will give me the best opportunities<br />
for developing myself as a clinical psychologist.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 28%<br />
No 61%<br />
Don’t Know 11%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 83%<br />
No 11%<br />
Not Applicable 6%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Leeds with some trainees also living in Manchester,<br />
Clitheroe and Doncaster.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 94%<br />
N/A 6%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
292 British Psychological Society
University of Leeds<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I think that at Leeds you’re able to make of this what you want. <strong>The</strong> course is supportive of a work life balance but if you<br />
wanted to choose to work more then there’s plenty to do!<br />
Difficult during the first half of first year - few study days available as they are trying to fit in teaching and training. I feel<br />
like this is getting easier as I adjust to the demands of the course and placement more. I only really have to use weekends<br />
when deadlines are looming and only work in the evening maybe once a week. Course are keen to ensure you take all your<br />
annual leave and they have an ethos of “good enough” for essays and projects - they only want you to pass, not to achieve<br />
the best you can!<br />
I think people manage their time and work load differently so it depends on the trainee but it’s rare that I do work at the<br />
weekends or in the evening.<br />
<strong>The</strong> course have spent time thinking about how to make the course as balanced and supported as possible. Leeds for me,<br />
in comparison to other courses, avoids unnecessary stress and burden and keeps the wellbeing of their students at the<br />
heart of their processes.<br />
I don’t find myself working weekends or evenings much at all as I plan ahead & make use of study days<br />
Work life balance is generally good but it’s important to organise time effectively to ensure this.<br />
It’s obviously hard work, in the first year I’ve been juggling placement, literature review essays, group presentations, reflective<br />
reports and thesis planning. However I find if you use study days well I don’t have to do too much outside of working<br />
hours. I only work weekends and evenings in the few weeks leading up to deadlines and even then I’m not working all<br />
weekend or every evening. I’ve found it challenging but manageable. Our cohort socialises together a lot.<br />
Can be hard to achieve in the midst of training! <strong>The</strong> course tries to promote this, but I think it’s impossible to get the<br />
balance I would like whilst studying for a doctorate.<br />
It waxes and wanes, depending on work load, it’s mostly ok but less so at the moment with imminent thesis deadline....<br />
<strong>The</strong> course encourages a work life balance. This said, in the first year at least there are not enough study days to complete<br />
coursework- so you do have to do this in your own time (to keep my evenings free I use annual leave and often weekend<br />
days to work). Everyone finds their own balance, there’s a myth that someone managed this course 9-5, but I have no idea<br />
how this could be possible!<br />
I think the nature of the course demands a lot of your time and it’s about making it work in the way that best fits you.<br />
I try to run it like a marathon, consistent and steady. However, there are inevitably times when it is more skewed, work<br />
demands are more intense and thus social activities may be harder to do, although this is time limited.<br />
<strong>The</strong> course has been a very social one so far and we aim to do some social events across all three years. <strong>The</strong>re are times<br />
where there are more deadlines, than at other times, but this seems to balance out across the year.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 293
University of Leeds<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> NHS Trust we work for has ensured we are not taxed on our pay (Widening Access) which means we get a nice healthy<br />
pay slip each month! <strong>The</strong>y also reimburse you for travel costs to and within placements. Leeds itself is a pretty cheap<br />
place to live.<br />
Leeds is very good value for rent and housing prices<br />
Now that we don’t pay tax it’s even better!<br />
We get a good wage and travel costs to placement are refunded if you live in West Yorkshire. Leeds is not a particularly<br />
expensive place to live especially if you get a house share or have a partner to share with.<br />
I feel enormously lucky to be paid to train, particularity when considering recent changes in other professions.<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
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■■<br />
<strong>The</strong> staff and other trainees make it an excellent place to train. It’s supportive and challenging in equal proportion.<br />
<strong>The</strong> course ethos emphasises reflective practice and personal & professional development - I really feel like I am being<br />
encouraged to “grow” - cheesy as that sounds!<br />
I’ve really enjoyed my training experience at Leeds and would highly recommend it. My favourite part has probably been<br />
developing friendships and learning with people who are interested in similar things to me.<br />
Supportive cohort, diverse placements and a feeling of choice, and avoidance of unnecessary stress and processes.<br />
Variety of teaching, research and clinical work<br />
<strong>The</strong> variety of experiences provided by differing placements. Working alongside fellow trainees in teaching & socialising<br />
with them outside of University.<br />
<strong>The</strong> Leeds course is a very reflective course which puts an emphasis on teaching a wide variety of models across the three<br />
years. It’s a very supportive environment.<br />
Our cohort gets on really well and socialises together a lot. <strong>The</strong> staff are supportive and the teaching environment is<br />
relaxed. Having a firstly small cohort (16) means the staff really get to know you and you get to know the other trainees<br />
quickly.<br />
Supportive attitude of the course<br />
<strong>The</strong> general ethos: this is a compassionate and challenging course.<br />
Not being indoctrinated into one way of thinking or practicing, but rather being taught the skills and given the freedom to<br />
explore these and our personal interests to become the clinical psychologist that is most true to ourselves.<br />
<strong>The</strong> supportive network that they provide.<br />
<strong>The</strong> emphasis on personal and professional development.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
I am really pleased with how supportive and friendly all the trainees and course staff are - I’m so proud to be studying at<br />
Leeds :)<br />
Reflect on your experiences & how you may do things differently in the future<br />
I’m glad I chose Leeds, its hard work but I like the course ethos, it’s very reflective and I don’t feel I’m being pushed<br />
towards a particular model, it’s pretty eclectic. I think the staff try really hard to match placements to your interests and<br />
competency needs as far as possible and second year placements seem to be more diverse here than other courses (e.g.<br />
forensic, health and neuro placements available in addition to LD and older adult)<br />
294 British Psychological Society
University of Leeds<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Two interviews: one professional panel and one service user and carer panel.<br />
For the current year please indicate below how the course is organised during term.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
20% (average across all three years)<br />
55% (average across all three years)<br />
Personal study is used for all academic and<br />
research tasks: 25% (average across all three<br />
years)<br />
Personal study is used for academic and<br />
research tasks: 25% (average across all three<br />
years)<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 0%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 0%<br />
Other 100%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy <br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 295
University of Leeds<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
296 British Psychological Society
University of Leicester<br />
7 responses (18% of 38 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 297
University of Leicester<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 14%<br />
MSc 43%<br />
MRes 0%<br />
Diploma 0%<br />
Post Graduate Certificate 14%<br />
Conversion course 0%<br />
None 43%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 43%<br />
Assistant Psychologist non NHS 43%<br />
Voluntary Assistant Psychologist in NHS 14%<br />
Voluntary Assistant Psychologist non NHS 0%<br />
Research Assistant 14%<br />
Voluntary Research Assistant 0%<br />
Healthcare Assistant/Support Worker 86%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 0%<br />
Other 29%<br />
298 British Psychological Society
University of Leicester<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
All the course staff were very friendly throughout the process. <strong>The</strong> whole application process was smooth and they kept<br />
you up to date. <strong>The</strong> interviewers clearly wanted me to do well and even gave us a list of the competencies they were looking<br />
for. I was worried about the interview beforehand as I had not worked as an assistant but the questions allowed me to<br />
draw on a whole range of experiences from working with clinical populations.<br />
<strong>The</strong> interviewing process at the University of Leicester had a very supportive and friendly feel to the day, despite the<br />
necessity of the formal aspects of the assessment tasks. <strong>The</strong> day was conducted as an assessment centre format. We<br />
were required to engage in four tasks spread across the day and therefore this lasted from 09:00 in the morning until just<br />
before 17:00 in the afternoon. <strong>The</strong>se tasks included a 1:1 interview based upon our clinical but also non clinical (life)<br />
experience, a brief literature review exercise conducted on a laptop where we were required to synthesise the information<br />
presented within a couple of brief articles into a coherent argument based upon our own viewpoint. <strong>The</strong> assessment centre<br />
also included a group discussion task, and a role play task conducted with an actor. <strong>The</strong>re was a different feel to the<br />
waiting room than I had experienced at another University at their interview day. <strong>The</strong> waiting room at University of Leicester<br />
did not have a competitive edge to it, but more an informal feel where candidates were making conversation with each<br />
other. <strong>The</strong>re were a couple of current trainees seated with us, sharing some of their experiences since starting the course,<br />
and there was also a service user, sharing their experience of the input they’d received from Clinical Psychologists within<br />
the local Trust.<br />
<strong>The</strong> interview process was a very positive experience. <strong>The</strong> staffs were very welcoming and friendly, and tried to put the<br />
applicants at ease. I got the impression that the interviewers were trying to get the best out of each candidate.<br />
Friendly and person focused. Challenging but not overwhelming.<br />
<strong>The</strong> experience was stressful as can be expected, however the day was planned out well therefore there was minimal time<br />
to sit around and focus on anxiety - in general most candidates were engaged in an activity at all times. <strong>The</strong> experience<br />
of the day including the interview was non-threatening.<br />
Very pleasant and much more supportive than other courses. It really felt like the interviewers wanted to get the best out<br />
of you.<br />
<strong>The</strong> interview at Leicester was the most comfortable interview I had experienced when compared to other courses. <strong>The</strong> staff<br />
were really encouraging and genuinely seemed to want to get the best out of you. <strong>The</strong>re were a variety of tasks to complete;<br />
offering a chance to show what you could do in different areas and it was helpful that the duration of the interview process<br />
was only half a day. It felt like the interviewing staff were interested in you as a person, rather than ‘testing you’.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 299
University of Leicester<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
300 British Psychological Society
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
University of Leicester<br />
<strong>The</strong> main focus is CBT and psychodynamic but an integrative approach is encouraged. In third year, there is also scope to<br />
more teaching on any of the above areas, or to request teaching on something else.<br />
As I am currently within my 2nd year of study, I have not yet received some of the teaching that is planned and provided<br />
within the 3rd year, specifically relating to different models of psychotherapy. <strong>The</strong> teaching that we have had thus far<br />
within our 1st year and 2nd year has been very informative and interesting.<br />
It is difficult to say at this point because I am in the second year of the course and so cannot comment on areas which<br />
are to be covered in the third year. However the course covers CBT quite extensively in the first year and the second year<br />
focuses more on systemic work.<br />
Focus is on integrative approaches and core clinical skills. Good mixture of teaching models that go into sufficient detail.<br />
I have answered these questions based on first year teaching, which focuses on developing skills to working with clients<br />
on a one to one basis. <strong>The</strong> second and third years are thought to focus more heavily on working with groups, third wave<br />
approaches and leadership/consultation. <strong>The</strong>refore I am aware there will be teaching on these topics.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>re was a module to prepare us for placements. We had a whole day with actors to help us prepare. It sounded daunting<br />
at first but we all thoroughly enjoyed it and got a lot out of it. We were encouraged to meet with our placement supervisors<br />
before starting placements and we had space in teaching to consider the sorts of questions we wanted to ask supervisors<br />
and think about what we wanted to get out of our placements. <strong>The</strong>re was an issue with staff changes at my placement<br />
that affected my supervisor and the course was very good at containing my anxieties and resolving this quickly.<br />
Within our 1st year of study, the very first teaching block was in relation to preparing for placements. <strong>The</strong>refore, I felt this<br />
had prepared me very well to go out on my first placement within the 1st year. Since this point, I have been informed<br />
of my subsequent placements within good time and have been encouraged to meet up with clinical supervisors prior to<br />
starting each new placement, which has been a great way to establish contact with these supervisors in preparation for<br />
commencing on this placement.<br />
During the first year a lot of time is dedicated to preparing for the first placement which can be quite anxiety provoking<br />
for some trainees. <strong>The</strong> course coordinators have tried to match up the teaching with placements that trainees are likely to<br />
have, however this does not always work out for everyone.<br />
Good support around placement. Sometimes teaching does not coincide with placements (e.g. having a neuropsychology<br />
placement prior to this topic being covered in the teaching schedule).<br />
<strong>The</strong> teaching block at the beginning of first year offers a lot of workshops/lectures on developing clinical skills (such as<br />
clinical interviewing, building relationships, common mental health problems etc.). <strong>The</strong>re was also a dedicated session<br />
allocated for trainees to discuss their first year placements with tutors.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 301
University of Leicester<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable at <br />
this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
302 British Psychological Society
University of Leicester<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 303
University of Leicester<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
14% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
304 British Psychological Society
University of Leicester<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Individual elements of the course are fine in themselves - the challenge has been in managing all the demands at the<br />
same time. However, this was talked about at the outset and there is lots of support available through the course staff and<br />
fellow trainees. Overall, it feels tough at times but doable!<br />
For me, one of the most demanding aspects of the course has been the requirement to complete coursework assignments.<br />
I have always enjoyed face-to-face clinical contact with clients, however prior to starting the course I had not been in a<br />
University setting, and therefore writing coursework assignments, for about 7 years. However, the structure and order in<br />
which we have been set coursework assignments has been helpful in allowing me to get back into the routine of writing<br />
academically for the purpose of completing coursework, and actually, this is something I have developed a great sense of<br />
achievement in doing.<br />
Some of the deadlines are particularly close together in the second year which can be very challenging when trying to<br />
juggle it with thesis planning and placement.<br />
Obtaining ethical approval for thesis and navigating changes to this procedure.<br />
Generally, there is a good balance between all aspects of training. Coursework deadlines are spaced nicely throughout the<br />
year and are designed to help build your skills for the next piece of work. It is inevitable that during approaching deadlines,<br />
time management can feel a bit demanding but staff are supportive of this.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 86%<br />
Manager 86%<br />
Placement Supervisor 86%<br />
Librarian 43%<br />
Professional Mentor 29%<br />
Personal Tutor 86%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 14%<br />
Other 29%<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 305
University of Leicester<br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> support has been fantastic. No issue is too small and the staff genuinely cares.<br />
<strong>The</strong>re is a practice in place at the University of Leicester whereby the 2nd years will each be assigned to be a buddy<br />
for one of the new 1st years. We are encouraged to make email contact with them prior to them starting the course in<br />
September to provide them with opportunities to ask any questions they may have about starting the course. We are also<br />
encouraged to make ourselves available to be a point of contact once they have started the course with regards to helping<br />
with any queries they may have and to assist in their introduction to starting their Clinical training.<br />
<strong>The</strong> course staff have always been available and accessible to us at times when we have required support from them.<br />
In addition to this, on this course we were provided with the opportunity to be allocated to a ‘Safety Net’ professional.<br />
This is a Clinical Psychologist working within the local area who we can request to meet with at any time if we are feeling<br />
particularly stressed and in need of someone to talk to who is external to the core team of clinical teaching tutors. This<br />
is not for the purpose of engaging in therapy, but just someone to meet up with and talk to, and who may be able to offer<br />
some support or guidance on a particular topic or at a certain time. Personally, I have accessed the support of my Safety<br />
Net professional on one occasion and this was a great help to me.”<br />
<strong>The</strong> course is mostly very supportive. However there are instances in which I have felt that the course has been unsupportive,<br />
for example failing to take into account a trainees personal circumstances and how these might influence their<br />
performance on coursework and/or placement<br />
Staff encourage you to seek help in advance and are always on hand to listen to any worries or concerns you have. <strong>The</strong>y<br />
have also been really open to supporting trainees with their own personal circumstances.<br />
306 British Psychological Society
University of Leicester<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
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University of Leicester<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
■■<br />
We have been given opportunities for short placements abroad in Ethiopia, Cuba and USA<br />
Thus far within my training I was assigned a yearlong placement within my 1st year and 2 six month placements within<br />
my 2nd year. At this point in time, I have just finished my first 2nd year placement and I have just moved over into the<br />
second six month placement of this year. Both of my completed placements were fantastic learning experiences, within<br />
settings I had not worked within before. I received a very high quality of supervision from both of these placements and I<br />
feel as though they have permitted me to develop many professional clinical competencies.<br />
I have had fantastic experiences on placement working with very supportive teams and supervisors. In my experience<br />
supervisors have been very knowledgeable and encouraging.<br />
My placement has been great; there has been a big emphasis on offering appropriate supervision, continually reviewing<br />
specific clinical/competency needs and also personal interests/hopes.<br />
308 British Psychological Society
University of Leicester<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 72%<br />
No 14%<br />
Don’t Know 14%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 71%<br />
No 28%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around the East Midlands, including Leicester, Nottinghamshire,<br />
Northamptonshire, with some also in the West Midlands in Birmingham and Warwick.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
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Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
It is possible to manage all the placement work while on placement and the academic aspects during study days. Around<br />
deadlines, I have had to use some evenings and weekends to get work finished. However, overall the work-life balance is<br />
fine. I have still been able to maintain a social life outside of the course, which is very important!<br />
I do my best to maintain a healthy and active home/ personal life outside of University and placements, however, at times<br />
it has been necessary to focus more time upon the completion of coursework or research planning activities, and this<br />
tends to squeeze your free time.<br />
<strong>The</strong>re are times where I have felt pressured by the course and the workload to let my work spill into my private time.<br />
However I think that it is important to maintain a good work life balance and therefore it is something that I have prioritised.<br />
I think if trainees use their study day appropriately then a good work life balance is achievable.<br />
Generally good work-life balance but work can invade on personal time around assessment deadlines and in obtaining<br />
ethical approval for thesis.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
I took a significant pay cut in becoming a trainee so my view is probably biased! However, the course pays expenses,<br />
which helps.<br />
What would you say is your favourite aspect of your course?<br />
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I really enjoy teaching days as I get to spend time with other trainees in my cohort. I have been blown away by how supportive<br />
everyone is of each other and I always look forward to seeing them on teaching days.<br />
Most definitely the support and camaraderie from the other trainees within my cohort. It is always enjoyable to meet up<br />
with them during teaching days at University and to catch up with how they have been finding their placement experiences.<br />
My favourite aspects of the course are the incredible support I get from my fellow trainees and also the wide variety of<br />
opportunities that I get whilst working on placement<br />
Teaching<br />
<strong>The</strong> course staff - supportive and encouraging.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
We fill out a lot of feedback forms for the course and it is clear that staff really do take our comments on board and make<br />
improvements.<br />
<strong>The</strong>re can sometimes be inconsistent information from core staff with regards to placements or coursework. This can<br />
cause unnecessary anxiety in the trainees<br />
310 British Psychological Society
University of Leicester<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Interactive tasks<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
7.5 - 15 days<br />
22.5 days<br />
Not stated<br />
30 days over 2nd and 3rd years<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 0%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 0%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
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University of Leicester<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
312 British Psychological Society
University of Liverpool<br />
16 responses (22% of 72 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
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University of Liverpool<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 13%<br />
MA 0%<br />
MSc 56%<br />
MRes 6%<br />
Diploma 0%<br />
Post Graduate Certificate 25%<br />
Conversion course 0%<br />
None 19%<br />
Other 6%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 81%<br />
Assistant Psychologist non NHS 13%<br />
Voluntary Assistant Psychologist in NHS 44%<br />
Voluntary Assistant Psychologist non NHS 13%<br />
Research Assistant 50%<br />
Voluntary Research Assistant 13%<br />
Healthcare Assistant/Support Worker 81%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 13%<br />
Other 19%<br />
314 British Psychological Society
University of Liverpool<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I found the interview process very positive at Liverpool. <strong>The</strong> questions asked, plus involvement of experts by experience,<br />
created a feeling that individual qualities and not just academic attainment were valued. <strong>The</strong> research interview required<br />
you to first read an article and present a critical appraisal. This allowed thinking time and numerous skills to be shown.<br />
In my opinion this rather than a standard (design a study on the spot) question which happens at other courses better<br />
reflects ability in this area.<br />
<strong>The</strong> interview process was well balanced between personal aspects, psychology knowledge and understanding and research<br />
skills. <strong>The</strong> Interview was in two sections, a panel interview and a research task/presentation and interview. <strong>The</strong> panels were<br />
warm, friendly and encouraging. Overall I found the interview at Liverpool to be well organised and welcoming.<br />
I generally find interviews intimidating; however Liverpool tried their best to help me feel at ease. <strong>The</strong>re were current<br />
trainees around, who were able to answer questions. Although we were all competing for a place, it did not feel like that<br />
as all the other candidates were very friendly. <strong>The</strong> clinical interview itself was challenging, but it didn’t feel as though they<br />
were trying to catch you out. <strong>The</strong> interviewers genuinely seemed interested in your responses. <strong>The</strong> research interview was<br />
also difficult, however again they wanted to hear about your knowledge, experience and understanding of research.<br />
I had a really positive experience, the staff were friendly and there was space to talk to other trainees and also space to be<br />
alone if you wished. I felt the interview questions were fair and there was time to provide a full answer.<br />
My experience of the interview process was extremely positive and not what I had expected at all. I felt fully informed<br />
before the interview about the process of the morning, and only had to wait a few days post-interview for the outcome.<br />
As it was my first DClin interview I was unsure what to expect and so half expected to sit anxiously shuffling through my<br />
notes while waiting to be called. Instead, I found the current trainees and admin staff to be extremely valuable in terms of<br />
placing the candidates at ease. I had useful and enjoyable discussions, and did not get my notes out of my bag. I feel this<br />
helped place me in the best possible position when called in to interview.<br />
In both the research and clinical panels I felt challenged in a constructive way. I was surprised by some of the questions<br />
and don’t feel I could have necessarily prepared for them. Instead, I felt the panel were looking for our style of thinking,<br />
how we went about formulating responses and were interested in our values. I felt the course staff, external Clinical Psychologists<br />
and service users were all equally valued in terms of the distribution of questions, and felt that all were friendly<br />
and aware of the impact of anxiety on performance.<br />
<strong>The</strong> interview was challenging however the course staff we’re supportive. <strong>The</strong> instructions received for the interview day<br />
were clear.<br />
I felt that the interview panels put me at ease and supported me during the process. Although it was anxiety provoking,<br />
the panels were encouraging and I feel this helped me to feel more relaxed and confident.<br />
<strong>The</strong> interview felt as though it was trying to get the best out of me, interviewers were very friendly, helped settle my anxieties<br />
through providing a welcoming atmosphere and felt they provided time to be able to think about the question and provide a<br />
response. <strong>The</strong> tasks seemed to offer chance to demonstrate skills regardless of whether coming from a very research orientated<br />
background or clinical, and use of vignettes enabled chance to show reflective skills/more of who I was as a person.<br />
Good. Given the best opportunity to demonstrate previous relevant experience. Process relied upon demonstrating clinical,<br />
interpersonal and research experiences equally which felt fair and true to the discipline.<br />
Really supportive interview process- I felt that the course want you to do your best in the interview environment and they<br />
did not include any ‘trick’ or confusing questions. I feel like the interview schedule favoured those who had quite a bit of<br />
clinical experience- as the questions were geared more towards practical reflections of working within clinical psychology.<br />
Positive experience. Warm, friendly, welcoming environment. Compared with other course interviews I have attended and<br />
the process seemed shorter. Trainees were very supportive throughout the day as were admin team leading up to interviews.<br />
Very clear instructions sent out to interviewees.<br />
I found the staff, experts by experience, and trainees at Liverpool to be very friendly. <strong>The</strong>y made a very stressful process<br />
much less daunting. <strong>The</strong> interview itself involved two panels, a research and a clinical panel. Both panels consisted of an<br />
expert by experience, a clinical psychologist working in the NHS, and a member of the academic team. For the research<br />
panel, we had to design a study around a research question and present our proposed study to the panel on flipchart<br />
paper. We then had to answer questions about the study and general research design questions. For the clinical panel, we<br />
had to answer clinical and service related questions, and give our opinions on a vignette which was given to us during the<br />
interview itself. Again, quite a challenging process, but it was delivered in a very supportive way. I feel that they wanted<br />
to get the best out of us and they fully understand that interviewees will be nervous. I also got a strong sense that they<br />
really want to get an idea of you as a person during the interview process.<br />
Overall it was good. Everyone was very welcoming. <strong>The</strong>re were refreshments and current trainees on hand to put you at<br />
ease and stop you from getting caught up in your anxiety! <strong>The</strong>re were two parts, a critique of a paper and the clinical<br />
interview. <strong>The</strong> paper they gave lent itself well to critique so it was nowhere near as difficult as I had imagined. <strong>The</strong> questions<br />
were quite general and seemed aimed to see what you thought about topical issues - getting a sense of your values<br />
really, but you could always bring in your clinical experience which I liked.<br />
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■■<br />
■ ■<br />
■■<br />
■■<br />
It was great! <strong>The</strong>y had current trainees there to help out, so it was nice to be able to find out a bit more about the course<br />
informally. Applicants were required to do two interviews- one clinical and one research. We had to present a presentation<br />
based on a critique of a research article that we were given on the day, and then answer some wider research-related<br />
questions.<br />
It was a really lovely experience. From the moment you walk in, the admin team are so welcoming and really put you at<br />
ease. <strong>The</strong>re was coffee and some sandwiches available too. Both panels were really friendly and pointed out that they<br />
wanted to get the best from us, and understood we were anxious so we should feel free to ask for questions to be repeated<br />
as many times as we want. That really helped me to calm down a bit. It just felt very nurturing and I feel the questions<br />
really got the best from me. Of the interviews I’d done over the years, Liverpool was by far the most comfortable.<br />
“Liverpool are one of the last interviews and, as I had an interview very early on in the process, I was fed up of prepping<br />
by the time my interview came!<br />
A research presentation/interview panel is first (with 15mins prep) followed by a clinical interview, with around an hour<br />
gap between both. Unfortunately my research panel was running 45mins late which meant more waiting but the Chair was<br />
very reassuring and asked if I was ready.<br />
<strong>The</strong> interviewers were silently supportive and I genuinely felt like they wanted the best of me although I was slightly disinhibited<br />
after previous interviews and, as I had a reserve place, I was able to be more open, providing personal reflections<br />
and answers rather than feeling the need to ‘shoe-horn’ phrases/information that I thought they might be looking for.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
316 British Psychological Society
University of Liverpool<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
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■■<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
<strong>The</strong> main focus on the course is cognitive, CAT and psychodynamic, however teaching across the course reflects many<br />
more areas, theories and skills which enables you to develop a broad range of knowledge and skills that you can apply to<br />
clinical practice.<br />
<strong>The</strong>re is a very limited amount of teaching days (2 days in first year and 1 in 2nd/3rd year, along with teaching blocks),<br />
however the course do their best to fit as much in as possible. Everyone is never going to be completely satisfied, and<br />
there will always be topics that you would like more of, however overall I think Liverpool do a good job to provide enough<br />
teaching across a wide range of areas.<br />
<strong>The</strong> course covers a lot of areas and theories, which is why I feel I particularly enjoy it, as I feel I have scope to discover<br />
the type of psychologist I wish to be and the models I would like to use.<br />
I feel the course offers a good balance of different perspectives that is not necessarily covered by other courses. <strong>The</strong> value<br />
of this is then going out onto placement and being able to integrate different models and approaches to enable a truer<br />
version of person centeredness than if exposed to limited approaches. <strong>The</strong> course also helpfully balances the areas covered<br />
with placement and course requirements e.g. research methods teaching before research proposal hand-ins.<br />
<strong>The</strong>re is a great range of models and theories taught on the course. I feel as though I have learnt a lot about models I<br />
previously knew little about e.g. CAT, Psychodynamic and ACT. <strong>The</strong> lecturers are very skilled in the model they teach on.<br />
We taught using various methods including didactic teaching and practical exercises.<br />
<strong>The</strong> course provide varying perspectives enabling trainees to be able to experience different ideas/concepts, welcoming<br />
freedom of perspective and comments of the different models/areas. <strong>The</strong> course seems to be very integrative and has an<br />
emphasis more on supporting trainees in experiencing different perspectives and through this allowing trainees themselves<br />
to think about the type of psychologist they would like to be.<br />
Well-balanced curriculum. Responsive staff team who listen to feedback.<br />
At Liverpool systemic teaching and CFT is covered in the second year (with LD and child placements). Liverpool really<br />
puts a focus on CAT which is really enjoyable and offers a workable alternative to CBT models. That said you still receive<br />
good CBT teaching and can request to be accredited throughout completing the doctorate.<br />
In my experience so far - there seems to be an even amount of time devoted to CAT, CBT and psychodynamic approaches.<br />
We have also had some really interesting lectures to give us a taste of third-wave approached and family therapy.<br />
As you would expect, the workload is challenging. You are on placement 2.5 days a week in the first year, and teaching<br />
2 days a week as well. On top of the work that you are formally assessed on, you also engage in enquiry-based learning<br />
(EBL) and PPD. I feel that given how busy the timetable is, there is only so much that they can fit in to teaching. I have<br />
found that you get taught a lot of the foundations formally, but a lot of the learning happens on placement too, by observing<br />
your supervisor or reflecting on your practice during supervision.<br />
<strong>The</strong> course is really good at giving you a very rounded picture of different models available to us as psychologist without<br />
relying too heavily on one model in its teaching. We have much more CAT than other courses (as I understand it) due to<br />
the course staffs expertise but our modules in first year covered CAT, psychodynamic and CBT in equal amounts. We’ve<br />
had quite a bit on other approaches as well - even though we don’t get teaching on being ‘integrative’ the varied approaches<br />
covered in teaching give you the foundation to be eclectic/ integrative on placement anyway which is really good.<br />
It’s nice to have a good balance between the different areas, which I feel Liverpool manages really well.<br />
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University of Liverpool<br />
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■■<br />
As I’m only in first year I can’t say how much teaching we’ll have on topics in the other years, but I feel that the course<br />
has tried to give us a flavour on lots of different ways of working in the first year. Timetable slots are limited and they’ve<br />
worked it really well so that the teaching we have prepares us for the placements. I’ve really enjoyed the amount of CAT<br />
teaching we’ve had.<br />
<strong>The</strong> course is obviously CBT aligned but they also strongly advocate Psychodynamic concepts when working with clients<br />
and the use of CAT-informed work. Lectures on third wave therapies (e.g. mindfulness/ACT) are also offered and practices<br />
are encouraged too.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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<strong>The</strong> first teaching block involved lots of teaching and skills practice for different therapies as well as professional skills<br />
and developing understanding of how to prepare for and make the most of your time on placement.<br />
Placements completely vary, I have had some incredibly very positive experiences and some very difficult ones. <strong>The</strong> course<br />
do their best to support you and prepare you for placement, however everyone (trainee’s and placement supervisors) have<br />
different backgrounds and preferences. As I have developed through training I have tried to develop my autonomy and<br />
opinions, which sometimes is difficult when your supervisor has opposing views. However, I think this is true of all training<br />
courses (and working life in general!)<br />
We have a teaching block before each placement which I feel has prepared us adequately each time. <strong>The</strong>re has been feedback<br />
at the end of each teaching block to report how useful we felt the teaching sessions were.<br />
<strong>The</strong> course prepares us for placement effectively by organising the teaching timetables around this. For example a two<br />
week teaching block prior to an older adult placement focussed primarily on older adult and neuropsychological issues.<br />
We are also provided teaching around adaptations to what we have previously learned to meet the needs of people we may<br />
then see on placement.<br />
We are asked about our previous experiences, learning objectives and preferences for placement. I have had some great<br />
placements so far. <strong>The</strong> tutors took into account my preferences and learning needs.<br />
Placements have been very broad areas, and through highlighting areas of interest/career development interest especially<br />
if have specialist areas in mind early on, the course seems to help facilitate these placements where appropriate (i.e.<br />
sometimes may depend on level of prior clinical experiences)<br />
I think this depends on the kind of placement you end up receiving- but I felt well prepared for starting placement.<br />
<strong>The</strong> lectures before placement are helpful in preparing you for placement but you really never know what knowledge you<br />
require until you get there. Course staff are very approachable and supportive if problems arise. <strong>The</strong> first placement seemed<br />
quite scary - not knowing what they were expecting of a trainee but by second placement this seems like a much easier transition<br />
as confidence has been built throughout teaching with evidence-based learning groups and clinical skills teaching.<br />
I feel that the course prepares you as much as they can and they come out and visit you whilst you are on placement.<br />
<strong>The</strong>y are also very supportive if you have any issues whilst on placement. However, I think if you have not had any prior<br />
experience in the area that you are on placement, then you may feel out of your depth when you first start. <strong>The</strong> placements<br />
are so varied that I think it would be very difficult for everyone to feel 100% prepared.<br />
We had role plays in first year which was useful - both to see and learn from others and develop our own confidence.<br />
We have a good grounding in the core approaches - psychodynamic, CAT, CBT before the first placement and then other<br />
models get taught later, which does mean you might not have this knowledge before starting work with people but I don’t<br />
really know how they could do it differently - you can’t have it all at once! Overall I’ve felt well prepared and feel I have a<br />
good foundation of knowledge which is extended by clinical practice and reading on placement.<br />
318 British Psychological Society
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University of Liverpool<br />
It felt a bit like being thrown in at the deep end on the first placement, despite the intensive five week teaching block, but<br />
the course prepares you pretty well.<br />
<strong>The</strong> course prepares you really well for placement, through from how to have an initial conversation with your supervisor,<br />
the topics covered, the emotional dilemmas you might come across. <strong>The</strong> course is really supportive and really thinks about<br />
your individual needs when placing you somewhere.<br />
<strong>The</strong> staff do their best to allocate placements and as I moved from London, they were very reasonable and made sure<br />
placements are relatively close to help people get used to driving around the locality. We are also given sessions to discuss<br />
any issues/concerns we might have with starting placements and all trainees are encouraged to meet with their new supervisors<br />
a couple of weeks before beginning placements to outline a placement contract and expectations.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 319
University of Liverpool<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
320 British Psychological Society
University of Liverpool<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 321
University of Liverpool<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
20% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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Organising and balancing the many competing demands and keeping up to date with all aspects of the work, and starting<br />
new placements brings some challenges.<br />
<strong>The</strong> course itself is incredibly demanding. Throughout training the demands become higher and my stress levels have<br />
gone up in line with this. <strong>The</strong>re are so many competing demands, which often conflict with each other. Also the process<br />
can sometimes feel as though you are being assessed as a person (not just your academic, research or clinically abilities).<br />
Having so many different supervisors with completely different views is very difficult at times. However, it is a doctoral<br />
training course so this is to be expected.<br />
I think juggling the varying demands of the course is always demanding, although you do get used to it and they are very<br />
supportive.<br />
To begin with, balancing teaching, placements, research, assignments and a personal life can feel daunting. However with<br />
the supports outlined below and effective time management skills this can soon feel like a simpler process.<br />
Deadlines and coursework are demanding however this is the nature of doing a doctorate in clinical psychology. <strong>The</strong><br />
course supports you as much as possible with coursework.<br />
Juggling research and placement demands with exams and coursework can be tricky, but it’s manageable.<br />
Generally it can be difficult to have the work-life balance, especially juggling research/clinical etc. and sometimes feel<br />
there is a lot of extra things added, but feel these are helping to develop trainees professionally (for instance EBL tasks).<br />
<strong>The</strong> course has been very supportive throughout and offers a two week orientation period within the timetable to help<br />
those starting the course to adjust.<br />
<strong>The</strong> course is demanding in and of itself! However, the support systems in place at Liverpool are excellent.<br />
<strong>The</strong> research process could be made easier. <strong>The</strong>re are excellent research staff and Liverpool offer trainee’s the chance to<br />
develop their own research ideas and complete a project they have specific interest in- unlike other courses where you<br />
choose projects already set up by researchers in the department. However, the process of then finding a suitable research<br />
supervisor is difficult and frustrating and again the input received from supervisors seems to vary massively from trainee<br />
to trainee.<br />
322 British Psychological Society
University of Liverpool<br />
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I find the workload to be the most demanding aspect of the course. I am still adjusting to the notion of work being ‘good<br />
enough’ and not having to be perfect!<br />
Fitting research into an already busy schedule. It’s really difficult to juggle everything when you have essays, research,<br />
exam, placement and teaching and I do find this hard - it does spill over into my own time a lot which I try really hard to<br />
avoid!<br />
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It’s been challenging at times to balance the different components (teaching, research, placement)<br />
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Commuting so much both to University and placement has taken much more of a toll than I realised it would. I know we<br />
go into the course expecting to have to manage ‘competing demands’ but I have found this challenging because there is<br />
always something to do and you never quite feel ‘on top of things’. But this seems to be a common experience and in a<br />
way this prepares you for your career. Also starting academic work again after so long out of education was anxiety provoking,<br />
but the course were very supportive about this.<br />
I have moved from London so it is slightly demanding being away from support networks. I was very apprehensive of the<br />
academic demands given I only have an undergraduate qualification, however, it is relatively stable. Everything is “doable”<br />
although the workload and constant deadlines can become annoying! <strong>The</strong> main demand has been juggling academic/university<br />
demands, clinical issues (complex patients and understaffed services), and research/thesis development; all<br />
on top of any personal matters!<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 79%<br />
“Buddy” 93%<br />
Manager 64%<br />
Placement Supervisor 100%<br />
Librarian 50%<br />
Professional Mentor 86%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 14%<br />
Other 14%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 323
University of Liverpool<br />
Do you have any comments on the support that you have received?<br />
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I have always felt that there was support when needed and the course staff are very approachable.<br />
Fantastic support from placement and research supervisors so far - in a way that has felt challenging yet supportive, encouraging<br />
and nurturing. I feel confident that if any issues arose I would be able to access support from my personal tutor<br />
or other course staff. I have found regular personal and professional development groups (6 trainees) to be of value.<br />
<strong>The</strong>re are a number of support systems in place for trainee’s should support be needed. We are allocated a buddy from the<br />
year above, a person tutor and a mentor (external NHS clinical psychologist).<br />
Been very valuable, and the course is very open to knowing that many trainees will experience difficulties (personal/professional)<br />
at any time point within the course, and from the start have an emphasis on helping trainees be aware of the<br />
support available and how to access it.<br />
Liverpool is definitely a supportive course and they put time in the teaching to discuss the importance of seeking support<br />
and self-care during training. That said, I have found the course pedantic at times particularly in terms of coursework<br />
feedback which feels contradictory to their supportive ethos.<br />
I have found the course to be very supportive. Any issues I have had or raised about being on placement, the course staff<br />
have been very helpful.<br />
People always seem to be available and have lots of time for you - no matter how busy they are! Personally I feel I’ve had<br />
a lot of support - whenever I have needed it it’s been there.<br />
<strong>The</strong> course provides so many different avenues for support and are all so caring and nurturing, I would have no problem<br />
accessing or seeking support. This is a real strength for Liverpool I think.<br />
<strong>The</strong> staff are very supportive within their means and try their best to encourage a healthy work/study/life balance where<br />
possible<br />
324 British Psychological Society
University of Liverpool<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Location<br />
Competency needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 325
University of Liverpool<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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It is difficult to rate placements overall as they vary so dramatically, and so does supervision.<br />
I have had good placements with supervisors who have asked me about my goals for the placement and taken this into<br />
consideration. I have always had pretty close placements to where I live, which is in Liverpool.<br />
<strong>The</strong> course asks for placement preference forms in advance of starting each placement. It has been helpful to be honest<br />
and clear in these forms and the course staff seem to really listen to what we want and need from placements, even in<br />
challenging circumstances when placements are limited.<br />
Not just placed in a generic adult placement which meant my skills could be refined and developed further, i.e. had opportunities<br />
in first placement of CAT informed therapy and supervision, which I had not done before.<br />
Some placements have been excellent in relation to all of the above attributes but you can tell that some supervisors are<br />
really “feeling the pinch of austerity” on NHS services and as such need Trainees to take on big caseloads.<br />
I had an excellent first placement where my supervisor really invested in my personal and professional development. I<br />
think placement satisfaction varies among trainees normally due to the supervisor.<br />
All the specifications I have requested in a placement have been met by the course. Traveling to placement takes around<br />
an hour at the most. My placements have been challenging, but very good. I feel that I have learnt a lot from the clients<br />
I have worked with and my supervisors. Both placements I have been on have had Assistant Psychologists working there,<br />
and they have been fantastic and extremely helpful.<br />
326 British Psychological Society
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University of Liverpool<br />
Placement vary so it was hard to fill out the multiple choice questions. I’ve had two excellent placements so far - two that<br />
have been less good. Supervisors seem to make all the difference.<br />
My first placement was brilliant. It was a really nice one to ease me into placement life and I gained so much experience.<br />
It’s amazing how quickly you learnt to apply what you have learnt at University, to clinical practice. I’ve had lots of different<br />
experiences working with lots of different presentations and got to really hone by CBT skills. My second placement is<br />
totally different and working within a consultation model, which is really great for my learning needs.<br />
I have been lucky with my placements being located relatively close to where I live (possibly due to being new to the<br />
area). Before each placement is allocated, trainees are encouraged to complete a preference form which asks what<br />
competencies you’d hope to gain during the placement and any client groups/settings/therapeutic approaches you want to<br />
experience. We can also specify any services we know of which might be allocated if available.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 75%<br />
No 6%<br />
Don’t Know 19%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 56%<br />
No 25%<br />
Not Applicable 19%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Liverpool and Manchester some trainees residing<br />
in Cheshire, Lancashire and Yorkshire.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 94%<br />
N/A 6%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 327
University of Liverpool<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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I feel the demands of the course/placement comes in waves. <strong>The</strong>re are busy periods which require lots of additional<br />
working hours and can be quite demanding however equally there are times where the workload is less than I would have<br />
expected and even this out.<br />
Work life balance changes over the course depending on workload and deadlines, but overall a good balance can be<br />
achieved with good planning and preparation.<br />
Work can completely take over at times, and this is really difficult. This is more in the 2nd/3rd year though. I do my best<br />
to do normal life things, but sometimes you have to prioritise assignments etc.<br />
<strong>The</strong>re are always some times where you have more work to complete and are using the evenings/ weekends to do this, but<br />
this isn’t constant and you have half a day a week for study. It fluctuates but I expected there to be work!<br />
Managing at present. It has been helpful from the outset that the course team emphasise the importance of self-care<br />
throughout training.<br />
Work life balance sometimes skews depending on demands at the time. Generally though, I have been able to maintain a<br />
good work life balance so far.<br />
Course are very supportive in raising awareness of how to manage this.<br />
If I’m honest, and to quantify, at the moment it is a 90% work, 10% life balance. This impinges on my personal relationships.<br />
I feel like I’m missing time with my elderly relatives.<br />
Less coursework would be helpful! But I think all courses vary in their demands across the 3 years.<br />
From the beginning of the course it is helpful for trainees to discuss this with others on the cohort, tutors and PPD group<br />
as to how, individually; they can best achieve this balance. Helpful to recognise that at certain times during the course<br />
this balance will be tipped towards “work” and that inevitably some weekends will be spent working on course-related<br />
coursework.<br />
<strong>The</strong> workload is constant, and at the start you only get half a day a week for self-study. I went into this expecting to be<br />
working on some of my weekends. However, I think that the workload is still more than I expected, but it is manageable,<br />
you just have to keep on top it and keep working towards the next deadline or exam. That being said, the cohort is amazing<br />
and very supportive, and everyone helps each other through the tough times!<br />
I try so hard to keep work in work time but it often spills into my evenings and weekends which is hard when you feel so<br />
tired and means I am often not able to keep up with hobbies like the gym, walking etc. you have to learn to juggle and<br />
prioritise, and be very efficient! I keep reminding myself its only three years!<br />
It’s pretty non-existent at the moment due to the thesis! But on the whole it’s been ok- heavy work load though.<br />
I think it is a process of adjustment. <strong>The</strong>re are periods where you can fit a lot of life in, but then there have been periods<br />
where I’ve had to work a lot of weekends and evenings. <strong>The</strong> course encourages you to self-care, but it is a constant<br />
battle trying to prioritise this or find the time. Having a supportive partner has really helped, because a lot of tasks fall to<br />
partners to keep life going during busy times. This seems to be a common theme among my cohort and it’s an aspect we<br />
hadn’t really considered when starting the course.<br />
It can be demanding, especially when deadlines approach, but with good planning and organisation you can still enjoy your<br />
weekends and evenings! We have a very good year and try our best to arrange social events after lectures/submissions.<br />
328 British Psychological Society
University of Liverpool<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
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Liverpool is not an expensive city to be able to afford a good quality of life and several trainees have bought houses since<br />
starting the course here.<br />
I am now in a much better financial position than when I was working as an AP. It is really helpful that travel expenses are<br />
paid and that we are allocated a book/conference budget.<br />
I think the wage is good but commuting if you live in Manchester makes things expensive. You don’t get anything back,<br />
whereas if you live in Liverpool you get reimbursed if you need to travel further for placement. Its £12 on the train from<br />
Manchester to Liverpool with a railcard (£18 without) which gets expensive in teaching block. I do love Manchester but it<br />
definitely leaves me with significantly less money than Liverpool based trainees!<br />
Moving from London, I definitely get more for my money rent wise and it is nice to have a car!<br />
What would you say is your favourite aspect of your course?<br />
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<strong>The</strong> variety of teaching and models covered.<br />
A friendly and supportive cohort and staff course team.<br />
<strong>The</strong> variety of teaching is really good and I enjoy teaching days and seeing the other trainees, who are all a massive support.<br />
I thoroughly enjoy the emphasis placed on multiple psychological models on the course. It feels that this exposure to<br />
many psychological models and therapies enables us from early in training to decide on the type of Clinical Psychologist<br />
we wish to be. As well as the course being integrative in terms of orientation, there is a real mix of trainees from many<br />
different career backgrounds which only adds another layer to our learning.<br />
<strong>The</strong> range of teaching<br />
<strong>The</strong> variety of teaching, my cohort, and the quality of placements.<br />
<strong>The</strong> experience of varying perspectives, very open minded course that allows trainees to contribute/emphasis on developing<br />
own learning alongside core teaching.<br />
Time with clients and a close second, time with like-minded course staff, clinicians and peers.<br />
Some of the teaching has been really engaging and inspiring- this reminds me why I want to be a clinical psychologist and<br />
motivates me through the doctorate.<br />
Support from my cohort, clinical placements and teaching.<br />
My favourite aspect of the course has been getting to watch lecturers demonstrate therapeutic techniques through role<br />
plays with professional actors. I have also enjoyed being on placement and working in some great teams.<br />
<strong>The</strong> teaching and placements. I think the teaching on the course is amazing - so varied and I’ve had two great placements<br />
where I’ve learned so much. Also you acquire such a lovely and big support network (24 trainees!), we’ve gelled so well and it is<br />
like getting 23 new friends. <strong>The</strong> support on the course is great so if you’re struggling there is always someone to speak to.<br />
Learning more about clinical psychology through a variety of different means<br />
<strong>The</strong> course as a whole is so supportive and nurturing, and have succeeded in giving us such a mix of learning experiences<br />
as well as clinical experiences. I can’t fault Liverpool and am enjoying every minute of it.<br />
<strong>The</strong> other trainees are fantastic for academic and clinical support and the course structure is refreshing in that it acknowledges<br />
a number of different approaches and social perspectives to support service users/staff.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 329
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Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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I had to decide between courses after interview and found this guide really helpful- be mindful that the feedback will vary<br />
depending on the year that the person is studying in and that there are positives and negatives of each course. Liverpool<br />
is excellent at ensuring trainees think about the social context of peoples difficulties, it is a reflective course and tends<br />
to promote integrative ways of working. Liverpool does require that trainees complete both coursework and exams which<br />
is difficult and I believe its research department could improve. However, if you have clear ideas on your areas of interest<br />
(including research) and want to work in new and exciting models then it is a good place to study. <strong>The</strong> team and cohorts<br />
are lovely.<br />
Liverpool is an excellent place to train and encourages trainees to support each other (e.g. buddy system and clinical<br />
skills group) and encourages reflection at every point on experience. Very supportive and accommodating to trainees.<br />
Would highly recommend!<br />
I feel that the course is a very nice mix of academic and clinical work. Teaching is presented in various formats, which<br />
makes it accessible to different learning styles. Finally, the staff, trainees and experts by experience are very friendly and<br />
approachable, which really helps you to settle into the course.<br />
I think that April time in first year and May time in second year are challenging as you have a lot of deadlines all at once<br />
(whereas July - December there is very little academic demands). I think it would be good to have this more evenly spread<br />
as it can get very stressful juggling everything.<br />
<strong>The</strong> thesis development process can be quite messy but I am not research orientated. It is helpful to contact professionals/lecturers<br />
etc. as early as possible to explore their willingness and ability to support a project<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Two interviews - one involves a presentation which applicants prepare on the day of interview under exam conditions.<br />
For the current year please indicate below how the course is organised during term.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
12 hours (year 1) 6 hours (year 2) 6 hours a<br />
week for two ten week terms (year 3)<br />
2.5 days in term time and then teaching time<br />
converts to placement time outside term time<br />
for year 1 and year 2 trainees. For all three<br />
years trainees are on placement an average<br />
56% of their time.<br />
3.5 hours a week throughout the three years<br />
8 days (year 1) 52 days (year 2) 63 days (year<br />
3)<br />
330 British Psychological Society
University of Liverpool<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 0%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 331
University of Manchester<br />
24 responses (33% of 72 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
90.0%<br />
80.0%<br />
70.0%<br />
60.0%<br />
50.0%<br />
40.0%<br />
30.0%<br />
20.0%<br />
10.0%<br />
0.0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
332 British Psychological Society
University of Manchester<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 9%<br />
MA 0%<br />
MSc 61%<br />
MRes 4%<br />
Diploma 4%<br />
Post Graduate Certificate 22%<br />
Conversion course 4%<br />
None 22%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 54%<br />
Assistant Psychologist non NHS 8%<br />
Voluntary Assistant Psychologist in NHS 33%<br />
Voluntary Assistant Psychologist non NHS 4%<br />
Research Assistant 50%<br />
Voluntary Research Assistant 17%<br />
Healthcare Assistant/Support Worker 67%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 25%<br />
Other 25%<br />
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University of Manchester<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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<strong>The</strong> interview day was short and friendly. First year trainees were there to chat to which gave me a good opportunity to ask<br />
questions about the course and distract me from being nervous. <strong>The</strong> interview panel was encouraging and it was over very<br />
quickly.<br />
<strong>The</strong> interview process was fine, very quick which I liked - you don’t have to spend the whole day there. I found the panel<br />
were welcoming and the process wasn’t overly difficult. Current trainees were there to put you at ease and that definitely<br />
helped.<br />
Very good, it was short- only about half an hour but I really felt the course wanted to get the best out of me and did so<br />
in an appropriate way. It was a much better experience than at other Universities and I felt it didn’t deserve the negative<br />
reputation it had (which I didn’t know about at the time).<br />
<strong>The</strong> process was only one 30 minute interview panel which made the experience a lot less anxiety provoking.<br />
Good, quick, fair.<br />
<strong>The</strong> interview process was quick - 35 minutes. Although this was a stressful time and I was nervous, the panel appeared<br />
friendly and the trainees helped me to feel slightly at ease prior to the interview. Even though I was successful, I would<br />
have liked some feedback on the interview itself to see what went well.<br />
I found the interview for my current course absolutely fine. <strong>The</strong> panel were warm and welcoming and there were first year<br />
trainees meeting candidates beforehand which was helpful for reducing anxiety. This was my first interview for the doctorate<br />
and luckily it was my first choice so I did not need to attend my other two interviews. I feel I had a good experience of<br />
the interview process.<br />
As I had interviewed the previous year I knew what to expect from the interview in terms of format and style of questioning.<br />
I felt that while brief, there was less time to feel anxious and actually I felt that the panel were trying to get the best<br />
out of me.<br />
<strong>The</strong> interview process was good. It was one half hour interview that covered research, clinical and personal and professional<br />
issues. <strong>The</strong> panel consisted of five people (members of the course team and a member of the community liaison group)<br />
who pushed you to perform your best and were encouraging throughout. After the interview, you are given the opportunity<br />
to debrief with one of the current trainees.<br />
Warm and welcoming. <strong>The</strong> panel tried to give me a chance to show what I knew.<br />
Very supportive, straightforward<br />
<strong>The</strong> interview was intense but fair<br />
Short interview<br />
Quite stress free, only a 30 minute interview. <strong>The</strong>y were friendly and the questions were fair-no strange ones but the<br />
research one was quite difficult.<br />
Very fast! <strong>The</strong> panel used follow up questions to make sure that you gave the best in your answers.<br />
It was fine, short, not as stressful as expected<br />
I found it very structured, quite quick (35 minute interview) and thought the panel did everything they could to ease what<br />
are quite normal and understandable anxieties during the interview.<br />
“Manchester’s reputation preceded it, however I found the interview much more friendly than I had expected and dare I<br />
say it - relaxed. <strong>The</strong>re was the sense they were asking questions to get the best out of you rather than trick you.<br />
In comparison, Liverpool’s interview day was a long, drawn out process that did not suit me; the presentation and 2 part<br />
interview was exhausting.. having said that, others found that better, so it is all about personal style!”<br />
“It is helpful to have current trainees present at the interview to answer questions and calm nerves.<br />
<strong>The</strong> interview panel, although initially seeming quite serious were very encouraging and offered prompts to allow me to<br />
answer the questions to the best of my abilities.”<br />
I was surprised at how short it was, compared to other interviews I had done. On the whole it was quite supportive and<br />
everyone seemed very aware of how stressful the process is. Having current trainees around made it much better as they<br />
provided a calm space before and after the interview. I felt I had quite a grilling in the interview itself, and felt I did not<br />
know the answers at all, so came away feeling I would definitely not be getting a place! I guess that’s just part of it!<br />
Appeared to be shorter than others and not too anxiety provoking, the chance to debrief at the end with a current trainee<br />
was really valuable.<br />
334 British Psychological Society
University of Manchester<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
As I am only in first year we may have a lot more teaching to come on different models but so far it has been very CBT<br />
focused. I would have liked to have done more on relational models but maybe this will come later.<br />
I am only in my first year but so far we have covered CBT, PIT, some systematic and some neuropsychology.<br />
Needs to be far more reflective. No encouraged or fostered.<br />
<strong>The</strong> CBT teaching delivered by Professor Wells is fantastic and does help you to understand the models and MCT which is<br />
strength of the Manchester course. It would have been useful in the induction block to have some lectures devoted to CBT<br />
skills (setting goals, Socratic questioning, thought records and setting up homework etc) as some of the cohort has little<br />
experience using CBT.<br />
Strength is the PIT teaching, which is great! <strong>The</strong> workshops are really helpful and more teaching on this would really help<br />
to increase our knowledge and confidence to use these techniques on placement.<br />
It would be really useful to have a few lectures on CAT as this appears the theory behind reciprocal roles could be useful<br />
when formulating using an integrative approach.”<br />
We have spoken about wanting more CAT teaching but I believe this is covered in our third year<br />
Some of these topics may be covered in later years but first year is mainly CBT, PIT and systemic<br />
<strong>The</strong> course is very much CBT focussed but trainees have to develop competencies in CBT and one other out of neuropsychology,<br />
psychodynamic interpersonal therapy or systemic.<br />
Would be beneficial to have teaching on different models earlier on.<br />
It can be too diagnosis specific<br />
I think this is changing to include more third wave and integrative approaches over solely CBT. <strong>The</strong>re is an attempt to<br />
include more psychodynamic approaches but this is limited to Psychodynamic interpersonal <strong>The</strong>rapy (PIT) due to departmental<br />
interests rather than more general psychodynamic approaches<br />
“Manchester is very CBT based, but not exclusively. In 1st year, we looked at PIT, a more psychodynamic model and were<br />
of integrating that with other ways of working.<br />
So far there has been little, if any, teaching on DBT, ACT etc., which has at times been frustrating, but we are due teaching<br />
on these to some degree later in the course. We have also covered a lot of Meta-Cognitive <strong>The</strong>rapy (MCT), which has<br />
been extremely useful on placements.<br />
I would have liked a bigger focus on other models at the start of the course. <strong>The</strong> initial teaching block is CBT heavy and it<br />
means in first year it is difficult initially to work with other approaches.<br />
PIT has less time, but is well taught, so I feel we get a good overview. <strong>The</strong>re definitely could be more time devoted to<br />
other models, but lecturers are generally happy to answer questions in relation to things they are not explicitly covering.<br />
More CAT theory and skills training would be good ,the Psychodynamic teaching is very useful<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable at <br />
this time<br />
336 British Psychological Society
University of Manchester<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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You get to do role plays and are videoed to practice clinical skills before you start placement. <strong>The</strong>re is a 4 week induction<br />
before placement starts, which is good.<br />
We have a teaching block beforehand which is to prepare us for placement but this is all knowledge building and I think<br />
there could be more of a focus on the emotional demands of placement.<br />
Placements so far have been good.<br />
I feel that going into a Primary Care Service following the induction block (which covers CBT models for specific disorders)<br />
was helpful, however learning and practicing specific CBT skills (such as goal setting, using thought records and<br />
Socratic questioning) would have helped us to feel more prepared.<br />
I feel that for those who had placements in inpatient settings were not prepared. It would have been helpful for lecturers<br />
to talk a little bit about how you could adapt models or techniques for inpatient settings.”<br />
We are asked to complete a clinical needs form where we can request certain placements or experiences that we wish to<br />
get from placement. So far our placements have been well matched to the content of these forms.<br />
Increasingly trainees are being placed on inpatient wards for placements while teaching is focussed on treating in CMHTs<br />
and this is not accounted for by the course.<br />
We cover openings and confidentiality, risk etc. to a good extent and are certainly ready to start placement in that sense,<br />
though at times some of the teaching later on can be disjointed with where we are in our placements (e.g. covering breaks<br />
and endings at a time where many of us have already ended!)<br />
In first year we all do the same placement at the same time, so lectures are relevant. <strong>The</strong>re is, however a wide range of<br />
placements so this works better for some than others.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 337
University of Manchester<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
Qualitative<br />
Quantitative<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
338 British Psychological Society
University of Manchester<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 339
University of Manchester<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
8% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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If you’re organised then the course is manageable.<br />
Not so much yet as I am in 1st year. However, naturally exams and deadlines do increase stress and there are certainly<br />
many different balls to be juggling which can be tricky at times. I feel so far though that all assignments and exams have<br />
been useful for my learning and development.<br />
<strong>The</strong>re was a long period of time with very few demands, and then a short space with many conflicting demands.<br />
I think that March was a stressful time in 1st year. We were ending our placement, revising for an exam and writing a case<br />
report. It seemed like this was a bit too much and it would help to maybe have the exam a bit earlier in the year to ease<br />
some of the pressure.<br />
Being on a placement with little supervision was also stressful.<br />
Managing competing demands of clinical work, research work and meeting course requirement deadlines for case reports,<br />
audits and exams<br />
<strong>The</strong> lack of support from the course is the hardest bit. <strong>The</strong> course team can feel very critical. We receive very little positive<br />
feedback or praise. <strong>The</strong> marking of case reports and exams is very inconsistent. We get very little study time during<br />
term time.<br />
Timing of placement and research days challenging in second year and half of third year.<br />
Juggling multiple demands, having to travel long distances to placement and having four exams in summer of 2nd year.<br />
For me, the amount of travel time to placements has been difficult. I think the course does try to get people on local<br />
placements, but it’s not always possible!<br />
<strong>The</strong> process of choosing thesis topics could have been managed better.<br />
<strong>The</strong> induction blocks can be quiet heavy in that you are in teaching a lot.<br />
340 British Psychological Society
University of Manchester<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 86%<br />
Manager 10%<br />
Placement Supervisor 100%<br />
Librarian 19%<br />
Professional Mentor 5%<br />
Personal Tutor 95%<br />
Research / <strong>The</strong>sis Supervisor 86%<br />
Independent personal advisor 10%<br />
Other 14%<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
<strong>The</strong> course<br />
Course staff <br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
Do you have any comments on the support that you have received?<br />
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■■<br />
■■<br />
■■<br />
■■<br />
Everyone in the course team is very approachable and I feel I could discuss matters with them if necessary.<br />
Our clinical tutors who are responsible for our placement evaluation are excellent.<br />
I think the course staff are all really kind, approachable and hold our support needs in mind. However I think the pressures<br />
on them, perhaps staff and workload/ juggling clinical work with course roles means they don’t always have as much<br />
time as we or they might like to support us more closely.<br />
I’ve not had need of accessing staff for support<br />
<strong>The</strong>re is a lot of support available and the staff are very friendly and take circumstances into consideration<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 341
University of Manchester<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
342 British Psychological Society
University of Manchester<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 343
University of Manchester<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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Placements have been great and individual needs have been taken into account for placement allocation.<br />
Excellent placements so far although commutes are long I live out of area and the course have tried to place me as near<br />
as possible.<br />
Before each placement you complete a clinical needs form where you can outline any needs that need to be met on the<br />
next placement, in regards to both competencies and personal interest.<br />
I have completed one placement so far and have just started my second. I have been very lucky to have received excellent<br />
supervision and a supportive, safe environment for me to develop my therapeutic skills.<br />
I have been fortunate to have had positive experiences on my placements to date but I am aware that others have had bad<br />
experiences which are being addressed by the course team.<br />
Placements are generally better than the academic side in terms of support, flexibility and interest.<br />
<strong>The</strong> placements I have had have generally been CBT focused.<br />
So far, I have had good experiences on placement with my requests being taken into account and supportive supervisors<br />
who are well aware of the demands of training.<br />
Generally really positive experiences, lots of chances to develop in areas of interest<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 75%<br />
No 17%<br />
Don’t Know 8%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 63%<br />
No 20%<br />
Don’t Know 17<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Manchester or Liverpool including Chorlton,<br />
Didsbury, Wirral, Blackburn and Prestwich.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
344 British Psychological Society
University of Manchester<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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As the course is demanding it is important to ensure work-life balance. It is not always easy but manageable.<br />
As we are in first year it hasn’t been too bad so far but things are starting to pick up. I have definitely had to do work<br />
outside of usual hours to keep on top of things.<br />
It would be helpful if we had more lectures on how to create a work life balance.<br />
I was very pleased that Manchester does not place any pressure or deadlines on their first year trainees for the first term<br />
(October - December). This allowed us the opportunity to get to know each other on the cohort and to settle into placement.<br />
Our first deadlines (case assignment and exam) were in March and I feel this was an excellent way to structure the<br />
first year. I have heard that other courses set deadlines from the first induction week and I’m glad we had the opportunity<br />
to settle in.<br />
As someone with no dependents or caring responsibilities I am able to balance my work and life well at this stage but I<br />
can anticipate when workload increases or during stressful times such as exams or deadlines this can shift to more of a<br />
work focus<br />
Second year can be difficult with different demands<br />
<strong>The</strong> course team have been very supportive of my needs following return from maternity leave<br />
I’ve managed to get to third year without feeling like I’ve ‘lost’ many of my weekends/ personal time which I had not<br />
expected when starting. I think the workload can feel a lot but I’ve been able to find time on study days and on placement<br />
to do course work. We are also given study leave for exams which was helpful.<br />
In first year the work life balance was very manageable. In second year I have tried to keep the majority of my weekends<br />
study free but this is becoming increasingly difficult. If you make good use of study time however, you should have spare<br />
time most of the time to do things you enjoy.<br />
It’s possible, but you do have to make an effort to do it.<br />
Can be difficult at times but the more organised you are the easier it becomes and it becomes easier in the summer<br />
months<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 345
University of Manchester<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
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<strong>The</strong> wage paid by the doctorate has been extremely helpful for my quality of life.<br />
<strong>The</strong> benefits of being a student and NHS employee are really useful as a single homeowner, but I find that I struggle to<br />
save money despite being quite frugal!<br />
I’m saving for a wedding, so might be best asked after July!<br />
Otherwise, no issues<br />
Rent and car costs drain our pay quite a lot!<br />
What would you say is the favourite aspect of your course?<br />
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<strong>The</strong>re are great teaching sessions, you get a lot of different viewpoints and the cohort is very friendly and supportive.<br />
Getting to know the cohort and meeting lots of likeminded people. I enjoy the university days in between placement.<br />
Some of the teaching has been great and I have learnt so much in just a short space of time.<br />
Being around likeminded people and making some great friends, the excellent teaching from passionate and well known<br />
professionals, the supportive staff, and excellent placement experiences.<br />
<strong>The</strong> experience gained on placement.<br />
I have really enjoyed the CBT and PIT teaching.<br />
Incredible Years! I think we’re one of the only courses who provide the full 3-day accredited training which was fantastic!<br />
I feel this has helped to prepare us for the child placement and gives us the opportunity to train as group leaders in the<br />
future. A fantastic qualification for when we finish the course!<br />
We are very lucky to have excellent cohorts who are supportive and nurturing towards each other. We have not experienced<br />
any competitiveness between each other. I have been extremely impressed with the teaching that Manchester provides<br />
where we have attended lectures delivered by experts in their fields.<br />
Being in Manchester, taught by clinicians who work here, and going on placements in the local area gives me a thorough<br />
understanding of the reality of the profession in a place I would like to work upon qualifying.<br />
<strong>The</strong> teaching and quality of placements is really good for this course<br />
<strong>The</strong> placements<br />
Placements and support from course if needed<br />
“Good quality clinical placements.<br />
Wide variety of clinical topics covered in teaching.<br />
Strong research supervisors.”<br />
Being provided with opportunities to learn and grow in a supported and safe way.<br />
Clinical placements; some aspects of teaching<br />
<strong>The</strong> quality of teaching has for the most part been excellent and placements have been well matched with this.<br />
Meeting other trainees and making new friends with similar interests.<br />
346 British Psychological Society
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■■<br />
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Learning new models of therapy and ways of working.<br />
University of Manchester<br />
Placements in different areas to give a flavour of what it is like to work with different client groups in different areas in<br />
different Trusts.”<br />
<strong>The</strong> cohort - as we are all based in the same place and have both teaching and placement days each week, we get to see<br />
each other often which is great for support to and from each other.<br />
<strong>The</strong> cohort is brilliant and the people on the course (students and staff) are very friendly, the teaching gives you a wide<br />
range of skills and there is a lot of expertise within the staff.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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For your thesis at Manchester, projects are presented to you and you pick a project (rather than choosing your own). Some<br />
of the projects are already fully planned so it may not be the best choice for somebody who has a set idea about what they<br />
would like their thesis to be.<br />
I would say that the Manchester course doesn’t focus much on reflection and the emotional demands of the course. However,<br />
overall the teaching has been a really high standard and we are regularly invited to provide feedback re teaching and<br />
others issues.<br />
Manchester offers so much more than a good research department and I would highly recommend it as a course.<br />
We don’t get access to personal therapy like some other courses in the North West and there are limited discussions about<br />
this in general but I think the course are due to discuss this further in the coming months. Reflective practice groups are<br />
useful but I feel these are limited and I’m not sure how safe I feel bringing personal stuff to this.<br />
I guess the fact that we have the Incredible Years training means there is a limited budget for books or personal therapy/<br />
mini formulation sessions. I guess this has its pros and cons.”<br />
Perhaps just that it is worth the struggle. I absolutely love the course and I am grateful every day for the opportunity to<br />
have a positive impact on people’s lives.<br />
Teaching time is split across the week on Wednesday and Fridays during normal term time, and it is not permitted to<br />
take leave on teaching days therefore taking our allocated holiday allowance can be difficult and for those who travel long<br />
distances this can be quite time consuming and inconvenient.<br />
It would be great to have more teaching on cognitive analytic therapy<br />
More reflective and experiential learning would be useful<br />
Would be good to have an element of personal therapy/formulation session and having money to access conferences.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
One interview lasting 30 minutes, including a research and clinical vignette which you have additional time to read.<br />
For the current year please indicate below how the course is organised during term.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
10 hours<br />
18 hours<br />
3.5 hours<br />
3.5 hours<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 347
University of Manchester<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 0%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 100%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
CPD<br />
40%<br />
30%<br />
Personal <strong>The</strong>rapy<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
348 British Psychological Society
Newcastle University<br />
20 responses (49% of 41 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 349
Newcastle University<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 65%<br />
MRes 0%<br />
Diploma 5%<br />
Post Graduate Certificate 40%<br />
Conversion course 5%<br />
None 10%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 75%<br />
Assistant Psychologist non NHS 45%<br />
Voluntary Assistant Psychologist in NHS 50%<br />
Voluntary Assistant Psychologist non NHS 10%<br />
Research Assistant 35%<br />
Voluntary Research Assistant 10%<br />
Healthcare Assistant/Support Worker 35%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 25%<br />
Other 35%<br />
350 British Psychological Society
Newcastle University<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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I found the day of the interview pleasant! It was well organised, calm and I appreciated having trainees present, both to<br />
discuss concerns and to talk to someone who wasn’t preparing for an interview to just have a chat with.<br />
Friendly and supportive staff team and trainees.<br />
<strong>The</strong> interview process at Plymouth was supportive and didn’t feel anxiety provoking at all. Both the staff and the trainees<br />
at interview were really friendly which helped calm any nerves.<br />
Really pleasant experience (ignoring my own anxiety!). It felt like the course was selling itself to you which was really nice.<br />
Lots of trainees around to talk to and lunchtime presentation from course team and trainees. All questions were manageable,<br />
nothing to throw you off.<br />
It was a very welcoming day; the current trainees were there to chat to us and answer any questions that we had. <strong>The</strong><br />
course team gave a brief talk to give an overview of the course and the current trainees introduced their experience of<br />
being trainees at Plymouth University. Overall it was as enjoyable as interviews could possibly be!<br />
<strong>The</strong> Plymouth interview was really pleasant. <strong>The</strong> current trainees were there for support and very positive and helpful.<br />
All staff members, including the administrators, the head of department and interviewers were very friendly. I liked the<br />
vignettes that seemed really related to real clinical work. It felt OK to be myself, I was encouraged to take my time when I<br />
stumbled over some questions.<br />
I felt extremely anxious but found the course team and current trainees to be hugely reassuring and put me at ease.<br />
<strong>The</strong>re was a free lunch and lots of informal time to talk to current trainees. I think it helped that the staff team were<br />
dressed as smart-casual rather than in suits. It felt like they were doing all they could to put us at ease.<br />
“Very inviting and friendly atmosphere.<br />
Current trainees were there to welcome us and support us on the day which enabled me to feel more relaxed and to talk to<br />
somebody in between my interviews.<br />
My impression of Plymouth was that it was accepting of diverse applicants.”<br />
Plymouth provides trainees with vignettes and the first few questions so you go in to the room knowing a little bit about<br />
what to expect. <strong>The</strong> day is generally run very smoothly with lots of trainees on hand to answer questions. Lunch is provided<br />
and over lunch the course team do a little presentation about the programme. <strong>The</strong> interview panels tend to be very<br />
warm and ask relevant questions that aren’t designed to trip you up. <strong>The</strong>y’re usually a mix of course staff, local clinicians<br />
and service users.<br />
<strong>The</strong> course staff and trainees were very welcoming and reassuring during the interview day. <strong>The</strong>y were friendly and I felt at<br />
ease quickly despite my nerves about the interviews. <strong>The</strong> ethos and values of the course are represented in the trainees.<br />
We were given lots of information of the interview process beforehand so it felt like I had a fair understanding of what<br />
would be expected of me. <strong>The</strong>re were current trainees waiting with us, who were great at making you feel calm and<br />
distracting you from your anxieties; I think that helped us to feel comfortable with other candidates so it didn’t feel like a<br />
competitive environment.<br />
Thoughtful, person centred and reflective.<br />
I thought the reception at the interview day was very warm and friendly. <strong>The</strong>re were lots of people around including current<br />
trainees and other applicants and I felt like the atmosphere was reasonably relaxed considering the context. <strong>The</strong>re were two<br />
interviews plus a written task in my year and I thought this was about right in terms of the demands placed on me during the<br />
day. <strong>The</strong> style of interviewing was very encouraging. I felt like the interviewers wanted me to do my best, rather than put me<br />
on the spot. <strong>The</strong>re was also a service user on the panel of one of my interviews which was encouraging to see.<br />
Extremely warm and friendly. Felt they wanted the best out of me rather than intimidating me. Nice to have current student<br />
there to speak to and ask questions and seemed well organised.<br />
Information about the process of the interviews was sent in advance, along with details of a paper to read for discussion.<br />
<strong>The</strong> staff organising the interviews on the day were very friendly, helpful and supportive, which eased my anxieties, as well<br />
as having time to speak with trainees from the course. I was very grateful for the lunch time talk from the course team<br />
and trainees, and this made me realise that this was the course I really wanted to be on. Whilst interviews are stressful<br />
and anxiety provoking, I found the staff and service users on the panels to be very supportive in helping me perform at my<br />
best and very much tried to put me at ease.<br />
<strong>The</strong> academic interview was very different to all other interviews I did - much more focus on theory rather than research.<br />
<strong>The</strong> clinical interview was nice - they panel were friendly and asked nice questions.<br />
I thought the interview was a welcoming process.<br />
<strong>The</strong>re were 2 interviews and each had a vignette to read beforehand and some questions linked to it to be answered in the<br />
interview. <strong>The</strong>re were 3 people on the panel which felt manageable. Trainees from the course joined us for the day and did<br />
a presentation so we could get more of a feel for the course which was really helpful.<br />
I enjoyed it. It was challenging but if you prepare it should go okay<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 351
Newcastle University<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
352 British Psychological Society
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
Newcastle University<br />
<strong>The</strong> course focuses more on therapeutic skills which go across the board rather than a heavy input in any one particular<br />
therapy. You gain a lot of these skills when out on placement, which can be dependent on your supervisor’s preference.<br />
I think the topics covered are balanced in relation to the time devoted.<br />
I feel that the CBT teaching quality is not on par with other strands covering other psychological models. It is fantastic<br />
that we receive a foundation certificate for family therapy in our first year which provides us with skills for our first placements.<br />
Our course is also reflective throughout and encourages lots of interactive forms of teaching; trainees themselves<br />
are invited to co-teach with the lecturers. In Cornwall placements, it seems that CAT is a ‘hot topic’ so more teaching<br />
would be welcomed earlier in the academic year. Overall I feel that a social inequality underpins the teaching we receive -<br />
which is so important in this current political climate.<br />
This is a place to think critically and freely about current issues.<br />
I feel we ought to have more CBT because this is expected of Clinical Psychologists working within adult mental health<br />
settings, however, I prefer that there is less time devoted to CBT as we’re not training to be CBT therapists.<br />
<strong>The</strong> systemic and psychodynamic teaching on the course is very good<br />
<strong>The</strong> focus of the year’s changes. I’m in year 1 and we’ve completed the foundation course in family therapy and have<br />
teaching on psychodynamic, CBT and community psychology.<br />
<strong>The</strong> course focuses on systemic therapy but we also have excellent psychodynamic teaching, neuropsychology teaching<br />
and social inequalities/community psychology. <strong>The</strong> CBT teaching is there but isn’t a priority.<br />
We get a lot of teaching on systemic; though we have a few days on CBT it hasn’t felt like we have had enough to use on<br />
placements.<br />
I chose this course for its social constructionist and systemic orientation and the weight this is given suits me well.<br />
<strong>The</strong>re has been a little less focus on clinical skills teaching than I might have liked. I think the courses emphasis is on<br />
getting core philosophy and orientation covered in the first year and then clinical skills are focused on more in the second<br />
plus on placement; however I feel I could have been more useful on placement with a bit more time spent on practicing<br />
clinical skills.<br />
Also I think the emphasis is away from the more branded therapeutic approaches towards a more social constructionist<br />
perspective (not that they are exclusive), but I think the philosophy is geared away from the more individualistic approaches<br />
to psychology with a focus on systemic and social inequalities formulation.”<br />
Whilst Plymouth is perceived to be a very systemic course, we do have good teaching in other core models and approaches,<br />
and specialist placements are available in some models in 3rd year.<br />
Too much time devoted to CBT - its a shame this is a requirement for the BPS. It would be nice to have some teaching on<br />
other approaches, such as ACT, Schema <strong>The</strong>rapy and DBT<br />
<strong>The</strong> course isn’t geared towards using CBT so the teaching on this is quite limited<br />
We would benefit from more and better CBT teaching. I would suggest external speakers who know what they are talking<br />
about and can explain things in an easily accessible way.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable at <br />
this time<br />
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Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
We have a block teaching period you so start your placement with knowledge. I’m not sure we can ever be fully prepared;<br />
you just don’t know what to expect one placement to the next.<br />
In addition to the teaching block before placements begin, we also have a clinical tutor that we can contact.<br />
As a first year trainee, it can feel overwhelming and as if you are de-skilled; I felt that the course team gave a lot of reassurance<br />
that we are not meant to know everything and a focus on the wider systems in the first years enables you to think<br />
about the client and how their difficulties are framed by this wider system. Constant contact with our clinical placement<br />
tutor, alongside twice yearly group tutorials means I feel well supported and I would have someone to speak to if I had any<br />
concerns.<br />
I felt very satisfied though this may be more to do with my Pre-training experience than how the course prepared us. If<br />
anything, I found the induction days at the start of placement a little sporadic this meant that becoming integrated into a<br />
team and getting started felt a little slow.<br />
Teaching can never truly prepare you for the realities of going on placement and working with people and I’ve found that a<br />
lot of my learning has come from being on placement.<br />
We’re prepared generally but not specifically to the area you’re going (e.g. child LD, paediatrics) so that means you have<br />
to do extra reading on top of the teaching. That’s in line with the adult learner model though and means you can focus on<br />
what is useful for your placement.<br />
We all met with our supervisors before starting placement, so it was good to have a bit of contact. I think it is difficult for<br />
us all to be prepared as there is such a variation in the type of placements that people have.<br />
Placement is where the most learning occurs - it is hard to be prepared for everything but that is part of the process.<br />
A little more time on clinical skills would be helpful, time to practice in session.<br />
Great choice of placements not far from the city centre.<br />
Preparation for placements I don’t think has been great. I had a difficult experience on placement where I felt extremely<br />
let down by the course and the placement supervisor. I feel that I was not given sufficient support to reflect and repair on<br />
a major rupture with my supervisor which left me feeling victimized and blamed. <strong>The</strong> course would benefit from adapting<br />
the way they train and support supervisors and how they overcome challenges within placements.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
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How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
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What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
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How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
26% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
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Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
Managing all elements of the course is difficult.<br />
<strong>The</strong> commuting can be difficult and tiring due to covering a large rural area.<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>re are lots of deadlines in the first year, so I have found that it is important to be organised as it would be easy to<br />
become overwhelmed. <strong>The</strong> course team are always on hand for support if you do need help which is great<br />
Being a student as well as an employee can mean lots of juggling and a honing of your organisation skills. <strong>The</strong> Disability<br />
Advisory Service at University used to outsource their support, due to external factors, they are doing more in-house but<br />
this has not been an easy transition.<br />
Managing the balance between home life with small children and training demands. <strong>The</strong> course has been excellent in<br />
helping me with all that has come up. My training schedule is now more personalised to what is realistic to my life. With<br />
this training has stayed enjoyable.<br />
■■<br />
No<br />
■■<br />
Training is demanding! Plymouth are very supportive and thoughtful about the timing of assignments. Generally it’s busier<br />
around deadlines but that’s to be expected.<br />
■■<br />
No, the course is well-established and therefore seems very well balanced and supportive.<br />
■■<br />
■■<br />
<strong>The</strong>re is a fair amount of coursework in the first year but I have not found this too overwhelming with a good amount of<br />
study days.<br />
<strong>The</strong> nature of any course like this is that it is demanding. I have found looking into my own self, my biases, assumptions<br />
and experiences challenging - however this course is very reflective and encourages this and I believe that this is necessary<br />
in becoming a self aware practitioner.<br />
■■<br />
I think the course is pretty well balanced in terms of workload. Occasionally I feel like I could do with more study days.<br />
■■<br />
■■<br />
■■<br />
I have a physical injury to my back and neck, and found adapting to sitting in lectures all day and taking notes physically<br />
demanding. <strong>The</strong> course responded excellently to meeting my needs and ensuring reasonable adjustments following guidance<br />
from the disability service. <strong>The</strong>y have arranged specialist chairs for me to use in lectures and on placement, tried to<br />
find placements which require less driving/travel, and have supported me in getting lecture notes in advance so I can use<br />
assistive software<br />
Year 1 places a lot of focus on academic development, so there are a lot of assignments and course work, which was difficult<br />
to juggle alongside placement work.<br />
Problem Based Learning is a difficult experience, and always seem to be that way, mainly due to group dynamics. I’m not<br />
sure this aspect of the course is well managed by the course team.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 95%<br />
“Buddy” 89%<br />
Manager 26%<br />
Placement Supervisor 95%<br />
Librarian 37%<br />
Professional Mentor 58%<br />
Personal Tutor 79%<br />
Research / <strong>The</strong>sis Supervisor 89%<br />
Independent personal advisor 0%<br />
Other 16%<br />
358 British Psychological Society
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How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Due to financial constraints, outside the courses control, there have been some changes to staffing and as a result this<br />
has, understandably, had some impact. However, I think that the course team have overcome the difficulties and dealt<br />
with them effectively.<br />
<strong>The</strong> course team have been very supportive and available whenever I have needed help<br />
It has not been easy to get hold of the course team at times due to staffing shortages, but they are aware of this and<br />
working towards making this more efficient. However, having said that, they are extremely good at organising meetings if<br />
needed i.e. to support me with my disability.<br />
Although the Plymouth team has reduced significantly over the last years, loosing some really amazing team members,<br />
and leaving the team quite stretched, I feel that I am supported whenever it is needed. Quite amazing.<br />
It has been a little difficult getting hold of my internal research supervisor at the beginning but no there are no problems.<br />
I have found the course team to be very promt and supportive, I feel we have a good relationship.<br />
<strong>The</strong> staff are highly supportive and this is a huge credit to the course. <strong>The</strong>y are under pressure but always make time to<br />
meet you discuss personal/professional issues and are very understanding to the realities of having a life whilst on the<br />
course.<br />
At times the teaching has been quite emotive, but I have felt well supported by the staff team to manage this. I have<br />
found that the course have been receptive to listening to some of our views about how to improve the support the course<br />
provides including more reflective practice. I have had a few personal difficulties and found my academic and clinical<br />
tutor really good at meeting up and are very thoughtful about any difficulties.<br />
Overall great. Fellow trainees also offer a lot of important support.<br />
Plymouth is the type of place where you can get to know the staff at a human level and I feel like most of them would go<br />
out to bat for you if the chips were down.<br />
Excellent and I would not have managed to complete the course without this. My academic and clinical tutors have been<br />
particularly supportive, and always ensure I know they are there if I need anything. I am extremely grateful for their practical<br />
support and guidance.<br />
We have personal tutors, clinical tutors, research supervisors, and professionals’ mentors, so there are lots of people available<br />
to draw on for support.<br />
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Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
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In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Placements supervisors are extremely supportive of learning needs and styles. Having space to think about learning and<br />
trying to overcome any difficulties that may arise.<br />
Each of my placements has enabled me to develop both personally and professionally. I hope that post qualification I<br />
will be able to continue working with the colleagues that I have begun to develop working relationships with as they have<br />
inspired and supported me through my training.<br />
Placements to date (Children and Adult Services) all have had brilliant and experienced supervisors; colleagues have<br />
mostly been supportive, especially around my deafness needs, and I feel I have grown a great deal in the last 19 months<br />
since starting the course - I have been nurtured as well as pushed when necessary and my learning curve on placement<br />
has been steep.<br />
I keep coming across clinical working areas that are really not very therapeutic and it is a shame how NHS spaces are<br />
really not good enough (chipping paint, not enough clinic rooms, poor sound proofing, not closing doors; list is long). I<br />
have also become less tolerant about ‘hot-desking’ where there are not enough computers for staff teams, no good storage<br />
spaces for important clinical notes, etc.<br />
I have found all placements to be suited to my needs and all supervisors have been excellent.<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Plymouth allocates placement areas so the majority of placements will be within a specific geographical area (Cornwall,<br />
Plymouth, South Devon or Exeter). In interview you are able to rank your preferences and in my year everyone got their<br />
first or second choice. In the first year the placements are decided for you on the basis of your Pre-training experiences. In<br />
the second year there is more flexibility and in the third year placements can be interest based.<br />
Can be a lot of travelling but that’s the reality of working in Devon/Cornwall.<br />
We are allocated a placement area, though one placement has been out of area due to shortfall in placements. Coming up<br />
to second year we have more control and say over the placements that we get so that they are more inline with our learning<br />
needs and own personal interests; though this was not possible in the first year - simply because placements have to<br />
be organised before we start the course. <strong>The</strong> course does allow us to buddy up with other trainees so that we can spend a<br />
day in different services which may interest us.<br />
I’ve found that my supervisors have a fondness for the course, and a sense of commitment towards trainees to do the best<br />
by me. I have only had two so far but they have both been highly competent professionals and very caring people.<br />
<strong>The</strong> choice of third year placements was great and my clinical tutor spent time helping me reflect on my experiences and<br />
competencies achieved thus far, and really think about how to maximise my learning from my final placements.<br />
Really enjoy both my placements, the supervision is great and I do a wide variety of work on each placement<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 55%<br />
No 20%<br />
Don’t know 25%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 15%<br />
No 75%<br />
Don’t Know 10%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in Exeter, Torquay, Plymouth, Cornwall, Truro and South Devon.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 20%<br />
No 65%<br />
N/A at this time 15%<br />
362 British Psychological Society
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How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
We stay away from home during teaching blocks and are put up in a B’n’B. I think it’s always going to be hard to have a<br />
perfect work life balance on the Doctorate programme.<br />
I use my study days effectively in order to try and manage my work life balance.<br />
Around times of deadlines, the balance can shifted more towards work, being a student - I rely on the timetable to give<br />
me the time that I need but sometimes it’s just not enough.<br />
<strong>The</strong> course is really helping keep a very good balance and I enjoy choosing from the ‘learning buffet’ rather being expected<br />
to know it all.<br />
It gets busier around deadlines but that is to be expected.<br />
I have been able to have a surprisingly good work life balance and I’m so happy about that. Occasionally I have to work<br />
evenings and weekends when deadlines are approaching but it’s been okay so far.<br />
It is what you make of it!<br />
Most of the year is pretty good for keeping work 9-5, but there are some times when this isn’t possible. If you have heavy<br />
social commitments these can be tricky but are very possible and the course is very supportive.<br />
It can be very difficult at times, but the course do encourage to maintain work life balance.<br />
You need to be organised but it’s manageable.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
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Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
Cornwall has plenty of places to explore for free<br />
I think Plymouth is probably one of the easier places to get by financially.<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> small cohort develops into a support group where we can develop together and guide each other through difficult<br />
times.<br />
I can’t name just one as I it has all been an enriching experience. However, I suppose the ethos of the course is not only<br />
the reason I wanted to study at Plymouth, but also shaped my experience.<br />
<strong>The</strong> teaching has been great, with some fantastic speakers and being able to have such a great work life balance is better<br />
than I thought would be possible on the course<br />
My cohort - without a doubt.<br />
I LOVE the orientation of the different staff team. Everyone appears enthusiastic about their area of expertise and we<br />
get to share it with them. I also love that the course is about the community, the person in relation to others rather than<br />
looking solely at the individual.<br />
<strong>The</strong> teaching staff and critical, reflective, social constructionist approach.<br />
My fellow trainees<br />
<strong>The</strong> placements I have had<br />
<strong>The</strong> balance of teaching and placement.<br />
<strong>The</strong> course team are really supportive and I feel like they want to know who we actually are. <strong>The</strong>y also have good links<br />
with placement supervisors who seem to really like having Plymouth trainees with them.<br />
<strong>The</strong> opportunity to think reflectively and reflexively about the relationship between personal and professional. <strong>The</strong> course<br />
ethos and focus on power and language is brilliant and has changed the way I see the world. My supervisors have been<br />
brilliantly skilled and thoughtful. I also really enjoy the social inequalities perspective which supports and encourages us<br />
to become political activists and agents of change.<br />
<strong>The</strong> faculty at Plymouth is packed full of very caring, real, humane people who are invested in creating an atmosphere of<br />
safety and support such that trainees can learn with a sense of fun and creativity and a focus on the important things in<br />
life.<br />
Psychodynamic teaching is excellent<br />
Reflective groups<br />
Learning systemic ways of working<br />
<strong>The</strong> passion and dedication within the course team<br />
<strong>The</strong> range and variety of teaching<br />
Opportunities to meet with other trainees from the Exeter course on some placements, and being Exeter/South Devon<br />
based, having opportunities to socialise with Exeter trainees too”<br />
<strong>The</strong>ir focus on social constructionism and community psychology<br />
<strong>The</strong> critical nature of the course team makes it OK to be different and to ‘think outside of the box’ which I really appreciate.<br />
<strong>The</strong> variety of work I’ve been able to get involved in, ranging from seeing people individually to offering reflective groups<br />
to staff in a homeless shelter.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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Overall, the course is very responsive to suggested change and development.<br />
Read about the course, speak to present and current trainees to make sure it is the right place for you (do this for the<br />
other universities that you are thinking about applying to). At Plymouth we are more that happy to be contacted; I have<br />
arranged to meet with a potential trainee as she would like to learn more about the placement base before she accepts her<br />
offer. Good Luck and all the best with your applications/interviews.<br />
If you have a disability, make it known as early as possible, even if you haven’t applied yet, so you can meet the disability<br />
service and other disabled trainees. This is also applicable for those with a BME - there may be a perceived lack of diversity<br />
and culture here in the South-West but there is plenty of diversity here. Feel free to contact us trainees to find out more.<br />
More time for reflecting together.<br />
364 British Psychological Society
Newcastle University<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
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Role-play, research task, interviews<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
15 hours<br />
15 hours<br />
7.5 hours<br />
Not stated<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 0%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 365
Newcastle University<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
366 British Psychological Society
University of Oxford<br />
33 responses (73% of 45 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 367
University of Oxford<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 3%<br />
MA 0%<br />
MSc 52%<br />
MRes 3%<br />
Diploma 0%<br />
Post Graduate Certificate 15%<br />
Conversion course 6%<br />
None 27%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 82%<br />
Assistant Psychologist non NHS 30%<br />
Voluntary Assistant Psychologist in NHS 55%<br />
Voluntary Assistant Psychologist non NHS 9%<br />
Research Assistant 39%<br />
Voluntary Research Assistant 27%<br />
Healthcare Assistant/Support Worker 55%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 12%<br />
Other 15%<br />
368 British Psychological Society
University of Oxford<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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<strong>The</strong> interview was in a relaxed and supportive environment. <strong>The</strong> interview panel tried to get the best out of you.<br />
<strong>The</strong> interview process was very clear and supportive. Guidance was sent out prior which was sufficient to settle nerves and<br />
guide preparation.<br />
On the day trainees were present to support applicants and guide them to the right place. Interview panel was also supportive,<br />
I felt like they wanted to get my best answer.”<br />
Quite enjoyable. I liked that the course had recognised how stressful interview days can be and done their best to alleviate<br />
stress. Having plenty of current trainees around to chat and answer questions helped to distract and calm me and also<br />
gave me a good feel for the course itself.<br />
<strong>The</strong>y tried hard to reduce your nerves, and everyone was very friendly on the day. It was really helpful to speak to current<br />
trainees. <strong>The</strong> group task was surprisingly enjoyable.<br />
Surprisingly laid back! Trainees were lovely and felt like course had made an effort to make it as stress free as possible.<br />
Very welcoming and friendly. <strong>The</strong> current trainees helped to make us feel as relaxed as possible and the day was very well<br />
structured.<br />
Very supportive environment - the nicest out of 3 interviews I went to. I felt the interview panel wanted to get the best out<br />
of me. Trainees were there to answer any questions, making it a friendly and relaxed environment.<br />
It was half a day and involved a group task (about 30 minutes) and an individual interview (about 30 minutes) with three<br />
staff members of the panel. I remember staff and students being very warm and friendly and it was especially nice to have<br />
the current trainees there to speak to.<br />
I found the interview day at Oxford a really positive experience. It was my first interview so I was incredibly nervous but<br />
from the outset, the staff and trainees that were available on the day were all really friendly and supportive. I liked that<br />
the group task was first because it helped everyone to relax a bit prior to the panel interview. Having snacks and drinks<br />
available whilst waiting to go into the panel interview was great! I found the panel interview not too daunting - the interviewers<br />
were friendly and encouraging. Feedback was given within a day.<br />
It was the best interview I went to and I felt like it was the only course who really cared about who you were as a person,<br />
rather than just what you knew. <strong>The</strong>re are lots of current trainees there who usually talk rubbish about weddings and pets<br />
but this is exactly what you need to distract yourself and to not get too caught up in your head and nervous. I personally<br />
hated the group task and thought it was the most awkward thing in the world. It must work well for them though as our<br />
cohort is really lovely so they obviously choose well.<br />
Very good, the group task was held first and this warmed everyone up and was really friendly. <strong>The</strong> interview itself was short<br />
and combined academic and research competencies. <strong>The</strong> experience was welcoming and it felt like they were just trying<br />
to get the best out of you and find out more about you.<br />
I thought it was great, the day was set out to be very relaxed and having the trainees there to look after us (and feed us<br />
cake!) while we were waiting was lovely. <strong>The</strong> interviewers were friendly and sought to put me at ease, giving me time to<br />
think and making me feel comfortable. Even though it was a relatively short interview it did not feel pressured which was<br />
helpful for nerves. <strong>The</strong> course were quick in updating the clearing house and letting us know the outcome.<br />
Very positive. <strong>The</strong> course staff and current trainees were very welcoming, reassuring and encouraging on the day.<br />
I found the trainees and staff very welcoming and supportive. <strong>The</strong> combination of a group exercise and interview seemed<br />
appropriate and was probably more reflective of my abilities than an exam might have been.<br />
It was brilliant. Everyone was incredibly warm and welcoming and I immediately felt extremely relaxed. Having the existing<br />
trainees there to talk to throughout the day really added to the experience and I was able to enjoy myself between<br />
aspects of the interview. <strong>The</strong> interview panel itself were very encouraging, I never felt as if they wanted me to fail or catch<br />
me out. <strong>The</strong> questions were relevant and fair and I was given time to think about my answers and expand where appropriate.<br />
<strong>The</strong> whole day was very well organised and I went away having had a great experience.<br />
Friendly, supportive and well organised. It felt as though the interviewers wanted to get the best from me, rather than<br />
trying to trip me up or make me stressed.<br />
<strong>The</strong> interview day was good. <strong>The</strong> course makes sure you feel as comfortable as possible. <strong>The</strong> group task helped to relax<br />
me and the trainees that were around were really helpful!<br />
Actually was one of the less scary ones! <strong>The</strong> interview panel made me feel very comfortable and at ease, and it was great<br />
to be given encouraging non-verbal feedback. Felt personal and meaningful, rather than being fired a set of questions.<br />
<strong>The</strong> setup of the day was also good, and gave a good indication of the course’s culture. Having current trainees present for<br />
information, to relax the nerves and to generally have a chat was nice!<br />
I found the interview process as friendly as it could be. I felt the course wanted the best out of you on the day and tried to<br />
put you at ease.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 369
University of Oxford<br />
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Very positive. Having one interview (instead of multiple) definitely felt friendlier to me, and the vignette was selected to<br />
be closer to my experience, which helped give me a bit of confidence. <strong>The</strong> group task was fine - quite a good way to start<br />
the process because you feel less awkward talking to other interviewees after that!<br />
Everyone was very friendly, there were (and still are) current trainees available to talk to/ask any questions, and who take<br />
you to fetch your vignette and show you where your allocated room is - all this helps tremendously with nerves. <strong>The</strong> interview<br />
was as un-terrifying as one of these interviews can be, all in all I got the impression that everyone knows how nerve<br />
wracking and important this day is to applicants and they have no desire to add to the pressure,<br />
<strong>The</strong> Oxford course was highly organised and I felt that they’d given appropriate thought to how the day would be from<br />
the perspective of the applicant. <strong>The</strong>re was a good opportunity to mix with other applicants prior to the group task which<br />
helped ease anxieties and get to know one another before being asked to work collaboratively on a task. <strong>The</strong> group task,<br />
although sounds daunting, was a helpful ice breaker before the interview itself and was a way of showing your interpersonal<br />
skills rather than your knowledge. Other trainees were on hand throughout the day and this made the environment more<br />
relaxing. You were buddied up for the day so you had someone you could speak with on the course and who would make<br />
sure you were in the right place at the right time. <strong>The</strong> interview itself was brief but the panel were friendly and wanted to<br />
get the best out of you, and it seemed that they matched vignettes to your current experience.<br />
<strong>The</strong> interview process was the most pleasant of all the courses I interviewed for. <strong>The</strong> group task was enjoyable and helpful<br />
in relaxing me. <strong>The</strong> interview panel were mostly friendly. <strong>The</strong>re was a variety of questions in the interview.<br />
I found it a really positive experience. It was the first course interview I had attended and found the course really welcoming<br />
and friendly. <strong>The</strong>re were current trainees there who helped to make the atmosphere more relaxed and shared lots of<br />
information about the course and their experiences. <strong>The</strong>re was a group task first, which I was nervous about, but actually<br />
found that once we got started I was easily engaged in the activity and it helped me feel more relaxed. I also felt that the<br />
panel in the interview itself were very supportive and encouraging and wanted to get a sense of me as a person.<br />
Very welcoming and supportive atmosphere, aided by presence of current trainees and admin staff. It was clear that<br />
assessors were trying to get the best out of me, particularly the panel in my individual interview. I enjoyed having a group<br />
task first as it was a nice ‘warm-up’ to the selection process, and I found that having only one individual interview suited<br />
me better than multiple individual interviews like many other courses have. <strong>The</strong> methods of assessment and interview<br />
questions felt very appropriate to me in how the course wish to select their trainees - I felt that they wanted to understand<br />
me as a person, as well as my psychological knowledge and experience.<br />
Very warm and supportive (which I would say is representative of the course)<br />
<strong>The</strong> interview day was really relaxed. <strong>The</strong> trainees were really supportive and it was really helpful to be paired with a<br />
buddy. <strong>The</strong> interview itself was over really quickly and I felt that the panel wanted to get the best from me. I enjoyed the<br />
group task and how creative it was.<br />
It was brilliant. Really appreciated the group task, as I felt it actually eased me into the interview process and reduced<br />
my anxiety before the individual interview! I also found the individual interview as manageable as an interview can be,<br />
and I think its important and very welcoming that there are current trainees around during the interview (and have enjoyed<br />
being part of this process for three years as a trainee myself!)<br />
I found the staff team and trainees to be welcoming and friendly. <strong>The</strong> interview itself seemed to focus more on what I<br />
would be like as a clinical psychologist, rather than my knowledge of academic psychology. This fit with my values as I<br />
don’t think the people who can recall the most undergraduate knowledge on the spot necessarily make the most reflective<br />
and effective psychologists later on.<br />
<strong>The</strong> interview was actually much nicer than other i have been to. <strong>The</strong> process felt like it allowed me to do my best and the<br />
staff and trainees made a really supportive atmosphere.<br />
Very good. Supportive trainees present. Helpful and encouraging panel<br />
I found the staff, interviewees and current trainees there on the day went out of their way to help put me at ease. It felt<br />
like there was acknowledgement about how difficult the process is, which I appreciated. <strong>The</strong> interview itself felt like they<br />
were trying to get the best out of me, not trying to catch me out in any way.<br />
370 British Psychological Society
University of Oxford<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 371
University of Oxford<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
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Difficult to say being only 7 months in<br />
<strong>The</strong> course’s primary focus seems to be CBT, with systemic followed by psychodynamic as the other main approaches, in<br />
that order. Some CBT aspects can feel repetitive, but are in general very well delivered.<br />
<strong>The</strong> 1st year seems to be quite CBT heavy and that is clearly the dominant model. But I feel as though we are encouraged<br />
to be integrative. We have had a taster of psychodynamic and systemic models, and are encouraged to incorporate these<br />
where we can, although whether you can or not is mainly dependent on your placement and their dominant model. I think<br />
we explore other models in more detail over the next couple of years.<br />
<strong>The</strong>re is a strong CBT component, but they do cover other areas to differing extents.<br />
Hard to comment as am in first year. Start of the course was heavy on cbt but with time we have started branching out to<br />
psychodynamic, systemic, etc, although not always as much as we would like on these other models.<br />
Quite CBT heavy in first year but this is important for course requirements and in preparation for placement.<br />
I expected the course to be CBT-heavy but I feel other models are integrated well into the teaching.<br />
“As a third year it now feels like it has been a relatively good balance, even though at times it has felt like there was too<br />
much weighting on certain topics. We give feedback at the end of each lecture so I don’t feel like it is worth naming specific<br />
lectures as the course have taken these suggestions on board already.<br />
It is a good balance of teaching clinical skills and then in third year exploring professional issue themes and leadership<br />
themes. We are also very lucky to be given a pot of money and to decide ourselves what to spend it on for one week of<br />
advance therapeutic teaching.<br />
I’m currently in my first year so things may change. <strong>The</strong> dominant model is CBT, we do have Psychodynamic and Systemic<br />
modules which have been really good and half day workshops on other models, however they are all taught very disparately<br />
and it is often hard to integrate the learning.<br />
I think it depends on the year - in first year it felt very CBT-heavy which some enjoyed, some not so much. In second year<br />
there’s more of a focus towards systemic ideas and the leadership teaching really begins, with much less of a focus on<br />
CBT. We have a whole term’s teaching on neuropsychology which I think is great. Other areas such as CAT and ACT tend<br />
to be covered within teaching blocks, say for a day or two on each topic. We may have further teaching in different areas<br />
coming up I am not yet aware of.<br />
<strong>The</strong> course is very CBT heavy which is incredibly frustrating at times. Although we have teaching on other models, its usually<br />
a day or half day (for things like CAT and mindfulness) which doesn’t really allow you to get to grips with the models<br />
at all. <strong>The</strong>re is a good amount of systemic teaching but more psychodynamic teaching would be very helpful. At times you<br />
have complete CBT overload and I think the course really needs to consider providing more balance within the teaching.<br />
Teaching focuses on CBT, time is also devoted to systemic models. Placements are varied so you are able to be more flexible<br />
and use other models (i.e. psychodynamic) if you request these placements, although there is limited teaching time<br />
devoted to other models.<br />
<strong>The</strong> key focus is on CBT and systemic approach. Many of the other topics listed are covered but too a much lesser extent<br />
(e.g. one teaching slot/ half a day).<br />
While the main model is CBT, other models are encouraged in teaching and on placements.<br />
First year feels quite CBT-heavy, but soon shifts to a broader/systemic perspective and your own interests are always encouraged.<br />
We have a teaching block in third year where we can organise our own teaching (i.e. choose a therapy model to<br />
learn about).<br />
Being in first year it’s really hard to comment as our teaching has been predominantly CBT focussed with one module<br />
on psychodynamic and one on systemic teaching. <strong>The</strong> CBT teaching has been repetitive at times and I would like more<br />
teaching on other models and more focus on integrating skills. <strong>The</strong>re has been teaching on CAT but this equates to one<br />
day, as well as half day teaching on mindfulness, schema and CFT. Personally, I’d prefer to have more teaching on psychodynamic<br />
approaches.<br />
Other than CBT, systemic, and psychodynamic approaches, we have received only very short teaching sessions on other<br />
approaches (such as CAT, ACT, mindfulness, etc.). I would have liked more on these different therapies. I would also have<br />
liked much more time spent on psychodynamic approaches.<br />
<strong>The</strong>re is an increasing focus on teaching on a range of therapeutic approaches but there is much more on CBT than other<br />
approaches in terms of teaching. Having said this, there is a good range of placements so there is an opportunity to use a<br />
range of approaches on placement if you want to specialise more in psychodynamic, systemic or other areas.<br />
In terms of therapeutic approaches, the amount of teaching generally seems to reflect the clinical practice of psychologists<br />
in the NHS. <strong>The</strong> module organisation can be a bit too diagnostically-driven, and I believe the course would benefit<br />
from more trans diagnostic skills teaching. I value the respect that is paid to non-CBT approaches, and think that our<br />
systemic teaching is quite strong.<br />
First year is somewhat CBT heavy but this broadens out in second year<br />
372 British Psychological Society
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University of Oxford<br />
I think it would be helpful to have more time on systemic and psychodynamic therapies, and also on core therapeutic<br />
skills. I also wish we had had more training on motivational interviewing and social constructionist ideas.<br />
I think the teaching provides a good solid base in CBT which enables trainees to feel confident using this model with a<br />
wide range of client groups. <strong>The</strong> extra teaching on other models (especially systemic) builds on this foundation to enable<br />
you to be creative with interventions and work in an integrative way.<br />
<strong>The</strong> course covers most therapeutic styles thought the teaching on most is quite brief. <strong>The</strong>re is a heavy emphasis on CBT<br />
as a core therapy especially in Year 1. <strong>The</strong>re is an opportunity (and budget) to organise teaching on anything you want for<br />
a week long block in the third year. <strong>The</strong> course has also started offering 8 week mindfulness courses for trainees outside<br />
of the academic syllabus.<br />
Recent increase in Leadership teaching has been great. Could have more on research methods, and third wave approaches<br />
could be earlier in training.<br />
It does at the moment feel like we have a lot of CBT, but I am currently in Year 1 and the balance might change. I think<br />
we do have room to think critically about CBT though and it isn’t presented as the only way.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
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90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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lots of support available should you choose to use it<br />
Prep before and support during placements is thoughtful and supportive.<br />
You have a lecture at the start to advise you on what happens and the process. We all found out in good time, and I felt<br />
that the course (so far!) has taken into consideration my interests and learning needs. <strong>The</strong>y have also been kind travel<br />
wise - although they can’t promise to do this! Trainees in the year above have been very helpful to get more info about<br />
specific placements. It’s also very helpful that the academic teaching follows placements.<br />
We have a beginning, mid and end of placement meeting, which I understand is not typical of all courses. Many of the<br />
supervisors have attended the Oxford course themselves, so they have a good idea of what is expected.<br />
“I think the course prepares us as well as they can for placements. We had the four week induction block prior to the first<br />
placement which was helpful.<br />
A member of course staff also visits three times during each placement, I feel well supported by the course when on<br />
placement.”<br />
I would prefer a bit more joint discussion before placements are decided although the course generally seem to do a good<br />
job at considering individual needs, wishes and travel.<br />
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We had lectures about what to expect from placement which was helpful and could talk to trainees in years 2 and 3.<br />
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We are encouraged to do pre-placement visits and set up placement and supervision contracts from the outset. My clinical<br />
tutor has been brilliant and is always available.<br />
We are encouraged to attend a pre-placement visit prior to starting and can arrange this within work time which is helpful.<br />
Clinical tutors are always available to discuss issues around placements.<br />
I think the overload of CBT is not very helpful for many of our placements - especially those that focus on emotional<br />
regulation and distress tolerance. Most of the cases we work with on placement are more complex and the overly simplistic<br />
CBT models and protocols we are taught are not especially useful. However, I can see that the course has linked the<br />
teaching in with the placements in first year and tried to cover those topics most suitable and the majority of teaching is a<br />
very high standard and I have been able to apply this to my placemen.<br />
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<strong>The</strong>re is an excellent variety and options to really shape your placement experience i.e. you are encouraged to explore<br />
areas of interest. <strong>The</strong> teaching compliments the placements well. My personal experience of placements and placement<br />
supervisors has been excellent; a real area of strength.<br />
Depending on the timing, you may be having intro lectures at the same time as starting placement, so you’re being<br />
prepared whilst finding your feet (this is fine). You may also find that you’re starting a placement which you’ve already<br />
covered all the teaching for - this is pretty helpful!<br />
Inevitably, there is teaching which comes towards the latter end of your placement which would have been helpful towards<br />
the start when you begin working with clients but I feel like the 4 week induction period is enough to orientate you to<br />
being a trainee and by this point I couldn’t wait to get going on placement. I think Oxford is unique in offering 3 review<br />
appointments during your placement which helps to set objectives and expectations and review throughout so that you<br />
feel well supported throughout. Although, this hasn’t been the case for all trainees.<br />
<strong>The</strong>re are very few teaching sessions specifically or directly aimed at preparing you for placement. But the topics covered<br />
in the teaching are certainly related to what you do on placement.<br />
Overall, the placement allocation process seems to be really well structured and well managed. <strong>The</strong>re is good opportunity<br />
to talk about what you want to get from placements and the course take into account your preferences when choosing<br />
placements. <strong>The</strong>re is a lot of support in the first year prior to starting first placement to think about what to expect and<br />
how to make a good start which was helpful. <strong>The</strong>re are also lots of options for final year placements.<br />
Prior to first placement of first year, there are a couple of sessions specifically to prepare us for them. We also have teaching<br />
blocks prior to new placement areas to help prepare us for main themes and content of those areas of practice.<br />
Placements have all been within a reasonable commute and clinical tutors have tried to ensure that my clinical needs are<br />
met on placements. Other people have however had difficulties on placements and have had longer commutes. Generally<br />
most of us have been happy with placements though.<br />
I think the clinical tutors make the placement experience generally much more manageable, regardless of any challenges<br />
that may occur.<br />
In first year the course dedicate time to preparing you for your first placement. Also, teaching relevant to your placement<br />
runs alongside the placement which is very helpful.<br />
<strong>The</strong> four week induction block at the very start was very helpful, I was glad to have this much space to learn and practice<br />
skills before starting placement.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
374 British Psychological Society
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How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
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What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
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Support for trainees with disabilities<br />
Do you have any disabilities?<br />
6% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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balancing course work and placement work around deadlines but study days helps with this<br />
Work life balance is encouraged by the course, but doesn’t always seem achievable! Having to get used to constant deadlines<br />
is a bit tricky. Overall, I would say there is a lot of work but the course does a lot to support you with it - so you don’t<br />
ever feel as though you are alone or have nowhere to go for support/help.<br />
Placements cover a fairly broad area, so most people will have to do at least one placement further away. <strong>The</strong> course is<br />
also quite strict on annual leave, so it can be difficult to negotiate annual leave on teaching days.<br />
Lots of different demands on you (placement, teaching, coursework). This can be quite tiring.<br />
Nothing that would not be expected - mainly juggling placement, the academic side of the course and attending teaching,<br />
but I think that is a factor in any of the courses<br />
Meeting multiple deadlines.<br />
Sometimes we have a full week(s) of teaching which is great but very intense and we could do with a study day positioned<br />
during/at the end of this week to refresh and reflect on what has been learnt and also some private study into areas of interest.<br />
Juggling the demands of teaching, placement and assignments has been a challenge but I haven’t found it too overwhelming.<br />
<strong>The</strong> course staff are very supportive and we have informal meetings with our individual tutors where we can<br />
discuss these kinds of issues and get the support we need.<br />
Everything! It’s a complete juggling act and not one you can really prepare for. You are constantly pulled in different<br />
directions and dealing with competing demands. Oh and you try to sustain some resemblance of normal life outside of<br />
the course. It takes over your life. But would I do it again? Without a doubt, it’s still the career I have always dreamt of<br />
working in so it is 100% worth it.<br />
I have found the academic work demanding, but no more so than expected from this level of qualification.<br />
Managing the workload can be a challenge at times particularly in the earlier stages of the dissertation at the beginning<br />
of second year. I have found the amount of work manageable but sometimes hard to plan for which can be difficult if<br />
there are multiple deadlines. We receive a lot of feedback on our proposals, ethics process and so on which is helpful, but<br />
sometimes a feedback email could suddenly create a mountain of work you weren’t expecting!<br />
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Research has been challenging due to changes in the research team.<br />
It is not always totally clear what is expected of you for academic work.<br />
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I think the timing of much of the coursework has been very poorly planned which means we use most of our annual leave<br />
around Christmas and Easter to complete work - not very conducive to a work-life balance. <strong>The</strong> statistics teaching is quite<br />
rushed and not particularly applicable to the work we are doing. <strong>The</strong> combination of coursework, teaching, placement and<br />
research is quite overwhelming.<br />
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Workload (but I don’t think this is unique to the Oxford course!).<br />
Changing placements every 6 months (but that will be the same for any course!)<br />
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Just the expected stressors; maintaining a work-life balance. At times it feels like deadlines come all at once, with academic/research<br />
and placements deadlines!!<br />
I have been able to maintain a good work / life balance. While academic work can be demanding close to deadlines, I do<br />
not feel that this has impacted on my personal life.<br />
Adjusting to the clinical work (due to my CV) - but the course give plenty of support as well as time to discuss and reflect<br />
on this learning curve.<br />
Transitioning from being an assistant to being a trainee was always going to be difficult as you have to change your expectations<br />
of yourself and adjust to the new role, as well as adapt to living in a new city. Managing competing demands<br />
(including placement, academic, research and personal stressors) has been a challenge but part of this comes through<br />
inexperience and learning how best to manage my time, i.e. not putting pressure on myself to complete all assignments in<br />
one term! <strong>The</strong>re have been some communication difficulties on the course which I found particularly difficult, especially<br />
out of term time, but these were quickly resolved.<br />
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Research mainly, though trying to balance the varying demands all at the same time is a challenge.<br />
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It is challenging balancing all the different demands of the course; this is especially the case in final year with increasing<br />
responsibilities on placement alongside the dissertation and additional coursework.<br />
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Workload does increase as the years go on but there is adequate support around this.<br />
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I found the dissertation proposal process very difficult. I have also found the academic demands of the third year - particularly<br />
in terms of other assignments at the same time as working on my dissertation - difficult.<br />
Work life effectiveness. It can be inherently demanding but plenty of support systems in place. I have children, and the<br />
course has always been very supportive of needs.<br />
Juggling multiple demands of placement, academic work and now starting to think about dissertations has been the most<br />
difficult<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 97%<br />
Manager 61%<br />
Placement Supervisor 100%<br />
Librarian 64%<br />
Professional Mentor 33%<br />
Personal Tutor 97%<br />
Research / <strong>The</strong>sis Supervisor 94%<br />
Independent personal advisor 36%<br />
Other 15%<br />
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How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
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<strong>The</strong>re seem to be lots of different avenues for support to go to, which is useful as you always have several options. Even if<br />
you aren’t sure who to go to though, generally anyone is willing to help and can point you in the right direction. <strong>The</strong> support<br />
I have received has mainly been regarding academic and research queries and has always been useful and answered<br />
any questions I have.<br />
<strong>The</strong> course are extremely supportive, and they emphasise that they are very happy for the trainees to talk to any of them if<br />
difficulties arise.<br />
I have felt very well supported. We have access to an individual tutor and a tutor in relation to our placements - both of<br />
which have been supportive. We also have a research tutor which is very helpful. We have weekly meetings as a year group<br />
with our year tutor, in which we can raise any difficulties as a year.<br />
Staff are always on hand for a chat about work/research/placement.<br />
I have found the course staff very supportive and value having an individual tutor to meet with to discuss what is going<br />
well/not so well.<br />
<strong>The</strong> staff are not always forthcoming and could do more “checking in” on a periodic basis with trainees. However when issues<br />
have arisen the course staff have always been there and extremely caring. I do think the course need to slightly re-visit<br />
it’s model of care towards trainees, there are less staff around that just pop in to the computer room when you are working<br />
late than before. <strong>The</strong> pedagogic atmosphere and ethos has changed since the change of directors and this is still felt by<br />
trainees. Sometimes it is just nice to know that people care about why you are still working at 6pm and haven’t left yet.<br />
<strong>The</strong> course is very encouraging of support seeking. <strong>The</strong>re is always someone to turn to if you need any support.<br />
<strong>The</strong>re are many support systems in place so at first it can be confusing as to who to go to for what, but over time as you<br />
develop relationships with staff I have found any door is open no matter what the issue!<br />
On the whole access to support has been very positive. It can be more challenging depending on the support needed.<br />
<strong>The</strong>re are a great many support networks available but at times this almost feels like too much as you are never entirely<br />
sure where to go for support around different issues. However, the general ethos of the course is extremely supportive and<br />
I know I could go to any of the course staff and they would be welcoming and helpful.<br />
Generally staff are very supportive. <strong>The</strong>re is always someone available to speak to, and there are opportunities to touch<br />
base with course staff set up (i.e. placement reviews, personal appraisals) to support frequent check ins with course staff.<br />
<strong>The</strong> course are very supportive and I feel I can go to the course staff with any issues.<br />
Responsive, timely, and thoughtful.<br />
<strong>The</strong>re are lots of support systems in place, and sometimes this can be less helpful as you’re not sure who to turn to when<br />
you have a problem. I find that you learn who you’ve built rapport with and you go to them rather than use your clinical<br />
tutor for placement issues, academic tutor for teaching issues, individual tutor for pastoral issues etc... Course staff has<br />
limited availability out of term time which can be difficult as this is often when submissions are due in.<br />
I have, personally, received a lot of support (both emotional and practical) from multiple course staff members.<br />
Being in a small and supportive cohort has been the most important thing in terms of support. It is really good being<br />
alongside a group of people who are going through the same process and having time together as a year group or having<br />
other trainees on placement has been really helpful. <strong>The</strong> course staff are also available and responsive if you are having<br />
difficulties, but other trainees have always been the first source of support.<br />
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I do find the course staff very supportive and available when I need support, and I think it helps that this is a small course<br />
in a contained building! I have built some really positive relationships with several staff members and find it easier to go<br />
to them then I feel I would in a larger institution.<br />
I’ve found course staff to be very accessible whenever I have had any problems I needed support for.<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
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In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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<strong>The</strong>re is a placement in Florida available in third year<br />
Only had one placement so far, but a very positive experience. <strong>The</strong> supervisor was experienced at having trainees so knew<br />
what was expected of me. Supervision was prioritised and it was a really positive learning environment.<br />
<strong>The</strong>re are a broad range of placements, especially clinical health placements.<br />
Placements have been close to home (Reading) and fitting to my needs.<br />
I have had very supportive placement supervisors and lovely colleagues - on placement so far. Supervisors have tried to<br />
gauge my learning needs and helped me to seek out opportunities to learn different skills.<br />
I have really enjoyed my first placement and felt that my personal learning needs, travel and experience needs were all<br />
taken into account.<br />
<strong>The</strong> quality of placements has been very high. I’ve been lucky to have been supervised by supervisors with additional<br />
training in CBT, systemic, narrative, and psychodynamic and neuropsychology. <strong>The</strong>re are a wide range of supervisors and<br />
the clinical tutors have long-standing excellent relationships with the supervisors so can usually get really good placements.<br />
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<strong>The</strong>re is a lot of travel involved and the course don’t have a system to balance level of commute across placements<br />
meaning some people haven’t commuted at all and other have commuted on every placement. You have very little input<br />
into your placement and although you can make request it doesn’t feel as though these are listened too and it depends<br />
far more on availability rather than your personal interests and needs. <strong>The</strong> quality of supervisors is very high and my first<br />
placement experience was excellent, I learnt a great deal, was very well supported and had my learning needs and interests<br />
taken into account. However my second experience was not very good and there has been variability among my course<br />
mates in relation to this, although generally most people’s experiences have been very positive.<br />
<strong>The</strong> standard of placements is very high. Unfortunately, it is possible to have a weaker placement.<br />
I’ve thoroughly enjoyed my first placement, however, I had no input into the decision making process (possibly because<br />
I never requested this). My supervisor on placement was supportive and knowledgeable and supported my competency<br />
development. <strong>The</strong>re is the possibility of a third year placement in Florida.<br />
I have been fortunate in having excellent supervisors across all my placements over the three years of training, particularly<br />
in my final year.<br />
I have had a good experience overall of placements, I feel that I’ve had a good range of supervisors with different skill/<br />
knowledge areas which has helped me to learn a wide range of skills/approaches. I have felt really well supported, especially<br />
in my final year placement - I think the links the course has with placements helps as supervisors are aware of the<br />
demands of the course alongside placement. I particularly feel that I have had good support to develop my own interests<br />
and autonomy as I have gone through training.<br />
<strong>The</strong>re is the possibility of a two-month clinical health placement at the University of Florida in the summer of final year if<br />
this matches with trainees’ developmental needs/interests and dissertation is completed early.<br />
I think placements are generally of a high standard, or a good enough standard where not excellent. I do feel there are a<br />
small number of supervisors/placements that are kept on the roster for necessity however, despite multiple trainees having<br />
complained about them, and I think this is the downside of the smaller geographical patch and some of the local logistical<br />
challenges (e.g. not enough supervisors for certain core placements leading to over-reliance on people who have been<br />
consistently reported as unsatisfactory).<br />
<strong>The</strong> placements available are varied and interesting. Your clinical tutor who arranges your placements assists you to help<br />
shape placements to suit your interests where possible. I have had some difficult placement experiences where my supervisors<br />
have not always been geared up to provide a trainee with what they need. Although supportive, I think the course<br />
should do more to prevent this happening.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 88%<br />
No 0%<br />
Don’t Know 12%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 24%<br />
No 73%<br />
Not Applicable 3%<br />
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Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Oxford and Reading, with some trainees also<br />
living in Milton Keynes, London, Berkshire, Buckinghamshire and Surrey.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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So far seem to be managing well, seem not to overwhelm you with too many deadlines at once<br />
<strong>The</strong> course encourages it theoretically, - you get a workshop on it in your induction, but I feel in practice they can be a bit<br />
contradictory about this?<br />
<strong>The</strong> course encourages you to have a work life balance, although this does not always feel possible.<br />
I think I have a reasonable work-life balance. <strong>The</strong> course does try to encourage this.<br />
I have found my work-life balance to be fine and hope that the course continues to promote a ‘good enough’ ethos.<br />
I think that is always going to be tricky. Juggling training is difficult but I don’t think that is a reflection on the Oxford<br />
course, I think it’s just trainee life.<br />
At some times of the year it is better than others. <strong>The</strong> course are very encouraging of self-care.<br />
It is definitely possible to have a good work/life balance in Oxford. I have found if the weekly study day is used well then<br />
evenings and weekends can be kept free, and there is scope for flexibility around this. In first year I probably worked more<br />
evenings and weekends due to there not being a full weekly study day (due to extra teaching) and being extra keen!<br />
Others can manage this well but I have found this challenging at times.<br />
It varies - there are times when you have very little additional work and other times when everything seems to come at<br />
once - if the course balanced out coursework a little more this would help. My social life has definitely reduced but to<br />
within acceptable limits and there is a certain amount of personal responsibility for organising your own time effectively.<br />
<strong>The</strong>re has definitely been a step up in workload in third year, but I guess that is to be expected. Prior to that I have been<br />
able to maintain a reasonable work-life balance.<br />
<strong>The</strong> course is very sociable and set up social events in your induction block. I think this helps with work life balance.<br />
I have felt that a good work / life balance has been very achievable and the course is keen to ensure trainees engage in<br />
their interests and hobbies.<br />
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First year is manageable if you plan your time well and plan study leave in advance (10 days per year and 20 in final<br />
year). Inevitably I will work at weekends or evenings during deadline periods but many of us maintain a good work life<br />
balance. Understandably, this will fluctuate and decrease in third year!<br />
My life circumstances mean that it is difficult for me to work outside of work hours, so it is difficult for me to comment<br />
on whether or not the course allows for good work life balance in itself. However, I have struggled to balance the things I<br />
need to do in my outside life with the various demands of training, and that has meant that both have suffered somewhat.<br />
<strong>The</strong> course has been very flexible and supportive in me taking time out when needed, and readjusting deadlines.<br />
I found that in my first and second year I could more or less manage to keep a good enough work/life balance, though this<br />
varied depending on having a deadline coming up or not! But this has definitely been harder in third year.<br />
Can be a struggle around deadlines, but work-life balance is a very personal thing.<br />
Generally good. Some evenings/weekends you find yourself having to do a little extra work but generally it is manageable.<br />
I think it is inherently difficult on a clinical training course to maintain a work-life balance, and I feel it is as good on this<br />
course as one can expect! I do feel that a lot of thought is placed into assignments etc. being ‘necessary’ (for example, I<br />
appreciate the rationale behind not having exams) and into making sure that trainees don’t have multiple placements in a<br />
row that involve a long commute. I also feel that I had a fairly good work life balance up until the end of the second year.<br />
If you use your study days effectively, your work life balance can be good. I think there are times when the work load is<br />
heavier but is manageable and to be expected.<br />
Definitely gets harder as approach submission! But I’ve learned a great deal about how to look after myself.<br />
I think this is always a challenge! Being in first year we have fewer study days than we would have in second and third<br />
year though<br />
How do you rate your financial quality of life?<br />
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Do you have any comments about your financial quality of life?<br />
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Oxford is an expensive place to live but managing by living in shared house<br />
Oxford it pretty expensive and you do not qualify for the London weighting.<br />
Oxford is an expensive place to live and commute from/to. <strong>The</strong> day they extend London weighting to places that cost the<br />
same to live than London will be fairer.<br />
I think Oxford is an expensive place to live compared to most places (bar London). As a trainee renting here I have<br />
enjoyed a good financial quality of life so far but have not been able to save money on top of living costs and the odd<br />
holiday.<br />
Oxford is an expensive place to live.<br />
Oxford is a very expensive place to live and our pay does not take this into consideration.<br />
Oxford is very expensive and we don’t get additional wages increase. I am worse off financially now than I was as an assistant<br />
psychologist at band 4.<br />
Oxford is expensive!<br />
Oxford is quite a pricey area.<br />
Oxfordshire is an expensive area to live! But it is lovely.<br />
384 British Psychological Society
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University of Oxford<br />
Oxford is THE most expensive place to live outside of London! Rental costs and transport is expensive but the course does<br />
pay travel expenses for those commuting more than home-base. House sharing is much more affordable than living alone<br />
and student discount can help!<br />
Oxford and the surrounding counties are expensive in terms of cost of living but having a salary to train is definitely a big<br />
perk and it is a manageable amount to live on.<br />
Oxford is very expensive to live in (equivalent to London) but we are not paid any high cost area allowance. However, I<br />
certainly find it manageable to rent in central Oxford and still afford luxuries.<br />
I get paid to learn about something I love so I am happy with the payment!<br />
I think the pay is fantastic, but unfortunately Oxford is just a very expensive place to live given the fact that there isn’t<br />
‘Oxford weighting’ to make up for the cost of living! This makes my financial quality of life a bit less brilliant!<br />
I think we are paid fairly for the work we do. Oxford can be expensive to live in so I chose to live in a nearby town and<br />
commute in.<br />
Oxford is expensive!<br />
What would you say is your favourite aspect of your course?<br />
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Supportive friendly environment (other trainees and staff)<br />
<strong>The</strong> teaching is generally brilliant. Having the leads in their fields come to teach is very exciting and you get a lot out of it.<br />
<strong>The</strong>re are lots of opportunities open to trainees to work with well-known professionals on placement and in research. <strong>The</strong><br />
course staff are all really friendly and are easy to talk to which is helpful. <strong>The</strong> course are very interested in trainee feedback<br />
on each lecture we have which is good and are quite good at feedback how they plan to use it to change the course<br />
teaching etc.<br />
I thoroughly enjoy the teaching days, and find the cohort a great source of support. Due to the small course you also get to<br />
know the other year groups.<br />
Teaching is fantastic. Staff are very supportive. <strong>The</strong> course values our feedback and makes changes accordingly. Very<br />
reflective.<br />
Teaching and placement - I really enjoy being a trainee on the Oxford course. I have also made some great friends.<br />
<strong>The</strong> cohort.<br />
<strong>The</strong> size of the cohort, 10-20 trainees is an ideal number to get to know others well and meet up socially outside the<br />
course. Also a good number for reflection groups and group tasks during teaching sessions.<br />
<strong>The</strong> teaching days because I enjoy the lectures/learning side of the course and get to spend time with the other trainees<br />
on my cohort.<br />
<strong>The</strong> other trainees - we have an amazing year group. Never under-estimate the power of being able to word-vomit and<br />
panic to people by email at midnight and getting thoughtful answers back.<br />
<strong>The</strong> small cohort, contact with the other years and staff members and access to really interesting teaching.<br />
<strong>The</strong> relationships I have with my cohort and the quality of the majority of the teaching.<br />
Access to the University of Oxford, world-class research groups and excellent placements. <strong>The</strong> small size of the course is<br />
also very important.<br />
<strong>The</strong> people - everyone on the course has been warm, kind and thoughtful. <strong>The</strong> teaching has generally been excellent and I<br />
always enjoy teaching days.<br />
Meeting and spending time with other trainees. Placements for me are also enjoyable.<br />
It is a really supportive course with teaching from experts in different fields. <strong>The</strong> links with Harris Manchester college are<br />
a bonus and you get to go to Oxford balls!<br />
Placements are a real strength, and my personal experience of placement supervisors. A genuine focus on professional<br />
and personal development of individual trainees. <strong>The</strong> set-up of the course enables good theory-practice links. Personally<br />
the seminars from the academic syllabus in particular have been outstanding i.e. “clinical seminars” (reflective/systemic<br />
discussion and formulation of clinical cases) and “ethical issues seminars” (accounting for wider context and issues).<br />
In addition to the teaching and training experience on the whole, we have a small cohort and therefore have a good supportive<br />
network and group of friends!<br />
Friendly and supportive atmosphere contributed to by other Trainees and the staff team. <strong>The</strong>re are several points throughout<br />
the year where the course meets as a whole (all years and staff) and these help foster a sense of “belonging” and<br />
being an individual on the course, not just a cog in a machine.<br />
<strong>The</strong> rest of my cohort - everyone is awesome and we get on very well. <strong>The</strong> other years are pretty good too! It’s a very friendly<br />
course.<br />
Probably the quality of the placements, teaching and of course, the cohort! Oxford is a fantastic place to study and has<br />
the added benefit of being linked to a college, for more of a University experience!<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 385
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Placements and the support of my cohort and the course staff.<br />
I think the size of the course; it is small enough to really get to know most people in the course and having a small<br />
enough cohort that we all know each other well.<br />
<strong>The</strong> cohort! <strong>The</strong> medium size of 15 in my year is really good for having a range of people to turn to, learn alongside, and<br />
become friends with.<br />
<strong>The</strong> cohort is an excellent support. Learn a great deal on placements and get to work with interesting people every day.<br />
I like being in a smaller cohort.<br />
Staff and trainees! <strong>The</strong> people here are fantastic and the sense of comfort in the building - really knowing each other and<br />
really feeling at home here (to pop in and out on weekends etc.) has been a huge benefit to my experience here.<br />
I also really appreciate the attention to detail with the academic programme - a great deal of thought goes into reviewing<br />
it, and this dedication to the programme is manifested in the commitment that both trainees and lecturers display in<br />
terms of attendance and quality of teaching!<br />
This is hard, I like so much of it! I think the small cohort size is a huge bonus. A lot of our learning during teaching<br />
occurs from listening to each other experiences and working together on small group tasks. In addition, the small size<br />
enables strong friendships between all members to occur meaning we have made some life-long friends!<br />
Get great teaching from world leading clinicians. <strong>The</strong> leadership module is run in conjunction with the business school.<br />
Really good placements around the area as well. Lots of really high quality and innovative services offering placements.<br />
Access to all the fantastic opportunities in the University (research, seminars, socially etc.)<br />
Having a job where the purpose of it is to learn stuff all the time! But the best bit is sharing the experience with 16 other<br />
wonderful people! We all support each other and it’s great to have a small cohort as everyone knows each other.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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<strong>The</strong> only thing I would say is that the course have a tendency to micro-manage slightly. This doesn’t really bother me as<br />
I’m generally quite laid back but I think some people find this challenging.<br />
Obviously don’t have anything to compare to but would definitely recommend <strong>The</strong> Oxford course.<br />
I would recommend potential trainees think about living in or around Oxfordshire to allow convenient access to the University<br />
as well as placements. If you are interested in learning about and applying CBT whilst integrating some ideas from<br />
other models/approaches then Oxford may be the course for you.<br />
All in all an amazing course. I wouldn’t have gone anywhere else and it’s been a wonderful 3 year journey.<br />
If you don’t want a very heavy CBT focus I wouldn’t advise coming here and there isn’t much opportunity to think about<br />
social constructionist and community psychology models. <strong>The</strong> course could really balance out the type of teaching. <strong>The</strong>re<br />
isn’t a big enough focus on cultural and social contexts and factors - one short modules isn’t enough and individual lecturers<br />
barely bring this into teaching. <strong>The</strong> role of psychology in politics and social change could also be included into the<br />
leadership modules.<br />
Focus is largely on CBT and systemic. <strong>The</strong>re is not a great deal on social-constructionist and community Psychology or<br />
wider NHS/Socio-political context. Other approaches also have received minimal focus (CAT, DBT, CFT, and Schema Focused<br />
<strong>The</strong>rapy); although there are opportunities during some placements to explore these approaches more.<br />
It’s not “harder” because it’s Oxford - all DClinPsy courses are hard! Don’t let the name put you off!<br />
<strong>The</strong> course could benefit from better communication at times, there are lots of competing demands and I feel that sometimes<br />
staff members forget this.<br />
I would highly recommend the Oxford course.<br />
I think the teaching could be improved by reflecting a bit more of the complexity in clinical work and I would personally<br />
have liked a bit more teaching on social constructionist approaches and wider issues of the social/political context and<br />
how this influences difficulties.<br />
<strong>The</strong> course would benefit from teaching more trans diagnostic skills rather than arranging modules (especially CBT in first<br />
year) according to diagnostic labels.<br />
I think there should be much more focus on diversity, and I think the lack of social constructionist thinking on the course<br />
- combined with the impact of being located in an area of academic and societal privilege - means that I think this is an<br />
area that requires more conscious focus and consideration within the syllabus and structure of the course e.g. in assignments<br />
and reflection etc.. (However, I do think there are various initiatives on the course that are helping with this, including<br />
the access and outreach group). I also think that whilst the current service user and carer input is invaluable, we<br />
could go much further with this! <strong>The</strong>se perspectives and individuals should be more integrated into teaching, recruiting<br />
trainees, and generally considering how we can move more towards empowerment and away from ‘treatment’.<br />
386 British Psychological Society
University of Oxford<br />
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I think there are benefits to it being ‘Oxford’ in that we often have excellent lectures from prominent voices in the field<br />
and many of the course team are also well-known experts in their clinical/research area. This can make it a very exciting<br />
place to study. However, at the same time I think historical relationships are very important to the course so they will often<br />
continue to invite teachers who have had poor feedback year after year apparently in order to avoid severing the relationship.<br />
I feel that this is at the cost of the trainees experience and an unethical use of NHS time and money. Thus, I think<br />
the teaching overall could be far improved.<br />
<strong>The</strong>re is a lot of support to complete your research assignments but if you are not confident in research methods at the<br />
start, I don’t think the teaching is very good so assignments might be challenging. I certainly have not learnt anything to<br />
date that was not covered in more depth in my masters and may be even my undergraduate degree. Research teaching is<br />
sporadic throughout the three years and there seems to be more emphasis on giving us tasters of research methods rather<br />
than really developing our skills. I am aware that this has been highlighted and the course plan to consider how the<br />
research modules can be improved. It may be worth investigating the progress with this when applying.<br />
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Having the choice again, I would definitely still choose Oxford. I find the course to be really supportive.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
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Interview and Group Task<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Year 1: 2 days (14hrs) per week + 4 week Full<br />
Time induction block (140hrs), Year 2: 1 day<br />
(7hrs) per week + 2 x 1 week full time blocks<br />
(70hrs) , Year 3: 1 day (7hrs) per week for 2 terms<br />
+ 1 week FT block (35 hrs)<br />
Placement<br />
3 days per week<br />
Personal Study 1/2 day a week in placement time plus - Year 1: 1<br />
day/week outside term-time + 10 extra days, Year<br />
2: 1 day week + 10 additional days, Year 3 - 1 day/<br />
week Term 1&2, 2 days/week Term 3 + 20 additional<br />
days<br />
Research<br />
Included in above<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 0%<br />
Other 0%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 387
University of Oxford<br />
Does your course have a requirement for trainees to undertake the following?<br />
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90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
388 British Psychological Society
Plymouth University<br />
20 responses (49% of 41 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
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90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 389
Plymouth University<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 65%<br />
MRes 0%<br />
Diploma 5%<br />
Post Graduate Certificate 40%<br />
Conversion course 5%<br />
None 10%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
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90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 75%<br />
Assistant Psychologist non NHS 45%<br />
Voluntary Assistant Psychologist in NHS 50%<br />
Voluntary Assistant Psychologist non NHS 10%<br />
Research Assistant 35%<br />
Voluntary Research Assistant 10%<br />
Healthcare Assistant/Support Worker 35%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 25%<br />
Other 35%<br />
390 British Psychological Society
Plymouth University<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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I found the day of the interview pleasant! It was well organised, calm and I appreciated having trainees present, both to<br />
discuss concerns and to talk to someone who wasn’t preparing for an interview to just have a chat with.<br />
Friendly and supportive staff team and trainees.<br />
<strong>The</strong> interview process at Plymouth was supportive and didn’t feel anxiety provoking at all. Both the staff and the trainees<br />
at interview were really friendly which helped calm any nerves.<br />
Really pleasant experience (ignoring my own anxiety!). It felt like the course was selling itself to you which was really nice.<br />
Lots of trainees around to talk to and lunchtime presentation from course team and trainees. All questions were manageable,<br />
nothing to throw you off.<br />
It was a very welcoming day; the current trainees were there to chat to us and answer any questions that we had. <strong>The</strong><br />
course team gave a brief talk to give an overview of the course and the current trainees introduced their experience of<br />
being trainees at Plymouth University. Overall it was as enjoyable as interviews could possibly be!<br />
<strong>The</strong> Plymouth interview was really pleasant. <strong>The</strong> current trainees were there for support and very positive and helpful.<br />
All staff members, including the administrators, the head of department and interviewers were very friendly. I liked the<br />
vignettes that seemed really related to real clinical work. It felt OK to be myself, I was encouraged to take my time when I<br />
stumbled over some questions.<br />
I felt extremely anxious but found the course team and current trainees to be hugely reassuring and put me at ease.<br />
<strong>The</strong>re was a free lunch and lots of informal time to talk to current trainees. I think it helped that the staff team were<br />
dressed as smart-casual rather than in suits. It felt like they were doing all they could to put us at ease.<br />
“Very inviting and friendly atmosphere.<br />
Current trainees were there to welcome us and support us on the day which enabled me to feel more relaxed and to talk to<br />
somebody in between my interviews.<br />
My impression of Plymouth was that it was accepting of diverse applicants.”<br />
Plymouth provides trainees with vignettes and the first few questions so you go in to the room knowing a little bit about<br />
what to expect. <strong>The</strong> day is generally run very smoothly with lots of trainees on hand to answer questions. Lunch is provided<br />
and over lunch the course team do a little presentation about the programme. <strong>The</strong> interview panels tend to be very<br />
warm and ask relevant questions that aren’t designed to trip you up. <strong>The</strong>y’re usually a mix of course staff, local clinicians<br />
and service users.<br />
<strong>The</strong> course staff and trainees were very welcoming and reassuring during the interview day. <strong>The</strong>y were friendly and I felt at<br />
ease quickly despite my nerves about the interviews. <strong>The</strong> ethos and values of the course are represented in the trainees.<br />
We were given lots of information of the interview process beforehand so it felt like I had a fair understanding of what<br />
would be expected of me. <strong>The</strong>re were current trainees waiting with us, who were great at making you feel calm and<br />
distracting you from your anxieties; I think that helped us to feel comfortable with other candidates so it didn’t feel like a<br />
competitive environment.<br />
Thoughtful, person centred and reflective.<br />
I thought the reception at the interview day was very warm and friendly. <strong>The</strong>re were lots of people around including current<br />
trainees and other applicants and I felt like the atmosphere was reasonably relaxed considering the context. <strong>The</strong>re were two<br />
interviews plus a written task in my year and I thought this was about right in terms of the demands placed on me during the<br />
day. <strong>The</strong> style of interviewing was very encouraging. I felt like the interviewers wanted me to do my best, rather than put me<br />
on the spot. <strong>The</strong>re was also a service user on the panel of one of my interviews which was encouraging to see.<br />
Extremely warm and friendly. Felt they wanted the best out of me rather than intimidating me. Nice to have current student<br />
there to speak to and ask questions and seemed well organised.<br />
Information about the process of the interviews was sent in advance, along with details of a paper to read for discussion.<br />
<strong>The</strong> staff organising the interviews on the day were very friendly, helpful and supportive, which eased my anxieties, as well<br />
as having time to speak with trainees from the course. I was very grateful for the lunch time talk from the course team<br />
and trainees, and this made me realise that this was the course I really wanted to be on. Whilst interviews are stressful<br />
and anxiety provoking, I found the staff and service users on the panels to be very supportive in helping me perform at my<br />
best and very much tried to put me at ease.<br />
<strong>The</strong> academic interview was very different to all other interviews I did - much more focus on theory rather than research.<br />
<strong>The</strong> clinical interview was nice - they panel were friendly and asked nice questions.<br />
I thought the interview was a welcoming process.<br />
<strong>The</strong>re were 2 interviews and each had a vignette to read beforehand and some questions linked to it to be answered in the<br />
interview. <strong>The</strong>re were 3 people on the panel which felt manageable. Trainees from the course joined us for the day and did<br />
a presentation so we could get more of a feel for the course which was really helpful.<br />
I enjoyed it. It was challenging but if you prepare it should go okay<br />
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Plymouth University<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
392 British Psychological Society
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
Plymouth University<br />
<strong>The</strong> course focuses more on therapeutic skills which go across the board rather than a heavy input in any one particular<br />
therapy. You gain a lot of these skills when out on placement, which can be dependent on your supervisor’s preference.<br />
I think the topics covered are balanced in relation to the time devoted.<br />
I feel that the CBT teaching quality is not on par with other strands covering other psychological models. It is fantastic<br />
that we receive a foundation certificate for family therapy in our first year which provides us with skills for our first placements.<br />
Our course is also reflective throughout and encourages lots of interactive forms of teaching; trainees themselves<br />
are invited to co-teach with the lecturers. In Cornwall placements, it seems that CAT is a ‘hot topic’ so more teaching<br />
would be welcomed earlier in the academic year. Overall I feel that a social inequality underpins the teaching we receive -<br />
which is so important in this current political climate.<br />
This is a place to think critically and freely about current issues.<br />
I feel we ought to have more CBT because this is expected of Clinical Psychologists working within adult mental health<br />
settings, however, I prefer that there is less time devoted to CBT as we’re not training to be CBT therapists.<br />
<strong>The</strong> systemic and psychodynamic teaching on the course is very good<br />
<strong>The</strong> focus of the year’s changes. I’m in year 1 and we’ve completed the foundation course in family therapy and have<br />
teaching on psychodynamic, CBT and community psychology.<br />
<strong>The</strong> course focuses on systemic therapy but we also have excellent psychodynamic teaching, neuropsychology teaching<br />
and social inequalities/community psychology. <strong>The</strong> CBT teaching is there but isn’t a priority.<br />
We get a lot of teaching on systemic; though we have a few days on CBT it hasn’t felt like we have had enough to use on<br />
placements.<br />
I chose this course for its social constructionist and systemic orientation and the weight this is given suits me well.<br />
<strong>The</strong>re has been a little less focus on clinical skills teaching than I might have liked. I think the courses emphasis is on<br />
getting core philosophy and orientation covered in the first year and then clinical skills are focused on more in the second<br />
plus on placement; however I feel I could have been more useful on placement with a bit more time spent on practicing<br />
clinical skills.<br />
Also I think the emphasis is away from the more branded therapeutic approaches towards a more social constructionist<br />
perspective (not that they are exclusive), but I think the philosophy is geared away from the more individualistic approaches<br />
to psychology with a focus on systemic and social inequalities formulation.”<br />
Whilst Plymouth is perceived to be a very systemic course, we do have good teaching in other core models and approaches,<br />
and specialist placements are available in some models in 3rd year.<br />
Too much time devoted to CBT - its a shame this is a requirement for the BPS. It would be nice to have some teaching on<br />
other approaches, such as ACT, Schema <strong>The</strong>rapy and DBT<br />
<strong>The</strong> course isn’t geared towards using CBT so the teaching on this is quite limited<br />
We would benefit from more and better CBT teaching. I would suggest external speakers who know what they are talking<br />
about and can explain things in an easily accessible way.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable at <br />
this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 393
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Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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We have a block teaching period you so start your placement with knowledge. I’m not sure we can ever be fully prepared;<br />
you just don’t know what to expect one placement to the next.<br />
In addition to the teaching block before placements begin, we also have a clinical tutor that we can contact.<br />
As a first year trainee, it can feel overwhelming and as if you are de-skilled; I felt that the course team gave a lot of reassurance<br />
that we are not meant to know everything and a focus on the wider systems in the first years enables you to think<br />
about the client and how their difficulties are framed by this wider system. Constant contact with our clinical placement<br />
tutor, alongside twice yearly group tutorials means I feel well supported and I would have someone to speak to if I had any<br />
concerns.<br />
I felt very satisfied though this may be more to do with my Pre-training experience than how the course prepared us. If<br />
anything, I found the induction days at the start of placement a little sporadic this meant that becoming integrated into a<br />
team and getting started felt a little slow.<br />
Teaching can never truly prepare you for the realities of going on placement and working with people and I’ve found that a<br />
lot of my learning has come from being on placement.<br />
We’re prepared generally but not specifically to the area you’re going (e.g. child LD, paediatrics) so that means you have<br />
to do extra reading on top of the teaching. That’s in line with the adult learner model though and means you can focus on<br />
what is useful for your placement.<br />
We all met with our supervisors before starting placement, so it was good to have a bit of contact. I think it is difficult for<br />
us all to be prepared as there is such a variation in the type of placements that people have.<br />
Placement is where the most learning occurs - it is hard to be prepared for everything but that is part of the process.<br />
A little more time on clinical skills would be helpful, time to practice in session.<br />
Great choice of placements not far from the city centre.<br />
Preparation for placements I don’t think has been great. I had a difficult experience on placement where I felt extremely<br />
let down by the course and the placement supervisor. I feel that I was not given sufficient support to reflect and repair on<br />
a major rupture with my supervisor which left me feeling victimized and blamed. <strong>The</strong> course would benefit from adapting<br />
the way they train and support supervisors and how they overcome challenges within placements.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
394 British Psychological Society
Plymouth University<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 395
Plymouth University<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
396 British Psychological Society
Plymouth University<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
26% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 397
Plymouth University<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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Managing all elements of the course is difficult.<br />
<strong>The</strong> commuting can be difficult and tiring due to covering a large rural area.<br />
<strong>The</strong>re are lots of deadlines in the first year, so I have found that it is important to be organised as it would be easy to<br />
become overwhelmed. <strong>The</strong> course team are always on hand for support if you do need help which is great<br />
Being a student as well as an employee can mean lots of juggling and a honing of your organisation skills. <strong>The</strong> Disability<br />
Advisory Service at University used to outsource their support, due to external factors, they are doing more in-house but<br />
this has not been an easy transition.<br />
Managing the balance between home life with small children and training demands. <strong>The</strong> course has been excellent in<br />
helping me with all that has come up. My training schedule is now more personalised to what is realistic to my life. With<br />
this training has stayed enjoyable.<br />
No<br />
Training is demanding! Plymouth are very supportive and thoughtful about the timing of assignments. Generally it’s busier<br />
around deadlines but that’s to be expected.<br />
No, the course is well-established and therefore seems very well balanced and supportive.<br />
<strong>The</strong>re is a fair amount of coursework in the first year but I have not found this too overwhelming with a good amount of<br />
study days.<br />
<strong>The</strong> nature of any course like this is that it is demanding. I have found looking into my own self, my biases, assumptions<br />
and experiences challenging - however this course is very reflective and encourages this and I believe that this is necessary<br />
in becoming a self aware practitioner.<br />
I think the course is pretty well balanced in terms of workload. Occasionally I feel like I could do with more study days.<br />
I have a physical injury to my back and neck, and found adapting to sitting in lectures all day and taking notes physically<br />
demanding. <strong>The</strong> course responded excellently to meeting my needs and ensuring reasonable adjustments following guidance<br />
from the disability service. <strong>The</strong>y have arranged specialist chairs for me to use in lectures and on placement, tried to<br />
find placements which require less driving/travel, and have supported me in getting lecture notes in advance so I can use<br />
assistive software<br />
Year 1 places a lot of focus on academic development, so there are a lot of assignments and course work, which was difficult<br />
to juggle alongside placement work.<br />
Problem Based Learning is a difficult experience, and always seem to be that way, mainly due to group dynamics. I’m not<br />
sure this aspect of the course is well managed by the course team.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 95%<br />
“Buddy” 89%<br />
Manager 26%<br />
Placement Supervisor 95%<br />
Librarian 37%<br />
Professional Mentor 58%<br />
Personal Tutor 79%<br />
Research / <strong>The</strong>sis Supervisor 89%<br />
Independent personal advisor 0%<br />
Other 16%<br />
398 British Psychological Society
Plymouth University<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
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Due to financial constraints, outside the courses control, there have been some changes to staffing and as a result this<br />
has, understandably, had some impact. However, I think that the course team have overcome the difficulties and dealt<br />
with them effectively.<br />
<strong>The</strong> course team have been very supportive and available whenever I have needed help<br />
It has not been easy to get hold of the course team at times due to staffing shortages, but they are aware of this and<br />
working towards making this more efficient. However, having said that, they are extremely good at organising meetings if<br />
needed i.e. to support me with my disability.<br />
Although the Plymouth team has reduced significantly over the last years, loosing some really amazing team members,<br />
and leaving the team quite stretched, I feel that I am supported whenever it is needed. Quite amazing.<br />
It has been a little difficult getting hold of my internal research supervisor at the beginning but no there are no problems.<br />
I have found the course team to be very promt and supportive, I feel we have a good relationship.<br />
<strong>The</strong> staff are highly supportive and this is a huge credit to the course. <strong>The</strong>y are under pressure but always make time to<br />
meet you discuss personal/professional issues and are very understanding to the realities of having a life whilst on the<br />
course.<br />
At times the teaching has been quite emotive, but I have felt well supported by the staff team to manage this. I have<br />
found that the course have been receptive to listening to some of our views about how to improve the support the course<br />
provides including more reflective practice. I have had a few personal difficulties and found my academic and clinical<br />
tutor really good at meeting up and are very thoughtful about any difficulties.<br />
Overall great. Fellow trainees also offer a lot of important support.<br />
Plymouth is the type of place where you can get to know the staff at a human level and I feel like most of them would go<br />
out to bat for you if the chips were down.<br />
Excellent and I would not have managed to complete the course without this. My academic and clinical tutors have been<br />
particularly supportive, and always ensure I know they are there if I need anything. I am extremely grateful for their practical<br />
support and guidance.<br />
We have personal tutors, clinical tutors, research supervisors, and professionals’ mentors, so there are lots of people available<br />
to draw on for support.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 399
Plymouth University<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
400 British Psychological Society
Plymouth University<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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Placements supervisors are extremely supportive of learning needs and styles. Having space to think about learning and<br />
trying to overcome any difficulties that may arise.<br />
Each of my placements has enabled me to develop both personally and professionally. I hope that post qualification I<br />
will be able to continue working with the colleagues that I have begun to develop working relationships with as they have<br />
inspired and supported me through my training.<br />
Placements to date (Children and Adult Services) all have had brilliant and experienced supervisors; colleagues have<br />
mostly been supportive, especially around my deafness needs, and I feel I have grown a great deal in the last 19 months<br />
since starting the course - I have been nurtured as well as pushed when necessary and my learning curve on placement<br />
has been steep.<br />
I keep coming across clinical working areas that are really not very therapeutic and it is a shame how NHS spaces are<br />
really not good enough (chipping paint, not enough clinic rooms, poor sound proofing, not closing doors; list is long). I<br />
have also become less tolerant about ‘hot-desking’ where there are not enough computers for staff teams, no good storage<br />
spaces for important clinical notes, etc.<br />
I have found all placements to be suited to my needs and all supervisors have been excellent.<br />
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Plymouth allocates placement areas so the majority of placements will be within a specific geographical area (Cornwall,<br />
Plymouth, South Devon or Exeter). In interview you are able to rank your preferences and in my year everyone got their<br />
first or second choice. In the first year the placements are decided for you on the basis of your Pre-training experiences. In<br />
the second year there is more flexibility and in the third year placements can be interest based.<br />
Can be a lot of travelling but that’s the reality of working in Devon/Cornwall.<br />
We are allocated a placement area, though one placement has been out of area due to shortfall in placements. Coming up<br />
to second year we have more control and say over the placements that we get so that they are more inline with our learning<br />
needs and own personal interests; though this was not possible in the first year - simply because placements have to<br />
be organised before we start the course. <strong>The</strong> course does allow us to buddy up with other trainees so that we can spend a<br />
day in different services which may interest us.<br />
I’ve found that my supervisors have a fondness for the course, and a sense of commitment towards trainees to do the best<br />
by me. I have only had two so far but they have both been highly competent professionals and very caring people.<br />
<strong>The</strong> choice of third year placements was great and my clinical tutor spent time helping me reflect on my experiences and<br />
competencies achieved thus far, and really think about how to maximise my learning from my final placements.<br />
Really enjoy both my placements, the supervision is great and I do a wide variety of work on each placement<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 55%<br />
No 20%<br />
Don’t know 25%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 15%<br />
No 75%<br />
Don’t Know 10%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in Exeter, Torquay, Plymouth, Cornwall, Truro and South Devon.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 20%<br />
No 65%<br />
N/A at this time 15%<br />
402 British Psychological Society
Plymouth University<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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We stay away from home during teaching blocks and are put up in a B’n’B. I think it’s always going to be hard to have a<br />
perfect work life balance on the Doctorate programme.<br />
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I use my study days effectively in order to try and manage my work life balance.<br />
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Around times of deadlines, the balance can shifted more towards work, being a student - I rely on the timetable to give<br />
me the time that I need but sometimes it’s just not enough.<br />
<strong>The</strong> course is really helping keep a very good balance and I enjoy choosing from the ‘learning buffet’ rather being expected<br />
to know it all.<br />
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It gets busier around deadlines but that is to be expected.<br />
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I have been able to have a surprisingly good work life balance and I’m so happy about that. Occasionally I have to work<br />
evenings and weekends when deadlines are approaching but it’s been okay so far.<br />
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It is what you make of it!<br />
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Most of the year is pretty good for keeping work 9-5, but there are some times when this isn’t possible. If you have heavy<br />
social commitments these can be tricky but are very possible and the course is very supportive.<br />
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It can be very difficult at times, but the course do encourage to maintain work life balance.<br />
You need to be organised but it’s manageable.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
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Do you have any comments about your financial quality of life?<br />
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Cornwall has plenty of places to explore for free<br />
I think Plymouth is probably one of the easier places to get by financially.<br />
What would you say is your favourite aspect of your course?<br />
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<strong>The</strong> small cohort develops into a support group where we can develop together and guide each other through difficult<br />
times.<br />
I can’t name just one as I it has all been an enriching experience. However, I suppose the ethos of the course is not only<br />
the reason I wanted to study at Plymouth, but also shaped my experience.<br />
<strong>The</strong> teaching has been great, with some fantastic speakers and being able to have such a great work life balance is better<br />
than I thought would be possible on the course<br />
My cohort - without a doubt.<br />
I LOVE the orientation of the different staff team. Everyone appears enthusiastic about their area of expertise and we<br />
get to share it with them. I also love that the course is about the community, the person in relation to others rather than<br />
looking solely at the individual.<br />
<strong>The</strong> teaching staff and critical, reflective, social constructionist approach.<br />
My fellow trainees<br />
<strong>The</strong> placements I have had<br />
<strong>The</strong> balance of teaching and placement.<br />
<strong>The</strong> course team are really supportive and I feel like they want to know who we actually are. <strong>The</strong>y also have good links<br />
with placement supervisors who seem to really like having Plymouth trainees with them.<br />
<strong>The</strong> opportunity to think reflectively and reflexively about the relationship between personal and professional. <strong>The</strong> course<br />
ethos and focus on power and language is brilliant and has changed the way I see the world. My supervisors have been<br />
brilliantly skilled and thoughtful. I also really enjoy the social inequalities perspective which supports and encourages us<br />
to become political activists and agents of change.<br />
<strong>The</strong> faculty at Plymouth is packed full of very caring, real, humane people who are invested in creating an atmosphere of<br />
safety and support such that trainees can learn with a sense of fun and creativity and a focus on the important things in life.<br />
Psychodynamic teaching is excellent<br />
Reflective groups<br />
Learning systemic ways of working<br />
<strong>The</strong> passion and dedication within the course team<br />
<strong>The</strong> range and variety of teaching<br />
Opportunities to meet with other trainees from the Exeter course on some placements, and being Exeter/South Devon<br />
based, having opportunities to socialise with Exeter trainees too”<br />
<strong>The</strong>ir focus on social constructionism and community psychology<br />
<strong>The</strong> critical nature of the course team makes it OK to be different and to ‘think outside of the box’ which I really appreciate.<br />
<strong>The</strong> variety of work I’ve been able to get involved in, ranging from seeing people individually to offering reflective groups<br />
to staff in a homeless shelter.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
Overall, the course is very responsive to suggested change and development.<br />
Read about the course, speak to present and current trainees to make sure it is the right place for you (do this for the<br />
other universities that you are thinking about applying to). At Plymouth we are more that happy to be contacted; I have<br />
arranged to meet with a potential trainee as she would like to learn more about the placement base before she accepts her<br />
offer. Good Luck and all the best with your applications/interviews.<br />
If you have a disability, make it known as early as possible, even if you haven’t applied yet, so you can meet the disability<br />
service and other disabled trainees. This is also applicable for those with a BME - there may be a perceived lack of diversity<br />
and culture here in the South-West but there is plenty of diversity here. Feel free to contact us trainees to find out more<br />
More time for reflecting together.<br />
404 British Psychological Society
Plymouth University<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Two interviews assessing clinical, academic and reflective strengths<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
Blocks in year one and two and intermittent throughout<br />
Not stated<br />
Not stated<br />
Not stated<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 405
Plymouth University<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
406 British Psychological Society
Queens University Belfast<br />
6 responses (18% of 33 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 407
Queens University Belfast<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 83%<br />
MRes 0%<br />
Diploma 33%<br />
Post Graduate Certificate 33%<br />
Conversion course 17%<br />
None 0%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 67%<br />
Assistant Psychologist non NHS 17%<br />
Voluntary Assistant Psychologist in NHS 33%<br />
Voluntary Assistant Psychologist non NHS 17%<br />
Research Assistant 17%<br />
Voluntary Research Assistant 33%<br />
Healthcare Assistant/Support Worker 33%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 17%<br />
Other 50%<br />
408 British Psychological Society
Queens University Belfast<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Well organised and a warm welcome from staff and current trainees.<br />
It was ok, the course had trainees available to chat with interview candidates which eased tensions somewhat<br />
Great. Long day but very fair.<br />
<strong>The</strong> full day was exhausting but it was good to have it done in one day rather than having to keep coming back for different<br />
parts of the assessment.<br />
It was a long process but I felt I was given different opportunities to show my experience and who I am as a person professionally<br />
and personally.<br />
Very supportive. Trainees were on hand to help calm nerves and interviewing technique made the process less anxiety<br />
provoking. I felt like interviewers just wanted to get to know me as a person in the personal interview, which was nice.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 409
Queens University Belfast<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
■■<br />
■■<br />
Covering so many areas can feel cursory at times and that there is more breadth than depth to the teaching<br />
<strong>The</strong> quality of some of the teaching is not as good as previous courses such as my MSc.<br />
■■<br />
Queens devotes a lot of time to a range of different therapies and reflective practise, which is great. I really enjoyed the 8<br />
week experiential Mindfulness course run in 1st year.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
Our views on where we would like to go are taken into consideration. I have felt fully supported by all my placement tutors<br />
in setting up placements and supporting me on placement.<br />
410 British Psychological Society
Queens University Belfast<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 411
Queens University Belfast<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
412 British Psychological Society
Queens University Belfast<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
None of the individuals surveyed considered themselves to have a disability.<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
Year 2 has been particularly demanding due to the dual requirements for large scale research and academic coursework/<br />
exams<br />
<strong>The</strong>re can be significant time demands with the research element of the course to ensure research portfolio is submitted<br />
at end of April for June viva<br />
Balancing placement and different deadlines. <strong>The</strong> on-going nature of the large scale research project is tough.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 413
Queens University Belfast<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 83%<br />
“Buddy” 33%<br />
Manager 17%<br />
Placement Supervisor 100%<br />
Librarian 17%<br />
Professional Mentor 0%<br />
Personal Tutor 67%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 0%<br />
Other 17%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
As part of the course the trainees take part in psychodynamic ally oriented personal awareness groups and these are a<br />
great resource for personal awareness, reflection, self-discovery and group support.<br />
I have received good support when I have sought it however there is always an awareness of the power differential between<br />
staff and trainees and seeking support can be a worrying time as you are unsure of how this will be viewed.<br />
■■<br />
<strong>The</strong> emphasis is placed on the Trainee with not a lot of support from staff.<br />
■■<br />
<strong>The</strong> Queens staff team are a really lovely group of people and always make time for you when you need their support.<br />
414 British Psychological Society
Queens University Belfast<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest Experience needs Competency needs Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 415
Queens University Belfast<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 100%<br />
No 0%<br />
Don’t Know 0%<br />
416 British Psychological Society
Queens University Belfast<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 17%<br />
No 83%<br />
Not Applicable 0%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live in and around Belfast.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 33%<br />
No 50%<br />
N/A 17%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
Being a wife and a parent of young twins helps me to maintain a work life balance and helps to put the course in perspective<br />
as part of my life, but not my whole life<br />
At times the balance is heavily weighted on work particularly in third year due to the demands of the research portfolio<br />
<strong>The</strong> course has peaks and troughs of business - at times my workload is very busy and other times I have a better work life<br />
balance.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 417
Queens University Belfast<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
Childcare is subsidised at Queens with high quality crèche provision, making it more financially possible to do the course<br />
whilst paying for two full time crèche places<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> focus on reflective practice<br />
<strong>The</strong> personal awareness groups which are mandatory on our course, facilitated by a group therapist<br />
Integrative approach<br />
<strong>The</strong> excellent teaching and the high quality supervision I have received on placement.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Interview<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
6 week block the one day per week<br />
3-4 days per week<br />
1 day per week on occasions<br />
Not stated<br />
418 British Psychological Society
Queens University Belfast<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 419
Royal Holloway<br />
23 responses (26% of 87 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
420 British Psychological Society
Royal Holloway, University of London<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 9%<br />
MA 4%<br />
MSc 65%<br />
MRes 4%<br />
Diploma 4%<br />
Post Graduate Certificate 13%<br />
Conversion course 9%<br />
None 17%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 83%<br />
Assistant Psychologist non NHS 13%<br />
Voluntary Assistant Psychologist in NHS 48%<br />
Voluntary Assistant Psychologist non NHS 9%<br />
Research Assistant 43%<br />
Voluntary Research Assistant 17%<br />
Healthcare Assistant/Support Worker 57%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 26%<br />
Other 26%<br />
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<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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I found the interview process to be quite friendly and unintimidating. I don’t think they are looking to catch you out; they<br />
try to help you to do your best. I had one research interview and one clinical interview, and for both I had two interviewers.<br />
Both interviews were relatively short. We had clinical vignettes to prepare for the clinical interview; again, this was not<br />
an intimidating experience.<br />
My impression is that the interview questions don’t change much from year to year, which means it is very much worth<br />
finding out what they asked last year and preparing accordingly. In my opinion this unfairly disadvantages people without<br />
‘contacts’.”<br />
Fairly straight forward and well structured, though I was asked to manage my own time in the interview with regards to<br />
length of questions. Otherwise, seemed open to getting the best out of you.<br />
I found the interview process to be friendly and the course seemed to be making it as relaxed as possible. <strong>The</strong>re were current<br />
trainees around to ask questions. You had a clinical and research vignette before each interview, for which you were<br />
given plenty of time to prepare in a quiet room.<br />
I found the interview experience quite positive. <strong>The</strong> second year trainees were really friendly on the day which helped to<br />
put me at ease. <strong>The</strong> interview process was clear. I knew there would be a clinical interview and a research interview with a<br />
vignette for each. <strong>The</strong>se were given to us on the day and there was a big room for a group of us to quietly read the vignette<br />
and prepare. <strong>The</strong> interviews themselves were quite brief (20 minutes each) and I liked that some of the questions were<br />
based on the vignettes.<br />
It was quite relaxed. We had plenty of time to prepare beforehand and there were no trick questions, they seemed to just<br />
want to get the best out of us.<br />
I found the interview process at RHUL really positive. <strong>The</strong>re were two interviews: a clinical and a research one. For each<br />
there was a vignette to look at and prepare before going which helped give you time to think. <strong>The</strong> interviews felt like a<br />
fair assessment of the necessary skills you’d need for training, nothing to trick you up and not too difficult to prepare for.<br />
Before and after each interview there were lots of current trainees around to talk to and who were really friendly, which<br />
helped to put at ease. <strong>The</strong> whole process felt friendlier and fair compared to other interview experiences.<br />
<strong>The</strong> interview was as nice an experience as an interview can be! I was there for half a day with two 20 minute interviews<br />
(one clinical, one research). Both panels were friendly and I felt like they wanted me to do well. <strong>The</strong>re were also ‘buddies’<br />
from the current first year who were helping out on the day and who we could chat to or ask questions.<br />
Really nice! <strong>The</strong> questions were straightforward and it felt like they really wanted to get the best from you rather than<br />
trying to trick you. <strong>The</strong> clinical interview was quite short (20mins) so I felt that I didn’t really get to say as much about my<br />
experiences as I would have liked. I really liked the way there were current trainees around who you could talk to about<br />
the course and their experiences. <strong>The</strong>y were all really friendly and positive about the course which gave me a very good<br />
impression.<br />
Friendly and straightforward. Good information provided about what to expect.<br />
<strong>The</strong> Royal Holloway interview seemed fair and straight forward. One clinical one, where you get a clinical vignette to<br />
prepare for, then a research one where you have a research vignette to prepare for (designing a study). Some of the interviewers<br />
were friendly but others were more straight faced, don’t let that throw you off though! Each interview was only 20<br />
minutes and you had to keep track of time, which I found difficult and definitely ran over! <strong>The</strong> waiting room is meant to<br />
be supportive and relaxing with trainees around, but I actually found the atmosphere a bit tense, may be an idea to go for<br />
a quick walk between interviews to clear your head. <strong>The</strong> admin staff related to admissions and interviews were lovely.<br />
<strong>The</strong> interviews were quite relaxed & not as stressful/high pressured as ones at other courses. I felt that the interviewers<br />
were trying to get the best out of me & there were plenty of people to talk to between interviews if you wanted to (I just<br />
wanted a quiet place to sit, which was also accommodated for). <strong>The</strong> interviews themselves were quite short.<br />
<strong>The</strong> interview process was transparent with no surprises. <strong>The</strong>re is a clinical interview and a research interview. You are<br />
given vignettes to choose from ahead of the clinical interview, and given time to consider how you would design a study to<br />
answer a research question ahead of the research interview. All of my interviewers were friendly and encouraging. It was<br />
reassuring and helpful to be able to chat to current trainees while waiting. My PWP training really helped with the clinical<br />
interview.<br />
I thought the interview process was fair and not too anxiety provoking. <strong>The</strong>y gave me ample time to look at through two<br />
vignettes (one research, one clinical) and had separate interviews on each with questions around them. I enjoyed that the<br />
day was run bu first year trainees as they felt close to the process and knew what it felt like to be on the “other side” so<br />
they had helpful advice.<br />
Fairly streamlined, helpful to have current trainees on hand. It was a little bit stressful because you are given a vignette<br />
before each of your research and clinical interviews, and you have to go in to a room at the right time to prepare the<br />
vignette and then have to sit in the communal room afterwards for a while until your interview without discussing the<br />
vignette with anyone.<br />
I found it quite simple a clinical part and a research part - it didn’t feel like the process was trying to catch me out<br />
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I felt that I was made to feel very comfortable during the RH interviews (well, as much as you can feel!) - in comparison to<br />
those from other courses. I felt welcome by the interviewers and found that they tried to get the best out of me, given the<br />
small amount of time we had. <strong>The</strong>re were current trainee’s on hand to talk to before the interview.<br />
Short and quite relaxed. Straightforward questions, no tricks.<br />
<strong>The</strong> interview was extremely warm and welcoming. It was clear that the course wasn’t attempting to catch you out or ask<br />
you trick questions; they were clearly trying to get the best out of you. I found it a really pleasant experience<br />
I found the afternoon less stressful than other courses. We had two interviews; one research and one clinical. <strong>The</strong>re was<br />
a mix of vignette and non-vignette questions, and it didn’t feel like they were trying to trick you. My interviewers were<br />
engaged and seemed genuinely interested in what I was saying, which made a big difference when I think back to other<br />
interviews I have been to.<br />
I did two interviews that year and I definitely preferred Royal Holloway’s approach. I felt that the course did what it could<br />
to put candidates at ease and that the interviews themselves were fairly straight forward- clinical and research vignettes<br />
followed by the usual questions. Didn’t feel that they were trying to catch me out with anything that was asked.<br />
It felt like a welcoming atmosphere from both staff and trainees. <strong>The</strong>re was enough time to prepare for vignettes, and they<br />
felt suitable. Questions in interview seemed fair and designed to get a sense of you as a person and clinician, rather than<br />
parroting out pre-prepared answers.<br />
While the experience was anxiety provoking, the interviewers were friendly and encouraging - as if they were trying to get<br />
the best out of you. Having first year trainees there on the day is a nice touch - they definitely helped me ‘regulate my<br />
emotions’ pre- and post-interview!<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
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What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
I think RH is unashamedly a CBT course, but as someone who prefers other models I have found it bearable.<br />
First year is very CBT heavy and links more to different adult diagnoses you might be working with.<br />
Second year has been a broader, with more teaching on other therapeutic models.”<br />
I have answered based on our teaching in first year. We will get more models of consultation, NHS/Social/Political, Systemic,<br />
and Neuropsychology as the course progresses.<br />
So far in the first year of training we have had 3 days of psychodynamic teaching and one or two days of systemic teaching.<br />
We’ve had one day on schema therapy which was excellent! I am hopeful that the training will cover DBT and CFT at<br />
some point.<br />
Fairly CBT heavy, but am only in the first year so hopefully there will be more systemic/psychodynamic teaching in later<br />
years<br />
<strong>The</strong>re is a lot of focus on CBT, which has been useful in preparation for placement.<br />
Very much focused on CBT<br />
So far in first year we have covered a far amount of CBT for different disorders, OCD, panic, anxiety, depression etc... I<br />
feel this has prepared me well for my first adult placement. We had some really good teaching on schema therapy and<br />
some really good psychodynamic workshops too. Looking forward to more of this.<br />
<strong>The</strong> course is predominantly CBT and systemic, although other models are covered & the course have been very good at<br />
adding in lectures requested by the cohort (e.g. narrative)<br />
CBT is the focus of much of the teaching and is very well-taught. We have also benefited from brilliant lectures on psychodynamic,<br />
systemic and schema therapies.<br />
First year is very CBT heavy, but as the course goes on other models are introduced and there is opportunity to request<br />
topics for teaching which we have done (narrative)<br />
I think the course has great systemic teaching but the second year has been very neuro-psychology focused.<br />
CBT is covered pretty comprehensively! I found that having a strong basis in CBT fitted well with our Adult placements.<br />
We’ve been fortunate enough to have received a variety of teaching from other topics outside of CBT. Schema therapy has<br />
been - by far - THE MOST interesting of all.<br />
Quite CBT heavy, but we have teaching on other models too.<br />
It is very CBT orientated. I think we would all like more focus on other approaches, there is very little awareness of social<br />
constructionism.<br />
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<strong>The</strong> course is very CBT orientated in the first year. Lots of the lectures are “CBT for...” <strong>The</strong>re are some introductory<br />
lectures for systemic and psychodynamic approaches. <strong>The</strong> course’s second main approach is systemic and a lot of this<br />
teaching is in second year I believe.<br />
First year is feeling very CBT-oriented, but I guess the relative structure of it as an approach can decrease your clinical<br />
nerves on placement. I do wish there was more social constructionist and psychodynamic teaching, but you know this<br />
when you apply to RHUL and it is the dominant model recommended by NICE anyway.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
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90%<br />
80%<br />
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60%<br />
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0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable at <br />
this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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As placements can vary, teaching might set you up better for certain placements as opposed to others, so it can be a balancing<br />
act of what information you do/don’t know before placement. But this would be the same anywhere.<br />
We have a 4 week teaching block at the beginning which prepared us well for placement. My supervisor said that trainees<br />
always seem well prepared. You also have a placement visit a couple of weeks before your placement starts which is really<br />
helpful.<br />
We had a four week induction period which allowed trainee’s to get to know each other and to practise clinical skills for<br />
the start of placement. We were also advised to make contact with our placement supervisors and organise a placement<br />
visit during this time.<br />
<strong>The</strong> induction block at the start of year 1 prepares you as well as possible for the type of knowledge and skills you will<br />
need for your first placement. <strong>The</strong>re is an assessment pass out at the end of the induction block, which is anxiety provoking,<br />
but is good preparation for starting placement.<br />
We had a month’s induction teaching block prior to the first placement which was useful. Sometimes the teaching doesn’t<br />
quite match up with what we’re doing on placements but this is pretty unavoidable!<br />
It is not always possible to have the teaching relevant to your placement before starting<br />
We have a month induction which was a great way to start the course and get to know the cohort well. <strong>The</strong> teaching in this<br />
time covered a lot of role plays and clinical skills and at the end we have a filmed pass out, one to one, with a course staff<br />
member playing the ‘client’ afterwards we receive feedback from them on our technique- this sounds scary but was actually<br />
very useful and the staff were supportive. I felt in a good place to start conducting assessments as soon as I started<br />
placement.<br />
We have opportunities to input into the process of placement selection (especially after first year) & the course do seem<br />
to try to match us with placements based on our preferences & location (although obviously this is not always possible).<br />
<strong>The</strong>re are allocated people within the department to discuss placements with & they will usually always respond offering<br />
you a meeting to discuss anything raised.<br />
<strong>The</strong>y take into consideration individual people’s needs eg. what training needs people have, where they leave, families etc.<br />
<strong>The</strong>re are also loads of great placements given that it is a London course- I think the placements are the best thing about<br />
Royal Holloway<br />
My current placement is in IAPT, whilst I’m enjoying my learning experience here, I feel ready to move on to a new challenge,<br />
but I have x2 6 month placements here. I’m hoping for more varied placements in my second year.<br />
I was prepared well for my placement and felt like I had core CBT skills to draw from<br />
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<strong>The</strong>re are some lectures which happen later in the year which you think would have been more helpful earlier on. <strong>The</strong>re<br />
is a focus on general CBT, assessment and clinical skills in the induction block so you have the basics before you head to<br />
placement<br />
<strong>The</strong> induction block helped to cover clinical skills and CBT- it’s hard to know what else they should have covered without<br />
completely overwhelming everybody!<br />
I’m not sure anything can prepare you for placements, apart from actually getting in there and doing it. However, while I<br />
understand that there is a limit to the amount of experiential learning you can do in a classroom, I think Royal Holloway’s<br />
teaching could definitely be more interactive.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
426 British Psychological Society
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
Royal Holloway, University of London<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
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How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
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0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
4% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
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Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
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20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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<strong>The</strong> first two years are intense with a large number of coursework deadlines. Royal Holloway seems to consider this some<br />
sort of test of character or ability, and so they give you more coursework than most other courses. I certainly found it difficult,<br />
and made it very hard to put 100% into placement.<br />
Not more so than any other aspects - all equally.<br />
<strong>The</strong> things you would expect: having to manage time on placement with seeing clients and finding the time for placement<br />
reading, managing multiple demands.<br />
Juggling research/assignments/placement can be demanding. You need to plan your time carefully and be prepared to give<br />
up some evenings and weekends at times.<br />
<strong>The</strong> demands have been as expected really - this is mostly around assessment and deadline periods.<br />
I found starting the first placement quite demanding and although I had previous clinical experience, I struggled with<br />
feeling a bit incompetent. My placement supervisor was really supportive with this. At times I have felt quite overwhelmed<br />
with the amount of information we are given on teaching, but this would be the same on any course. It can also be hard to<br />
balance the demands of the academic work with placement, but pays to be organised!<br />
I found the first two terms of the course were not demanding at all, despite having an essay early on. That may be in part<br />
due to my good placement and supportive supervisor so I feel no pressure there. I am feeling the demands a bit more now<br />
with two pieces of work due in and exams looming but so far as managing with study days. I am pleasantly surprised to<br />
still be enjoying my evenings and socialising at the weekend during my first year! I want to make the most of it while it<br />
lasts!<br />
<strong>The</strong> course is demanding, but I think that is to be expected of the qualification. Deadlines can bunch together & it does<br />
often feel like you’ve always got too much to do! It is manageable for the most part though, with good organisation &<br />
utilising support from others. Our cohort is very unified & this is a great source of support for me. <strong>The</strong> buddy system is<br />
not as well set up as it could be, but I think one main barrier to this is that the cohorts are rarely at the university campus<br />
at the same time. <strong>The</strong> personal tutor system works much better, although it is a small department so it may be that your<br />
personal tutor is also your MPR visitor and/or thesis supervisor and/or clinical tutor....!<br />
Managing deadlines worries about placement and exams at the end of first year. Writing first case reports and first essay<br />
was challenging as never done it before on the course, and the handbook was the only real support we go to help us know<br />
how to structure it.<br />
<strong>The</strong> commuting has been very demanding. I have also found the exam periods at the start of the summer quite difficult to<br />
juggle with placement commitments.<br />
Balancing university and placement is hard, plus the loss of 4 hours travelling to and from London twice a week, and<br />
becomes especially difficult to manage around deadline time. But otherwise, I enjoy the balance.<br />
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Travelling long distances can be time-consuming and expensive.<br />
Yes, juggling all the different demands from placement, teaching, academic workload, thesis etc. has been quite difficult,<br />
but manageable.<br />
It can be tiring at times, especially around deadlines when you are trying to juggle your academic/course, and clinical<br />
heads. However this has only been the case around deadlines so far and I have managed to maintain a work-life balance!<br />
Royal Holloway seems to have a lot more deadlines than other courses I’ve heard from. <strong>The</strong>re is a lot to think about and<br />
juggle in the second half of the first year (coursework, thesis selection, exams, placement, and lectures).<br />
This sounds clichéd, but getting the work-life balance can be a bit tricky. In our first year, its difficult gauging the academic<br />
level required so hopefully that will get better as we go. It also can feel like peaks and troughs with workload. It’s<br />
also an adjustment process getting used to being appraised/reviewed quite this often.<br />
Balancing a difficult placement with revising for looming exams<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 95%<br />
“Buddy” 86%<br />
Manager 23%<br />
Placement Supervisor 95%<br />
Librarian 14%<br />
Professional Mentor 9%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 82%<br />
Independent personal advisor 55%<br />
Other 18%<br />
How satisfied are you with the level of support you receive from:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
<strong>The</strong> course<br />
Course staff <br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
to my course<br />
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Do you have any comments on the support that you have received?<br />
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<strong>The</strong> role of the personal tutor does not seem to be valued at Royal Holloway; it is treated as a tick-box / performance<br />
review relationship, rather than one for personal support. <strong>The</strong>re are a few individual exceptions, but overall our impression<br />
is that the staff are not sufficiently supported by their managers to be able to provide this type of personal support; they<br />
are too busy or stressed.<br />
<strong>The</strong> course staff have all be very welcoming and friendly. <strong>The</strong>y encourage you to go and see them if you have any difficulties<br />
and I would definitely feel happy to do this.<br />
At times, the course has been a bit inflexible about accommodating difficulties, but the general levels of support are good<br />
if you need it.<br />
I feel very well supported. My buddy and personal tutor are always available. Have also been well supported by placement<br />
supervisors and by others on the course.<br />
Really approachable staff team.<br />
I had personal issues prior to starting, the first year clinical tutors were supportive and found me a placement close to<br />
home to help with this. I really appreciated this. My personal tutor is friendly but I have not needed to meet with them<br />
more than once. I know other trainees feel well supported by the course when they have had difficulties on placement.<br />
Great support from staff on the course when I have needed it so far. It’s a small department & staff make an effort to get<br />
to know you & take an interest.<br />
<strong>The</strong> staff at Royal Holloway are some of the loveliest people you could wish to meet. <strong>The</strong>y are very supportive, friendly and<br />
genuine.<br />
<strong>The</strong> support can be quite patchy. I had a really difficult experience on placement, and found the support for that incredibly<br />
helpful. However, I also had a very difficult experience with thesis topics and supervisors and found the course<br />
extremely inflexible and unhelpful.<br />
<strong>The</strong>re are a lot of different types of support offered and it seems the course is happy for you to use what you find to be<br />
most helpful.<br />
<strong>The</strong>y have always emphasised that they are available to be approached, and I have found this to be the case.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 431
Royal Holloway, University of London<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Personal circumstances Interest<br />
Experience needs Competency needs<br />
Location<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
432 British Psychological Society
In relation to the below, how would you describe the quality of your placements?<br />
Royal Holloway, University of London<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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You don’t get much influence over your placements until the 3rd year. In some cases (mine) insufficient thought seems to<br />
have gone into the choice of placements in 1st and 2nd year, made it very difficult to meet the necessary competencies.<br />
Often varies on supervisors style and how that matches with the trainee, which is a hard one to predict, and some<br />
placements can be more challenging environments to work in, but overall this prepares you for what it will be like when<br />
qualified, and good realistic experience of different clinical areas.<br />
I have answered the above based on first year. In first year your placements are decided for you, however you do fill in a<br />
questionnaire which asks where you live, previous experiences, competencies, interest etc. which they use to determine<br />
your placement. I feel that the course have tried hard to match everyone with appropriate placements based on previous<br />
experience to maximise learning and development of competences. I am close to home on this placement, and they do<br />
take location into account, but my understanding is that one placement might be a commute of 1-1.5 hours - but I think<br />
it’s difficult to avoid this in London!<br />
Have just come to the end of the first placement which was a good experience.<br />
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Royal Holloway, University of London<br />
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My first placement is a yearlong in adult secondary care mental health service. All our first year placements are adult so<br />
they link closely with the teaching. I am really enjoying my placement, my supervisor is experienced and supportive and I<br />
am learning a lot through seeing a range of clients. So far placement seems the least stressful bit of the course for me but<br />
I am lucky as the location is good (1/2 hour drive) and my placement encourages flexible working so there are no service<br />
pressures. I know other trainee’s first placements haven’t been quite as good with relation to commute and demands from<br />
services.<br />
My second year placements in particular have been tailored to my interests & competency needs. <strong>The</strong> location of my first<br />
two placements were very convenient but the third is further away (far west when I live in south east London). However,<br />
the placement itself seems really good & aligned with my interests/needs & I think as a trainee you expect one long commute<br />
as part & parcel of training!!<br />
Placements are variable as with anywhere. Some placements are awful, and the course can only do so much to help you<br />
get through, there isn’t much scope to change if you get allocated placements you don’t get on with, unless there are<br />
exceptional personal circumstances. Overall, the placements and supervisors have been brilliant.<br />
Placements vary in quality and readiness to have trainee. Some of the placements I have been on have had poor resources<br />
e.g. no desk or computer access for days and others have been very accommodating and prepared, it varies.<br />
I have a long standing weekly counselling appointment for personal therapy. I have been granted flexitime to accommodate<br />
for this (working late one evening). I am so grateful for the flexibility to allow doing this.<br />
Many services are overstretched and under resourced which can make it difficult to be a trainee (lack of space and time<br />
for staff to support you) but gives you a good understanding of the reality of NHS services.<br />
I have had a mixed bag of placements, one was really great and the other one was extremely poor. I think everyone has a<br />
difficult placement at some point<br />
I am only in first year so had no say over where I would be placed, but it seems we have more input as the course goes on.<br />
Placements can vary in terms of supervision quality, but both of mine have been warm, approachable and invested in<br />
developing me as a clinician. However, it can have difficulties when you have a very busy supervisor, which provides its<br />
challenges.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 95%<br />
Don’t know 5%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 100%<br />
No 0%<br />
Don’t Know 0%<br />
434 British Psychological Society
Royal Holloway, University of London<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live across London including Surrey, Hertfordshire and Buckinghamshire.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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■■<br />
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We have study days out of the university term time, which gives us time to complete some of the coursework, and significantly<br />
helps work life balance! We also have a 1/2 day reading day for every 5 placement days. Annual leave days are<br />
really flexible which makes a big difference.<br />
<strong>The</strong> course provides you with study days which help you to keep on top of deadlines. <strong>The</strong>y eased us in gently which was<br />
much appreciated in the first term.<br />
It’s really down to the individual to plan their work to make sure that they retain a work/life balance, especially with<br />
research. You just have to accept that there will be times when deadlines are looming when it feels like the work/life balance<br />
isn’t as good, but generally it’s OK (and it’s only 3 years!).<br />
So far my work-life balance hasn’t changed much since before the course. Prior to deadline, it obviously gets worse but<br />
generally still good.<br />
We get a fair amount of study days which are useful for doing assignments and mean you don’t have to lose too much of<br />
your weekends!<br />
At the moment I feel I am coping well through using the study days but I imagine this will change nearer exams. I have<br />
been away for three long weekends in my first 8 months of training and the rest of my cohort is just as fond of holidays! I<br />
have found I am still able to socialise and exercise in the evenings although do feel generally more tired than before. I feel<br />
the balance is good for me so far but I have been lucky with my placement commute being under 1 hour.<br />
You have to make time for a work-life balance, but it is possible!<br />
I think it fosters a good work life balance with days given to you for study in your timetable. <strong>The</strong> course tries their best to<br />
look after you in this way.<br />
If you stick to the timetable you rarely need to work late or over weekends, but, if like me, you are not very disciplined,<br />
then around deadlines it gets stressful and intense. Most of the time you can have a totally normal life though. <strong>The</strong> annoying<br />
thing with being on training is that you can’t take leave on academic (teaching days) but I think that is pretty much<br />
the same across all courses.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 435
Royal Holloway, University of London<br />
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Trainees are expected to sometimes work in the evenings and weekends which obviously impacts on work life balance. I<br />
find the work load intense during term time and more relaxed and flexible out of academic term. You need seriously excellent<br />
time management skills to ensure a work life balance.<br />
■■<br />
Great - but as I said, more stressful around deadline time. Thank goodness for study days!<br />
■■<br />
Changes throughout the year depending on deadlines etc. it is also affected by placement location which is outside of<br />
your control but can have a huge impact on the amount of time and money spent on travelling each day.<br />
■■<br />
I think it can be managed if you are efficient!<br />
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I sort of expected to completely lose this, however it’s been surprisingly OK. It gets a bit harder around deadlines, but<br />
that’s understandable.<br />
Definitely varies depending on what demands are being put on us at the time. I think it’s possible to have a good work life<br />
balance if you’re organised and can stay on top of things<br />
Overall it feels manageable, though obviously there are times when it is more difficult than others. We have plenty of<br />
study days, though I’ve found that you need to learn to use them!<br />
■■<br />
It has generally been OK. Upcoming exam period has shifted the balance.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
London is quite expensive, but you do get London weighting which helps a lot (about £4,500 extra per year).<br />
■■<br />
■■<br />
Getting onto training means I have been able to apply for a mortgage with my partner and look for a house, I feel lucky<br />
to be able to do this. I am better off financially then I was as an assistant, we are lucky to receive such as good wage and<br />
inner London weighting,<br />
Commuting in London & out to Egham is quite expensive if you don’t drive so make sure to take this into account when<br />
applying to Royal Holloway.<br />
■■<br />
This is a course with London weighting!<br />
■■<br />
Being that the Egham campus is counted as the base, very few trainees qualify for reimbursement for travel to placement.<br />
It makes it expensive- it cost £12 to get to uni on the train from Waterloo, and I was in zone 5 for placement for the whole<br />
of first year. London is generally expensive, although we get a London weighting it doesn’t necessarily cover all the additional<br />
expense. But we get paid to train, and London is an awesome city, so can’t complain too much!<br />
■■<br />
Compared to other NHS colleges that pay is okay but it can be very difficult living in London and spending so much on transport.<br />
■■<br />
I feel very fortunate to get paid the London weighting and to claim back for travel expenses over the cost of travelling to<br />
University alone, for a job I love to do.<br />
■■<br />
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We are paid a lot more than most people that work in the NHS and are incredibly lucky to be paid to train.<br />
<strong>The</strong> London weighting makes all the difference, it would be difficult to live in London without it<br />
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■■<br />
Travel to and from Royal Holloway can add up (especially in the first month when you’re there almost every day). Since<br />
Royal Holloway is considered your base, you can’t easily claim for expenses when travelling to placement. Saying that we<br />
are getting paid to learn so can’t complain too much!<br />
Travel to and from RHUL is expensive, so many of us are involved in car shares. London weighting helps!<br />
436 British Psychological Society
Royal Holloway, University of London<br />
What would you say is your favourite aspect of your course?<br />
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Placements. This is why I trained as a clinical psychologist - not to become a researcher!<br />
I’ve really enjoyed my clinical placements in second year, with the opportunity to work with client groups I am passionate<br />
about, using multiple therapeutic models.<br />
<strong>The</strong> other trainees are fab! <strong>The</strong> course staff are incredibly welcoming and friendly, and make a big effort to make the environment<br />
open and encouraging. <strong>The</strong> course is also relaxed and they get a good balance between teaching you in a student<br />
role and treating you as adults on a doctorate course. We have had a lot of excellent external speakers teaching us.<br />
Having a really great placement with varied clinical experience.<br />
<strong>The</strong> peer support from fellow trainees, getting to try out lots of different areas to figure out what you might want to specialise<br />
in, gradually developing competence in research/clinical skills.<br />
My peers and placement.<br />
I have enjoyed the majority of the clinical teaching and have found the cohort really friendly and supportive.<br />
<strong>The</strong> cohort - really great bunch of people!<br />
<strong>The</strong> friendliness and support from peers<br />
I do really enjoy teaching days, it is nice to check in with the cohort as we as we all get on well and enjoy lunches out<br />
together. Most of the teaching is very good and some is exceptional, I really enjoy the interactive days with role plays and<br />
videos. I am also really enjoying placement days, my supervisor is supportive and I have such a range of clients to see I<br />
am learning a lot. I find as a trainee we are quite ‘protected’ with our caseload, at times I feel less busy than I did as an<br />
assistant! Overall I am enjoying my first year of training very much and am looking forward to picking my thesis topic.<br />
<strong>The</strong> cohort & access to great placements in London.<br />
I cannot emphasise enough how supportive and dedicated the staff at Royal Holloway are.<br />
Great course mates which comes from a big (but not too big!) cohort. <strong>The</strong> placements are also really good as they are all<br />
London based.<br />
<strong>The</strong> cohort! It’s really supportive within and between the years of trainees.<br />
My cohort - the peer support is amazing<br />
Role-plays...who’d have thought?! I’ve always learnt best through experiential learning.<br />
<strong>The</strong> rest of my cohort without a doubt.<br />
<strong>The</strong> cohort, We all get on really well and support each other, I think getting through the course would be much more difficult<br />
without this.<br />
<strong>The</strong> range of placements in London are very varied and specialist, and I don’t think you get the opportunity in other areas<br />
of the country”<br />
Placement - this is where you can learn the most!<br />
<strong>The</strong> mix of learning and working.<br />
Our cohort is fantastic, and we all get on pretty well. I’ve also learned a lot on placement, especially being on a split<br />
placement, and find it incredibly valuable. I also enjoy the reflective groups.<br />
<strong>The</strong> other trainees on the course.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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It can be challenging to be allowed to do a thesis where an internal supervisor is not actively interested in this area, and<br />
we were the first year for them to limit how many of us could have external supervisors as leads for our theses.<br />
It’s a great course and I really enjoy being at Royal Holloway. I think Royal Holloway suits me well as a course, so when<br />
you’re applying think about how well the course suits you as a person, rather than just objective things such as how much<br />
CBT teaching there is etc.<br />
Important to consider the cost and time of getting to Egham two days per week as you won’t have teaching in London, and<br />
the travel can be wearisome. Otherwise it is a great, well-rounded course.<br />
It’s a really great, supportive course with access to a great variety of placement s (e.g. Great Ormonde Street, Broadmoor).<br />
<strong>The</strong> only downside I would say is that you need to be prepared to travel. I travel an hour to both university and placement<br />
I think our research teaching could have come as a block in the beginning of 2nd term meaning the research design assessment<br />
was due in before Easter, rather than it being due around the same time as our first case report meaning we are<br />
having to do both (3000 + 4000 words) at the same time! I think Royal Holloway is a great course though, it is supportive<br />
and the teaching is good, it is definitely the right ‘’fit’’ for me and I am so happy I accepted my place here rather than<br />
somewhere else. If you are someone who can get anxious and unsure I think that this course is good for you as the month<br />
induction block, reflective practice groups and course staff are all great support.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 437
Royal Holloway, University of London<br />
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■■<br />
■ ■<br />
■■<br />
■■<br />
Being more open and communicative about staffing changes.<br />
<strong>The</strong> commute’s a killer - but you get over it. I can’t complain too much about getting paid for a rewarding job I love and I<br />
get so much out of it! I’m 6 months in and the time is flying. I’d personally like more social constructivist/ism teaching on<br />
the course as I feel that would help me conceptualise some of my current clients.<br />
“<strong>The</strong> process of finding thesis topics was extremely poor. <strong>The</strong>re was little to no support in finding supervisors in your field<br />
of interest. It was a complicated and unhelpful process that lacked clarity and lots of people were left disappointed.<br />
Some of the staff (although definitely not all) can be quite unapproachable. <strong>The</strong> relationship between staff and our cohort<br />
sometimes feels quite strained.<br />
It does have a strong emphasis on CBT, so a focus on other models may make life more interesting, but that’s not particularly<br />
surprising given the guidelines and evidence base for CBT. <strong>The</strong>re have been quite a few changes with staff at RHUL,<br />
but hopefully it will stabilise again and hasn’t massively impacted us.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Three interviews - research/academic, clinical and service-user. <strong>The</strong> research/academic and clinical interviews ask candidates<br />
questions about vignettes that they have been provided with earlier.<br />
For the current year please indicate below how the course is organised during term.<br />
Teaching<br />
5 – 35% depending on which year the trainees<br />
Placement 50%<br />
Personal Study 10%<br />
Research<br />
15-35% depending on which year the trainees<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
438 British Psychological Society
Does your course have a requirement for trainees to undertake the following?<br />
Royal Holloway, University of London<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 439
University of Sheffield<br />
17 responses (31% of 54 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
440 British Psychological Society
University of Sheffield<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 6%<br />
MA 6%<br />
MSc 47%<br />
MRes 6%<br />
Diploma 6%<br />
Post Graduate Certificate 24%<br />
Conversion course 6%<br />
None 24%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 82%<br />
Assistant Psychologist non NHS 24%<br />
Voluntary Assistant Psychologist in NHS 24%<br />
Voluntary Assistant Psychologist non NHS 6%<br />
Research Assistant 41%<br />
Voluntary Research Assistant 12%<br />
Healthcare Assistant/Support Worker 47%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 12%<br />
Other 29%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 441
University of Sheffield<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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Lots of different components to the interview. Gives you a chance to settle in. Make up for their sections you didn’t feel<br />
were great. Good balance. Probably quite hard to prepare for.<br />
Trainees and staff team were friendly<br />
While the day was long and somewhat anxiety provoking the staff and trainees on the day were really helpful and friendly<br />
and it actually felt quite nice. <strong>The</strong> interview was hard but again the panel were really friendly.<br />
■■<br />
Whilst efforts were made to make the day relaxed, it was a very long day for me (around 6 hours from start to finish). 3<br />
tasks were used, and following the 1st, I did become much more relaxed as it settled my nerves completing this. <strong>The</strong><br />
other students (current trainees) and staff I met were very friendly, even during the interview panel. <strong>The</strong> turnaround for<br />
outcome was extremely quick which really helped.<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I found the course team friendly and felt they were trying to get the best out of me. <strong>The</strong> process was intense as a whole,<br />
but some parts were enjoyable.<br />
I had a great interview day. <strong>The</strong> course staff were very friendly and trainees were very helpful in calming our nerves and<br />
telling us about the course. I found the interview questions very accessible and relevant. It truly felt that the interview<br />
panel was trying to get the best out of me. <strong>The</strong> interpersonal task was another positive element. <strong>The</strong> topic was interesting<br />
and people in my group were very considerate which helped make the task less threatening. <strong>The</strong> written task was the<br />
hardest part, in my opinion. I was happy that it was the last task I had to do, as I left feeling quite discouraged.<br />
Very positive. Sheffield seemed to want you to do well, rather than catch you out<br />
A diverse range of assessments that were challenging in a variety of ways. <strong>The</strong> process was supportive and encouraged<br />
peer-support and support from trainees throughout the day. In my experience, the interview process attempted to draw out<br />
the best of my abilities and encouraged development responses that were considered to be of benefit to my assessment.<br />
<strong>The</strong> interview process included a group discussion task, an academic task and an interview which included personal,<br />
research and clinical questions. Whilst the interview process felt long as it span half a day, I felt that this helped to lower<br />
my anxiety. Trainees from the course supported interviewees throughout the day and I found them to be very supportive<br />
and helpful.<br />
Positive and warm friendly course interview. Included a group task, stats/numeracy and a written task as well as interview.<br />
Current trainees sat with us while we were waiting and made it a relaxed environment. No course staff came into the communal<br />
areas so you could chat with trainees about anything<br />
I found the interview process very supportive and challenging but fair. It was really useful to be able to talk to current<br />
trainees and the interview tested a wide range of topics in just half an hour.<br />
<strong>The</strong> selection process was thorough, relaxed and friendly. <strong>The</strong> interview panel seemed to want to get the best from you,<br />
and the trainees who stayed with us during the process were supportive and reassuring.<br />
I liked that the day had different elements to it: Individual interview, group task and written task. This meant that even<br />
though I did not do very well in one task, I had other opportunities to show my skills and abilities. I liked having the support<br />
of current trainees in the waiting area, as this definitely eased my anxieties and allowed me to ask questions about<br />
the course and course life.<br />
<strong>The</strong> staff were friendly and welcoming, they looked after us from start to end. It did not feel too stressful as this was managed<br />
by the staff. It was rigorous but didn’t feel too intensive. <strong>The</strong> task of critiquing a paper could have been better as the<br />
paper itself was too long and the task of critiquing it seemed too difficult to achieve in the time given. <strong>The</strong> interview itself<br />
seemed appropriate and well structured. <strong>The</strong>re were a few questions which didn’t feel too much, the right amount to get<br />
information across however maybe more opportunity to talk about myself would be good.<br />
<strong>The</strong> course staff make every effort to make you feel comfortable during an understandably stressful process. Due to the<br />
nature of the interview (3 components) the day can feel long, however trainees are on hand to provide support which I<br />
found very helpful. During the interview I felt the questions were challenging but fair, and felt the interviewers wanted to<br />
get the best out of you.<br />
<strong>The</strong>re was three parts to the interview: a group task, a written task (with a numeracy test - think GCSE maths), and an<br />
interview panel. <strong>The</strong> process took a whole morning so was tiring and stressful however current trainees were very supportive<br />
and the atmosphere was friendly. I found the interviewers to be engaging and encouraging, it felt like they were trying<br />
to get the best out of me rather than just grill me on my knowledge.<br />
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Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Lots of CAT and psychodynamic. Very little on third-wave approaches in the first year.<br />
<strong>The</strong>re is lots of introductory teaching on different models. You will not be spending weeks at a time really getting familiar<br />
with a particular model or approach, so it’s your responsibility to do reading and get supervision and learning opportunities<br />
to practice skills on placement.<br />
I find that the course offers a good balance of teaching on different evidence-based psychological models, rather than<br />
specifically focusing on certain models.<br />
<strong>The</strong>re seems to be a real balance of topics, at some point we have probably covered a bit of most dominant models.<br />
We have had teaching on a variety of models. I think in third year, we will get more teaching on third wave approaches,<br />
such as ACT. Models have also been adapted based on the client group, e.g. children and learning disabilities.<br />
<strong>The</strong>re is an emphasis on Cognitive Analytic <strong>The</strong>rapy with two full days dedicated to this, as well as some half days on it.<br />
<strong>The</strong>re could be more time dedicated to other therapies too rather than just half days. For example, full days on CFT and<br />
ACT. <strong>The</strong>y are theory heavy in the first year, we could do with more practical applications of them too.<br />
Sheffield are keen to give trainees teaching on a broad range of models to give you the choice of which ones you may wish<br />
to work from in the future/ specialise in in your third year. I find this a very positive part of the Sheffield course.<br />
Much of the teaching in the first year feels introductory and I felt that I needed to do further reading to feel confident<br />
enough to use the models on placement. Additional optional CBT teaching sessions were offered which helped to demonstrate<br />
how the theory can be put into practice.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Placement varies and the teaching is relevant if you’re lucky. Clinical skills is a good opportunity to practice core skills.<br />
It gives everyone a basis for initial interviews and basic clinical skills pre-placement through the lectures. <strong>The</strong> fact that<br />
placements start about 3 weeks from beginning the course helps as we get to move into clinical settings almost immediately.<br />
A longer wait might increase anxiety for starting to see individuals.<br />
<strong>The</strong> course team ask for your views on (1) preference, (2) learning needs and (3) personal needs. Often we find out last<br />
minute and you might not always get your preferences. Overall, the course team work very hard to make the placement<br />
process as easy as possible. So far I’ve not been disappointed.<br />
Sometimes you find out your next placement quite late<br />
<strong>The</strong> course team are incredibly supportive and all trainees undertake meetings with their clinical tutors to discuss their<br />
aims and objectives at the beginning of placements.<br />
<strong>The</strong> course really takes into account your own needs, whether competencies or practical needs. This allows us to gain a<br />
really diverse range of placements across the course.<br />
<strong>The</strong> placement planners always ask us what our learning needs are and for any other information we’d like taken into<br />
account when organising our placements.<br />
Generally good organisation of the placements, with flexibility to get what we need out of them. <strong>The</strong> organisers have done<br />
well with matching placements with the trainee’s requests. We should have had more therapy teaching before beginning<br />
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■■<br />
the first placement, some of the teaching has arrived much later. <strong>The</strong> teaching has not all been logically organised to be<br />
the most helpfully aligned with placement needs. E.g. on specific disorders such as personality disorder, ACT, CFT, CAT all<br />
came much later in the year.<br />
<strong>The</strong>re is a teaching block prior to first placement and within this there are several clinical skills practices. <strong>The</strong>se involve<br />
role playing with actors, which I felt was convincingly realistic and helped prepare me for the clinical aspects of placements.<br />
<strong>The</strong> teaching of psychological models was limited prior to placement so further reading was needed.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
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Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
Qualitative<br />
30%<br />
Quantitative<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable to <br />
me at this time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not <br />
applicable to <br />
me at this <br />
time<br />
Internal <br />
External<br />
446 British Psychological Society
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How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
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Support for trainees with disabilities<br />
Do you have any disabilities?<br />
18% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
In first year so far, there has not been enough study time to complete the required studying, especially prior to deadlines.<br />
<strong>The</strong> coursework, as with any coursework feedback varies depending on individual tutors. This can make it difficult sometimes.<br />
<strong>The</strong> ongoing assessments do require a lot of motivation to complete successfully and up to standard. Assessments are all<br />
coursework based and are continual throughout the 3 years.<br />
<strong>The</strong> pace of the course changes dependent on the time of year. <strong>The</strong>re is plenty of support from peers and the course team<br />
do stress the importance of self-care.<br />
<strong>The</strong> amount of coursework and timings of the deadlines.<br />
Getting used to balancing the many separate demands<br />
<strong>The</strong> most challenging aspect of the course has been setting up the thesis project.<br />
Some of the support around assignments has been insufficient, it was difficult to know exactly how to do the assignment<br />
which meant it was pressured to meet deadlines. We were expected to know how to do it and write it up even though it<br />
was new to all of us, but could have done with more support on this. <strong>The</strong> organisation of the teaching has not married up<br />
to the placement requirements therefore it led to a lot more reading and uncertainty about topics. <strong>The</strong> selection of thesis<br />
topic has not been well organised as the deadline overlapped with assignment deadlines therefore there was not much<br />
time to read around topic areas. It added stress on something which should have more time dedicated to it. This was<br />
done to help us have more time to work on the thesis which was good but just bad timing with selecting the topic.<br />
In first year we haven’t had as many study days as expected, so I have had to work more on evenings and weekends<br />
around deadline time than I anticipated. Fitting in placement, teaching, coursework and thesis demands is tricky at<br />
times, so time management is key.<br />
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In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 53%<br />
“Buddy” 100%<br />
Manager 47%<br />
Placement Supervisor 94%<br />
Librarian 41%<br />
Professional Mentor 88%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 6%<br />
Other 18%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
Generally helpful and responsive.<br />
Sheffield is a very supportive course<br />
■■<br />
It is a wonderfully supportive course, have particularly found having a mentor independent to the course to be useful.<br />
Staff are really accessible and helpful.<br />
■■<br />
<strong>The</strong> course staff are really supportive, and there is always someone about if you need advice or support.<br />
■■<br />
Good variety of support systems and all accessible<br />
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Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
450 British Psychological Society
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In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Both placement supervisors I’ve had have been excellent and knowledgeable. You will likely have to hot desk on multiple<br />
placements.<br />
Really interesting placements, with great supervisors. Important to be open to new ways of learning.<br />
My placement experience has allowed me to develop a breadth of knowledge in psychological models including CBT, ACT,<br />
CAT, mindfulness, psychodynamic, therapy and dyadic developmental psychotherapy. Placement planning procedures<br />
have taken into account personal needs, including learning needs, location requirements and personal interest.<br />
Many of the placement supervisors have been through the Sheffield course which really helps and have found them largely<br />
really supportive.<br />
Placement needs were listened to and well matched by the course. Placements have been great, good experience opportunities<br />
and supportive supervisors.<br />
Placements vary greatly on the course and experiences of supervisors and client work can be very different depending on<br />
where you are placed.<br />
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Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 76%<br />
No 6%<br />
Don’t Know 18%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 76%<br />
No 6%<br />
Not Applicable 18%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Sheffield with some trainees also living in<br />
Durham, Leeds, Harrogate and Manchester.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
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Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
If you are organized it’s fine.<br />
It’s excellent if you put the effort in to strike a balance.<br />
At points, it does not feel like I can indulge in personal life, particularly near deadlines.<br />
Course demands come in peaks and troughs. Whilst most trainees spend more time on work when approaching deadlines,<br />
it is helpful that we do not have exams as I expect that this could place extra demands on maintaining a healthy work-life<br />
balance. <strong>The</strong>re has been a better work-life balance during the second year of training as we have study time every week.<br />
My fellow trainees have been important in ensuring that we maintain appropriate work-life boundaries and the course<br />
team advocates self-care.<br />
It allows you to organise it in the way that you work best - there is a lot of work but deadlines are spread out so you can<br />
prioritise what you need to at different times.<br />
Lack of study days has been an ongoing issue for us as it has meant a lot of work was done in our own time over weekends<br />
and even needing to take leave to finish assignments. This should improve over summer but has been insufficient for the<br />
rest of the first year.<br />
Study days in year one are sparse however we are expected to complete quite a lot of coursework assignments (the Sheffield<br />
course does not have exams). <strong>The</strong>refore evening and weekend work has been common among our cohort.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
<strong>The</strong> cost of living here is really good.<br />
We are very privileged to be paid a salary to train.<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Placements. <strong>The</strong> balance this course allows. Not demanding (although sometimes).<br />
Having a supportive and diverse peer group with a range of interests.<br />
My Trainee colleagues and some of the teaching have been really interesting.<br />
Learning something new every day. Placements are of excellent quality.<br />
Peer support and contact with my cohort.<br />
<strong>The</strong> focus on clinical skills. I feel like I improved a lot very quickly due to the teaching and practice opportunities. <strong>The</strong><br />
friendliness of course staff and colleagues.<br />
<strong>The</strong> diversity and eclectic range of teaching topics. Diverse range of trainees with a range of experience leading to good<br />
peer-support groups. Good support structures for trainees. CAT and CBT for eating disorders teaching is excellent.<br />
My favourite aspect of the course is my fellow trainees and the course team. I have felt very well supported during my<br />
time in training and feel that my needs are important to the course. <strong>The</strong>re is a clear emphasis on trainees taking their<br />
annual leave and taking care of themselves, which is important to offset the inevitable stress trainees can feel due to<br />
competing academic and clinical demands.<br />
<strong>The</strong> sheer variety of the lectures and placements, the opportunities to meet so many psychologists in Sheffield and surrounding<br />
areas.<br />
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■■<br />
■■<br />
■■<br />
Placements as this is better suited to how I work, I prefer to be active and learn on the job rather than sit in class. It also<br />
helps me to apply my skills and learn better through practice.<br />
I enjoy the diversity of the topics we are exposed to in teaching (different models, issues, client groups etc.). My cohort is<br />
also one of my favourite things, we are very supportive of each other and this is very helpful during stressful times.<br />
Being able to explore psychological ideas, theories, and issues at length with like-minded people. Applying new skills in<br />
clinical practice on placement whilst supervised by qualified Clinical Psychologists.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
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Sheffield provides a great training experience. I suspect there are likes and dislikes on most courses. I have more likes for<br />
Sheffield than dislikes.<br />
I think the course could have stronger teaching (more focused on intervention models and practice) and a better balance<br />
of coursework. Study days were rare when needed, which does not make work-life balance easy, considering the amount of<br />
coursework we have. Also, coursework guidelines are not always clear or detailed enough for us to know what is expected<br />
of us. Adding to that, the number of times we can contact our personal and clinical tutors about certain pieces of coursework<br />
is limited. <strong>The</strong> course staff have also been a bit too keen on reminding us that we can fail the course, which I felt to<br />
be unnecessarily anxiety provoking at points, and inconsistent with the general friendliness I experience from the course.<br />
Sheffield is the best city to live in - and it gives you a wide variety of placements in the many diverse parts of the area. It’s<br />
a very friendly city and this is reflected in the course ethos.<br />
<strong>The</strong> course overall has a good variety of teaching and offers a variety of therapies and placement opportunities. <strong>The</strong> course<br />
could be more open to making changes suggested by trainees, it often feels like our suggestions are not really taken on<br />
board and things do not always change greatly. <strong>The</strong>re should be more opportunity for trainees to feed into the course. <strong>The</strong><br />
course also needs to have better teaching on working with diversity. It has a couple of sessions on racism and equality<br />
which is theory based however there is no teaching on working clinically with diversity issues which is poor. It needs to<br />
facilitate better conversation on working with diversity and clinical psychology doctorates generally need to embrace this<br />
topic better to make clinical psychologists more culturally sensitive.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
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Interview, group task and tests<br />
For the current year please indicate below how the course is organised during term.<br />
Teaching 20%<br />
Placement 570%<br />
Personal Study<br />
23% (including research time)<br />
Research<br />
See above<br />
454 British Psychological Society
University of Sheffield<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 0%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 0%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 455
University of Southampton<br />
16 responses (41% of 39 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
456 British Psychological Society
University of Southampton<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 6%<br />
MA 0%<br />
MSc 63%<br />
MRes 0%<br />
Diploma 13%<br />
Post Graduate Certificate 38%<br />
Conversion course 6%<br />
None 13%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 88%<br />
Assistant Psychologist non NHS 19%<br />
Voluntary Assistant Psychologist in NHS 56%<br />
Voluntary Assistant Psychologist non NHS 6%<br />
Research Assistant 44%<br />
Voluntary Research Assistant 19%<br />
Healthcare Assistant/Support Worker 69%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 31%<br />
Other 19%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 457
University of Southampton<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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I found the Southampton University interview to be by far the most relaxed of all that I attended. <strong>The</strong> panels were warm<br />
and friendly and it was clear that they wanted to get the best out of you rather than tripping you up. I am aware that the<br />
process has changed recently so others who have interviewed more recently may have a different experience.<br />
Very relaxed compared to some other interviews. <strong>The</strong>y try to get the best out of you as much as they can and will prompt<br />
for further information if required rather than trying to catch you out.<br />
I had a good experience at interview and felt most comfortable interviewing here than at other courses previously. <strong>The</strong>re<br />
was one clinical interview and one research interview, in both I felt the interviewers were encouraging. <strong>The</strong>y also introduced<br />
a role play in our interviews for the first time. Again the staff present were lovely and supportive which helped to<br />
ease my anxiety.<br />
I had a really positive experience of being interviewed, which was much nicer than the other interview I had. Whilst I did<br />
have to be there for most of the day due to having three different interviews, the course had really worked to make this<br />
process as seamless and relaxing as possible. <strong>The</strong>re were trainees around on the day to speak to who were really helpful<br />
and reassuring. I really liked having three different interviews each with a different focus. It really felt like the interview<br />
panel wanted to get the best out of you and the structure of these (open questions) allowed you to demonstrate your skills<br />
and the interviewers would follow up on what you had said, so it felt more like a conversation and I could be honest and<br />
myself. It felt like they wanted to get to know me and I left the interview feeling that this was where I wanted to study and<br />
these were the people I would like to work with.<br />
<strong>The</strong> panel were very friendly and approachable and were really looking to get the best out of you on the day. This was very<br />
encouraging.<br />
Very friendly approach, made to feel like a chat rather than an interview and felt like the interviewers wanted to get the<br />
best of me. Lovely trainees available on the day to help make the process less intimidating and made it seem that getting<br />
on was a possibility!<br />
Very positive. <strong>The</strong>re were three sections to the interview that were clearly explained ahead of the interview. I felt I was able<br />
to give an accurate picture of my ability and was made to feel very comfortable on the day.<br />
I found that everyone at the course was so warm and welcoming and I felt like they were really trying to help you succeed,<br />
not trip you up. It was good to get the opportunity to chat to current trainees and I was also pleased to see a service user<br />
represented on one of the panels. <strong>The</strong> day was well organised and ran smoothly for me.<br />
<strong>The</strong> interview process is well organised and clear for interviewees on the day, although there could be a long wait between<br />
interviews. <strong>The</strong> presence of current trainees is a really helpful and supportive aspect of the process. <strong>The</strong> interviewers on<br />
the whole were friendly and wanted to get the best from you in an encouraging way. Each interview is approx. 30 minutes<br />
and therefore does not feel too intense in comparison to other course interviews.<br />
Friendly atmosphere and tried to put you at ease. It was a good opportunity to meet current trainees and other interviewees.<br />
<strong>The</strong> interview felt relaxed and like a conversation rather than an interview. <strong>The</strong>y were genuinely interested in my<br />
responses and the day was well organised.<br />
<strong>The</strong> interview process was actually really nice. <strong>The</strong> trainees there to help on the day were really friendly and welcoming, as<br />
were the interviewing team. <strong>The</strong> interviews required thought but it genuinely felt that the team wanted to know about me<br />
and my experience.<br />
It felt like they were trying to get the best from you, they were friendly and encouraging<br />
It felt really relaxed and supportive. Current trainees were on hand to chat to us and keep us calm, while answering general<br />
questions about the course and the area. During the interview itself I felt as though they were trying to get the best of<br />
me, rather than testing me and putting me on the spot.<br />
I found the panel welcoming and felt they wanted the best from me. I felt the questions were fair. <strong>The</strong>re was a relaxed<br />
atmosphere in the waiting room.<br />
It was calm and easy going, the panel made every attempt to get the best out of you.<br />
Whilst I have no other interview experience to compare Southampton to, I found the interview process well-structured and<br />
those involved extremely friendly and welcoming. I liked how the 3 different parts to the interview were distinct and you<br />
knew what kind of questions where going to be asked in each one. I also found having current trainees available to ask<br />
questions to helpful and it definitely ease my anxiety. Furthermore, on being successful the university personally phones<br />
you to let you know which I felt was a nice touch, something I know other universities don’t do.<br />
458 British Psychological Society
University of Southampton<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 459
University of Southampton<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
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<strong>The</strong> course is predominantly CBT oriented. Apart from systemic (we have received quite a lot of teaching on this), other<br />
models are generally covered in one to two days of teaching. Trainees have an opportunity to develop skills and knowledge<br />
in one particular area in the third year and there is a budget for this, e.g. for training, workshops, etc.<br />
<strong>The</strong> course is heavily CBT-orientated, so please bear this in mind when choosing a course. <strong>The</strong> main focus is on third-wave<br />
CBT approaches currently e.g. mindfulness, ACT and compassion-focused treatments. <strong>The</strong> second model is systemic,<br />
which has much more of an emphasis now than when we started training 3 years ago. <strong>The</strong> systemic teaching is very good<br />
and brings in wider societal and macro issues, which is lacking in the CBT modules. That being said, there is generally a<br />
limited emphasis on wider societal issues and how this affects health and wellbeing. It can be quite diagnostic led, thus<br />
following specific models and treatment pathways, which suits some practitioners and not others. You are encouraged to<br />
think for yourself however and become a critical practitioner, thus if this way of working does not fit for you, you are able<br />
to work in your own way and style on placement.<br />
<strong>The</strong> answers above are from a 1st year perspective, there are areas such as Leadership that I believe we will get much<br />
more of further into the course. Some topic areas are less covered in depth but mentioned and discussed within other<br />
teaching e.g. DBT, ACT. In the first year there is a strong research method and statistics focus throughout. In the first<br />
semester <strong>The</strong>re is a lot of CBT and neuropsychology teaching. In the second semester, a lot more on diversity, social constructionist<br />
model and systemic.<br />
<strong>The</strong> university’s two core models are CBT and Systemic, which are the focus of teaching in year one, as well as a block of<br />
neuropsychology. We have not as yet covered any other approaches, and it is not clear how much time will be devoted to<br />
alternative models in future years.<br />
<strong>The</strong> first year of the course is predominantly CBT focused. Following that year the other models are considered much<br />
more.<br />
Felt a bit heavy on the neuropsychology side in the first term but this has evened out as the terms have gone on. Feels like<br />
a lot of time devoted to research in the first year as this happens every week through the whole of first year whereas the<br />
other teaching areas do not last all year.<br />
As a first year we have mainly had CBT, neuropsychology and systemic teaching. I am don’t think I can comment about<br />
the other areas at this early point in training.<br />
I am currently on my first year of training and therefore have not covered many of the topics mentioned - this may change<br />
over the course of training although I am unaware of time devoted to other topics other than the main focus of CBT and<br />
Systemic at Southampton.<br />
<strong>The</strong>re is an overemphasis on CBT which has its pros and cons - help you feel more confident in a particular model. However,<br />
we would of liked more systemic teaching in particular as that is the university’s second model.<br />
<strong>The</strong> course is predominantly CBT focused. However there is also lot more emphasis on systemic models than there has<br />
been in previous years.<br />
A lot of CBT especially in the first year. More Systemic now being taught as well. We have had quite a few teaching days<br />
on other approaches as well e.g. CAT<br />
It is fairly CBT heavy: while there is a lot of systemic teaching (and of excellent quality), it does feel a little drowned out<br />
by CBT teaching.<br />
<strong>The</strong> course is heavy on CBT, however, recently more efforts have been made to include a more systemic approach.<br />
Being in the first year of training the majority of our teaching has focused on CBT, neuropsychology and a little systemic.<br />
Although we haven’t had teaching in many other areas i understand that this will be covered over the remainder of the<br />
course.<br />
460 British Psychological Society
With regards to placements, how satisfied are you with the way your course prepares you?<br />
University of Southampton<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither satisfied <br />
nor dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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Placements can be very varied and it is not always possible to have training which is specifically relevant beforehand.<br />
I live an hour and a half from the course location, and the course has been very helpful and practical in finding me<br />
placements that minimise my travel time. <strong>The</strong>re is some-much negotiation, depending on placement ability and individual<br />
needs. Teaching has generally been clinically relevant and helpful in preparing to work clinically in the placement areas.<br />
Before your first placement you have a week long observation week which is helpful.<br />
Teaching has been scheduled to try and ensure that we have the necessary skills and teaching in different models to support<br />
our placements. We are given plenty of notice about where our next placement will be and support is given in starting<br />
placements.<br />
<strong>The</strong> course is very transparent when it comes to organising placements and will discuss any difficulties they have in finding<br />
placements. This helped prepare you for where you are going and what to expect from the service.<br />
I think the course prepares you as much as it can in terms of trying to teach CBT skills for adult placement and neuro<br />
skills for older adult placement in the first year. I don’t think you are ever going to feel fully prepared for a placement!<br />
I feel I was well prepared for my adult mental health placement as we had covered quite a lot of the CBT teaching. <strong>The</strong><br />
two month teaching block at the start of training contained a huge amount of information and skills but was perhaps a bit<br />
full on and we could have done with more study days to consolidate the information we were given.<br />
We have an 8 week teaching block prior to commencing our first placement covering many topics such as CBT, neuropsychology,<br />
clinical skills etc. First placements were allocated in good time, however some of our cohort was late to hear<br />
regarding second placements and many were changed for various reasons.<br />
Provided with the details of placement supervisors for us to make contact with and liaise with them about the placement.<br />
You have a nine week teaching block before placement. This can feel overwhelming at times but does mean you start<br />
placement with a good baseline knowledge to build upon.<br />
Teaching and assessments has been structured in a way to help us feel prepared for the placements<br />
We didn’t always get much notice ahead of placements, which made planning a little difficult at times.<br />
<strong>The</strong> teaching takes ahead of time and prepare the Trainee well with placement. <strong>The</strong> Clinical Tutors also help in guiding<br />
the Trainee to get the best out of placement.<br />
I think it’s difficult for the university to prepare you for your placement as until you get there you don’t know what you’re<br />
going to be doing or what your supervisors particular orientation will be. Luckily I started in a CBT based placement to<br />
which we had had a fair amount of teaching.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 461
University of Southampton<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
462 British Psychological Society
University of Southampton<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 463
University of Southampton<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
None of the individuals surveyed considered themselves to have a disability.<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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I have never felt overly overwhelmed by the course. <strong>The</strong> study day each week really helps with managing time and demands,<br />
and the research block in the 3rd year enables progress on the thesis, which other courses do not offer. Compared<br />
with friends on other courses, I would say this course has been more relaxed and they try to get the best out of you to<br />
enable you to become a competent practitioner.<br />
<strong>The</strong>re is a lot to take in in the first year, a lot of assignments with very few study days particularly in the first semester and<br />
poorly planned assessment deadlines. This leaves very little time for consolidation of work, wider reading and reflection.<br />
It’s demanding but that is also expected. Good organisation of your own time is required. I think more frequent, better<br />
timed and better use of group reflection would help.<br />
We start off first year with an 8 week teaching block without many study days. This was very intense and demanding. This<br />
was planned so that we had all the information needed to start placement, but it meant that it was very difficult to take<br />
everything in, and it was a bit of a brain overload and we were exhausted by the end of the block. However, everything we<br />
were learning was really useful and worthwhile, so it is a difficult balance to strike!<br />
Juggling the multiple demands of the course and the travel across placements can be demanding at times, but this is to<br />
be expected.<br />
Some of the coursework assignments have been particularly demanding due to a lack of clarity about what is expected<br />
from the assignment. Not having many study days during the first term has been demanding as there are quite a lot of<br />
assignments, averaging about one a month so it can be demanding to fit them in without study days.<br />
<strong>The</strong>re are quite a lot of assessments in the first year which feels manageable but demanding. <strong>The</strong> initial two month teaching<br />
block was perhaps a bit too intense and more time could be given for consolidation of learning.<br />
Balancing study and clinical work is always going to be a challenge, particularly around assessment deadlines.<br />
464 British Psychological Society
University of Southampton<br />
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<strong>The</strong> lack of study days at the start of the course is very difficult due to a lack of consolidation time during a very intense<br />
teaching block. Communication is a particular weakness of the course (e.g. with particular modules, sharing of information,<br />
modules communicating with one another) and can be stressful to manage in the context of an already demanding<br />
course. We have a substantial amount of submitted assignments which can be difficult to manage alongside placement<br />
and teaching, especially when deadlines are very close to one another.”<br />
<strong>The</strong> volume of work and demands of the course can be difficult to balance at times, which requires a high level of organisation<br />
and juggling skills.<br />
<strong>The</strong> course does have a lot of deadlines which can feel overwhelming. This is noticed particularly when multiple deadlines<br />
fall at the same time or when there are conflicting course/placement deadlines. In the first teaching block there was a lack<br />
of study days which meant we had very little time to complete reading or assessments.<br />
<strong>The</strong> workload in the first year was incredibly heavy, with deadlines very close together. After first year the pace was a lot<br />
more manageable.<br />
<strong>The</strong>re were many deadlines in first year, particularly in the first semester and I found this highly demanding alongside<br />
managing being on a new course and starting a placement for the first time.<br />
■■<br />
<strong>The</strong> world that surrounds the thesis.<br />
■■<br />
I think the amount of coursework is at times particularly demanding and the timings of deadlines could be improved.<br />
However, I feel both the course and placements are usually well managed and always supportive in times of need.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 100%<br />
Manager 19%<br />
Placement Supervisor 100%<br />
Librarian 63%<br />
Professional Mentor 94%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 69%<br />
Independent personal advisor 6%<br />
Other 13%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 465
University of Southampton<br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Whenever I have had any difficulties, course staff have been very quick to respond and I have felt well supported throughout<br />
my time at Southampton. Placement supervisors have also been excellent.<br />
I feel a strong disadvantage of Southampton is the access to staff. <strong>The</strong> course base is in a porta cabin and the programme<br />
staff are mainly separate from the students. As a result we have no actual base where we can congregate as a programme<br />
so we do not know the other years and do not regularly see the course staff. This reduces the cohesiveness of the course<br />
for me.<br />
<strong>The</strong> course staff are really helpful and supportive. Many work part time so it can be difficult to catch them during office<br />
hours, but they are very accessible on emails. My mentor is absolutely fabulous, and it has really helped me to have someone<br />
outside of the course to reflect on things with. We have reflective practice sessions, which are helpful but not frequent<br />
enough, as they are only for 1 hour every 6-8 weeks.<br />
<strong>The</strong> staff on the course are very approachable and the variety of sources of support are excellent.<br />
Overall, support has been excellent and timely. Occasionally in research areas it has been difficult to access.<br />
Staff have tried to be supportive and flexible around personal circumstances and encourage you to make contact to discuss<br />
personal issues.<br />
<strong>The</strong> course have always been supportive and looked for ways of helping you to cope with the demands of training<br />
I have had family difficulties with a family member being unwell and the course as well as placement have been extremely<br />
supportive. I have had support from my personal tutor, placement supervisor, mentor and thesis supervisor. I have been<br />
given extensions on coursework where necessary.<br />
<strong>The</strong> course is incredibly supportive and flexible when difficulties arise for the Trainee.<br />
Whilst on the whole communication and support is good at the university, there is unfortunately some staff who can take<br />
long periods of time to respond to emails, etc., which can add to stress levels. <strong>The</strong> variety of support is really impressive<br />
although sometimes we don’t have enough time to access this as much as I would like.<br />
466 British Psychological Society
University of Southampton<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Location<br />
Competency needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 467
University of Southampton<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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I am pregnant and live two counties away from the course. <strong>The</strong> course has been 100% excellent in ensuring I have placements<br />
as near to my home as practically possible and in accommodating my physical needs whilst pregnant. I have been<br />
100% supported by the course and placement supervisors.<br />
We were asked to provide information about training needs, prior experience and anything we wanted to be considered<br />
when being allocated placements. I have had some health problems that affected my ability to commute distances and<br />
the course and placement were really supportive and took this into account.<br />
I have only done one placement so far but my experience was excellent. My supervisor was very aware of how nerve-wracking<br />
it is being a trainee and pushed me out of my comfort zone but not too far. Service I was in was really friendly and<br />
supportive and the clinical experience gained was excellent.<br />
I have only completed one placement and therefore this was decided for me - we can have more input in placements later<br />
in training. <strong>The</strong> placement itself was positive, supervision was regularly scheduled and prioritised. My learning needs were<br />
identified and considered. Due to working part-time my supervisor was not always available, but alternative support from<br />
colleagues was always considered. I was well supported to provide a variety of interventions.<br />
Given the current climate in the NHS it felt turbulent at times but as a trainee clinicians tried to balance protecting us<br />
from that and gaining insights into the current issues.<br />
Placements have generally been really good and I have found myself working in some nice teams, well supported by supervisors.<br />
468 British Psychological Society
■■<br />
University of Southampton<br />
I have really enjoyed my placements so far and they have both been located near to where I live. Both supervisors have<br />
also been lovely although I think communication between supervisors and university could be improved.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 62%<br />
No 19%<br />
Don’t Know 19%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 38%<br />
No 50%<br />
Not Applicable 12%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Southampton with many trainees also living in<br />
Bournemouth, Portsmouth and Winchester.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 25%<br />
No 56%<br />
N/A 19%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
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Do you have any comments about your work life balance?<br />
■■<br />
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■■<br />
■■<br />
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I think this is largely up to the individual. If you are organised, it’s definitely possible to have a good work-life balance.<br />
Workload tends to fluctuate so that there are times when work takes over! But this is balanced with periods of relatively<br />
low levels of work. Southampton offer a good number of study days to help manage this.<br />
I feel if you are organised and plan your time you very rarely need to use weekends or evenings due to the study day and<br />
study time provided on placement. Around deadlines some weekend working does occur, but this is rare. I opted for an<br />
Isle of Wight placement and stayed on the island during the week. This was through choice, although not everyone is offered<br />
it as a choice. I found being away from home difficult at times due to practical issues, but generally it was fine and<br />
it was only for 5 months.<br />
In general I have been able to have a really positive balance, the only exception is around deadlines and end of placement<br />
which tends to be a bit hectic.<br />
<strong>The</strong>re are times when this is easier than others.<br />
Work life balance has sometimes been difficult due to lack of study days and lots of assignments. Now we have study<br />
days, if study days are used productively, I find little impact on work life balance.<br />
Work life balance is variable, for example in the initial teaching block with a high number of assessments it was more<br />
challenging to keep an even balance.<br />
A work life balance has been very difficult to maintain since starting the course. <strong>The</strong>re are times that this is easier to<br />
achieve, and times when it is impossible due to the demands of the course. Lack of study days and multiple deadlines/assessments<br />
at the start of the course made this particularly difficult. This is also difficult due to competing demands from<br />
placement, assignments and teaching.<br />
It’s constantly challenging to have a work life balance, at different points the course demands are higher although at other<br />
points there is less pressure and there is time to recuperate. It’s definitely more than a full-time job.<br />
<strong>The</strong>re are times when this is easier but when there are multiple deadlines at the same time and limited study days it<br />
becomes harder to maintain a good work/life balance.<br />
It goes through stages, sometimes it’s pretty poor and other times it is good.<br />
Using study and uni days effectively generally means my evenings and weekends are free. Having to take annual leave<br />
only on placement days can be difficult however.<br />
Much harder in the first year due to all the deadlines but has been more manageable in second year.<br />
At times it can be challenging, however, when there is no teaching on Fridays this helps with catching up on reading and<br />
coursework instead of using most of the weekend to do it.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
470 British Psychological Society
University of Southampton<br />
What would you say is your favourite aspect of your course?<br />
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Placements - these are varied and interesting and I have found supervision to be an invaluable learning resource.<br />
<strong>The</strong> placements.<br />
<strong>The</strong> quality of the teaching. Small close, supportive cohort.<br />
Being taught by local clinicians. It is really great to have different people coming in to teach us about different parts of<br />
their work and specialities - their enthusiasm is infectious and it really gives a new insight into different areas.<br />
<strong>The</strong> teaching and the expertise available.<br />
<strong>The</strong> small cohort has made it an excellent environment to grow in confidence and get peer support when you need it.<br />
I have really enjoyed the clinical teaching we have had and it has been of extremely high quality so far and I have learnt a<br />
great deal. <strong>The</strong> research emphasis of the course is strong but I see this as a real positive and something that I am enjoying<br />
and want to incorporate into my future career.<br />
Meeting the cohort and working together, we have formed a great team.<br />
<strong>The</strong> cohort - we are very supportive of one another and this enables us to manage the demands of clinical training. <strong>The</strong><br />
clinical teaching is provided by NHS Clinicians and their experience and expertise is very valuable.<br />
Encourage feedback on all aspects of the course; quality of the teaching is excellent and often inspiring to hear about<br />
clinician’s experience. Our cohort really support each other every step of the way and that makes an incredible difference<br />
to help get through the highs and lows.<br />
<strong>The</strong> teaching is excellent!! Lots of the teaching is given by external clinicians who are experts in their chosen areas. Without<br />
exception the lecturers have been really knowledgeable and approachable.<br />
<strong>The</strong> opportunity to be taught be people who are expert in their areas, working with different teams/ supervisors on placement.<br />
My course mates.<br />
<strong>The</strong> quality of the teaching and the closeness I feel to my cohort.<br />
<strong>The</strong> other trainees and placements.<br />
Placements and the systemic teaching from very competent NHS colleagues.<br />
My favourite aspects of the course are the placements and the teaching completed by clinical psychologists working in the<br />
field.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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I think Southampton offer a good balance between clinical and research experience. I have found it to be a pretty laid<br />
back course and I think the staff team have realistic expectations of the trainees. I would highly recommend the Southampton<br />
course.<br />
<strong>The</strong> course is keen for feedback and regularly updating and thinking about the best way to deliver it. <strong>The</strong>re are still a lot<br />
and some of the same challenges as the previous year particularly with the research methods module. <strong>The</strong> first year works<br />
on quite a tight timeline and assignments can be quite full on and made more stressful by vague or incomplete guidelines.<br />
<strong>The</strong>re is very little time for wider reading especially if you have a busy placement.<br />
I understand that the course has changed a lot in recent years. <strong>The</strong> course is still fine tuning a lot of these changes. It can<br />
be a little uncertain at time as many of the assignments are new, but it is really good to see that the course respond to our<br />
feedback and take this on board.<br />
Increase in number of study days during first term would be really helpful, not just to do assignments but to consolidate information<br />
learned during the first teaching block. Sometimes the course can be disorganised and the need to sit with the uncertainty<br />
and rolling with the fact that things change last minute and can be very unclear is a key skill! Generally though the<br />
teaching is excellent, the majority of support is good and the small cohort makes the course feel a very safe place to learn.<br />
<strong>The</strong> administration and communication side of the course could be greatly improved to reduce frustration and uncertainty<br />
during an already stressful time.<br />
<strong>The</strong> course work quite hard to select people who are personable, supportive and gel together. I’ve really enjoyed clinical<br />
training so far and the course staff are constantly working hard to take our feedback seriously and make appropriate<br />
changes which is really encouraging.<br />
I would recommend this course to others and I feel lucky to be part of it. A particular strength is the support from the<br />
course staff. Another strength is the openness to us finding our own individual approach as a psychologist, acknowledging<br />
that there are different ways to be as a psychologist and encouraging us to find our own way of being a psychologist. I<br />
think something that has been helpful for this is the fact that most of the teaching is delivered from external clinicians,<br />
and as such we have come into contact with many different psychologists and we have been able to hear about their<br />
unique ways of working and ask questions about their practice.<br />
It is a brilliant course that has recently had very good changes made to it.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 471
University of Southampton<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Role-play, 2 interviews (academic & research, clinically-relevant skills)<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 0%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 0%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
472 British Psychological Society
Staffordshire and Keele<br />
12 responses (27% of 45 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 473
Staffordshire and Keele<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 33%<br />
MRes 0%<br />
Diploma 8%<br />
Post Graduate Certificate 42%<br />
Conversion course 0%<br />
None 33%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 50%<br />
Assistant Psychologist non NHS 33%<br />
Voluntary Assistant Psychologist in NHS 17%<br />
Voluntary Assistant Psychologist non NHS 17%<br />
Research Assistant 0%<br />
Voluntary Research Assistant 8%<br />
Healthcare Assistant/Support Worker 50%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 25%<br />
Other 50%<br />
474 British Psychological Society
Staffordshire and Keele<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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Excellent. <strong>The</strong> role play element helped us to show what kind of clinician we’d be not just our academic ability.<br />
I found it helpful having two relatively short interviews - one academic and one personal interview. I felt that the interviewers<br />
really tried to draw the best out of me and wanted to know about me and my personal journey and how this related<br />
to my chosen career.<br />
Very good- friendly and quick. Straightforward questions. It’s different now though and involves a role play etc.<br />
Good - panels was welcoming and friendly, gave you time to answer the questions and felt like they wanted the best out of<br />
you. Interview times were arranged so you were only there for time needed (2 hour slots) and only with three other people<br />
defiantly helped to reduce anxiety.<br />
I found the panel really friendly and non-intimidating. <strong>The</strong> questions felt like the panel were genuinely trying to get to<br />
know the most about me, and not in any way difficult or ambiguous. I liked that these were also presented on a small<br />
card so that I wasn’t worrying about trying to remember the question OR worried about going on a tangent! <strong>The</strong> interview<br />
process included a personal and academic interview and role play. I feel that the role play was a useful additional to<br />
my previous year applying as I got to show a bit more about how I would behave in practice and when it got started my<br />
personality was able to show through (the actor was really good!). Staffs really make trainees feel welcomed and supported<br />
throughout the entire process. A really friendly happy group of staff and trainees who support the process!<br />
I found the process was very good. <strong>The</strong> pre interview screenings were well organised and clear to complete. <strong>The</strong> interview<br />
day was very positive - all the staff were friendly and the panels themselves made me feel calm and brought out the best<br />
of me,<br />
Very positive. An extremely friendly and welcoming atmosphere.<br />
<strong>The</strong> staff were lovely throughout, really encouraging and I felt they wanted me to succeed and get the best out of me. Left<br />
the interview feeling really empowered and happy.<br />
<strong>The</strong> process was efficient and timely which meant that there was not a lot of unnecessary waiting around - helpful when<br />
anxiety is running high! I found that the staff were very friendly during the interview day and tried to make the process as<br />
relaxed as possible. I enjoyed the fact that they had two parts to the interview: the clinical interview and a role play with<br />
some value based questions; I feel this gave me good opportunity to show strengths. <strong>The</strong> course also encouraged trainees<br />
already on the course to come and help out and this helped contain some anxiety.<br />
I thought the interview process was very well thought out. Not too many other candidates there all at once, very supportive<br />
current trainees helping, and lovely panels.<br />
<strong>The</strong> interview process was fairly relaxed. A lot of effort had been made to greet interviewees and have current trainees on<br />
standby to help out. <strong>The</strong> setup of the day didn’t feel too formal. Additionally, the length and number of interviews was<br />
much more manageable than I initially thought it would be. <strong>The</strong> interviews were split into two, both 30 minutes each,<br />
so it wasn’t a long gruelling day. <strong>The</strong> panels were welcoming and I left with a sense that they want you to do well. I also<br />
felt encouraged to take my time answering questions, which was really useful. If I didn’t know something it was OK to<br />
take the time to think about it or come back to it later on in an interview. I think that all of these factors contributed to it<br />
feeling relatively relaxed, which probably helped people to interview better!<br />
Compared to other interviews, Staffs felt the most friendly and relaxed. It was a lot shorter than those I attended for other<br />
courses, which I think helped with the anxiety as it was all over fairly quickly and there wasn’t a lot of waiting around! It<br />
felt very organised and efficient, and staff were friendly and smiling, helping to put me at ease.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 475
Staffordshire and Keele<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
476 British Psychological Society
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Feels like we could have more on these areas<br />
Thus far, we are early into our first year so my comments for this section are limited and do not reflect the entire course.<br />
It feels too CBT heavy. I don’t think there is enough psychodynamic teaching and other areas such as systemic don’t seem<br />
to be done in enough depth<br />
It is difficult for the course to provide all the necessary training in the first teaching block and as a result you may learn<br />
skills/models on placement before the teaching days and this is unavoidable. This is useful as it allows you to apply real-life<br />
cases to the teaching material.<br />
<strong>The</strong>se ticked choices are not really covered in the first year.<br />
In the first year we’ve touched upon the main three models so far, CBT, psychodynamic and systemic, but I’m hopeful that<br />
in the second and third years we’ll get more time to spend on other models.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
<strong>The</strong> lectures and placements do not line up. So I had a forensic placement in year 2 but no lectures on it until year 3.<br />
This made my child placement also challenging as I felt that we had no practical lectures until second year in child<br />
■■<br />
■■<br />
■■<br />
■■<br />
Appropriately timed lectures on placement and issues that may arise. Perhaps more time could have gone into different<br />
types of placement and what to expect? Perhaps from previous trainees reflections.<br />
A lot of the initial teaching block was focused on therapeutic skills and how and why these should be used. This included<br />
video recorded role-plays with peers to gain feedback. <strong>The</strong>re was also sufficient teaching on risk assessment/management<br />
and sessions on the demographics of the local areas for students who were not familiar with the region.<br />
<strong>The</strong> course prepares you very well for placements and the teaching and support available in regards to teaching is great.<br />
<strong>The</strong> course held a number of placement preparation workshops which were really helpful. <strong>The</strong>y helped you to think about<br />
what you want from placement and how to manage any dilemmas along the way. At the start of the year there is a 6/7<br />
week induction block of teaching. Although this is a lot of teaching in one go, it helped me to feel settled before starting<br />
placement. It also gave us a lot of opportunity to learn and practice clinical skills prior to starting placement.<br />
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How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
478 British Psychological Society
Staffordshire and Keele<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
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How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
8% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
480 British Psychological Society
Staffordshire and Keele<br />
Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
Travel, but that’s unavoidable.<br />
<strong>The</strong>sis process. Not much support given in any aspect of thesis process.<br />
■■<br />
<strong>The</strong>re are times work life balance slips. Also need to remember to keep on top of forms for trust and university which have<br />
slightly different systems.<br />
■■<br />
Not as yet!<br />
■■<br />
We were given a session in year 1 on self-care and accessing support from a number of different sources available to us. I<br />
have recently tried to get extra support and am finding this very difficult.<br />
■■<br />
Research element<br />
■■<br />
Placements vary a lot on how much support you get from the service and trust - there are big differences between the<br />
input north staffs and south staffs trainees get from their respective trusts.<br />
■■<br />
■■<br />
Balancing the workload at assignment time with placement took some thought initially.<br />
No more than expected for this level of training.<br />
■■<br />
This will be very similar at other universities, but I’ve found the frequent change quite difficult. You begin the year with<br />
a 6/7 week, university based induction block. <strong>The</strong>n there is a 5 month placement followed by 4 weeks of study. You then<br />
finish the year doing another 5 month placement. I’ve often thought that once I’m starting to feel settled in one thing I<br />
need to move onto the next. This isn’t a specific difficulty with the Stafford course, but training courses in general. It’s<br />
easy to underestimate how taxing lots of change can be.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 92%<br />
“Buddy” 92%<br />
Manager 50%<br />
Placement Supervisor 92%<br />
Librarian 42%<br />
Professional Mentor 33%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 75%<br />
Independent personal advisor 0%<br />
Other 8%<br />
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How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Outstanding!<br />
Staff are approachable and make as much time as they can to meet with you, email, telephone when in need of support.<br />
Your personal and research supervisor were combined which made it very difficult if you did not get on with that supervisor<br />
very well. I do not feel there are any systems in place to complain about your supervisor to the university.<br />
<strong>The</strong> staff at the university are mostly very supportive on a 1:1 level. However, when I have needed extra support and have<br />
had issues with reflective group, I don’t feel like I have been entirely listened to.<br />
All course staff and supervisors are brilliantly supportive.<br />
As I am a first year trainee, I have not come across too many incidents where I have required academic support, however I<br />
have been able to access support from my personal tutor for a personal matter which was really helpful.<br />
I think this is a real strength of the course at Stafford. It’s made clear in your first few days what support is available and<br />
how to access it. <strong>The</strong>re are so many channels you can go down to get whatever support you need. <strong>The</strong> course team have<br />
always been very approachable and happy to meet - whether they are your personal tutor or not. If I’ve ever need support<br />
for University work, or placement or for personal reasons, I’ve always felt that it is easily accessible and available to me.<br />
During the initial induction block, we were also encouraged to get to know our cohort. Due to the longer induction block<br />
at the start of the year, this was easy to do and meant that we all bonded really well. That support network has also been<br />
really useful throughout the year.<br />
482 British Psychological Society
Staffordshire and Keele<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
Location<br />
Competency needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
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In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
■■<br />
■■<br />
Have only completed one so far and met with new supervisor and team recently. So far very pleased.<br />
Placements so far have been great. Supervisors have been supportive and you have a lot of power over your development.<br />
Generally the teams I’ve worked in have been happy for me to get involved with anything that I think might be interesting<br />
and beneficial. I’ve also felt comfortable to say no if something didn’t seem so helpful. It can be difficult being the ‘new<br />
person’ a lot of the time, but that’s the nature of placements and I think is something you adjust to over time.<br />
484 British Psychological Society
Staffordshire and Keele<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 42%<br />
No 42%<br />
Don’t Know 16%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 50%<br />
No 25%<br />
Not Applicable 25%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live across a wide geographical area of the Midlands and North West including<br />
Birmingham, Chester, Manchester, Shropshire, Staffordshire, Stoke-on-Trent and Wrexham.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 8%<br />
No 75%<br />
N/A 17%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
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Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong> study day makes things so much more manageable!<br />
Good work life balance if you use the study time appropriately. Be aware that placements are spread across a large area<br />
and although the course are very good in taking people’s living arrangements into account, the commute to placement /<br />
university can still be very long especially if you live outside of Staffordshire / Shropshire region.<br />
This course involves a lot of commuting.<br />
As with any course there are times when this slips.<br />
Once adjusted I think our schedule allows plenty time for work life balance e.g. study day per week.<br />
I have found the university’s attitude to this to be somewhat contradictory. <strong>The</strong>y talk about this balance being important<br />
but are fairly rigid in what they will allow regarding time off for social / family events.<br />
Course really values home life and is flexible as regards finishing lectures and such to not encroach on family time.<br />
As a first year trainee, I anticipate that this will become more difficult as I proceed through the years.<br />
<strong>The</strong> commute can be tiring and expensive.<br />
It can be difficult, to begin with, to get the balance right. At first it felt like there was so much work to do and I would use<br />
my own time as well as study time. However, once things settle a little, it’s not that hard to get the balance right - there<br />
isn’t an overload of university work or placement work to do, so as long as study days are used effectively then there’s no<br />
need for it to eat into your personal time.<br />
So far things have felt surprisingly manageable. Around deadline time then things do start to build up and the balance<br />
shifts in favour of work, but I think that’s understandable. It feels that the study days built into the course are very<br />
generous, and if you use these effectively there’s no reason why you can’t keep your weekends free to help maintain the<br />
balance.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
It is well known some trainees pay tax and some do not through the years training. This seems an unfair discrepancy and<br />
would mean some trainees will be financially better off than others & subsequently may make some universities unfairly<br />
more popular!<br />
If you live outside of Staffordshire then commuting takes quite a lot of your salary.<br />
We are being paid to train though so no complaints there.<br />
North staffs trainees are not paid as much in expenses as south trainees (e.g. to and from university) and this does add up<br />
particularly in teaching blocks.<br />
Expenses to and from university and placement are not funded so it can be very expensive if you have a big commute.<br />
I think to be paid at band 6 whilst training is really good - especially when you consider the banding system in relation to<br />
other professions. <strong>The</strong>re can be a lot of travelling which can cost a fair amount of money. Where possible you can claim<br />
this back but if your placement base happens to fall far from home, this can be expensive.<br />
486 British Psychological Society
Staffordshire and Keele<br />
What would you say is your favourite aspect of your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Everything!! My cohort, the staff, the teaching, placements! I’m loving being a trainee and learning so much.<br />
Approachable course staff who are supportive and always open to receiving feedback about the course, meeting fellow<br />
trainees, critical and community approaches within the course.<br />
I have liked all my placements and had good relationships with all my placement supervisors<br />
Skills workshops - although daunting they are good practice and is lovely to get feedback from professionals as well as<br />
peers.<br />
Access to varied placements!<br />
Being able to experience many different teams within the NHS and get a feel for the area I might like to work in when I<br />
qualify.<br />
Variety of placements and teaching b<br />
<strong>The</strong> supportive nature of my cohort and the staff.<br />
We have a great cohort that are really supportive, friendly and approachable. This, along with friendly and relaxed staff,<br />
provides a great learning environment for first year trainees.<br />
My supportive cohort!<br />
This is a really tough question, because I’ve liked the whole experience. I’ve particularly enjoyed teaching, particularly the<br />
6 weeks at the start of the course. I know that this is longer in comparison to other courses but it’s really beneficial. It’s a<br />
good amount of time to get stuck into learning and it’s great to spend the time with your cohort. I also think that the level<br />
of support available is brilliant and the course team have always been great.<br />
Meeting other trainees, new experiences and working with new client groups.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Apply to Staffs.<br />
<strong>The</strong> course is currently recruiting new tutors so hopefully that will improve support offered by the university<br />
Let your personality shine through!<br />
<strong>The</strong> organisation and administration of the course feels very disorganised and chaotic. Hopefully this will improve as it has<br />
been fed back to staff on numerous occasions.<br />
Although there is good train links into Stoke, the placements are likely to be widely spread across the Stoke and Staffordshire<br />
and so I would recommend having a car available to help with timely travel.<br />
Staffs is a lovely, supportive course and it was worth the wait until I got on a course that was suited to me and my needs,<br />
it is definitely worth the long commute.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Two interviews, during one of which the applicant engages on a role play with a trained actor.<br />
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Staffordshire and Keele<br />
For the current year please indicate below how the course is organised during term.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
Approximately 7 hours (1 day) per week, but<br />
there is a 6 week induction block at the beginning<br />
of each year.<br />
This varies but overall approximately 22.5 hours<br />
(3 days) per week, increasing to 4 days during<br />
the summer.<br />
Approximately 1 day per week for study/research<br />
See above<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
488 British Psychological Society
Staffordshire and Keele<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
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University of Surrey<br />
35 responses (41% of 86 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
490 British Psychological Society
University of Surrey<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 46%<br />
MRes 3%<br />
Diploma 17%<br />
Post Graduate Certificate 17%<br />
Conversion course 3%<br />
None 34%<br />
Other 0%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 51%<br />
Assistant Psychologist non NHS 29%<br />
Voluntary Assistant Psychologist in NHS 46%<br />
Voluntary Assistant Psychologist non NHS 11%<br />
Research Assistant 26%<br />
Voluntary Research Assistant 17%<br />
Healthcare Assistant/Support Worker 66%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 23%<br />
Other 31%<br />
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<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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It was challenging and required reflective skills. <strong>The</strong> working with people interview was more about expressing your views<br />
and opinions.<br />
Enjoyed both the personal interview and academic one. Good mix<br />
Reflective.<br />
Loved it was about who you are not what you can recite!<br />
Very good, the personal interview wasn’t as challenging as I was expecting.<br />
Staff were friendly and welcoming, you felt they did want to get the best out of you and not trip you up. However some of<br />
the questions in the personal interview were tough and you certainly needed to show that you were ready and passionate<br />
about training. <strong>The</strong> trainees that were helping out that day were really helpful to chat to as well.<br />
Well organised, they seemed to do as much as they could to relax us. I felt that they were trying to get the most out of us.<br />
It was a little emotional but handled well.<br />
It was difficult to prepare for the interview at Surrey, other than the statistics test. <strong>The</strong> interview was more about understanding<br />
us as individuals i.e. our self-awareness and ability to reflect on the experiences that had led us to the point of<br />
applying. In some ways this was a relief because it relied on us reflecting about ourselves rather than reeling off lots of<br />
theory. As a result of this, one of the interviews is very personal and it is important to think about what you are comfortable<br />
disclosing on the day. I felt that the course team were genuinely interested in me as a person and my thoughts on<br />
clinical psychology and the application process. <strong>The</strong>re were also lots of current trainees on the day to ask questions and<br />
just generally reduce some of the anxiety. I really enjoyed the interview with service users and came to understand their<br />
large involvement in the course. I am still unsure exactly how my personal statement/ application form was used in the<br />
process, other than to see if I met the entry requirements, as none of my interviewers had read it.<br />
I found the interviewers very warm and they clearly were trying to get the best out of applicants, rather than trying to make<br />
it an unpleasant experience. However, I found it a significant advantage having had an interview at Surrey the previous<br />
year, as I was much better prepared for the highly personal nature of the ‘personal interview’, which really took me by<br />
surprise the first time around (as I had previously had ‘personal interviews’ at other universities which were much less personal<br />
in nature and more about practice issues and my personal response in given scenarios). <strong>The</strong> Surrey interviews were<br />
much more about me as a person, which has both strengths and weaknesses.<br />
I went into the interview process with the usual nerves, but felt the interviewers put me at ease. I particularly enjoyed the<br />
service user interview, and found the service user a joy to talk to. <strong>The</strong>re didn’t appear to be any ‘trick questions’ and I<br />
genuinely felt as though the interviewers were listening out for my strengths.<br />
I enjoyed the Surrey interview. I felt the interviewers were honestly interested in getting to know me.<br />
<strong>The</strong> found the interview process well organised and well managed. <strong>The</strong> people who interviewed me were empathic and<br />
tried to bring the best out of me.<br />
I enjoyed the amount of reflection that we needed to do for the personal interview and found it interesting rather than<br />
intrusive. I thought that the more clincial interview was appropriate and reflective of issues we need to think about as<br />
trainees.<br />
<strong>The</strong> interview process is stressful, and demands that you are able to reflect on personal experiences that you may find<br />
difficult. However, interviewers are warm and I really got the sense that they wanted me to do well.<br />
Found the interview process to be very positive, it was about getting to know me as a person rather than what I know or<br />
have done career wise.<br />
<strong>The</strong> interview was more focused on me as a person and my experiences, but there were also questions about my employment<br />
and experience<br />
I found the interview process ok and at times I quite enjoyed it. <strong>The</strong>re are two parts to the interview, the clinical interview<br />
and the personal one. <strong>The</strong> personal one I found more challenging, I was asked about my personal and family history, as<br />
well as my personal characteristics linked to my suitability for training and becoming a clinical psychologist. However now<br />
that I am on training I think it is very helpful to reflect on these factors before commencing the course and Surrey encourage<br />
reflective practice throughout training. <strong>The</strong> clinical interview was more in line with what I was expecting to be asked<br />
and a service user or carer was on the panel.<br />
Very unlike any other interview I had done. <strong>The</strong>y didn’t ask the normal structured questions you would expect to test your<br />
explicit knowledge. <strong>The</strong> questions required you to reflect on yourself and your past experiences (for the personal interview)<br />
and draw on your previous experiences and knowledge to consider in-the-moment dilemmas or issues. In a way this made<br />
it harder to prepare for, but it means you don’t have to revise set answers, you get a chance to genuinely show who you are<br />
as a person and show your natural thinking style.<br />
<strong>The</strong>y put you at ease - No trick questions<br />
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University of Surrey<br />
I liked that the interview focussed on who I am as a person and how I think rather than my ability to regurgitate information.<br />
I enjoyed reflecting on myself with the interview team and discussing clinical information. It wasn’t really something<br />
you could prepare for so it felt like I got on because of who I am rather than what I know.<br />
<strong>The</strong> interview was challenging as understandably it was a nerve wracking experience however the interviewers did their<br />
best to create a calm and positive atmosphere despite the context. I found that I enjoyed the personal suitability interview<br />
as it was an opportunity to own a bit of myself in the room and to share my personality. I also enjoyed it because having<br />
been to a Surrey interview before I knew that it couldn’t really be revised for as it’s very much about who you are.<br />
It was quite exposing at times, having one interview focus largely on you personally - how you work within teams, your<br />
personal experiences of difficult times, so it’s important to be prepared with what you’re happy to say about yourself. It<br />
was nice to not have to worry about the research side of things, as that is covered during a written exam. Overall I found<br />
the interviews OK, and probably less stressful then if I was asked about lots of facts or current affairs!<br />
I really enjoyed it, the Surrey interview really encouraged you to reflect on your experiences, motivations and wishes. It<br />
also explored your clinical skills and application to a case which I thought was a good way of assessing us.<br />
<strong>The</strong> interviews involved both personal and professional reflection, the interviewers were curious yet respectful and kind.<br />
<strong>The</strong>re was a friendly and personable atmosphere in the interviews.<br />
I felt relatively prepared for the interview as I had spoken to a few people with past experience of the Surrey interview.<br />
Both the team and the supporting trainee’s did a great job and easing people’s nerves, and overall I was able to enjoy the<br />
experience.<br />
I found it really enjoyable. <strong>The</strong>re were two interviews, a personal and a professional issues one. <strong>The</strong> professional issues<br />
interview was a chance to discuss a topic with a panel of people who had interesting opinions and generated some interesting<br />
ideas. <strong>The</strong> personal one was an opportunity to reflect on my development and lifespan which was also quite fun!<br />
Felt a lot like supervision!<br />
<strong>The</strong> interview was unusual as it was quite personal, they were trying to find out who I was as a person rather than my work<br />
experience or knowledge. It was actually quite nice, they were really supportive and gave me a good chance to reflect on<br />
things.<br />
Really positive, I was particularly impressed that there were service users and carers on the panel. Everyone was really<br />
friendly and welcoming.<br />
<strong>The</strong> interview was very reflective but a supportive environment<br />
It was different to the other interviews I had. Much less focussed on my experience, knowledge and skills and more about<br />
me as a person and my self-awareness of how personal experiences have shaped my assumptions and biases and how this<br />
would impact me as a clinical psychologist.<br />
A lot of ‘personal’ preparation - exploring yourself, your journey and why you want to be a clinical psychologist. Well managed<br />
on the day(s). Practice and past experience helped.<br />
It was difficult to sit with other interviewees in the waiting area. I did not think I had passed my first interview “Working<br />
with People”. I enjoyed the second part of the interview process, the personal interview, as it felt like I had the opportunity<br />
for the course team and I to gain a sense of who each other was.<br />
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Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
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Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
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I feel that more time could be spent on systemic ideas.<br />
In the first year it is mainly CBT with other models covered later in 2nd and 3rd year.<br />
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<strong>The</strong> first year mostly focuses on CBT and Psychodynamic models with other models covered in years 2 and 3<br />
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<strong>The</strong> team try to accommodate our learning needs as much as they can. We are encouraged to go to conferences, and have<br />
a small personal budget to support our attendance at conferences.<br />
A good balance, although CBT is the predominant model for the first year.<br />
<strong>The</strong> first year is very focused on CBT and other models are considered more in the second and third years<br />
<strong>The</strong> course is particularly focused on CBT and Systemic approaches as well as neuro teaching. We have a little introductory<br />
teaching on the other models e.g. 3rd wave CBT (ACT, CFT, DBT etc.), psychodynamic theory, with a psychodynamic<br />
week of teaching in first year.<br />
I think its a pretty good balance. <strong>The</strong>y can’t fit everything into the allocated teaching time, and we get a chance to develop<br />
our knowledge of other models on placement and through further reading.<br />
<strong>The</strong>re are talks of increasing systemic training so it is equivalent to level 1 qualification<br />
<strong>The</strong>re’s a focus on attachment perspectives and includes CFT and narrative work”<br />
Surrey has an even split between CBT, Psychodynamic and Systemic which I have appreciated as I’m able to drawn on<br />
multiple theories quite flexibly when on placement<br />
<strong>The</strong> course gives us opportunities to explore different approaches over the three years, with an option to focus on a more<br />
specialist therapy in our third year. For example there is some talk of the course offering a CFT or ACT course in the third<br />
year, which we would have to enrol ourselves on.<br />
I feel the course is very broad in its approach and I enjoy being taught CBT, psychodynamic and systemic in equal<br />
amounts. I feel it makes me a rounded, integrative practitioner<br />
Whilst the teaching does cover a range of different models, the opportunity to implement and relate this to clinical<br />
placements has been difficult, due to the lack of placement that offers opportunity to work using models other than CBT.<br />
Having said that, there are opportunities to be integrative and use the ‘thinking’ and ‘formulation’ for psychodynamic and<br />
systemic ideas, which I think makes us flexible more in our clinical work.<br />
Only being 6 months in this may not be an accurate reflection of what’s to come.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
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Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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If you don’t already have a basic knowledge of CBT it can be tough as the teaching happens after you’ve started seeing<br />
patients.<br />
We had particularly good teaching on building a therapeutic alliance prior to beginning placement, which I found invaluable.<br />
I think the course tries its best, but sometimes we have teaching in a particular area after we have done a placement or<br />
written a case report, which is unfortunate.<br />
Due to the way the course is organised we sometimes do not have much teaching on the client group before we go onto<br />
the placement.<br />
Adult mental health placement maps well onto adult teaching, but in second year the cohort are split in what placement<br />
they do which means that course teaching sometimes doesn’t match with what would be helpful to learn for your placement.<br />
It does depend on the order you get your placements. Sometimes you’ll have a particular placement before all the relevant<br />
teaching has taken place. But again this is really hard to get right for everyone as the course is constrained by the timetable<br />
- they definitely do their best. It also depends on your previous experience - if you have less clinical experience or less<br />
CBT experience, you’ll naturally find it harder picking up the basics at the beginning. Again, the course try their best to<br />
get the basics across in the first teaching block.<br />
- Course prepares you well:- We have a pre-placement visit - 1st years have 2 hrs supervision - A detailed and thorough<br />
placement assessment helps with development.<br />
We have a ‘pre-placement visit’ day allocated, which is helpful (even if you don’t go on that actual day!).<br />
CBT training is sparse prior to first placements starting.<br />
More teaching on different supervision styles, and how these change between being an assistant psychologist and trainee<br />
clinical psychologist, would have helped to prepare me more.<br />
In first year, it was a bit of a jump going into an adult placement without CBT training. I believe they have changed this<br />
now.<br />
We have teaching which matches the core placements, however this often did not coincide with time on the placement.<br />
Generally I have learnt more on placements than through the formal teaching because I have been able to read/self-learn<br />
about what is especially relevant to my placement and team’s way of working. I think the teaching on this course could be<br />
better and much of it is pretty average and taught by local clinicians, rather than anyone prominent in the field. Personally<br />
I don’t think we get enough of the things we need and I think the teaching could be made more interesting, however it<br />
prepares you enough to get through the placements.<br />
I think the course taught me to realise that I cannot know everything even as my practice develops, there will also be<br />
something to learn.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
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University of Surrey<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
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What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
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How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Poor<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
9% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course directly.<br />
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Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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<strong>The</strong> research component.<br />
Yes all assignments.<br />
Academic work/assignments<br />
Just how organised you have to be to manage your time effectively between the different demands of the academic work<br />
and work on placement.<br />
Travel, I live quite far away, also the placements cover a wide area which can lead to long commutes<br />
I think like all courses, at times managing the demands of the course, placement and your own personal life can be difficult.<br />
Having said that, the course have been responsive and validating to my cohort if deadlines have needed to be moved<br />
or if people are doing a lot of work in their free time.<br />
Balancing time demands for deadlines with work on placement.<br />
Juggling the various deadlines and responsibilities can be a real challenge.<br />
<strong>The</strong>re is a large academic workload, and at times balancing the university work and placement expectations has been<br />
especially difficult.<br />
Juggling all the different demands.<br />
First year was quite assignment-heavy, which was a tough start. I think more balance across the 3 years would have been<br />
better, which the course now does for the subsequent cohorts.<br />
It can be challenging to have a placement that is far from home and requires overnight stay. It can also be difficult to<br />
manage assignment deadlines amongst other demands.<br />
<strong>The</strong> deadlines always seem to be placed close together and it can seem as though the different assignment co-ordinators<br />
do not organise this between themselves to space these out a little more. April - June in both years have been very stressful<br />
in terms of deadlines and placement demands.<br />
<strong>The</strong> most demanding times for me have been when assignments are due in. <strong>The</strong> course are very good at taking on trainee<br />
feedback and do make attempts to spread out deadlines, however deadlines do tend to occur as placements are coming to<br />
an end, which is a busy period and can make things a bit stressful. Although this is the nature of training, there are just<br />
times when things are busy and stressful and times when things are less stressful.<br />
Course is demanding at times, however I suspect this is same with any other courses. Whilst it is demanding it is manageable<br />
Yes - mainly balancing coursework/ research alongside demanding placements.<br />
For me I have had a lot of travel on the course to South coast placements because I also live on the South Coast. Up to<br />
2 hours one way for most placements, however this has not been the experience of all trainees and I knew when I started<br />
the course that I would have a lot of travelling after I decided not to move into Guildford.<br />
For me the expectations regarding such a high standard of spelling and punctuation are difficult in light of my dyslexia.<br />
<strong>The</strong>re are not really any measures in place to help people with these problems. I do see the need for our spelling and<br />
grammar to be good but it can be discouraging to always have comments over an area that you are trying your best at but<br />
unable to reach the standards set.<br />
Balancing assignments, clinical work and reading is demanding but the course staff appreciate that trainees will be challenged<br />
by different things at different times, they do their utmost to meet and support individual needs<br />
<strong>The</strong> workload is very high on this course which can be challenging at times, when you’re juggling case reports alongside<br />
thesis work and placements it can be hard!<br />
Balancing placement needs and university work around deadlines can be difficult at times.<br />
<strong>The</strong>re has been a lot of coursework and assignments, more so than other courses, however this is being streamlined. All of<br />
the assignments have been useful and I believe that the emphasis on reflective assignments has helped make me a better<br />
trainee.<br />
Generally deadlines - the course and different lecturers having slightly different descriptions or expectations of the work<br />
required.<br />
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In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 85%<br />
“Buddy” 94%<br />
Manager 36%<br />
Placement Supervisor 97%<br />
Librarian 58%<br />
Professional Mentor 88%<br />
Personal Tutor 88%<br />
Research / <strong>The</strong>sis Supervisor 91%<br />
Independent personal advisor 0%<br />
Other 12%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
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Had an awful experience with a member of staff but it was resolved and more help offered!<br />
I think this is generally a strength of Surrey’s, though people have different experiences.<br />
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<strong>The</strong> staff team are very aware of the demands placed upon trainees and are both available and supportive in their response<br />
to difficulties experienced by trainees.<br />
Support, like people, is unique and varied depending on who it is I am consulting with. At times, it has been tricky for me<br />
to get what I needed from the ‘allocated’ person, but largely, the team is very approachable and there is usually someone<br />
that can help - even if it isn’t the allocated person.<br />
<strong>The</strong> course team is comprised of excellent researchers and clinicians, however at times they are so busy that you cannot<br />
access support as readily as one might like. Often you need to organise support in advance.<br />
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I have found the staff very supportive.<br />
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When I have required support for various reasons I have been extremely well supported and have been able to talk to other<br />
members of staff when my line manager was not available, which was good.<br />
<strong>The</strong>re are MANY support options available. Sometimes it is difficult to know which one to choose! I have found that peer<br />
support from other trainees has been the most valuable for me, although the course team are also pretty approachable and<br />
helpful too.<br />
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<strong>The</strong> course goes out of their way to be very supportive.<br />
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I have not needed to access much support but I feel like the support is there if I needed it.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 501
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<strong>The</strong> course team are really busy but my experience has been they will always try and find a time to meet with me even if<br />
it’s just for an informal debrief. This includes course team members who are not linked directly to my project, they all try<br />
to make themselves available to trainees.<br />
When I have experienced any difficulties the course staff have been very supportive.<br />
Very caring, compassionate and committed whilst focusing on your development as a professional<br />
<strong>The</strong> staff are very supportive and understanding of our needs as trainees. <strong>The</strong>y are very responsive to concerns and the<br />
challenges with face with being split between university and placement.<br />
Staff team have been very helpful, I enjoy being able to access a personal tutor and a mentor outside of the university. I<br />
also have found the Research Development Team very helpful in improving my writing skills for the thesis and supporting<br />
those of us with and without dyslexia<br />
Changes within the university structure have placed difficult demands on the course team which has impacted on our<br />
learning and the support that we can access. Overall I feel that there are lots of support systems on paper, but irrelevant<br />
to the actual support you need at times.<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Location<br />
Competency needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
502 British Psychological Society
University of Surrey<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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People’s experiences across the cohort are variable, but I have accessed support from the course team any time there has<br />
been a problem and have been impressed by their responsiveness.<br />
Supervision very much depends on the supervisor and the environment/colleagues very dependent on the service/team.<br />
<strong>The</strong> NHS is under a lot of strain so it can be difficult to get the basics such as computer access etc.<br />
I have had good placements and all of my supervisors have been very experienced and knowledgeable and provided me<br />
with excellent supervision. Whilst we do get to put a choice of 3 placements, the final decision of where we are placed is<br />
with the course team and the reasons for the placements does not always feel transparent.<br />
Experience on placement very much depends on the supervisor and the team you are working with. Some supervisors and<br />
services are more stretched than others which compromises the quality of the placement.<br />
Obviously the quality of supervision has varied slightly depending on placements but I have had some really excellent<br />
supervisors and this has been where some of my most important learning has occurred. However placements do vary and<br />
other trainees have had some difficulties, so this is only my experience.<br />
Placements vary a lot, so I have had quite different experiences across the three placements I’ve completed so far.<br />
Placement supervisor styles can vary a great deal. However when I had a challenging relationship with a supervisor, my<br />
clinical tutor was very supportive and helpful. I just had to find the courage to tell her things weren’t going well despite<br />
my imposter syndrome!<br />
I’ve had really great supervision on placement which has helped so much. <strong>The</strong>re are often issues with access to IT which<br />
makes organisation difficult.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 503
University of Surrey<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 94%<br />
No 3%<br />
Don’t Know 3%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 43%<br />
No 51%<br />
Not Applicable 6%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around the Guildford and Surrey area and South / South<br />
West London, with some trainees living in Hampshire or other areas of London.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 23%<br />
No 63%<br />
N/A 14%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
504 British Psychological Society
University of Surrey<br />
Do you have any comments about your work life balance?<br />
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This differed according to different course demands.<br />
<strong>The</strong>y do try and give you more study days around the time coming up to a deadline, but I don’t think it’s possible to avoid<br />
working the odd weekend and evenings.<br />
Can be a struggle at times.<br />
This is variable, depending on upcoming deadlines/demands on placement. Overall it is good, but there are times when<br />
demands are higher and I find that I need to work during my spare time.<br />
It can be difficult to strike a balance between work and life due to various pressures. However, the course team as a whole<br />
appears to promote work-life balance, and where possible encourage trainees to value and prioritise self-care.<br />
<strong>The</strong> amount of coursework takes up a large amount of time. Study days are given but not always at the best times.<br />
Overall I have found my work life balance ok except when I had to stay away from home due to placement. <strong>The</strong>re are<br />
weekends that I have had to do uni work or worked late in the evening to get coursework done or finish work on busy<br />
placements.<br />
It fluctuates often - when there are many deadlines it is difficult to achieve the balance (no matter how organised you are)<br />
but there are other times in the year when you are able to take some more time for life<br />
You do have to kind of insist on having a work life balance, the course encourage it, but they also have to place certain<br />
demands on you. It would be possible to work all of the time and have no life, but you have to force yourself slightly to<br />
ensure that you take annual leave and try to avoid working at the weekends. <strong>The</strong>re have been many times that I’ve found it<br />
unavoidable and have had to work during evenings and weekends, particularly at the end of placements (especially the 6<br />
month ones) and when assignments are due.<br />
I’ve been surprised how easy it has been to maintain a good work life balance. I had expected it to be more of a challenge.<br />
However, I know this has varied across my colleagues.<br />
<strong>The</strong>re have been many points where it has been impossible to maintain a work-life balance but the course is demanding<br />
so I expected that.<br />
<strong>The</strong>re have been times across the three years when there has been less or more of a work/life balance and this has been in<br />
the context of deadlines and thesis commitments.<br />
It fluctuates - when assignments are due (and we are still at placement, having teaching days etc.) work seems to consume<br />
everything, but at other times of the year it feels much more balanced.<br />
I have found the course demanding in terms of balancing home and work life as it always feels like there could be more I<br />
could be doing but I think this would be the nature of this course anywhere not just my university!<br />
A challenge as I imagine with any doctorate, however course has a personable atmosphere and promotes staying within<br />
working hours, providing study time within the working week<br />
It can go in ebbs and flows - sometimes you can strike a good balance, but sometimes the workload feels very overwhelming.<br />
I look forward to weekends when I qualify!<br />
Work life balance gets much harder around deadline times but it can be achieved with a bit of organisation.<br />
<strong>The</strong> work life balance is what you make of it. <strong>The</strong>re is enough time to do the work, if you are efficient and sensible with<br />
managing your time. I have never had to compromise on having time off, going on holiday or seeing friends. I usually have<br />
most evenings off.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 505
University of Surrey<br />
Do you have any comments about your financial quality of life?<br />
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Get a high areas allowance<br />
My wages dropped by starting the course as I was working in London prior to this so it has been difficult to adjust<br />
Surrey and London (where most trainees live) are two of the most expensive areas to live. This can be a difficult adjustment<br />
for those who have moved from other areas of the UK.<br />
Travel expenses are paid which is a great help. However, these are a month in arrears, and so in the past have set me back<br />
on my finances. Trainees can reduce the effects of this by ensuring expenses claims are submitted on time and how and<br />
when is made clear by the course administrator.<br />
In this climate, we are very fortunate to be paid to train (although we do work very hard for our money). Travelling can be<br />
expensive and we do work many more hours than we are contracted for, but I am grateful to be paid. I would not be able<br />
to have started the programme if it was unpaid.<br />
As the course is based in Surrey we get the fringe London weighting, which is better than nothing but isn’t loads, and as<br />
someone who still lives in London it doesn’t go that far!<br />
Lucky to be being paid while training! But a lot of people have financial responsibilities (cars, mortgages, high rent etc.!)<br />
and it is an expensive area to live, so sometimes feels less generous then it is!<br />
I feel really lucky to be paid for doing this course - it’s such a privilege and makes doing the course much easier as you<br />
don’t have to worry about working a job to earn money alongside doing the course<br />
While I am grateful to have a funded place, it would be helpful if the people who lived or were placed in London were<br />
eligible for some amount of Higher Cost Area Supplement, and the cost of living and travel can be higher.<br />
University are good at getting expenses for travel back. <strong>The</strong> only issue I’ve had is sometimes travel to placement isn’t as<br />
far as to university so I haven’t been able to claim<br />
If you life in London it is properly more expensive than living on the south coast or in surrey and you do not get London<br />
weighting on your salary. However I think the opportunity for a work/life balance better in London and there is better transport<br />
links.<br />
What would you say is your favourite aspect of your course?<br />
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Placement<br />
My colleagues on the course - we all get on really well and everyone is so supportive.<br />
<strong>The</strong> staff are very approachable and understanding, they help whenever they can<br />
I really appreciate the support systems and the course team’s interest in supporting us to be reflective in making links<br />
across our professional and personal lives.<br />
<strong>The</strong> academic staff on the course are excellent and work hard to create good communication between the cohort and staff,<br />
being highly responsive to our feedback and readily available to meet with trainees upon request.<br />
<strong>The</strong> cohort is a major source of support and help to make things more manageable. We are a fairly diverse set of people,<br />
and have different strengths. We often share information which helps. At time has gone on, we have got to know each<br />
other fairly well, and feel safe to express concerns and strategies which is normalising and feels very supportive.<br />
Placements<br />
Clinical work on placement and the support from colleagues on the training course with me.<br />
<strong>The</strong> opportunity to have had such good experience on my placements.<br />
Peers on the course are an invaluable source of support, knowledge and advice.<br />
Being back into formal learning. <strong>The</strong> quality and breadth of our lectures is fantastic overall!<br />
<strong>The</strong> support I get from other trainees, and the balanced emphasis on training Surrey take, combining clinical, research,<br />
leadership and reflective practice. Oh and I have really loved some of my placements too.<br />
I love the course and all the opportunities it provides to experience lots of different aspects of clinical work. I think they<br />
try very hard to make our lives as trainees as positive as possible.<br />
Support in placement e.g. 2 hrs supervision and detailed placement evaluation form to aid development - also there’s a<br />
focus on service users/carers perspective and a group that we can consult<br />
I have really enjoyed my placements and have been lucky to have supportive/ reflective supervisors. Some of the teaching<br />
has also been excellent - in particular, our psychodynamic and systemic teaching weeks gave a really good grounding in<br />
the models which were very enjoyable.<br />
<strong>The</strong> opportunity to learn about the clinical application of psychology over a range of populations and settings. <strong>The</strong> opportunity<br />
to think and reflect with other trainees and psychologists.<br />
506 British Psychological Society
University of Surrey<br />
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<strong>The</strong> opportunity to work in so many different areas of mental health but within supportive, contained environments. It is a<br />
good opportunity to learn our way of working and what we really feel passionate about. Also - the cohort!!<br />
Learning about this area and having the opportunity to use what I’ve learnt in practice.<br />
Personable atmosphere of the course, promotion of professional development via both personal and professional reflection,<br />
availability of staff and supportiveness of cohort<br />
Personal and Professional Development Group<br />
<strong>The</strong> wide range of therapies taught the support from the university and peers.<br />
<strong>The</strong> cohort is great and there are lots of different types of support if you need it.<br />
<strong>The</strong> balance of teaching between CBT, psychodynamic and systemic. <strong>The</strong> service user and carer input.<br />
Placements<br />
<strong>The</strong> support offered by staff. <strong>The</strong> course team are a very welcoming team who take interest in you professionally and personally.<br />
Feedback is requested and responded to.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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<strong>The</strong> course team really tries to incorporate matters of diversity into our learning, and tries to implement understanding in<br />
how they support us as trainees. <strong>The</strong> service user and carer committee is attached to the course team and are absolutely<br />
phenomenal! <strong>The</strong>y provide real hands on advice and support, which I have only ever been impressed with.<br />
It is a very reflective course and the interview process reflects this so people should be prepared for this type of interview.<br />
A great course for those who value reflective practice in addition to developing theory, research and clinical practice<br />
You may be placed very far from home, commuting can often be an issue for us as we have a wide patch - it’s not uncommon<br />
to be commuting around 2 hours each way if you live in an area where lots of other trainees live and there aren’t<br />
enough placements for everyone.<br />
Overall it is a good course and I have enjoyed my time. Every course has good and bad aspects, for me the reflection was<br />
an important area of personal development, which this course has provided me with. <strong>The</strong>re is a greater emphasis on leadership,<br />
consultation, research and team formulation than on becoming therapists which was again my preference, however<br />
if you want to get more 1:1 therapy experience and solely work therapeutically I would look at courses which have a<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
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Interviews assessing academic, clinical, professional, personal and learning skills and capacity.<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
15 hours<br />
22.5 hours<br />
Allocated within<br />
Allocated within<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 507
University of Surrey<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 100%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
508 British Psychological Society
Teesside University<br />
19 responses (45% of 42 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 509
Teesside University<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 5%<br />
MA 11%<br />
MSc 42%<br />
MRes 5%<br />
Diploma 0%<br />
Post Graduate Certificate 16%<br />
Conversion course 0%<br />
None 26%<br />
Other 5%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 84%<br />
Assistant Psychologist non NHS 37%<br />
Voluntary Assistant Psychologist in NHS 21%<br />
Voluntary Assistant Psychologist non NHS 16%<br />
Research Assistant 32%<br />
Voluntary Research Assistant 32%<br />
Healthcare Assistant/Support Worker 68%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 16%<br />
Other 5%<br />
510 British Psychological Society
Teesside University<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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<strong>The</strong> panels were very friendly. Current trainees were available to show you to your panels and answer any questions. I<br />
also liked that there was a service user panel, as it suggested the course valued the opinions of the people we would be<br />
working with.<br />
<strong>The</strong> interview process overall seemed fair and I preferred this to other course methods where you may be grouped with<br />
other applicants, complete tests or an unknown presentation or role play on the day. Doing a research presentation first<br />
helped me to settle in to the interview. <strong>The</strong> research panel do expect you to have some knowledge of statistical and qualitative<br />
methodologies and issues, so I found it useful to have refreshed my knowledge prior to interview. <strong>The</strong> clinical panel<br />
appeared to want to get the best out of you.<br />
I felt that at Teesside, staff were aware that this process can be very anxiety provoking for many and were keen to minimise<br />
this and just get the best out of me on the day. I was supported to attend the appropriate rooms by a current Trainee<br />
and was able to sit with her for some reflections afterwards which I found to be helpful and comforting. <strong>The</strong>y brought<br />
sweets too!<br />
It was generally a good experience. <strong>The</strong> interview panels were relaxed and friendly and the presentation was a positive<br />
aspect of the process too.<br />
<strong>The</strong> environment and individuals assisting us (current trainees) were supportive and made the process clear and comfortable.<br />
<strong>The</strong> interviews were relatively quick and both panels were down to earth and genuinely appeared to want the best<br />
from you.<br />
I found the interview process very well organised. <strong>The</strong> trainees who chaperoned on the day were very helpful and containing.<br />
<strong>The</strong> interviews were challenging (the academic more so than the clinical) but fair. I personally found doing a prepared<br />
presentation at the start of the first panel helped to settle me into the interview process.<br />
It was quite relaxed and I felt welcomed by the panels and the trainees who were there on the day.<br />
<strong>The</strong> interview process was a positive experience, the staff and students are really supportive.<br />
<strong>The</strong> interview process was clear and I was made to feel at ease on the day. <strong>The</strong> interview panels were friendly and I felt<br />
really tried to get the best out of me. Current trainees were available for support between interview panels and they really<br />
helped ease my anxiety on the day.<br />
<strong>The</strong> course interview felt very balanced with a separate interview for clinical and research based questions. It felt as<br />
though the interview panel wanted the best from you and were very encouraging<br />
<strong>The</strong> interview process has remained simple compared to some on the other courses with a clinical and a research interview,<br />
both 30 minutes. You are required to give a 10 minute presentation on a bit of research you have been involved in.<br />
<strong>The</strong> questions were fair and the clinical panel was very friendly and welcoming. Trainees are also there to help you through<br />
which is really nice.<br />
Good support from current trainees on the course, quiet space available if required and did not come into contact with<br />
other interviewees which was positive. <strong>The</strong> interview process was as calm and relaxed as it could be.<br />
Very containing, I felt welcomed into the university and had a chance to chat to current trainees before the interview<br />
Teesside had a friendly atmosphere with the panel feeling the friendliest panel out of all courses I interviewed at. <strong>The</strong> current<br />
trainees were extremely helpful and containing on the day. <strong>The</strong> panel tried to get the best out of you by asking follow<br />
up questions rather than trying to ‘trip you up’ in any way.<br />
<strong>The</strong> interviews were well spaced out with only a small gap between the two. <strong>The</strong> trainees from 1st year waited with you<br />
between interviews, and they had a quiet room if you wanted to wait alone. I found it to be a lot less scary than I had<br />
expected.<br />
Lovely, friendly and approachable<br />
I found the Teesside interview panels to be very friendly, and despite the high nerves it was actually a nice experience.<br />
Some of the questions were challenging but I felt that they wanted to get the best out of me, and the questions were not<br />
designed to trick the candidates. <strong>The</strong>y appear to want to get some idea of your personality and this is reflected in the<br />
process.<br />
<strong>The</strong> Teesside interview was my favourite. Two panels, one clinical and one research. Lots of nerves before the interview<br />
which is natural but the course did their best to support this. I was paired with a current trainee for in-between interviews<br />
which was lovely, and other trainees were on hand to answer questions. I also appreciated being able to practice my presentation<br />
before going into my research panel. <strong>The</strong> panels were professional but friendly.<br />
<strong>The</strong> interview was a really pleasant experience. It was great to have current trainees around to chat to and help to calm<br />
your nerves. It was also not as long and drawn out as some selection events can be, whilst still feeling that you had time<br />
to think and show your strengths.<br />
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Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
512 British Psychological Society
Teesside University<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
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<strong>The</strong>re is a lot of focus on health psychology and neuropsychology. I would prefer more time devoted to certain models (e.g.<br />
CAT, CFT).<br />
Teaching gives a broad coverage of the main psychological models. Teachers from the field tend to have preferences for<br />
one or two models, which they link into their teaching topic.<br />
<strong>The</strong> course is open to feedback about the modules and the teaching. I am a first year at the moment and I believe we are<br />
due to get more in depth and specialist teaching as the course progresses. I love Psychodynamic, Attachment <strong>The</strong>ory,<br />
Systemic, and CAT and the teaching we have received on these topics in particular has been of a very high standard, from<br />
experienced and knowledgeable clinicians. I would like more of it, but that’s just because I really enjoy learning about it!<br />
Teesside offers a large variety of area’s covered by teaching. This is positive as it allows trainees to carve their own path<br />
in deciding the type of clinician they will be once qualified by allowing us to gain a broad understanding of the range of<br />
approaches with opportunities for specialist placements in third year.<br />
CBT seems to be more popular but we have had teaching on other models. Some other models or therapies are taught in<br />
second and third year<br />
<strong>The</strong> course is fairly well spread amongst the different models but still quite CBT heavy overall.<br />
<strong>The</strong> course is really responsive to feedback and really want to nature your strengths and interests. Unlike other courses<br />
there is not a strong leaning to one model and there is space to decide this yourself - which is a merit of Teesside, they do<br />
not push models onto trainees and all models are covered equally.<br />
Personally, I feel there is not enough time devoted to consolidating skills in the core models of therapy the course<br />
teaches. <strong>The</strong>re is also a lack of time to examine the wider social issues at play, i.e. social constructivism and community<br />
psychology.<br />
<strong>The</strong> course offers a diverse range of models and theoretical perspectives. <strong>The</strong> course does not attempt to focus heavily on<br />
any particular model and trainees are encouraged to develop their own interests and are given opportunities to practice<br />
different models.<br />
We have little teaching on ‘just’ CBT, more often it is discussed within topics on depression in older adults, or other clinical<br />
areas.<br />
<strong>The</strong> course’s main models are; CBT, CAT, Psychodynamic and Systemic. <strong>The</strong>re is more focus on CBT however this tends to<br />
be a reflection of the NHS today rather than the course aims. <strong>The</strong>re is definitely a push to integrate therapies and to use<br />
clinical judgement. <strong>The</strong>re is also a good amount of time given to research methods and our resident statistician is fantastic.<br />
Overall there is a good balance.<br />
<strong>The</strong>re are a range of models talked about, although because of BPS guidelines it can sometimes feel that there is more of<br />
a focus on CBT.<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not applicable <br />
at this time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 513
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Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I would prefer more guidance over the paperwork that we have to submit. Also, placements are organised quite late on. It<br />
would be helpful to be aware of these earlier so that we can make contact with our supervisors (although I appreciate they<br />
cannot be made too early as supervisors’ circumstances can change).<br />
Some teaching has been very helpful in being able to apply to placement, whereas others can focus too much on assessment/formulation<br />
than intervention. At times good teaching has been at the end of placement which would have been<br />
useful earlier, but often this is due to rescheduling. <strong>The</strong> focus on multiple models and developing your own style as a<br />
Psychologist helps to adapt to the models of individual services/supervisors. Finding out which placement you are going to<br />
next can feel a little last minute, more notice would be useful.<br />
We don’t get much notice about where we are next for placement as the course is careful to wait until they have everything<br />
confirmed first. This can be a bit of a pain when trying to plan life around the course and we are often all itching to<br />
know what our next placements will be. However, I have known both a couple of weeks before starting which was enough<br />
to arrange pre-placement meetings. You choose your final two placements in second year so I should have more notice for<br />
those.<br />
You aren’t prepared as such but they seem to have matched trainees with a placement they have some experience in for<br />
the first placement. On reflection this was really helpful when trying to find your feet with the course and when learning<br />
how you best juggle placement demands and assignments and teaching.<br />
You don’t find out about where you are placed until very late in the day, which can cause some anxieties. <strong>The</strong>re is some<br />
initial teaching on basic skills which can be used on placement but the paperwork can feel quite overwhelming<br />
Teaching isn’t always matched to placement; therefore you can sometimes receive teaching that would have been relevant<br />
and helpful, after the placement has passed.<br />
Unlike other courses there is not a long teaching block before placement starts in week 3, this does feel scary, but learning<br />
is much more experiential, and you have plenty of opportunity to link what you have learnt to your practice.<br />
Trainees could probably do with being informed of placements earlier than they currently do to allow time to arrange pre<br />
placement meetings and undertake extra relevant reading. Teaching could be delivered in blocks as it can at times feel a<br />
little disjointed. Otherwise I have felt confident with how much preparation I have received for placements.<br />
We began placement 1 after only a couple of weeks of teaching so I didn’t feel particularly prepared. However, teaching<br />
occurs every week from October to May and this helps to keep knowledge fresh and also allows for regular peer group<br />
discussion.<br />
<strong>The</strong>re is an induction process and block of teaching before starting placement. Depending on placement and supervisor,<br />
there are options to have a quicker or slower start depending on previous experience and confidence.<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
514 British Psychological Society
Teesside University<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 515
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What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
516 British Psychological Society
Teesside University<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
11% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
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Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
■■<br />
■■<br />
Trying to balance academic work, placement demands and thesis can be stressful at times. Some of our deadlines are very<br />
close together which adds to this.<br />
I haven’t had any particular issues, but the course itself does require balancing lots of plates and sometimes there are<br />
multiple deadlines within a short space of time which can be quite demanding. As a cohort we have requested extra<br />
reflective space and this has been provided.<br />
<strong>The</strong> way I would describe the course is that it is a bit of a rollercoaster. Most of the time I love it and just get along with<br />
life and meet the deadlines with minimal stress. Other times it can feel very busy, with lots of things to hold in mind,<br />
juggle, and deadlines to meet for the different aspects of the course feeling very close together. Life outside of the course<br />
during these times has been a bit less balanced, but there are supportive staff available and between us we seem to be<br />
muddling through fine!<br />
■■<br />
■■<br />
Having recently had lots of deadlines close together<br />
too many deadlines in March. Could be better spread out which has been fed back.<br />
■■<br />
When deadlines are looming and placement is busy at the same time it can feel quite a lot to manage. However, on the<br />
whole assignments are fairly well spread. I’ve found the work very manageable and still had plenty of my own time.<br />
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During certain parts of the year there is a greater emphasis on academia which can feel somewhat overwhelming<br />
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■■<br />
■■<br />
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<strong>The</strong>re seem to be periods where we have a lot of assignments due all at once, but if you are well organised these are<br />
manageable.<br />
Balancing academic deadlines which clinical work can be hard, but this is the nature of the training. I have worked at<br />
weekends but this is more due to my nature rather than the course demands.<br />
<strong>The</strong> course is demanding in terms of managing workload, placement demands and retaining a work-life balance. However,<br />
there are lots of effective and resourceful support networks in place.<br />
<strong>The</strong>re are points in the year that there are a lot of deadlines and these can feel very stressful. Additionally, there are ongoing<br />
deadlines throughout the year and it is difficult to balance all of the competing demands and to take time for yourself.<br />
■■<br />
Sometimes assignments can come in a chunk, however we do get study time for the purposes of completing assignments.<br />
■■<br />
It is difficult to balance the demands of placement, assignments, teaching and thesis, although this would be the case on<br />
any course, and there are good support structures in place.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 100%<br />
“Buddy” 100%<br />
Manager 28%<br />
Placement Supervisor 94%<br />
Librarian 33%<br />
Professional Mentor 78%<br />
Personal Tutor 83%<br />
Research / <strong>The</strong>sis Supervisor 94%<br />
Independent personal advisor 17%<br />
Other 11%<br />
518 British Psychological Society
Teesside University<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
Generally, course staffs are very supportive. Most of them only work part-time though which means it can be difficult to<br />
get a hold of them at times (although they usually respond by email).<br />
Personal tutor and other course staff would much prefer you to seek their help than be struggling in silence. PPD tutor<br />
always makes he is available. <strong>The</strong> cohort is also a great deal of support; everyone is in the same boat and likely having the<br />
same anxieties as you.<br />
I have received support from module tutors regarding assignments for their modules. I have received support from staff<br />
regarding questions and challenges arising from my placement. I have had support regarding my thesis topic. I have had<br />
support regarding my planning of future holidays which is all part of the course-life balancing act and was very helpful. I<br />
have also received general support from a member of staff that makes themes very available to us for anything we need -<br />
this is particularly comforting when the course is busy or life feels a bit stressful.<br />
<strong>The</strong> personal professional development tutors are extremely helpful and supportive, and are very approachable and easy to<br />
talk to. For me they have been especially helpful when needing to talk through some personal difficulties that I experienced<br />
during the first few months of training.<br />
Course staff are very supportive and make themselves available for any reason at any time.<br />
<strong>The</strong> course staff are really lovely and treat you like colleagues. <strong>The</strong>y are readily available, however quite a lot work part<br />
time, which sometimes can be a little troublesome.<br />
<strong>The</strong>re is a great emphasis on PPD on the course as well as on reflection. This is something that has been really helpful<br />
<strong>The</strong> course places great emphasis on PPD with teaching on self-care running throughout the course. I found the course tutors<br />
very approachable and supportive and have always felt that should an issue arise, I could talk to them about anything<br />
in an open and non-judgmental environment.<br />
<strong>The</strong> support on the course is excellent and the course staff are really interested in getting to know what kind of a person<br />
you are, your strengths and interests. <strong>The</strong>y take time to nature these. <strong>The</strong>re is also no limit on the support and the staff<br />
are happy to meet as often or as little as you need. So much so we asked for more reflective practice which was organised<br />
quickly. <strong>The</strong> course understand the transition to being a trainee comes with many challenges and they attempt to prepare<br />
you are see you through this process.<br />
Excellent support whenever this has been needed. Support with academic assignments as well as any other factors that<br />
may impact on placement work or University related work is consistently offered.<br />
One of the main strengths of the Teesside course is the access to support systems. Course staff always make time for you,<br />
even if you just want to talk about something personal. Everyone treats you with respect and as a valued colleague.<br />
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Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Location<br />
Competency needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
520 British Psychological Society
Teesside University<br />
In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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■■<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I would prefer more discussion around core placements and what our preferences are. I have been very lucky in my placements<br />
so far, but it would have been nice to have more say in what we were looking for before placements are decided.<br />
Luckily, we do get more of a say in our third year placements.<br />
Only had one placement so far and core placements are organised by the course, although they do try to take into account<br />
previous experience and location. 3rd year placements take into account own wishes and can be organised by ourselves.<br />
<strong>The</strong> course try as much as possible to get placements close to home. I travel to the course for teaching from a nearby city<br />
but both placements to date have been more local to home. I am very happy with both of my core placements so far.<br />
Placement near my location<br />
I have only had one placement so far it was an excellent experience. <strong>The</strong> supervisor was very nurturing and supportive and<br />
the team was all great.<br />
I have had excellent experiences on placement with opportunities to pursue my own interests and identified needs for<br />
professional development.<br />
My first placement was fantastic. It allowed for both professional and personal growth as; I was able to develop my;<br />
competencies, skills, and confidence, take an active role in my learning experience, and additionally I felt valued by my<br />
supervisor and colleagues as a clinician.<br />
Placements in the first two years are chosen for you. However, the location of them are usually organised according to<br />
where trainees live. Experience and competency needs can be discussed with supervisors on starting placement and most<br />
are flexible in meeting trainees’ needs. You can choose your final two placements in third year.<br />
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Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 63%<br />
No 16%<br />
Don’t Know 21%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 32%<br />
No 37%<br />
Not Applicable 31%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around Teesside with many trainees also living in<br />
Durham, Middlesbrough and Newcastle. Some trainees live further afield in Bishop Auckland, Northallerton,<br />
Richmond, and York.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 5%<br />
No 95%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
522 British Psychological Society
Teesside University<br />
Do you have any comments about your work life balance?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
It can be difficult to maintain this at times, particularly when assignments are due. I think is probably true of every course<br />
though.<br />
I have generally been able to keep my work life balance, but there is often work to be done on a weekend. More study<br />
time could be useful.<br />
I think that some of the work life balance comes down to personal work ethic and how well we organise our time. However,<br />
we have also asked for more access to study time around months with multiple deadlines to reduce the impact this has on<br />
work life balance.<br />
<strong>The</strong>re is a lot of work to do and a lot of deadlines but I think as long as you are strict with yourself you can maintain a<br />
work life balance<br />
That’s the trainees responsibility. Course staff can support where needed if necessary.<br />
If you use your study days well the work is very manageable.<br />
<strong>The</strong> work load has increased in third year, but that is to be expected. It is up to the individual to manage deadlines, but in<br />
general I have found that the study days provide enough time that the work doesn’t take up too many evenings or weekends.<br />
A lot depends on your ability to work effectively and manage the work load<br />
I have managed to retain a good work life balance by being able to continue to play sport at a professional level. Both the<br />
course and placement supervisors have been extremely supportive and accommodating with regard to this.<br />
I have found it difficult to find a good work/life balance. Whilst there are a lot of course demands part of the difficulty is<br />
personally learning to manage these demands to ensure quality personal time.<br />
We get plenty of study time to complete assignments; I find the work life balance manageable. I’ve been quite boundaried<br />
in that I keep my weekends protected.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
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We are very fortunate to get paid and I have found my finances are able to cover everything necessary.<br />
I believe our pay is good considering we are in training. I’m sure everyone will usually say that they would like to be paid<br />
more.<br />
Very fortunate to be salaried at a band 6 but still enjoy student discounts and discounted rail fare!<br />
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Teesside University<br />
What would you say is your favourite aspect of your course?<br />
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Placements and working alongside & learning from experienced Clinical Psychologists. Reminds me why I want to do this<br />
job.<br />
<strong>The</strong> emphasis on developing yourself and what kind of Psychologist you want to be. <strong>The</strong> flexibility of models, and respecting<br />
our training and values, against the current NHS pressures.<br />
Being paid to learn!<br />
<strong>The</strong> variety of teaching and the personal professional development modules are my favourite aspects. <strong>The</strong>re is a lot of<br />
reflective teaching sessions in the PPD module and we also have reflective practice groups in our cohort which are a very<br />
good part of the course.<br />
Regular teaching which means the cohort have had a lot of time to get to know each other and support each other<br />
throughout. Our group also generated a reflection group which is supported by course staff which is a good example of<br />
flexibility and meeting our needs as trainees.<br />
I think the varied teaching makes the course stand out and the friendly nature of the staff team.<br />
<strong>The</strong> emphasis on becoming a Psychologist that feels right for you. <strong>The</strong>re is no pull to one orientation of therapy or model;<br />
this enables you to think openly and critically about a number of topics.<br />
I have really enjoyed my placements. It has been excellent to work with new client groups in different areas across the<br />
region. So far my placements have differed from my previous experience and I feel like I have learnt a lot and developed<br />
as a trainee.<br />
It feels like a very balanced course, there is good focus both clinical and research whilst promoting self-reflection and professional<br />
development. I have enjoyed the focus on leadership and thinking about the professional role of a psychologist<br />
in the current landscape of the NHS.<br />
No one aspect - enjoy the mix<br />
Placement<br />
Wide variety of experience available with extremely supportive staff.<br />
Reflective elements<br />
<strong>The</strong> statistics teaching is excellent and my personal experience of clinical placements has allowed me to begin to develop<br />
my own style of clinical practice.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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I’m really enjoying the course, even though training is stressful at times. I have learned a lot and am able to apply the<br />
theoretical knowledge to my everyday clinical practice.<br />
<strong>The</strong> course and teachers are generally very responsive to feedback, so we tend to find issues can be discussed if not<br />
always resolved. More study time around deadlines would be helpful. Overall, I am enjoying the course so far.<br />
Some of the teaching can be quite repetitive. This could be improved upon.<br />
I would highly recommend applying to Teesside which develops trainees to be reflective, critical thinking clinicians with<br />
desirable leadership skills.<br />
524 British Psychological Society
Teesside University<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
We have 2 interviews: first a research based interview and second a more general interview where the panel includes a<br />
service user and an NHS based clinical psychologist. No test or exams.<br />
For the current year please indicate below how the course is organised during term.<br />
Teaching<br />
12 hours of teaching in years 1 & 2 and 4 hours<br />
in year 3. A break in teaching for the 3 summer<br />
months each year.<br />
Placement 3 placement days per week (4 days for the 3<br />
summer months).<br />
Personal Study At least 10% of the programme time is personal<br />
study. This increases as trainees get further into<br />
the programme and need more time for their<br />
major research projects.<br />
Research<br />
<strong>The</strong>re is a research module in each year.<br />
During the second half of the programme more<br />
study time is given for thesis work.<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 0%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 525
Teesside University<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
526 British Psychological Society
Nottingham Trent University<br />
12 responses (24% of 50 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
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Nottingham Trent University<br />
Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 4%<br />
MA 0%<br />
MSc 65%<br />
MRes 4%<br />
Diploma 22%<br />
Post Graduate Certificate 4%<br />
Conversion course 0%<br />
None 30%<br />
Other 4%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 74%<br />
Assistant Psychologist non NHS 30%<br />
Voluntary Assistant Psychologist in NHS 39%<br />
Voluntary Assistant Psychologist non NHS 13%<br />
Research Assistant 48%<br />
Voluntary Research Assistant 13%<br />
Healthcare Assistant/Support Worker 61%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 0%<br />
Other 22%<br />
528 British Psychological Society
Nottingham Trent University<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
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Initial selection test on research design and critique was well organised. I felt the questions were of a fair level of difficulty.<br />
<strong>The</strong>n a week or so later was invited to an interview day. Broken into multiple parts: group task, group reflection, clinical<br />
interview, personal interview, and research interview. <strong>The</strong>refore good to have multiple opportunities to display yours<br />
strengths in different areas. Get chance to chat with other applicants and current trainees in between interviews. Admin<br />
team on the day were helpful, supportive, and well organised.<br />
<strong>The</strong> interview process was undeniably challenging, however, I did feel that the amount of panels ensured that I was given<br />
opportunity to interview well. More so than a single half hour would allow for.<br />
It was a very lengthy day, however a lot of support was available. <strong>The</strong> interview had 4 parts to it (4 different interview;<br />
clinical, academic, group, personal. <strong>The</strong> interviewers on the panel varied in their approach. Overall, it was a understandably<br />
challenging experience.<br />
<strong>The</strong>re was a large group task, a small group task and three interview panels (Academic, Clinical and Personal). A talk at<br />
the start of the day was given to introduce the three panels. <strong>The</strong> day was organised well. Some panels had up to 7 members<br />
on, others had only 4. <strong>The</strong>re were current trainees present to answer questions. Lunch was provided as well as tea<br />
and coffee. <strong>The</strong> admin staff were great and really helpful.<br />
<strong>The</strong> written test was on a separate day, which gave us one less task on selection day. I was grateful for this as the selection<br />
day is a long process. I found the day challenging and very thorough, but overall it was a positive experience. I liked<br />
the variety in interviews as if you didn’t feel like one went so well you could make up for it in another. All the staff were<br />
really nice and supportive. I’d say the day is a fair reflection of the course itself.<br />
Tiring! It was a long day with different types of panels and group tasks. I think that the process aims to get the best out of<br />
you and gives you the opportunity to show off your strengths in different areas.<br />
<strong>The</strong> interview day offered you the opportunity to show your skills in different areas which seemed a fair process. <strong>The</strong> interviews<br />
themselves were challenging but offered you the opportunity to apply your own knowledge and experience rather<br />
than being specific question/ answers.<br />
<strong>The</strong> Trent interview was challenging and unlike any other interview I had ever experienced. However I felt the process was<br />
designed to try and get the best out of you, and the different panels provided the opportunity to demonstrate a range of<br />
skills. I found the presence of current trainees on the day to lend support very helpful.<br />
<strong>The</strong> whole interview process was very well organised. It was a full day starting with a group task followed by three different<br />
interviews: academic, clinical and personal. Although it was inevitably anxiety provoking, it felt as though they were giving<br />
you several different opportunities to do well, which reduced the pressure on each of the individual tasks. I’d had interviews<br />
at other universities and in comparison it felt very fair and comprehensive. <strong>The</strong>re were current trainees around to<br />
offer support which was really helpful and lunch was a bonus.<br />
It was a difficult and challenging day, but the varied aspects of the interview day provided an opportunity to show my<br />
skills and strengths in different areas. It certainly gave me a taste of how challenging the course would be!<br />
<strong>The</strong> interview process was difficult but fair. <strong>The</strong> range of activities throughout the interview day provided candidates with<br />
an opportunity to demonstrate a range of skills. <strong>The</strong> number of professionals and service-users on each panel was slightly<br />
intimidating but overall they were receptive and considerate. I experienced some panels as more difficult than others and<br />
that perhaps reflected my ability within the area being assessed. Overall, I preferred this style of day to shorter, purely<br />
academically-focused interviews as it felt that Trent was trying to get a feel for the person and push you to answer to the<br />
best of your ability.<br />
Tough and exhausting but very fair!<br />
Robust - gave opportunities to show strengths in many areas<br />
I think it is very fair as the course ask a range of questions and so give each applicant the best opportunity possible in my<br />
view.<br />
Although a tiring day, I felt the interview process was very fair. With three interviews over the day I had multiple opportunities<br />
to demonstrate my experience and knowledge.<br />
Prolonged exposure!! <strong>The</strong>y give you a pre-interview day chat to remind you that the odds of getting a place are better than<br />
you think and this takes the pressure off a bit. It’s nice chatting to current trainees who attend in a supporting role.<br />
Although the day felt very long, I felt as though there was a fair chance to demonstrate my strengths. Having three interview<br />
panels, a group interview and a written test allowed me to show some of my knowledge and skills in different areas<br />
and to make up for some of the interviews that didn’t go as well. All of the course staff, admin staff and current trainees<br />
were really helpful and answered any questions I had about the course.<br />
It’s a long day with 3/4 panels and a group task, taking place at either Nottingham or Lincoln on alternating years. <strong>The</strong>re<br />
are current trainees there to support applicants. It doesn’t have to be scary!<br />
Very positive enjoyable day.<br />
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Nottingham Trent University<br />
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■■<br />
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Very demanding but thorough. I walked out with a sense that the course team had made a genuine effort to get to know<br />
me and though that was fair. I did not experience that with any other course.<br />
I found the interview process thorough giving me a full opportunity to demonstrate my skills and sell myself. It was anxiety<br />
provoking and there are particular panels through which your social behaviour is assessed by the course team providing<br />
lots or little feedback and this can challenge people.<br />
Fair - a number of different panels looking at different aspects.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
530 British Psychological Society
Nottingham Trent University<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
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■■<br />
■■<br />
■■<br />
CBT is main focus in first year. Psychodynamic is given as main alternative. More focus on systemic. <strong>The</strong> cohort chooses<br />
as a group what they want the other model of focus to be. Course is very flexible in terms of trainees choosing what models<br />
and areas they want to specialise in. <strong>The</strong> course also covers the majority of models in the second module of teaching<br />
to ensure a basic awareness and knowledge of the models available.<br />
In year 1 the majority of the teaching is CBT, with some time given to Attachment, Systemic and Psychodynamic. ‘Taster’<br />
half days on CFT and Schema have been provided although these have been introductions only.<br />
Lots of CBT - although I imagine this is the case for all courses. Trent has a particularly long teaching block so there is<br />
lots of option for a variety of approaches to be taught and to get a ‘taster’ of other approaches. Lots of teaching on formulation<br />
which is really good and useful for placements.<br />
<strong>The</strong> teaching block in the first year is 3 months full time and focuses predominantly on CBT skills to get you ready for<br />
your first placement (including psychometrics and some introductory teaching in other approaches). In the second year<br />
you are able to choose a specialist option from the different approaches where teaching is more in-depth. <strong>The</strong> course also<br />
offers taster days on a range of different approaches which is good, however, I think it would have been better if there was<br />
more time devoted to the specialist option (currently it’s only 3 days), seeing as the CBT approach took up the majority of<br />
3 months teaching.<br />
Although the first year is primarily CBT focussed the course does offer teaching on different perspectives; I have personally<br />
found this helpful in terms of application in clinical practice.<br />
As a first year it’s hard to comment on the teaching that will come in future years. In first year there is a primary focus on<br />
CBT, although alternative approaches such as psychodynamic and systemic are also taught and we’re encouraged to compare<br />
and contrast these. Placement supervisors often use a range of approaches so we’re getting exposure to a wide range<br />
of areas. I’m hoping there will be more specific teaching on different models in years 2 and 3.<br />
<strong>The</strong>re is a very heavy emphasis on CBT - the first year is almost entirely devoted to this. However, this reflects the evidence-base<br />
for practice and the current context of the NHS. During the second year of training there is a focus on other<br />
models of therapy with the opportunity to think about how these compare and contrast with CBT. This really develops<br />
critical thinking skills and builds confidence in choosing the right therapy for you as a practitioner and for the clients you<br />
work with<br />
<strong>The</strong> first 13 weeks is an intense period of teaching which focusses on the development of clinical skills. We were introduced<br />
to a range of approaches, particularly CBT. This was aimed at a level accessible to all. <strong>The</strong> second half of the<br />
year focussed on clinical interventions and again contained teaching on a number of models. CBT skills were developed<br />
through workshops and role plays which was very useful. <strong>The</strong>re was some research teaching though this was task-focussed<br />
and I think many people would have liked ore on this. However research tutors are very generous with their time and welcoming<br />
in terms of arranging meetings to discuss research ideas and methodologies.<br />
A lot of CBT and not enough of other models like attachment and systemic<br />
<strong>The</strong> allocation of non CBT models appears haphazard and without consideration of what services/placements are using<br />
In first year you get a lot of teaching. When you first start, you have a 13 week teaching block which mainly covers CBT,<br />
psychodynamic and systemic. It also focuses on clinical skills and therapeutic engagement/relationship.<br />
<strong>The</strong>re is an initial focus on CBT, then trainees can start to choose what they are interested in. <strong>The</strong>re is at least a taster of<br />
most models.<br />
It depends on what trainees select for specialist options.<br />
Year one is CBT heavy in line with accreditation, Year two you choose a specialist option from 5 that are offered including<br />
CAT, Schema, ISTDP, ACT, Systemic (the two most popular each year are run), Year three focuses on working with systems<br />
(using any theoretical approach but typically CAT, Psychodynamic, Systemic and Social Constructionist).<br />
A lot of taster days for different approaches. Option to pick in the second year, which gave more of a basis on a particular<br />
model although it is still limited to learn a different model in a few days of teaching. Difficult to balance breadth/depth<br />
and I do not think there would be one approach that I wanted more teaching on.<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 531
Nottingham Trent University<br />
With regards to placements, how satisfied are you with the way your course prepares you?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very dissatisfied Not applicable <br />
at this time<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
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Course organises placements for you in the required areas: adult, children, older adult, learning disability. You can then<br />
choose your own specialist placement in third year. On placement from December onwards three days a week. Your line<br />
manager from the course will meet with you and your supervisor at least 3 times during the placement. You complete a<br />
portfolio of proficiency during your placement and they help you to ensure you are getting the relevant experience whilst<br />
on placement. Feel very prepared and supported.<br />
I believe that I felt more prepared for placements due to my experience prior to training.<br />
Given teaching on engagement, professional and formulation skills. A 12 week teaching block is provided before we are<br />
allowed to start on placement which significantly longer than other DClinPsy courses.<br />
We have a long teaching block involving role plays to practise clinical skills, and lots of teaching on theory and formulation.<br />
I felt like this was really useful prior to starting placement.<br />
<strong>The</strong> teaching days are helpful in preparation for placement, but there are also reflective practice groups in which trainees<br />
can discuss placement. <strong>The</strong>re is also the opportunity to meet with your clinical tutor to discuss placement.<br />
<strong>The</strong> first teaching block is dedicated to professional skills and assessment which I felt provided the necessary foundation<br />
for going into placement.<br />
Trent is slightly unusual in that you spend from September to Christmas in full time teaching in order to prepare you for<br />
your first placement in adult mental health. It feels slightly overwhelming but is good preparation for placement and by<br />
Christmas I felt keen to get started with clinical work.<br />
<strong>The</strong> initial teaching block builds skills and confidence in CBT which is the focus of many first year placements.<br />
We had a lot of teaching on theory related to specific models and the opportunity to practice skills and receive feedback.<br />
<strong>The</strong>re was also some teaching on psychometrics and formulation which I have been able to apply on placement.<br />
Only CBT teaching and so not fully prepared for the variety and complexity of client presentations.<br />
Ok preparation for first year ‘CBT’ placement. Very little teaching about placements in other key areas<br />
We have a long teaching block before starting placements. This actually feels a bit excessive. A greater focus on process<br />
rather than just models and techniques would be helpful in this teaching block.<br />
You start your first placement in adult mental health at Christmas time. I think the course prepares you really well for going<br />
to work in a team and NHS setting. Also the first term focuses a lot on therapeutic engagement and CBT skills, which<br />
was helpful on placement.<br />
<strong>The</strong> placements are the best part of training.<br />
Having lots of previous experience I was very prepared but others in my cohort with less clinical experience did struggle at<br />
times - though they were then well supported.<br />
<strong>The</strong>re could be more critical thinking applied to theoretical aspects of the placements, or comparisons between different<br />
placements/client groups. However, all of the placement supervisors have been helpful and knowledgeable, which has<br />
helped me think about this on placement and I would rather get on with the placement rather than have more teaching.<br />
532 British Psychological Society
Nottingham Trent University<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
Qualitative<br />
Quantitative<br />
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How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not <br />
applicable to <br />
me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
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How would you rate the quality of teaching on the following subjects?<br />
0%10%20%30%40%50%60%70%80%90%100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
9% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
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Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
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<strong>The</strong> course involves a lot of driving. You get your mileage back but it can be tiring. <strong>The</strong> course gives very honest feedback<br />
on your abilities which can be scary but it builds you into a more effective and assertive practitioner.<br />
I have found the workload challenging (although manageable) and navigating the dynamics of a cohort, however there has<br />
been copious support available.<br />
<strong>The</strong> academic side has been extremely demanding with a lot of assignments. This alongside placements (where sometimes<br />
two placements can run parallel) has been very difficult to manage.<br />
Managing the demands of placement work, academic assignments and research has been challenging at certain points.<br />
Deadlines can be close together.<br />
I’m not sure how it compares to other courses but Trent seems to be quite assignment-heavy. Having many deadlines<br />
alongside placement demands has been challenging.<br />
<strong>The</strong> course seems to be quite assessment heavy with lots of essays, role plays and presentations. It can sometimes be<br />
difficult to manage these demands as well as being on placement.<br />
Having to develop a research question and idea early on in year 1. Upon reflection, I think I would like to have known this<br />
beforehand and would have maybe prepared ideas during the summer before starting. <strong>The</strong> research methods teaching<br />
would have then been more relevant and could be applied to my research question/idea.<br />
Trent is heavily assessment focused. Balancing this with placement and research has been quite demanding. However the<br />
course provides wonderful support to help you keep up with these demands.<br />
It’s understandably demanding juggling the various assignments and clinical work however if you’re well organised it is<br />
manageable.<br />
<strong>The</strong>re is a really high work load in terms of academic expectations. This can be really challenging and demanding at<br />
times.<br />
<strong>The</strong> first year is very assignment-heavy and there is a lot to manage whilst also working on placement. It is very demanding<br />
and requires a lot of organisation and pacing which can be challenging. Some parts of teaching have been emotionally<br />
demanding but the other trainees and clinical staff have been very sensitive and supportive in this area.<br />
Lack of support and difficulty contacting supervisors<br />
Lack of values in teaching and approach of some course staff. Inflexibility of teaching days to accommodate long term<br />
health needs.<br />
<strong>The</strong> first few weeks of the course felt very anxiety-driven. We were treated a little but like children and fear of failure was<br />
used as a way of motivating us. This created an ‘us and them’ narrative. Course staff have been supportive when you need<br />
them but I wasn’t massively motivated to seek help from people who I suspected were against me. Those first few weeks<br />
should have been exciting but they actually made me question my decision and made me dread the years ahead. On reflection,<br />
the rest of my experience of the course has been very positive but first impressions count for a lot. It seems that<br />
we have more assignments than other courses as well.<br />
I think with any doctoral training, the course will be demanding. I have found the first term very assessment heavy and it<br />
has periods where it feels more intense than others. However, I feel that there has been enough support for this, particularly<br />
from course/placement staff and my personal tutor.<br />
Around assessment deadlines things can be stressful. Trainees are encouraged to hand in their <strong>The</strong>ses early (Jan of third<br />
year), if possible.<br />
No more than would be expected for a doctorate course and no more demanding that an Master’s or PhD.<br />
I have found the research most demanding as I have less research experience and did not complete a masters prior to<br />
training. However, I was supported well by my chosen supervisors and passed all of my research assignments, have had<br />
my systematic literature review published in a well-regarded journal and submitted my thesis in batch one (the earliest)<br />
and passed with minor amendments. I believe Trent supports you in your weaker areas well but you have to be willing to<br />
seek out the support/say you need it first.<br />
I had a particular crunch time with project work, course assignments and clinical placements which was hard to balance<br />
but passed through.<br />
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In relation to the last question, what support systems exist?<br />
Reflective Group 74%<br />
“Buddy” 91%<br />
Manager 78%<br />
Placement Supervisor 96%<br />
Librarian 35%<br />
Professional Mentor 35%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 100%<br />
Independent personal advisor 4%<br />
Other 9%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
<strong>The</strong> course<br />
Course staff <br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
Do you have any comments on the support that you have received?<br />
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I was going through a hard time at home. <strong>The</strong> course staff made time to see me and supported me throughout the whole<br />
thing. Cannot fault them at all.<br />
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Although the course is challenging, which is to be expected, the level of support available has more than matched that.<br />
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Personal tutor system is very helpful. Also an option to be matched with an external mentor who is independent of the<br />
course.<br />
We were made aware of the ability to have a mentor, and we also have personal tutors for support. I have found course<br />
staff to be very responsive via email with any questions and flexible with arranging meetings if required. At the beginning<br />
of the course it’s emphasised that help is always available and to ask if you need it!<br />
You have to be proactive in asking for/seeking support. <strong>The</strong> course is very supportive if you let them know you need some<br />
help.<br />
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Support is available from several sources and I have found research and personal tutors particularly helpful.<br />
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I have received wonderful support from the staff. I think there are unspoken concerns that asking for help means you are<br />
not ‘fit to practice’ or a ‘bad trainee’. However the course reiterates that self-awareness and seeking support when needed<br />
are important attributes they want in their trainees.<br />
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If you ask for support you will get it, there are plenty of avenues for support.<br />
Personal tutor system has worked well for me<br />
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Supportive staff but you have to seek it out.<br />
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I have had no concerns with the support that has been available to me since I started on the course. I have support from<br />
my line manager, academic tutor, personal tutor, placement supervisor and also a mentor external from the course. Everyone<br />
has been happy to meet with me and discuss any queries I have had. I think they encourage you to think for yourself,<br />
but are happy to advise you.<br />
<strong>The</strong>re are many supervisors (personal, clinical placement, clinical manager, research x2) available to support trainees<br />
through different aspects of the course.<br />
Very prompt and thorough response, e.g., when struggling to find a suitable client for a case study.<br />
I have had three personal tutors across the three years due to staff leaving/going on maternity. This has been different<br />
to the majority of the cohort and at times I did not have a personal tutor available to me. I did not struggle/need to seek<br />
support from them but if I had it would have been frustrating not to have someone who I had developed a relationship<br />
with to do this. Additionally there are some inconsistencies between the level of support offered by personal tutors: some<br />
will offer more support with assignments as standard than others.<br />
Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Location<br />
Competency needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
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In relation to the below, how would you describe the quality of your placements?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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We get a lot more involvement in choosing placements in third year. <strong>The</strong> course ensure we cover all competencies during<br />
our placements. We cover adult, CAMHS, older adults, and learning disability. We do a number of case studies. One on<br />
CBT and then we can choose another model. Usually either psychodynamic or systemic but it is up to us. My supervisor is<br />
fantastic and so supportive. If we do have any difficulties then we are able to tell the course without fear of it being used<br />
against us. <strong>The</strong>re are regular meetings to check our progress on placement which is really helpful to keep us on track.<br />
My supervisor is familiar with my course and the assignments I am required to do which has been helpful. My supervisor<br />
is also interested in my general wellbeing and is sympathetic towards the demands of the course.<br />
Placement has been generally good so far. I have lots of autonomy and the work is flexible. My supervisor is readily available<br />
and so far I am able to meet all the competencies required for the course. <strong>The</strong> staff at my service have been really<br />
welcoming and ensuring I have access to a computer and a filing cabinet.<br />
To date all of my placements have been excellent. <strong>The</strong> supervisors I have had on placement have all been very supportive,<br />
understanding and knowledgeable.<br />
Expectation to travel 140 per day to placement for 10 month first year placement followed by both second year placements<br />
being at least 1.5 hours’ drive each way (I live within the county boundary so not commuting from outside of the course area<br />
or even outside of my trust employment area). <strong>The</strong>se were allocated despite long term health condition and course tutors<br />
knowledgeable about the impact of travelling, as well as placements that could have been made available in closer proximity.<br />
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Several placements lacked clinical space or available IT facilities. <strong>The</strong>y gave us iPads in the second year but these were<br />
largely useless. Good for watching films on though.<br />
I have had a really good experience of my first year placement. I work in Lincolnshire, which is a very large region and the<br />
only downside is that I have a long commute! But I choose not to live in Lincoln, which adds to this. My line manager and<br />
placement supervisor have been very supportive of my travelling and have been flexible with my working hours and also<br />
my location of work. Also when I have had unfortunate personal circumstances, they have been more than happy to support<br />
me with them. <strong>The</strong>y have been accommodating when thinking about what learning needs I have and what would be<br />
helpful for me on placement. On placement I have been able to use a range of techniques and draw on different models<br />
for formulation and intervention.<br />
Location is usually decided for you, although they attempt to place you near where you live and things tend to balance out<br />
over the course. Almost all trainees tend to get their choice of elective placement.<br />
Can be hit or miss. I have worked with some amazing and inspiring supervisors and the odd not so good experience.<br />
As the course covers a vast areas placements can be up to 2 hours from home. I do not feel the course take enough account<br />
of where each trainee lives when deciding placement as some people in our cohort had across the three years placements<br />
that were all within 30 minutes of travelling whereas others had multiple placements over an hour away including<br />
up to 2 hours.<br />
I have enjoyed my placements and they have been well organised, supportive and helpful so far.<br />
Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 100%<br />
No 0%<br />
Don’t Know 0%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 13%<br />
No 61%<br />
Not Applicable 26%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live across a wide geographical region across Lincolnshire, Nottinghamshire<br />
and Derbyshire, with many trainees living in Lincoln, Nottingham and Derby. Some trainees live in<br />
Sheffield.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 4%<br />
No 91%<br />
N/A 5%<br />
540 British Psychological Society
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How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your work life balance?<br />
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You get one study day a week. This goes up to two days in the summer holidays. It is up to you if you work over your hours<br />
for university work. Placement work does not tend to interrupt life. But assessment deadlines might!!<br />
As mentioned above, due to the academic pressures as well as placement alongside it can be difficult to develop an adequate<br />
work life balance<br />
First year: study days did not begin regularly until mid-Jan, during this period all research work was done on evenings/<br />
weekends. We now have 1 study per week, at times this has been adequate and at other times I have worked evenings and<br />
both Saturday/Sunday. Annual leave has also been an issue. I have taken annual leave from placement and used this to<br />
attend research meetings at the university - I am aware this has been the case for a number of trainees. We were also not<br />
permitted to book annual leave between starting the course until Christmas due to the long teaching block. This resulted<br />
in ‘cramming in’ all annual leave from Christmas to the end of March. However, during this period a number of assignments<br />
were due so annual leave was booked but used for work purposes. I think this is a key issue that all trainees should<br />
be aware of before starting training.<br />
Work life balance has been difficult around the time of deadlines and I have worked in my own time a bit. I think if you<br />
are organised and committed you would be able to maintain a fairly good balance, however I think it’s probably accepted<br />
that this will change throughout the year dependent on deadlines. Trent has a lot of different assessment procedures and<br />
it is pretty much one after another for the first year.<br />
I think when deadlines are coming up you have absolutely no work/life balance - but perhaps that says something about<br />
how I plan my time!<br />
<strong>The</strong> stories I heard prior to getting on the course were quite negative but I’ve been pleasantly surprised. If you’re organised<br />
it is possible to get a balance most of the time. <strong>The</strong>re have been times before deadlines where I’ve had to sacrifice<br />
evenings and weekends but it’s not a regular thing.<br />
It is really hard to have a good balance. Sometimes you just have to sacrifice some of your personal life to meet course<br />
demands.<br />
<strong>The</strong>re isn’t one unfortunately. <strong>The</strong> course is so assessment heavy compared to other courses and the geographical area<br />
and trust limitations for placements mean that a lot of travel is necessary.<br />
Commuting is costly in time and energy. I haven’t worked too many weekends and we get quite a lot of study days.<br />
First year has been very assessment heavy. <strong>The</strong> first term was hard to balance time to get work done, due to having no<br />
study days. However, this has improved in the second term and I find that if I work in the evenings, I have time on weekends<br />
and also in the week to see friends/family and do things other than work.<br />
It varies a lot between trainees, but for me, some weekend and weekday evening working was required a few times a year<br />
around times of assessment deadlines<br />
It is what you make of it. Some people might opt for more “life” and do well enough, others may opt for more “work” and<br />
get more out of different learning opportunities. Better balance than doing a PhD at any rate.<br />
<strong>The</strong> course does put high demands on trainees and there are often times when weekends and evening are consumed in<br />
the run up to deadlines. This is tolerable given the reward and temporary nature of the demand.<br />
It fluctuates particularly around assignments. However, I do not think that you are going to have a ‘good’ work life balance<br />
if you are doing a thesis.<br />
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How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
Do you have any comments about your financial quality of life?<br />
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You don’t get travel expenses back until you start your first placement. <strong>The</strong>refore the first teaching block in first year can<br />
be expensive for those that have to travel. Once you get your expenses then financially it seems fair.<br />
<strong>The</strong>re is much confusion currently about the Widening Access to Training Scheme and potential refunds on National<br />
Insurance and Tax.<br />
My financial quality of life is good, no complaints.<br />
It’s definitely cheaper living further north. I would say that I am able to afford a comfortable lifestyle currently.<br />
I feel very fortunate to be paid band 6 while training.<br />
I have spent a lot of money on fuel getting to placement and university, but I choose to live in Sheffield so get less business<br />
miles. Being paid a band 6 salary has helped this though.<br />
Car maintenance can be a major drag.<br />
I am grateful that I have been paid a good salary to train<br />
What would you say is your favourite aspect of your course?<br />
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I love placement and I am learning loads. <strong>The</strong> support of the staff on placement and on the course is fantastic.<br />
My favourite aspects are the placements and the research.<br />
Placements<br />
Course staff have varied backgrounds and preferences for different modes/models/approaches which I feel is a real<br />
strength of the Trent course. I have found teaching and placement supervision has been of an excellent standard.<br />
<strong>The</strong> staff - they are all lovely, have a great sense of humour, and are very helpful and supportive. <strong>The</strong> teaching is really<br />
good and we have many ex-Trent trainees and people from the local area talking about their area of expertise which I find<br />
really valuable. I also really like my cohorts who are a fantastic group of people!<br />
Placement has definitely been really good and I have learnt a lot about myself and working with colleagues and clients.<br />
I really enjoy my placement, so far it has given me opportunity to develop my clinical skills and put into practice the<br />
skills/ knowledge learnt during teaching. Teaching has also been excellent and has been delivered by a wide range of<br />
different academics, health professionals and service users; all from different perspectives, offering unique and valuable<br />
knowledge which has encouraged me to think more critically.<br />
I am currently loving my CAMHS placement. I also have formed some wonderful and supportive friendships with trainees<br />
in my cohort.<br />
I’ve really enjoyed the teaching so far, it’s been to a really high standard and delivered by really experienced clinicians.<br />
Placements without a doubt!<br />
I particularly enjoy the teaching as it is introducing me to a number of ways of thinking and working which are new to<br />
me. Many of our guest speakers are very experienced in their presentation area and it is invaluable to be able to pick their<br />
brains.<br />
Clinical experience within NHS trusts<br />
Despite placements being a long travel they have overall been interesting and supportive<br />
542 British Psychological Society
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Clinical placement.<br />
Placements. Hanging out with your friends during teaching every Monday is a great perk.<br />
Nottingham Trent University<br />
<strong>The</strong> balance between teaching and placement. I have really enjoyed this. Also I have enjoyed being in my cohort, who<br />
are all very supportive of each other. Placement has also been a really good experience so far.<br />
Placements and client contact. Getting work published in peer-review journals.<br />
Placements are of an excellent standard.<br />
<strong>The</strong> other trainees - very supportive of each other.<br />
Tutor responsiveness, some very knowledgeable individuals, plenty of learning opportunities, different thinking.<br />
Learning: I truly feel it is an amazing opportunity to be paid to learn (theoretically and practically).<br />
Placements<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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<strong>The</strong> course is all about exposing you to new situations and so it can feel scary and testing of your ability to cope with<br />
anxiety. But they do it in a way that is helpful and supportive and their main aim is to make you the best you can be. It is<br />
great because it develops you into a competent, confident, and assertive practitioner.<br />
What could be improved: better management of study days/annual leave/assignment deadlines/the 12 week teaching<br />
block. Why you should apply to Trent: <strong>The</strong> focus is on exposing yourself to new situations to facilitate learning (high<br />
demand, high reward!), a large geographical area means there are many different types of placement on offer, high quality<br />
research and publications are encouraged, the course staff are excellent and they strive to provide the best for trainees.<br />
Think about your location and how this might affect your commute. <strong>The</strong> course is demanding but from what I hear, leaves<br />
you well prepared on qualification!<br />
<strong>The</strong> course is demanding, there are lots of assessments and you feel like you are constantly being tested. That said, I think you<br />
definitely feel more confident in your academic and placement work afterwards (I think this is termed “deferred success”).<br />
Trent is a demanding but very rewarding course.<br />
If you have a disability I would think twice<br />
<strong>The</strong> course needs to focus on its values base and how it uses these to approach teaching and its representations of people<br />
who use services where clinical psychologists are employed.<br />
<strong>The</strong> course is very supportive and nurturing. <strong>The</strong> interview day gives you a fair shot given there are a number of panels.<br />
<strong>The</strong> teaching and quality of external speakers has been mostly of an excellent standard.<br />
<strong>The</strong>y are keen to have feedback and will make changes based on it, although there are some tendencies for rigid approaches.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 100%<br />
No 0%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
A screening test (written critique of a research paper) is conducted to short-list interviewees. <strong>The</strong> interview comprises 3<br />
different panels: Personal, academic, and clinical.<br />
For the current year please indicate below how the course is organised during term.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
7 hours<br />
24 hours<br />
8 hours<br />
8 hours (within personal study)<br />
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What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 0%<br />
Practical Reports 100%<br />
Essays 100%<br />
Small Scale research projects 100%<br />
Role Play 100%<br />
Viva 100%<br />
<strong>The</strong>sis 100%<br />
Presentations 100%<br />
Other 0%<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
544 British Psychological Society
University College London (UCL)<br />
24 responses (19% of 124 trainees)<br />
About the trainee<br />
What is your current year of training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Year 1 Year 2 Year 3 Other<br />
What was your age when you started training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
20-‐24 years <br />
old<br />
25-‐29 years <br />
old<br />
30-‐34 years <br />
old<br />
35-‐39 years <br />
old<br />
40-‐44 years <br />
old<br />
45-‐49 years <br />
old<br />
50+ years <br />
old<br />
Experiences prior to training<br />
How many times did you apply to get on to the course (including the successful year)?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Once Twice 3 times 4 times 5 times 6+ times I don't know<br />
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Other than your undergraduate degree, what additional academic qualifications did you have?<br />
Qualification<br />
Respondents<br />
PhD 0%<br />
MA 0%<br />
MSc 48%<br />
MRes 0%<br />
Diploma 4%<br />
Post Graduate Certificate 30%<br />
Conversion course 4%<br />
None 30%<br />
Other 4%<br />
How many years relevant work experience did you have prior to training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
None<br />
Less than <br />
one year<br />
1 year 2 years 3 years 4 years 5 years 6+ years I don't <br />
know<br />
Which of the following have you been employed as?<br />
Position of employment<br />
Respondents<br />
Assistant Psychologist in NHS 58%<br />
Assistant Psychologist non NHS 8%<br />
Voluntary Assistant Psychologist in NHS 42%<br />
Voluntary Assistant Psychologist non NHS 4%<br />
Research Assistant 50%<br />
Voluntary Research Assistant 17%<br />
Healthcare Assistant/Support Worker 42%<br />
Low Intensity Worker/Graduate Primary Care Mental Health Worker 21%<br />
Other 29%<br />
546 British Psychological Society
University College London (UCL)<br />
<strong>The</strong> selection process<br />
What was your personal experience of the interview process for your current course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
It was quite nerve-wracking. <strong>The</strong> questions were designed to make you think and the interviewers were encouraging. Current<br />
trainees were around to talk to which I found helpful.<br />
Really enjoyable process each time I applied. <strong>The</strong> interviewers are clearly trying to get to know you as a person and it was<br />
a chance for me to see if I liked the feel for the course- this is really important!!! <strong>The</strong> questions encouraged you to think<br />
on your feet and bring all of what you know together.<br />
Good. Quite informal panel - set up in a course tutor’s office and all sat round in chairs. Very encouraging - asking follow<br />
up questions and felt like they were really trying to get the best out of me. Less of an overall group cohesion with other<br />
interviewees than the other interview I had, but I think that’s largely due to the full day vs one slot interview format and<br />
the addition of the group task since I interviewed may well have changed that.<br />
<strong>The</strong> interviewers were really friendly and encouraging; they give prompts if you are struggling. Questions are unpredictable,<br />
it’s much more about seeing how you think and cope under pressure than evaluating your knowledge / experience.<br />
<strong>The</strong> UCL interview process was well thought through with a felt sense that they were trying to get the best from you as a<br />
candidate. All the staff were very friendly and helpful, with current trainees available in the waiting room to speak to. <strong>The</strong><br />
questions were thought provoking, but difficult to prepare for in advance (although I think this is a good selection method!).<br />
I enjoyed the course selection process and thought it was a good way to select trainees.<br />
Really clear and simple. Not too long and a very encouraging panel.<br />
It seemed like the fairest way to interview candidates as there was little preparation you could do to answer specific questions,<br />
as UCL don’t ask the same questions each year.<br />
I found the interview process very fair as the questions are completely different each year, so you cannot just learn<br />
responses, you really had to think on the spot about what you knew about psychology. I also found it much more relaxed<br />
compared to other interviews I had, and really felt like they were trying to get the best from me.<br />
It was nerve wracking beforehand but I found the panel friendly and reassuring. <strong>The</strong>re were tough questions aimed at<br />
getting you to think on your feet but overall a good experience compared to other interviews I have attended.<br />
Supportive and encouraging.<br />
<strong>The</strong> process was very hard to prepare for as the questions are non-typical and designed to make you think on your feet.<br />
But the panel were lovely and it felt as if they were truly trying to help you to give your best.<br />
<strong>The</strong> UCL interview is tough. While the elements contained within the interview are predictable e.g. clinical vignette, research<br />
questions, the specific content of these elements is not predictable. This makes is quite hard to prepare for. <strong>The</strong>y<br />
want to see how you think and are therefore not very interested in hearing you trot out pre-prepared answers to predictable<br />
questions. When I came out of my interview, I was convinced I had not done well enough to be offered a place, so was<br />
pleasantly surprised when I was!<br />
It was a positive experience. <strong>The</strong> interviewers made me feel very comfortable, asked follow up questions and genuinely<br />
appeared to want to get the best out of me.<br />
Overall I found the interview experience at UCL a supportive one. <strong>The</strong> course staff were welcoming and friendly, and I felt<br />
they were trying to get the best from me. <strong>The</strong>re was a video vignette followed by one interview (with about nine questions)<br />
which lasted about 45 minutes, and I felt exhausted afterwards!<br />
■■<br />
I found the actual interview quite challenging, I thought that the questions really made me think hard about the answers -<br />
you really couldn’t have prepared for most of the questions. I like the interview as I thought the panel were more interested<br />
in how I thought than in what I knew. On the day the administrative staff were friendly and helpful, but I didn’t stay for<br />
the talk - I wanted to leave as soon as possible!<br />
■■<br />
■■<br />
■■<br />
■■<br />
Quite pleasant, interviewers were very warm and friendly. <strong>The</strong>re is a sense that they are trying to get the best out of you.<br />
<strong>The</strong> interview process is quite unexpected and there is little predictability year on year which I feel means that there is a<br />
level playing field.<br />
It was really relaxed more like a conversation about psychology. I didn’t feel like the panel were trying to trick me up on<br />
the contrary they seemed interested in what I had to say and I got the impression they wanted to get the best out of me.<br />
It was the most interesting of the three interviews I had in the sense that the questions were very broad ranging and could<br />
not have been predicted in advance. <strong>The</strong>y were warm and friendly and I felt quite relaxed as a result.<br />
UCL’s interview process was incredibly rigorous: I think it assessed only declarative knowledge of clinical psychology but<br />
also the kind of thoughtfulness and incisive thinking that would be helpful for a clinical psychologist (as therapist and<br />
researcher and team leader/supervisor). I thought it was lacking very significantly, however, in regards to the assessment<br />
of personal capacities to sit with, contain and think through distress with another. Moreover, it failed to assess, I think,<br />
personal reflexivity to a sufficient degree: it would have been useful, for instance, to have some questions around what<br />
one brings, personally, to the role and how this may play out and effect, both the practice of therapy and the interaction<br />
within MDTs.<br />
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■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I actually found the interview really challenging and did not think I had been successful. However, everyone was really<br />
friendly and welcoming. I liked the fact that the interview makes you ‘think on your feet’ - you can’t be prepared for it -<br />
which puts everyone at the same level.<br />
I found the interview process to be interesting and fair. It felt was different to other universities in that interviewers followed<br />
up with relevant questions and allowed you the opportunity to more fully express your ideas (and realise any errors<br />
in your thinking!). <strong>The</strong> interview was also in line with the course’s pluralistic ethos, as it asked open questions which<br />
allowed candidates with a range of backgrounds to be able to apply their individual experiences.<br />
<strong>The</strong> interview was a challenging process, with answers which forced you to stop and think. I found the panel to be helpful<br />
and warm and encouraging when I was thinking about my answers. I felt like the interview provided me the opportunity<br />
to demonstrate my reasoning, values and interpersonal skills, rather than just to talk about them. Information before the<br />
interview was made really clear which was helpful, informing us in writing when we would expect to hear back and how. I<br />
found that quite containing.<br />
Interviewers were supportive, aimed to get the best from you<br />
<strong>The</strong> interview felt very intimidating as it was in a small office so I was very close to the panel. It was very focused on<br />
research and theory, and this surprised me as I had interviewed here once before and the interview had felt more clinical<br />
then. Role-playing how I would respond to the client I had seen in a video vignette was also uncomfortable, but probably<br />
a good way of gauging my interpersonal and communication skills and style.<br />
Course content and teaching<br />
How much teaching is there on different models?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Cognitive Behavioural <strong>The</strong>rapy (CBT)<br />
Psychodynamic<br />
Integrated<br />
Systemic<br />
Social constructionist<br />
Cognitive Analytic <strong>The</strong>rapy (CAT)<br />
Clinical Skills<br />
Reflective Practice<br />
A lot<br />
A fair amount<br />
A little<br />
Not much<br />
Nothing at all<br />
Research Methods / Statistics<br />
Models of consultation / Leadership<br />
NHS / Social / Political concepts<br />
548 British Psychological Society
University College London (UCL)<br />
What other topics are covered by your course?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%100%<br />
Acceptance and Commitment <strong>The</strong>rapy (ACT)<br />
Mindfulness<br />
Schema <strong>The</strong>rapy<br />
Dialectical Behaviour <strong>The</strong>rapy (DBT)<br />
Solution Focused <strong>The</strong>rapy<br />
Neuropsychology<br />
Compassionate Focused <strong>The</strong>rapy (CFT)<br />
Other<br />
Do you have any comments in relation to the time devoted to the different areas covered by your course?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
<strong>The</strong>re is a real emphasis on CBT in first year with psychodynamic teaching introduced towards the end and systemic in<br />
second year. <strong>The</strong>se were accompanied by seminars which complimented the teaching. <strong>The</strong>re has been a fairly good spread<br />
of areas covered by the course.<br />
<strong>The</strong> course is really fantastic in providing a solid basis of teaching in CBT early on the course so that you are ready for<br />
first year. We then had extensive Psychodynamic teaching but real experts which was great. Systemic teaching came in<br />
second year and was very thorough. Reflective seminars in both psychodynamic and systemic are helpful in cementing the<br />
learning in lectures and making links to placement.<br />
A pluralistic stance is maintained and in the first year there has been a balance of psychodynamic and CBT teaching. A<br />
focus on the latter at first to prepare us for placement. Systemic teaching I think comes in second year to match up with<br />
our child placement.<br />
<strong>The</strong> course is presented as pluralistic, although there is a focus on CBT (although this is not a negative in lieu of competency<br />
frameworks). <strong>The</strong>re is more systemic teaching than psychodynamic, but with the option of pursuing more of individual<br />
interests e.g. by selecting seminars in the 2nd year.<br />
CBT does receive the lion share of the teaching but this is not done in a mechanical way. We are encouraged to learn and<br />
consider when CBT is applicable, and when another approach would be more appropriate.<br />
In my experience UCL is pluralistic, however in second year the majority of the teaching has taken a systemic approach,<br />
which has been fantastic and a great building block to the CBT (and psychodynamic) foundation taught in the first year.<br />
Although pluralistic and a fair amount of time dedicated to psychodynamic in the first year, there is a heavy weighting towards<br />
CBT, be it more traditional CBT approaches or the third wave therapies e.g. ACT/CFT/Mindfulness. To make it more<br />
pluralistic there should be greater time devoted to social constructionist and more social/political concepts. Reflective<br />
practice too could have more time devoted to it.<br />
<strong>The</strong> first year predominately focuses on CBT but there is real mix of orientation throughout the years. I think it’s a good<br />
balance.<br />
It varies according to the year of study, for example, there is more systemic and psychodynamic teaching in the second<br />
year. <strong>The</strong> first year is good in that it aims to give you core clinical skills and teach CBT, which the majority of trainees are<br />
learning on placement.<br />
<strong>The</strong> time devoted to teaching specific areas varies according to the stage in training. I have selected only what has been<br />
taught so far, however all the areas and topics mentioned will be covered later in training. <strong>The</strong> pluralistic ethos of the<br />
course is really embedded into the timetable.<br />
<strong>The</strong>re’s a good range covered. All trainees choose either psychodynamic or systemic to have further teaching on in second<br />
year in addition to CBT. <strong>The</strong> course is encouraging of trainees thinking from a range of perspectives and working interactively.<br />
<strong>The</strong> course is predominantly focused on CBT, psychodynamic, and systemic approaches. In the second year you are able<br />
to choose whether you prefer psychodynamic or systemic approaches and to attend additional seminars in your model of<br />
choice. <strong>The</strong>se were led by experts and were outstanding. Most of us enjoyed these so much that we continued to run<br />
these informally as peer-supported journal clubs once the seminars had ended.<br />
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With regards to placements, how satisfied are you with the way your<br />
course prepares you?<br />
Do you have any comments in relation to the way in which your course prepares you for placements?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I felt as prepared as I could have been for my placements. In first year there is a whole block of teaching prior to starting<br />
placement that focuses on general clinical skills, setting up for sessions etc. <strong>The</strong>reafter we are able to make requests<br />
about placements we would like, although they are not always guaranteed.<br />
Focus on CBT which can be harder if your placement uses other models.<br />
First year front loading of CBT and psychodynamic teaching prepares you well for first year placements. Teaching matches<br />
well with potential themes of placements e.g. systemic teaching in the 2nd year coincides with child and LD placements.<br />
Structure seems well thought out. I could not think of how it could be improved.<br />
In the first year, some placements work within models not taught by the course, so it can mean a very steep learning<br />
curve, and a lot of extra work on top.<br />
I have felt that the course places trainees in placements that suit their development needs. For example those with a predominant<br />
background in research are placed in IAPT-like services to build a foundation in therapy skills, and those with<br />
previous therapeutic experience tend to bee placed in more complex settings. <strong>The</strong>re seems to be a lot of thought and work<br />
that goes in to finding appropriate placements for each trainee.<br />
As everyone is on a different placement it is impossible to always prepare you for it. Certainly in first year I felt that the<br />
teaching mirrored placements well but once you go into second and third year and placements are quite varied sometimes<br />
the teaching doesn’t always map onto them - but that isn’t a problem!<br />
Quite thorough pre-placement talks. If there are any issues the Tutor team are very supportive and responsive.<br />
<strong>The</strong> course in my experience is extremely supportive in relation to placements and any difficulties that may arise<br />
How balanced is the course in terms of research and clinical training?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very research <br />
oriented<br />
More research <br />
than clinical<br />
Even mix<br />
More clinical <br />
than research<br />
Very clinically <br />
oriented<br />
I don't know / <br />
not applicable <br />
at this time<br />
550 British Psychological Society
University College London (UCL)<br />
How balanced is the course towards qualitative and quantitative research?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Mainly Qualitiative Even mix Mainly Quantitative I don't know / not <br />
applicable at this time<br />
Thinking about these research areas, how satisfied are you with the teaching in both?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
Qualitative<br />
Quantitative<br />
20%<br />
10%<br />
0%<br />
Very satisfied Satisfied Neither <br />
satisfied not <br />
dissatisfied<br />
Dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable at <br />
this time<br />
How did you find the experience of thinking about / selecting a thesis idea?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
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What was your experience of accessing / finding internal and external supervisors for your thesis?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor Not applicable <br />
to me at this <br />
time<br />
Internal <br />
External<br />
How would you rate the overall quality of teaching on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Satisfactory Poor Very poor<br />
552 British Psychological Society
University College London (UCL)<br />
How would you rate the quality of teaching on the following subjects?<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Service-‐user and carer perspectives<br />
Diversity issues<br />
Current research<br />
Very poor<br />
Not applicable at this time<br />
Support for trainees with disabilities<br />
Do you have any disabilities?<br />
9% of the individuals surveyed confirmed they considered themselves to have a disability.<br />
Please describe how well your needs are met at:<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Average Poor Very poor<br />
University<br />
Placement<br />
If you would like more information on support for individuals with disabilities, please contact the course<br />
directly.<br />
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Demands of the course and support systems<br />
Have you found any aspects of the course particularly demanding?<br />
■■<br />
In third year managing placement with thesis is a particularly challenging time.<br />
■■<br />
<strong>The</strong> course is demanding- it is supposed to be and the demands will go up and down throughout the course. This is a<br />
valuable learning process in itself.<br />
■■<br />
■■<br />
Settling into placement and managing supervisory relationship difficulties.<br />
Increased work load in the 2nd year with the introduction of the research projects.<br />
■■<br />
At times it feels as though there are numerous deadlines and that can be demanding e.g. case report revisions + revision<br />
for exams + placement planning forms<br />
■■<br />
It can be quite difficult to juggle uni and placement work around deadlines, however it is manageable with some planning.<br />
■■<br />
■■<br />
Juggling multiple demands, especially in second year. <strong>The</strong>re are new placements, ethics applications, other thesis work,<br />
case report, exam revision (and life!) to manage concurrently.<br />
<strong>The</strong>re is no particular aspect that is particularly demanding it is more the workload. Particularly in second year you have<br />
placement, thesis and exams all at once - it is a lot to juggle and can feel very demanding.<br />
■■<br />
<strong>The</strong> most demanding aspects of the course are common across all universities - juggling many tasks at once.<br />
■■<br />
Juggling workload around deadlines and exams. Our study days are limited so revision does need to happen during free<br />
time.<br />
In relation to the last question, what support systems exist?<br />
Support system<br />
Respondents<br />
Reflective Group 92%<br />
“Buddy” 92%<br />
Manager 21%<br />
Placement Supervisor 92%<br />
Librarian 25%<br />
Professional Mentor 13%<br />
Personal Tutor 100%<br />
Research / <strong>The</strong>sis Supervisor 96%<br />
Independent personal advisor 38%<br />
Other 8%<br />
How satisfied are you with the level of support you receive?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Very satisfied<br />
Somewhat <br />
satisfied<br />
Neither <br />
satisfied nor <br />
dissatisfied<br />
Somewhat <br />
dissatisfied<br />
Very <br />
dissatisfied<br />
Not <br />
applicable to <br />
my course<br />
<strong>The</strong> course<br />
Course staff <br />
554 British Psychological Society
University College London (UCL)<br />
Do you have any comments on the support that you have received?<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
■■<br />
I have felt well supported by the course, specifically my tutor and research supervisor throughout the three years. Help<br />
and support is available, but you need to make sure you seek it out appropriately.<br />
Very available with multiple options.<br />
Really excellent support, with an open door couldn’t have asked for a more supportive environment<br />
<strong>The</strong> course is very supportive.<br />
I have found the course staff that I have been in contact with very personable, human, and supportive. I really value how<br />
trainees are treated a professionals, and not ‘students’.<br />
I haven’t needed any additional support from staff but friends have. In these circumstances the course and the staff have<br />
been incredibly supportive and always have your wellbeing and best interests at heart, they really fight your corner and go<br />
out of their way to help if you are struggling.<br />
UCL seem to have some of the best pastoral care, and the course staff are extremely supportive. Have always found the<br />
tutor team to be very caring and responsive.<br />
Support has been excellent<br />
<strong>The</strong> support has been excellent - there is always someone you can talk and staff are really approachable. You are all<br />
assigned a personal tutor who can help with any personal dilemmas on the course and most lecturers are happy to answer<br />
questions outside of the lecturers. Couldn’t feel more supported.<br />
My course tutor has been an excellent resource, and we are encouraged to meet with them regularly. <strong>The</strong> course are also<br />
keen to ensure that we are receiving adequate supervision on placement. I feel comfortable approaching staff to help me<br />
resolve any problems that arise.<br />
<strong>The</strong> course staff are really friendly and approachable and make efforts to get to know trainees, which is very much appreciated<br />
given the size of our cohort. Our administrative support is particularly excellent.<br />
Support has been excellent, in particular my personal tutor is very helpful and available although this may be a case of<br />
luck.<br />
I have had difficulties with my mental health for many years but never really had treatment for this. My course tutor has<br />
been instrumental in helping me to access support, and has provided emotional and practical support as needed. My<br />
research supervisor has been incredibly helpful and has worked with my needs, setting mini-deadlines throughout the<br />
course to help break things down in a way which is less anxiety provoking.<br />
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Placements<br />
Regarding the following aspects, please describe the level of input you have had in relation to your placements:<br />
Location<br />
Competency <br />
needs<br />
Experience needs<br />
Interest<br />
Personal <br />
circumstances<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Decided for me<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
556 British Psychological Society
In relation to the below, how would you describe the quality of your placements?<br />
University College London (UCL)<br />
Supervision<br />
Flexible working<br />
Physical <br />
environment<br />
Colleagues<br />
Personal and <br />
professional <br />
development<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
Excellent<br />
Good<br />
Satisfactory<br />
Poor<br />
Very poor<br />
N/A<br />
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%<br />
Please detail any comments in relation to your experience on placement (Please include comments<br />
relating to placements abroad if applicable).<br />
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It is difficult to comment generally on all placements as each service varies greatly. On the whole most placements and<br />
supervisors are very good at ensuring competencies are met. Where there are issues is in relation to personal support and<br />
development. <strong>The</strong> course will intervene as long as any issues are flagged up by the trainee or become apparent at the<br />
mid-placement review.<br />
Placements have all be satisfactory and varied.<br />
I have two school aged children with constrains the amount of time I can spend travelling to placement. <strong>The</strong> course has<br />
taken this into account and all my placements have allowed me to fulfil my motherly duties and get to placement on time.<br />
Placement and supervision quality has been especially high in second year.<br />
My personal experience has been brilliant. I felt that the university took note of my preferences and I have been very<br />
happy with the results.<br />
We had a fairly comprehensive form to complete before starting training and I feel as though my experience was taken<br />
into account with the placements I was offered. <strong>The</strong> opportunity to get placements in special interest areas can be a bit<br />
limited, although these are only available in the third year.<br />
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Transport needs<br />
Does the course require you to have access to a car?<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
Don’t Know 0%<br />
Is public transport adequate in the region?<br />
Answer<br />
Respondents<br />
Yes 100%<br />
No 0%<br />
N/A 0%<br />
Living as a trainee<br />
Where the main areas that trainees tend to live?<br />
Responses indicated that trainees live mostly in and around London with some trainees living in Essex and<br />
Hertfordshire.<br />
Have you had to stay away from home due to placements? For example, in a hotel, B&B, etc.<br />
Answer<br />
Respondents<br />
Yes 0%<br />
No 100%<br />
How do you find the work life balance on your course?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
558 British Psychological Society
University College London (UCL)<br />
Do you have any comments about your work life balance?<br />
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<strong>The</strong> work-life balance fluctuates depending on time of year. Generally March- June tend to be stressful with poor work-life<br />
balance due to increases in demand on our time owing to exams, assignments and thesis. But on the whole it is possible<br />
to maintain a good work-life balance throughout the course.<br />
<strong>The</strong> course is intensive and there will be times when you cannot have the balance exactly as you would like but you get<br />
used to it. You find your own balance.<br />
No extra assessments such as essays<br />
<strong>The</strong> course is very well supported, but inevitably there are times when you spend a large amount of your time doing work.<br />
It varies during the year with certain crunch times around exams and if there are a few deadlines or things to do simultaneously<br />
It has its peaks and troughs - exams are looming at the moment so it feels less balanced than perhaps is normal.<br />
Slightly harder to maintain a balance around deadlines, but it’s otherwise not a problem.<br />
As UCL have exams in first and second year there has been a good 6 weeks in the spring where there is little time to do<br />
much except work and revise. However, saying this, UCL do not set many pieces of coursework, so there are definitely<br />
times where life can definitely have its place!<br />
<strong>The</strong> work life balance is up to you, if you want to have a life outside placement you need to be organised and use your<br />
time well and plan ahead. If you don’t then I imagine the work life balance can be tricky.<br />
<strong>The</strong>re are points in the year where things get very stressful like the run up to exams but on the whole I have done very<br />
little work in the evenings/weekends.<br />
<strong>The</strong>re are times when you have a good balance and times (prior to hand ins) that work takes over a bit more. On average it<br />
is pretty good.<br />
I think the work-life balance is good at UCL, although I am sure there are some elements of compromising work-life balance<br />
which are common across all courses.<br />
It’s what I expected, less balance around deadlines, but otherwise quite easy to keep up life priorities.<br />
It is difficult to do anything but work on the thesis at times, but this is to be expected. <strong>The</strong>re are not an unreasonable<br />
number of assignments.<br />
How do you rate your financial quality of life?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Excellent Good Fair Poor Very poor<br />
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Do you have any comments about your financial quality of life?<br />
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Working in London and commuting in London is very expensive, so I have had to carefully watch my budgeting which does<br />
limit spending. I would recommend making the most of student and NHS discounts.<br />
I am fortunate in that mine is not the only salary contributing to the family finances...<br />
I have lived in London for 6 years so the cost of living is normal to me! I am also married and my husband earns more<br />
than me, so that helps.<br />
<strong>The</strong> London weighting is very useful and necessary for commuting and living in London<br />
We get a good living wage and student discounts on travel and council tax help with the cost of London.<br />
What would you say is your favourite aspect of your course?<br />
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<strong>The</strong> people (fellow trainees and staff), the quality of teaching and the variety of experiences.<br />
<strong>The</strong> really great lectures, the reflective practices, the psychodynamic seminars<br />
Nice mix of people in the year, ages, ethnicities, backgrounds and opinions. And the pluralistic stance a close second.<br />
Excellent teaching. <strong>The</strong> course is responsive to feedback so there is the sense that it is streamlined and adapted to trainee<br />
needs.<br />
Working in placements<br />
I enjoy the balance of university 2 days a week and placement 3 days a week.<br />
<strong>The</strong> high quality teaching and conducting the research project with excellent researchers/clinicians who are highly regarded<br />
in their field.<br />
What I love about the UCL course is that it is pluralistic! We get taught CBT (as everyone has to) but also systemic and<br />
psychodynamic. UCL encourage you to think about the different approaches and engage with them in different ways. <strong>The</strong>y<br />
are open to different opinions and so the course staff reflect a variety of psychologists and interests.<br />
Although the size of the cohort was initially overwhelming, it is now probably my favourite aspect.<br />
<strong>The</strong> supportiveness of the course, its pluralistic nature, opportunities for more in depth psychoanalytic/systemic teaching<br />
I feel privileged to receive teaching from a range of experienced and influential course staff. It is also an advantage to<br />
receive research supervision from people at the top of their fields. <strong>The</strong> course is very experienced and listens to feedback<br />
from previous trainees, resulting in a effective and interesting course.<br />
<strong>The</strong> teaching is fantastic, regardless of the background of the speakers, I really come away from teaching days feeling like<br />
I have learned something which is useful theoretically, but which I can also implement in my work. It really does feel as<br />
though every aspect of training has been thought through very well.<br />
<strong>The</strong> teaching at UCL is outstanding. I have always loved the lectures and feel they are of an incredible standard, often<br />
led by experts in the field. <strong>The</strong> masterclass at the end of each term is also wonderful. This involves a presentation by a<br />
current third year student of a clinical case, which is then thought about by experts in different models, to show how they<br />
might have worked with the same case.<br />
Do you have any other thoughts about the course you wish to share with potential applicants, for example<br />
suggestions or improvements?<br />
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UCL is a fantastic place to do your training. <strong>The</strong> course is open to feedback and receptive to trainee suggestions. I have<br />
thoroughly enjoyed my time at UCL.<br />
My experience of the course is that it puts you in a very good position for working as a clinical psychologist within the<br />
current NHS- across multiple layers of systems, not only with the patient.<br />
More focus on reflective practice would be nice.<br />
<strong>The</strong> UCL course is excellent and highly recommended. <strong>The</strong>y allow you to develop into your own type of practitioner based<br />
on personal interests, rather than force any particular philosophy.<br />
UCL is a fantastic course, teaching is pluralistic and lecturers are often inspiring.<br />
Getting a place on a DClinPsy course can feel daunting and the odds do not seem to be in your favour, but you’ve got to<br />
be in it to win it!<br />
UCL has a big group - around 50 each year. So the teaching has to be quite didactic at times. <strong>The</strong>re are opportunities for<br />
smaller group tasks and seminars, and I think there could be more of these opportunities to enhance personal and professional<br />
development. Overall though training at UCL has been excellent.<br />
560 British Psychological Society
University College London (UCL)<br />
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When I started at UCL I thought that everyone in my cohort was going to be really serious, competitive and nerdy - they<br />
really aren’t! Although we are a big group everyone is supportive of each other and respects differences in opinions. <strong>The</strong>re<br />
is no competition and much more of a sense of we are all in this together just trying to make the most of the 3 years. I<br />
will be very sad to leave.<br />
<strong>The</strong> teaching room is not ideal, and the cohort is very large, which makes it harder to socialise as a group.<br />
It’s a big cohort, which can be overwhelming and intimidating at times, especially when teaching can touch on sensitive<br />
subjects. Get to know your fellow trainees well as it makes a big difference having that support.<br />
Courses Survey Results<br />
Do candidates sit any tests prior to interview?<br />
Answer Respondents<br />
Yes 0%<br />
No 100%<br />
What is involved in the interview and selection day (e.g., tests, interviews, exams)?<br />
■■<br />
Interviews<br />
For the current year please indicate below how the course is organised during term time.<br />
Teaching<br />
Placement<br />
Personal Study<br />
Research<br />
15 hours<br />
22.5 hours<br />
Within teaching slots<br />
Within teaching slots<br />
What methods are used to assess trainee’s learning on the course? (Please tick all that apply)<br />
Qualification<br />
Respondents<br />
Exams 100.0%<br />
Practical Reports 100.0%<br />
Essays 0.0%<br />
Small Scale research projects 100.0%<br />
Role Play 0.0%<br />
Viva 100.0%<br />
<strong>The</strong>sis 100.0%<br />
Presentations 100.0%<br />
Other 0.0%<br />
<strong>The</strong> <strong>Alternative</strong> <strong>Handbook</strong> 561
University College London (UCL)<br />
Does your course have a requirement for trainees to undertake the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
Personal <strong>The</strong>rapy<br />
CPD<br />
Does your course provide funds for the following?<br />
100%<br />
90%<br />
80%<br />
70%<br />
60%<br />
50%<br />
40%<br />
30%<br />
20%<br />
10%<br />
0%<br />
Yes<br />
No<br />
CPD<br />
Personal <strong>The</strong>rapy<br />
562 British Psychological Society
<strong>The</strong> British Psychological Society<br />
St Andrews House, 48 Princess Road East, Leicester LE1 7DR, UK<br />
Tel 0116 254 9568 Fax 0116 247 0787<br />
E-mail mail@bps.org.uk Web: www.bps.org.uk<br />
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