Community Liaison Group \u2013 Brendan Dunlop<\/li>\n<\/ul>\nFurther information on trainee support systems is in the section below on Support and Guidance.<\/p>\n
We all want to help trainees to get the most out of training, and try to help with any difficulties. Trainees’ Clinical Tutor and Academic Advisor will be able to help with a range of problems and are the first port of call in most instances.<\/p>\n
Board of Examiners<\/h2>\n
All assessments on the Programme are ratified by the Board of Examiners, which is made up of clinical and academic members of the Programme team and the lead External Examiner. It is chaired by Prof Richard Brown as Head of the Division of Psychology and Mental Health.<\/p>\n
External Examiners<\/strong><\/p>\nThe Programme\u2019s assessments are all undertaken with oversight and feedback from external examiners from other institutions. External Examiners are individuals from another institution or organisation who monitor the assessment processes of the University to ensure fairness and academic standards. They ensure that assessment and examination procedures have been fairly and properly implemented and that decisions have been made after appropriate deliberation. They also ensure that standards of awards and levels of student performance are at least comparable with those in equivalent higher education institutions.\u00a0External examiners are selected to ensure that they are appropriately experienced and qualified. At least one, and usually most, examiners are Registered Clinical Psychologists.<\/p>\n
The Programme has a lead External Examiner, who scrutinises the marking of all coursework and exams. They also examine theses and conduct individual oral examinations where necessary with students who have failed assessments during the programme. The lead External Examiner is currently Dr Georgina Rowse, who is Programme Director for the Clinical Psychology Doctorate at The University of Sheffield. In addition, further External Examiners are appointed to conduct viva<\/em> examinations in Year 3 depending on their areas of expertise. All examiners meet at the Examination Board to moderate decisions following the vivas<\/em>.<\/p>\nPlease note that it is inappropriate for students to make direct contact with External Examiners under any circumstances, in particular with regards to a student\u2019s individual performance in assessments. Other appropriate mechanisms are available for students, including the University\u2019s appeals or complaints procedures and the UMSU Advice Centre. In cases where a student does<\/em> contact an External Examiner directly, External Examiners have been requested not to respond to direct queries. Instead, External Examiners should report the matter to their Programme\u00a0contact who will then contact the student to remind them of the other methods available for students. If students have any queries concerning this, they should contact the ClinPsyD admin team or the Graduate Office.<\/p>\nTeaching and Learning<\/h1>\nTeaching, learning and assessment strategy<\/h2>\n
All students must learn academic, clinical and research skills. Our overall strategy for teaching is to use a range of approaches to address the different educational functions to be fulfilled by each.\u00a0Academic and research teaching form part of the preparation for professional practice, and trainees should appreciate that the pursuit of academic excellence will enhance their effectiveness as practitioners, and the contribution that they will make to the NHS.<\/p>\n
An important aspect of the Programme organisation is the design and administration of the teaching modules, which are organised by course staff or NHS psychologists with specialist interests and expertise. Representatives of community and service user groups are also formally involved in planning the Programme.<\/p>\n
Academic Programme<\/h3>\n
The academic programme aims to give students comprehensive exposure to the wide range of areas of work of Clinical Psychologists, so that they are aware of, and prepared for, different routes post-qualification. On a broader level, the interactive teaching encourages self-directed, reflective learning.<\/p>\n
The Programme has transitioned to a \u2018blended learning model\u2019, i.e. where some learning takes place in face-to-face teaching sessions and some learning takes place using pre-prepared teaching materials made available online. Face-to-face teaching becomes more effective when trainees can engage with the content beforehand. Instead of using teaching time just to take in information, sessions focus on supporting trainees to apply this information in active and creative ways that promote deeper learning.<\/p>\n
As well as supporting skills development, this model allows more flexibility in learning, as trainees can study the pre-prepared material at their own convenience. This is part of Programme aims to make teaching more accessible and inclusive, aligning with the Programme\u2019s continued integration of Equality, Diversity and Inclusion (EDI).<\/p>\n
The academic programme consists of lectures, workshops and problem-based learning. Through didactic teaching, small and large group discussion and feedback, students learn the theoretical and research basis for the approaches that they will use in clinical practice. Lecturers use case examples and\/or small group teaching techniques to enable students to discuss links between theory and clinical practice. In this way, students develop and reflect on their ideas, and use their own experiences of clinical work in interpreting the literature. Trainees are encouraged to critically evaluate ideas, and to integrate their understanding of general psychological principles into the clinical context. There is an emphasis on learning based on real clinical problems.<\/p>\n
Some teaching is clearly skills-based (e.g., interviewing and formulation), and students practise developing professional skills with feedback on performance by other trainees and lecturers. Role play is commonly used and all trainees are expected to participate fully in this aspect of training. As a condition of entry to the programme applicants are required to provide formal written consent to participate as service users in practical and clinical teaching<\/strong>. The consent protocol is designed and implemented by the Programme.<\/p>\nParticipation in peer supervision and reflective practice groups gives trainees the opportunity to receive and provide further guidance and supervision on clinical work, and to hone their reflective skills.<\/p>\n
Most lecturers make their slides available to trainees and identify key references so that trainees can undertake guided reading around the topic. Study time is provided each week. Wide reading and revision is encouraged throughout the course and in preparation for the examinations at the end of each block, for which study time is provided.<\/p>\n
Placement experience<\/h3>\n
During the programme, trainees spend 50% of the time on clinical placements where they carry out supervised clinical practice. The first two placements are approximately six months.\u00a0 The Clinical Tutors inform trainees of the starting dates. The Year 2 placement is 11 months in duration and Year 3 placements are of nine months duration between January and September. In normal circumstances the first year consists of placements in the core areas of Adult and Child, some trainees will complete a day per week in the CBT clinic alongside the traditional adult placement and half of the traditional child placement. The year 2 placement will be in either Older Adult, Learning Disability, Health or Neuropsychology service. A wide range of placements is available and trainees are able to exercise considerable choice in their Year 3 placements, as long as the placement is able to meet any outstanding training needs; a placement register is kept to help inform trainees’ expressions of interest.<\/p>\n
Learning on placement is primarily through guided practice and reflection in the context of the supervisory relationship. Students are exposed to a wide range of cases, and are guided to read around clinical work to attain integration of theoretical knowledge and practical skill.<\/p>\n
Whilst on placement, trainees are encouraged to discuss and reflect on aspects of difference, diversity and identity through their placement experiences and the process of supervision.<\/p>\n
Trainees observe their supervisors at work and undertake case work under supervision. Supervisors ensure trainees have exposure to more complex cases as training proceeds, through joint working where appropriate. There is a developmental progression, so that in the third year, more complex cases will be taken on by the trainee, again with supervision. It is also expected that third year trainees will take on a caseload that is more in keeping with that of a qualified Clinical Psychologist, to help manage the transition to post-qualification life. Year 3 trainees all complete a Service-based Research Project (SRP) on placement after submission of their thesis.<\/p>\n
Research<\/h3>\n
Learning research skills is a major part of the Programme, and requires a number of different levels of learning.<\/p>\n
\n- In lectures, students learn to design studies using a range of different approaches, and to critically evaluate these in group discussion.<\/li>\n
- Within one of the first four placements, trainees must produce an Audit of Clinical Activity (ACA) based on work conducted within that placement. In conducting the ACA, students learn about the practicalities of NHS-based research applied to real problems.<\/li>\n
- The Large Scale Research Project (LSRP) is a substantial piece of independent, doctoral-level research that involves all stages of the research process, from developing an original idea through to final submission of a typed and bound thesis that is presented for oral examination. Lecture\/seminars are given in the first year to help with the choice of topics and research supervisors. The trainee is helped in planning research and, in due course, writing the thesis. Trainees learn to select feasible ideas to evaluate, and submit a formal proposal on their planned study. Through the Research Sub-Committee process, the student is able to further develop and refine their ideas. Submitting an Ethical Committee application provides further practical learning. Statistical and\/or qualitative analysis consolidates the formal teaching, and students may learn new analytic approaches at this stage. Formal academic writing skills are developed through discussion of drafts of the work. Each Trainee has two academic and usually one field research supervisor for their project. Research will normally take place within the University or any NHS provider unit within the North West.<\/li>\n<\/ol>\n
Detailed information about the ACA and LSRP can be found in the research section of the handbook.<\/p>\n
Overview and Organisation of Teaching<\/h2>\n
The content of the taught component of training reflects both the HCPC Standards of Proficiency and the BPS Accreditation Criteria. The Programme capitalises on local skills in order to provide particular expertise in cognitive behavioural, psychodynamic interpersonal, clinical neuropsychology, and systemic approaches, which are recognised strengths of the University and local NHS departments. Detailed information about the academic knowledge that will be acquired is summarised in the Academic Curriculum, which is available on the programme intranet.<\/p>\n
The Programme provides training on all stages of the life span; trainees spend their first 12 months studying clinical problems associated with adulthood and childhood. In Year 2 trainees learn about old age, learning disabilities and physical health. Each of these topics is taught with clinical and academic material integrated, so students immerse themselves in academic and practical aspects of the training simultaneously. Academic material is taught to the group as a whole by lecture, workshop, seminar and clinical problem-based tutorials. Experienced Clinical Psychologists teach clinical skills on placement through one-to-one supervision.<\/p>\n
At the end of each block, students are assessed in order to ensure that they have met the desired learning outcomes for academic knowledge and clinical and professional skills. The final year of the programme is designed to cover more specialist, advanced areas of work and to re-visit core skills in greater depth. Students begin to plan their research in January of Year 1, and individual doctoral-level research experience is a focus of Years 2 and 3.<\/p>\n
Organisation of the Curriculum<\/h3>\n
The curriculum teaches basic, generic skills in years 1 and 2, and places emphasis on the development of specialist and advanced skills, including doctoral-level research, in the third year. In Induction Blocks, students learn basic skills necessary to cope with starting clinical placement. An induction precedes each core block. Teaching on Personal and Professional Development spans all three years of training.<\/p>\n
In Year 3, trainees have advanced workshops on a range of specialist areas. These include Personal and Professional Development (including Team Working and Leadership), working with complexity and sessions designed to prepare for the workplace.<\/p>\n
Year 1 Induction Block<\/h4>\n
This is intended to provide new trainees with basic knowledge and skills to enable them to start the first placement with a reasonable degree of confidence. Elementary interviewing skills, assessment, formulation and treatment methods are covered, as are theoretical underpinning of cognitive behavioural therapy, using various formats including formal lectures, workshops and role-play.<\/p>\n
Main Academic Programme<\/h4>\n
Fundamental clinical skills<\/strong><\/p>\nThe themes introduced in the Induction Block will continue throughout the first year. As well as skills training, the theoretical bases of treatment and assessment methods will be covered.<\/p>\n
Core clinical experience \u2013 knowledge and skills<\/strong><\/p>\nDuring Years 1 and 2 teaching corresponds to placement activity. Programmes of lectures and workshops focus on working with adults in terms 1 and 2, children and families in terms 2-3, and older adults, people with learning disabilities and health in terms 4, 5 and 6. Modules covering cognitive behaviour therapy, family therapy, substance misuse, psychosis, personality disorder and forensics take place across the three years of training. At present, students typically complete at least two problem-based tutorials per year.<\/p>\n
Psychodynamic Interpersonal Therapy (PIT)<\/strong><\/p>\nStudents are introduced to PIT in term 1 of the first year. They are taught to formulate from a PIT perspective and acquire skills in using adjunctive PIT techniques that will enhance their ability to develop the therapeutic relationship and to work with emotional material\u00a0whatever clinical approach\u00a0they are using. They also learn about PIT as a standalone model of therapy.<\/p>\n
Clinical neuropsychology<\/strong><\/p>\nTeaching on clinical neuropsychology, which is one of the core clinical frameworks on the Manchester ClinPsyD, begins in term 1 of year 1 and spans all three years.<\/p>\n
Research methodology<\/strong><\/p>\nCommencing in Year 1 and continuing through Year 2, there are lectures on research methods, various designs and statistics, including practical computing sessions with statistical software packages. The research methods teaching is divided into process and content sessions.<\/p>\n
Personal and Professional Development (including Team Working and Leadership)<\/strong><\/p>\nTeaching extends across the 3 years, with Advanced Workshops in Year 3. There is a\u00a0reflective practice curriculum which\u00a0provides the\u00a0opportunity to practice reflective skills through a range of learning experiences, including internally facilitated problem-focussed discussion groups in the first and second year of training and peer-facilitated groups in years two and three. Detailed introductory teaching relating to the reflective curriculum is\u00a0delivered in advance of the sessions, which commence during term one of year one.<\/p>\n
Power, Position, Privilege and Intersectionality (formerly Diversity and Engaging the Community)<\/strong><\/p>\nTeaching for this Module extends across the 3 years.<\/p>\n
Placements<\/h1>\nOverview<\/h3>\n
Approximately 50% of the ClinPsyD programme consists of supervised clinical practice. This typically takes place within an NHS establishment that has been approved by the Programme organisers as a training placement and will involve the direct and indirect (i.e., working at a consultation level through other staff) assessment and\/or treatment of NHS patients. In a small number of cases, placements may be provided within Private Independent or Voluntary Organisations (so-called PIVO placements), which are subjected to the same rigorous quality management processes as NHS placements.<\/p>\n
Clinical training is supervised during clinical placements by experienced clinical psychologists and other psychological practitioners who will have received induction in supervision and be registered with the relevant professional body. On all placements, the supervisor is clinically responsible for the trainee, so that it is essential that all work is carried out under close supervision and to the satisfaction of the supervisor. Learning on placement is primarily through guided practice and reflection in the context of the supervisory relationship. The job of the supervisor is to provide training and experience in particular methods and to ensure that the trainee sees as varied and comprehensive a range of cases as possible, with graded exposure to cases of differing levels of complexity over time. Through discussion at the start of placement, the supervisor will also help to select the most appropriate cases for the trainee\u2019s needs and acquisition of competencies. In supervision, trainees are given detailed feedback on a range of aspects of their clinical skills, including interpersonal and professional performance. They are guided in report writing and communication with other professionals. Time is provided for supervisor-guided reading on placement in order to help them attain integration of theoretical knowledge and practical skill.<\/p>\n
Supervision styles obviously vary between supervisors, but trainees should expect to have a formal session of at least one hour per week with the recommendation of one and a half<\/strong> hours<\/strong> with the supervisor once a week. Supervisors should also be available for advice\/consultation at other times as well (approximately one hour recommended). Both supervisor and trainee should have the opportunity to observe each other working. Written work (clinical letters and reports) will be scrutinised by the supervisor before being sent out. At the start of each placement the trainee and supervisor will agree on a plan for the placement with specified learning outcomes.<\/p>\nAs above, the first year consists of two \u201ccore\u201d six-month clinical placements in the areas of Adult and Child (with some trainees working in the CBT clinic alongside their traditional placement), while in year 2 the placement is 11 months duration in either Older Adult, Learning Disability, Health or Neuropsychology. The Clinical Tutors inform trainees of the starting dates. Year 3 placements are 9 months in duration. The placement that a trainee undertakes in year 3 will be informed by the level of competence that has been gained during the first 2 years in CBT and a second intervention model (see Competence Frameworks section for further information). For example, if a trainee has successfully completed Level 2 competence in CBT plus one other model, then they will be able to have some degree of choice for their 3rd year placement experience, which might focus on Level 3 skills in one of the core models or gaining competencies in another models. If they have not been able to achieve Level 2 competence in two of the core models (including CBT) then some of the 3rd year placement will focus on the acquisition of the competencies necessary to practice at that level. A placement register is available to help inform all placements.<\/p>\n
The Clinical Tutors advise on the range of placements available.<\/p>\n
Trainee are given access to an electronic Clinical Portfolio on a system called PebblePad, in which to record the experiences obtained (e.g., types of cases seen, tests used, treatment methods employed). Mid-way through each placement the trainee will have a review by their Clinical Tutor (a member of staff who will monitor all placements and act as an individual co-ordinator of training through the Programme) to discuss and monitor progress and any problems that the trainee or supervisor may have encountered; the Clinical Tutor may make specific recommendations about further experience or supervision in certain areas. The supervisor is expected to have completed a draft version of the Supervisor Assessment of Trainee document (SAT) for the mid placement review.<\/p>\n
At the end of the placement, the supervisor is asked to complete the SAT from based on the trainee\u2019s performance; the trainee should see this report and have a chance to discuss it with the supervisor before he\/she submits it. The trainee is also asked to provide a brief report on his or her experience of the placement via a Trainee Evaluation of Placement (TEP) form. The trainee also has a further review with the Clinical Tutor at the end of each placement to review progress in general and make recommendations for the next placement.<\/p>\n
Placement reviews will occur for traditional placements and the CBT clinic placement. In year 2, for the 11 month long placement, 4 review points will occur in total.<\/p>\n
It is important that trainees keep their Clinical Portfolio up to date and show it to their supervisor and to each new supervisor as they move to a new placement. In this way, any gaps in experience can be identified and remedied. Clinical tutors will also monitor the content of the Portfolio.<\/p>\n
Placement Related Study<\/h3>\n
As part of trainees’ time on placement they are allowed to have \u00bd day placement related study. This is to read around the area that they are working in and have more directed reading about their individual client work, prepare for sessions and complete any other placement related study, for example, on the Audit of Clinical Activity if they are completing it on that placement. When and where trainees take the study time must be discussed with their supervisor. Sometimes trainees combine the half day per week into one day per fortnight and have the option of taking this at home, but again this needs to be discussed with their supervisor and permission obtained.<\/p>\n
What Experiences Should be Gained on Placement?<\/h2>\n
The HCPC\u2019s Standards of Proficiency are the threshold standards for safe and effective practice. They are the minimum standards the HCPC consider necessary to protect members of the public. These standards play a key role in ensuring that registrants practise safely and effectively and inform the kinds of experiences that trainees should have on placement. The HCPC\u2019s\u00a0Standards of Proficiency<\/em>\u00a0describes\u00a0the standards expected of Clinical Psychologists; full versions are given to all trainees at the commencement of training and can be downloaded by clicking on the link above.<\/p>\nIn addition to the HCPC\u2019s Standards of Proficiency, the BPS’s accreditation standards<\/a> gives details of the minimum standard that Programmes must achieve in all areas of training. There are specific requirements for supervised practice and clinical experience. The need for an overall plan of placements and development of experience is stressed. Both depth and breadth of experience should be achieved.\u00a0A key part of these standards is that graduates must have demonstrated their ability to implement at least two evidence-based forms of psychological intervention, of which one must be cognitive-behaviour therapy (CBT).<\/p>\nCompetence in the implementation of psychological interventions has to be benchmarked against agreed competence frameworks. On the Manchester ClinPsyD, we have adopted four main evidence-based models of psychological intervention (CBT,\u00a0Psychodynamic Interpersonal Therapy\/CAT\/Brief Psychodynamic Therapy, Systemic Therapy,\u00a0Clinical Neuropsychology), each of which has been benchmarked against a different external competence framework. Every trainee will acquire basic knowledge in all four of these approaches and be taught to formulate using the associated conceptual model. We call this Level 1 competence. All trainees also have to demonstrate a set of\u00a0generic clinical competencies that apply regardless of the model being used. Details of the various competence frameworks are provided below.<\/p>\n
In addition, all trainees will have to be competent intervening (at either Level 2 or 3) using at least two of these models, of which one must be CBT. The basic standards for intervention are the same for both Level 2 and Level 3 competence; however, we distinguish between these levels to recognise variations in the extent or level of experience gained in each therapeutic modality. Thus, someone who has achieved Level 2 competence in a particular model will have shown that they are able to intervene competently using that approach, but to a lesser extent or level than someone who has achieved Level 3 competence.<\/p>\n
The taught programme is designed to provide Level 1 competence in each of the four models, which will be evaluated in the corresponding written examinations. The generic competencies are\u00a0evaluated via\u00a0written examinations and in general clinical practice whilst on placement, via the Supervisor Assessment of Trainee form.<\/p>\n
At Level 2, competence is demonstrated through the delivery of interventions with a minimum number of cases on placement. Level 2 competence can be demonstrated during any of the clinical placements, as long as the supervisor declares themselves competent to provide supervision and evaluation in that approach for the cases in question; this should be discussed when the placement contract is agreed. In order to achieve Level 3 competence, the trainee must undertake a specialist placement in the relevant modality and demonstrate competence in a larger number of cases.<\/p>\n
Trainees are also likely to acquire knowledge of, and experience using, other clinical approaches whilst studying for the ClinPsyD. However, all trainees will still need to demonstrate at least Level 2 competence in CBT plus one of the other main therapeutic models taught on the Programme. Where possible, trainees should aim to have achieved this by the end of Year 2. If a trainee has not demonstrated this competence by the end of Year 2 it must be achieved within Year 3, which may have implications for the choice of third year placement. For example, a trainee may not be allowed to undertake a third year placement using an approach that is not one of the four \u201ccore\u201d intervention models, unless they have the opportunity to demonstrate the missing core competences on that placement as well. Further information on the different competency frameworks can be found below.<\/p>\n
Service User and Carer Feedback on Clinical Placements<\/h2>\nEnd of Clinical Involvement Feedback Form (ECIFF)<\/h3>\n
Since October 2019, trainee Clinical Psychologists on the Manchester programme have been required to seek direct feedback on their clinical involvement with people* in the NHS services they undertake their placements in.<\/p>\n
It is recognised that gaining feedback is important and valuable for trainees\u2019 clinical placements.\u00a0 The end of involvement feedback form will be used primarily for the direct learning of the trainee to reflect on and develop their clinical practice.\u00a0 It is hoped that this will provide trainees with an invaluable learning opportunity to develop their clinical and professional competencies, directly from those they have had some form of clinical involvement with.<\/p>\n
This feedback also provides another valuable dimension to supervisor evaluation of clinical competencies on placement and is welcomed by trainees.<\/p>\n
The form is referred to as an End of Clinical Involvement Feedback Form (ECIFF) as it is intended to be used across the various clinical activities a trainee will undertake.\u00a0 For example: single screening sessions, single consultation sessions, psychological assessments, neuropsychological assessment, brief intervention, longer term intervention, therapy, psychotherapy, family work and group work.<\/p>\n
Two versions of the end of clinical involvement feedback form have been developed.\u00a0 One is an accessible version for use with people who may have cognitive, language and\/or developmental needs to aid understanding and ease of completion.<\/p>\n
The clinical involvement feedback form is to be used in conjunction with the relevant session rating scales and\/or outcome rating scales used in their relevant service contexts.<\/p>\n
How are placements organised?<\/h2>\n
The HCPC and BPS no longer require trainees to go through core placements in particular areas: instead, the emphasis is on gaining core experiences and competences, whatever the setting. In common with the majority of training programmes, however, we tend to operationalise those experience within core placement types, which allows us to use supervisor resources in the most efficient and effective way. As such, the Manchester ClinPsyD continues to retain some organisation of experience based on discrete client groups (adults; children and adolescents; older adults; people with learning disabilities) and trainees on the Programme are required to gain experience working with clients across the lifespan and experiencing acquired cognitive impairment and developmental intellectual disability. The timing of these placements is illustrated in the table below.<\/p>\n
\n\n\n| <\/th>\n | November \u2013 April<\/th>\n | May \u2013 October<\/th>\n<\/tr>\n<\/thead>\n |
\n\n| Year 1 (Mon, Tues, Thurs)<\/th>\n | Adult<\/p>\n or<\/p>\n Adult and CBT clinic<\/td>\n | Child<\/p>\n or<\/p>\n Child and CBT clinic<\/td>\n<\/tr>\n |
\n| <\/p>\n Year 2 (Mon, Tues, Thurs)<\/th>\n | \n November – September<\/strong><\/p>\nOlder Adult \/ Learning Disability \/ Health \/ Neuropsychology<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n |
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