The aim of the programme is to educate and train Clinical Psychologists to work in NHS and related settings and specifically to develop knowledge, understanding and skills, in relation to psychological problems, of:

• Assessment
• Conceptualising
• Planning and implementing interventions
• Evaluating
• Communicating
• Researching

Using a wide range of psychological and other relevant theory and research, and within different levels of work activity: direct work with clients, indirect work through other health professionals or carers and work within organisations.

A candidate who is awarded a Professional Doctorate will be expected to have achieved the following learning outcomes:

Created and interpreted new knowledge, through original research, or other advanced scholarship, of a quality to satisfy peer review, which extends the forefront of the discipline and merits publication;

Systematically acquired an understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of professional practice;

The general ability to conceptualise, design and implement a project for the generation of new knowledge, application or understanding at the forefront of the discipline and to adjust the project design in the light of unforeseen problems;

A detailed understanding of applicable techniques for research and advanced academic enquiry;

Ability to make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and conclusions clearly and effectively to specialist and non-specialist audiences:

Ability to continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches;

The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

The normal minimum and maximum periods of registration for a Professional Doctorate are as follows:

The minimum period of study is three calendar years full-time and the maximum period will not normally be longer than five calendar years. Study beyond three years may be part-time.

The teaching year is divided into three ten week sections (October-December; January-March; April- July), with the exception of Year 3 when the third section begins in June and the academic period from April to May is devoted to research. The placement year, which runs in parallel, is divided into two sections (October-March; April-September) except in Year 1 where the first placement begins in November. Some trainees also complete year long placements, usually from October to September. During breaks from academic teaching, trainees engage in placement work; placement related study; self-directed study and research.

The programme is not modular, and units are not credit rated.

Year 1

1 essay, from topics drawn from the Core Courses

One practical report of work carried out in placement

One examination paper, Theory and Practice of Adult Clinical Psychology

Supervisors' assessment of performance on placement

Year 2

One service related research project

One practical report

Two examinations (Theory and Practice of Clinical Psychology in relation to Learning disabilities/Long-term mental health problems and Children and families/Older adults

Supervisors' assessment of performance on placement

Year 3

Two practical reports

The thesis and a viva voce examination

Supervisors' assessment of performance on placement

Students must normally pass all aspects of assessment in Year 1 to proceed to year 2, and similarly in Year 2. In exceptional circumstances, and at the discretion of the Assessment Board, a student may proceed having deferred on two items of assessment, not including written examinations. To obtain the degree of ClinPsyD, all aspects of the assessment must be passed. Students who fail any aspect of assessment may be re-assessed at the discretion of the Assessment Board on one further occasion.

Students who fail any two placements, at any point in the Programme, will normally be excluded.

Students will normally be excluded from the programme if they are deemed to be in breach of the British Psychological Society’s or BPS Division of Clinical Psychology’s Code of Conduct/Professional Practice Guidelines or of a Code of Conduct specified by their employing or placement trust. Any action which leads to dismissal from employment as a trainee Clinical Psychologist will normally result in exclusion from the Programme. The Programme also applies the University’s suitability procedures for programmes leading to professional qualifications.

The programme uses a variety of teaching methods, based on a recognition that:

• Trainees are experienced learners, working at a level where self-directed learning is expected and encouraged
• The integration of theory and practice, and reflection on what is being learned and how, are central to the programme

Teaching methods include: lectures, seminars, demonstrations, workshops; supervised practice, role-played practice; small group and peer led discussion; supervised research

Although each of these methods may emphasise a different component of the learning outcomes (e.g. lectures and seminars will emphasise the knowledge base and critical thinking; supervised practice will emphasise specific clinical skills, there is an emphasis on integration across different types of learning, e.g. all lectures contain a seminar element, to encourage discussion and reflection; lectures, seminars, workshops and group discussions involve integration of theory and practice, for example, through presentation of work-based problems to illustrate theoretical points. Similarly, placement work always includes relevant reading, and discussion with supervisors of the theoretical and ethical basis of clinical work. Discussion of professional and ethical issues, both general and with a focus on specific problems, also occurs across teaching sessions, but the small group sessions on professional development specifically focus on these.

For each trainee, learning is planned and self-evaluated through learning contracts on placements; maintaining a log-book of clinical activity and the knowledge and skills learned from it; devising and implementing written proposals for research, and through annual individual reviews covering clinical and academic learning. These processes are informed by the BPS statements of required competencies in assessment, formulation, intervention, evaluation, research, personal and professional skills, communication and teaching, service delivery and transferable skills.

The assessment methods are linked to the learning outcomes by ensuring the comprehensive evaluation of knowledge and understanding; critical thinking; clinical skills such as assessment, conceptualisation, intervention and evaluation; ability to link theory and practice; professional and ethical development; communication skills and research knowledge and skills.

Each assessment method will emphasise a particular aspect of these, e.g.:

• Essays and examinations focus on knowledge and understanding, and critical thinking
• Placement supervisors' evaluations focus on clinical and professional skills
• The thesis and service related research project focus on research skills
• Practical reports of work on placement focus on clinical skills, the ability to link theory and practice; ethical and professional issues, and communication

However, all assessment methods assess a range of knowledge and skills, e.g. examinations include both theory and practice questions; supervisors' evaluate knowledge relevant to the clinical specialty; all methods evaluate professional and ethical development and communication skills.