UNIVERSITY OF SHEFFIELD
CLINICAL PSYCHOLOGY UNIT
DEPARTMENT OF PSYCHOLOGY
FACULTY OF SCIENCE
in collaboration with
NHS YORKSHIRE & THE HUMBER
AND THE PSYCHOLOGY SERVICES OF SOUTH
YORKSHIRE
PROGRAMME HANDBOOK
Doctor of Clinical Psychology Pre-Registration
Programme
Intake September 2013
WELCOME TO THE SHEFFIELD CLINICAL PSYCHOLOGY
TRAINING PROGRAMME
CONTENTS
CLINICAL PSYCHOLOGY UNIT STAFF
3
STAFF PHOTOS
4
CONTACT DETAILS
6
1
BACKGROUND INFORMATION
7
2
ORGANISATION OF THE PROGRAMME
11
3
TEACHING AND CURRICULUM
13
4
RESEARCH TRAINING
22
5
CASE PRESENTATIONS, RESEARCH PRESENTATIONS,
YEAR MEETINGS, SEMINARS
24
6
PERSONAL AND PROFESSIONAL DEVELOPMENT
28
7
PRACTICAL INFORMATION
35
APPENDICES
1
Programme Specification
2
PTC Terms of Reference
3
Trainee feedback form
4
External speaker feedback form
5
Selection of new teachers
6
Information for teachers and module co-ordinators on integration of issues of
racism, culture and gender within clinical psychology
7
Information for teachers on Formulation
8
E-Learning
9
Programme Policy on taking holiday leave during teaching time
10
Relevant names and addresses
11
Psychology Department Health and Safety Policy
12
Guidelines for Postgraduate use of Document Requests
13
Resource Library
14
Programme of Dates
15
List of Acronyms
Please refer to website http://www.sheffield.ac.uk/clinicalpsychology or
MOLE for any updates to this Handbook.
CLINICAL PSYCHOLOGY UNIT STAFF
September 2013
Further details on staff interests can be found on the CPU Website:
http://www.sheffield.ac.uk/clinicalpsychology
Professor Gillian Hardy
Professor Michael Barkham
Professor Glenn Waller
Dr Andrew Thompson
Dr Georgina Rowse
Dr Lisa Berry
Dr Stacey Lavda
Dr Liza Monaghan
Dr Susan Walsh
Dr Kath Boon
Sara Dennis
Dr Katherine Hildyard
Dr Jo Burrell
Dr Paddy Howes
Angie Rollinson
Christie Harrison
Maxine Boon
Jacquie Howard
Sue Maskrey
Sharon Keighley
Dr Stephen Kellett
Melanie Simmonds-Buckley
Gill Donohoe
Paul Bliss
Helen Macdonald
Ingrid King
Unit Director
Director, Centre for Psychological Services Research
Professor
Reader/Practitioner
Senior Lecturer/Practitioner
Lecturer/Practitioner
Lecturer/Practitioner
Joint Director of Clinical Practice
Joint Director of Clinical Practice
Senior Clinical Tutor
Senior Clinical Tutor
Senior Clinical Tutor
Clinical Tutor
Clinical Tutor
Unit Administrator
Research Support Officer
Placement Planning Administrator
NHS Administrator
Assessment Administrator
Timetable Administrator
IAPT Programme Director
IAPT Secretary
IAPT CBT Teacher
IAPT CBT Teacher
IAPT CBT Teacher
IAPT CBT Teacher
Head of Psychology Department
Professor Paul Overton
Honorary Professors in Clinical Psychology
Professor Nigel Beail, Professor Graham Turpin,
Professor Pauline Slade
Dr Jason Davies, Dr Claire Isaac, Dr Rebecca
Knowles
Dr Adrian Simpson
Honorary Lecturers
Honorary Research Fellow
Honorary Teachers in Clinical Psychology 2013
Tina Ball
Mary Fearon
Alick Bush
Mike Fitter
Gail Coleman
Alan Gray
Graham Cockshutt
Teresa Hagan
Gill Crow
Patricia Hall
Gwyneth De Lacey
Laura Hill
Jenny Donnison
Steve Jones
Maria Downs
Carolyn Lawson
Kathryn Lewis
Anne-Marie Lister
Paul Manning
Sue Martindale
David Newman
Hazel Reynders
Andrew Roberts
Richard Rushe
3
Shonagh Scott
Arleta Starza-Smith
Pete Walpole
Sharon Warden
Sara Whittaker
Amy Wicksteed
Eamonn Wilde
Lisa Winter
4
5
Clinical Psychology Unit - University of Sheffield
Contact Details
Tel no
e-mail address
Room no
Michael
Barkham
26527
m.barkham@
C6
Nigel
Beail
26575
n.beail@
C10
Lisa
Berry
26577
l.berry@
C13
Paul
Bliss
TBC
TBC
TBC
Kath
Boon
26633
k.boon@
C10
Maxine
Boon
26573
m.boon@
B16
Jo
Burrell
26572
j.burrell@
C16
Sara
Dennis
26642
s.dennis@
C16
Gill
Donohoe (IAPT)
26584
g.donohoe@
ML-C3
Gillian
Hardy
26571
g.hardy@
C5
Christie
Harrison
26650
c.harrison@
B4
Katherine
Hildyard
26609
k.hildyard
C16
Jacquie
Howard
26576
j.a.howard@
B14
Paddy
Howes
26634
p.howes@
C10
Sharon
Keighley
26570
s.keighley@
B14
Steve
Kellett (IAPT)
26537
s.kellett@
C18
Ingrid
King (IAPT)
26640
i.king@
C12
Stacey
Lavda
26614
a.lavda@
C7
Helen
Macdonald (IAPT)
26584
h.macdonald@
ML-C3
Sue
Maskrey
26635
s.j.maskrey@
B14
Liza
Monaghan
26638
l.monaghan@
B12b
Angie
Rollinson
26649
a.rollinson@
B15
Georgina
Rowse
26574
g.rowse@
B2b
Melanie
Simmonds-Buckley (IAPT)
26632
m.simmondsbuckley@
PsycholG.19
Andrew
Thompson
26637
a.r.thompson@
B12a
Sue
Walsh
26567
s.walsh@
C3
Other phones
26636(Study Room)
36607(Room C8)
36608(Coffee Room) 26503 (Small Meeting Room)
IT support
Psy-it@
Dave Saxon (Stats support) 20718 (ScHARR)
d.saxon@
Psychology Finance
26536
Porters’ Lodge
29272
Workshop
psy-workshop@
26542
Fax number
0114 2226610
6
1
BACKGROUND INFORMATION
1.1
Introduction to the Programme
The Programme was established in October 1991 and was set up to meet both national and
local demands for clinical psychologists. This three year doctoral programme is organised by
the University of Sheffield, in collaboration with local Psychology Services, and is
commissioned by NHS Health Education Yorkshire and the Humber. The Programme
received the first full on-site visit from the BPS in June 1994. Full accreditation has been
awarded to the programme on each visit since then for the maximum possible (i.e. 5 year)
period. The programme is now registered with the Health and Care Professions Council
(HCPC). In May 2012 HCPC and the BPS visited the Programme following which the
Programme was given full approval and accreditation. Therefore successful completion of the
programme means that trainees are eligible to apply for registration with HCPC and chartered
status with the BPS. The programme was also subject to Major Review by the Quality
Assurance Agency (QAA) in 2005, receiving the highest possible evaluation; see website for
details
http://www.qaa.ac.uk/reviews/reports/health/sheffield05.pdf.
The orientation of the Programme is specifically to promote the unique contribution which
psychology can make to the delivery of health care. The Programme actively encourages
trainees to employ psychological theories and formulations to inform the content of their clinical
work. Similarly, the design of the curriculum and academic programme reflects the clinical and
service context in which clinical psychologists work. The Programme strives to integrate
theory with practice and places importance on conducting and utilizing applied research.
The core purpose of the Programme is to train high quality future practitioner clinical
psychologists who are able to meet and influence the future client and organisational needs of
the National Health Service underpinned by innovative approaches to applied clinical and
psychological services research. We encourage the study of a broad range of evidence-based
approaches. Particular emphasis will be placed upon developments concerned with
organisational skills and service evaluation, and the needs of priority groups within health and
social services and the development of team working and clinical leadership.
The Programme is based within the Department of Psychology, which has an excellent
research record (RAE: Grade 5A) and outstanding facilities for research and teaching.
Placements are made available principally within the following locations; Barnsley, Doncaster,
Scunthorpe, North Derbyshire, Rotherham and Sheffield. Trainees are expected to travel as
required to placements, some of which may involve significant commuting time. Contacts with
trainees from the University of Leicester and Trent (Universities of Nottingham and Lincoln)
and from the University of Hull and Leeds Doctor of Clinical Psychology programmes are
encouraged.
1.2
Accommodation and facilities
The Psychology Department is housed in a purpose-built 5-floor building, which provides both
general and specialised facilities for teaching and research. The Department has three
teaching laboratories, one of which is an open-access computer lab equipped with 30
networked PCs with dedicated servers and printers; these machines are all connected to the
campus network and Internet. Other teaching laboratory space includes 20 small laboratory
cubicles for individual and small group practical work in the main building.
Portable audio and video recording equipment and transcribers are available on loan to
students and staff for project work. A fully equipped audio/video-editing suite is also available.
When required the technical staff fabricate specialised apparatus using the Department’s
mechanical and electronic workshops.
A full-time IT technician, Dalbinder Shemare ([email protected]) manages the
IT resources of the Department. The department network allows access to central resources
such as Library catalogues, CD-ROM archives, e-mail and the Web, to which the University
adds further open-access computing resources at a number of centres distributed round the
campus. The University Computer Centre provides access to large statistical packages and
other software as well as courses and technical support for both staff and students on most
aspects of computing and IT.
7
The Clinical Psychology Unit is housed in a separate annex consisting of a spacious and
attractive Victorian house, alongside the main Psychology Building, which has one large
teaching room, and a study room with its own network of PC computers. Teaching is also
scheduled in the Seminar Room of the main Psychology Building.
1.3
Clinical Psychology Website
The CPU website: http://www.sheffield.ac.uk/clinicalpsychology provides information for
potential applicants to the Programme, current trainees, supervisors and teachers. Website
resources include access to the catalogue for the CPU resource library, information about staff
research interests, news and other relevant information.
A wide range of resources is available to trainees via MOLE (My Online Learning
Environment). These resources include timetables, useful forms and Programme
documentation in addition to teaching materials, and electronic reading lists.
1.4
Health Education England
Local Education and Training Boards (LETBs) have inherited contracts for clinical psychology
training from the old Strategic Health Authorities (SHAs) and are responsible for education
commissioning and planning for Health Education England. The LETBs now monitor the
contracts they have with clinical psychology programmes Each year, LETBs require
information to prove that programmes are meeting the requirements set down in the contract.
Information is obtained from programme staff, trainees and placement providers.
The organisation of health services in the UK went through a major restructuring in 2006 and
2011. In 2006 the government merged the 28 previously existing Strategic Health Authorities
(SHAs) to produce 10 new larger SHAs. In 2011 these SHAs were merged into new national
management framework. Three SHAs in the North of England including Yorkshire and the
Humber combined to form NHS North of England. The area in which trainees usually
undertake placements are within the old Yorkshire and the Humber SHA (Barnsley, Doncaster,
Rotherham and Sheffield) with a total population of 5.04 million.
Sheffield Health and Social Care NHS Foundation Trust employ trainees at the University of
Sheffield. The Trust is contracted to undertake duties in respect of employment by the
purchasing body. Along with all other NHS Clinical Psychologists in SHSC, trainees are
members of Psychological Services. The Clinical Tutors are also employed by the same Trust.
1.5
Programme Structure
The fundamental structure is a hybrid of day-release teaching, mini-teaching blocks (one, two
or three weeks duration) and clinical placements. During the first year, trainees receive an
introductory block (three weeks) consisting of academic teaching and clinical
observation/familiarisation. This is normally followed by two five-month placements, separated
by a two-week miniblock although there are also a number of year-long placements in the first
year. Whilst on placement, trainees attend the University for between one and three days a
week during semester time. In subsequent years, trainees only attend the University one day
a week during semester time, the remaining four days being for private study (1) and clinical
work (3). The second year consists of two 5-month placements, and the final year has two
five-month specialist placements, which may be combined. In the second year a three-week
miniblock precedes the first placement and a one-week miniblock precedes the second
placement. In the third year there is a single two-week miniblock at the beginning of the year.
The overall structure and important dates are listed in the Programme of Dates (see Appendix
14) and Table 1 provides information on the distribution of time for academic and clinical
activity.
Table 1.
Distribution of Days against Activities
Teaching Days
Year 1
69 (27%)
Year 2
44 (17%)
8
Year 3
35 (13%)
Total
148
% over 3 years
19% (19.12)
Placement days
Study days
Research days
146*(57%)
43 (16%)
-
142*(55%)
66 (26%)
4 (2%)
147* (57%)
58 (22%)
20 (8%)
435
167
24
56% (56.20)
22% (21.57)
3% (3.10)
Total days
258
256
260
774
100%
Note
1. Holidays have been excluded.
2. Clinical placement time includes pre-placement planning days.
3. Research days are taken out of placement time.
1.6
Academic Framework
In line with HCPC approval and BPS accreditation criteria, the teaching programme is
delivered within a competency-based framework. The curriculum supports an integrative
approach, emphasising core generic competencies, psychological models and evidence base,
applications to specific client groups, and professional, ethical and service user issues. The
academic programme also contains a strong research component. The programme is
developmental with an emphasis on the acquisition of learning skills fit for the profession and at
doctoral level, and that encourages life-long learning.
1.7
Clinical Placements
Clinical placements and the academic programme are organised to link in with each other,
wherever possible. In the first year, placement experience is focused on work with individuals,
in the second year with staff and carers and in the third year we hope to retain an elective
element to placements, depending on the experience AND competency development the
trainee has gained.
Year 1:
The first two placements are directed at obtaining experience of services with individuals, often
for adults within Adult Mental Health, Older Adults, Health and Medical and Psychosis and
Recovery services. There are some opportunities to undertake a year-long, integrated
placement.
Year 2:
Placements three and four are directed towards direct work and work with staff and carers
often in services for children, adolescents and families, and people with learning disabilities.
During Year 2, trainees are encouraged to begin the process of thinking about their Third Year
Placements. Individual trainees consider their own training needs in conjunction with their
clinical tutor by reviewing their first four placements and the experience gained of various
therapeutic orientations, of in-patient and community settings, and of different psychology
departments. They must also consider the competencies they have developed and if they have
particular needs in any competency area.
Year 3:
Depending on the experience AND competency development of the trainee there may be a
range of optional placements available in the third year. These may include: psychosis and
recovery, primary care, psychotherapy, neuropsychology, health and medical psychology,
looked after children, palliative care and forensic work. Further more specialised work with the
client populations worked with in the first two years may also be undertaken. The decision
regarding third year placements will be made in liaison with clinical tutors to ensure all
experiences and core competencies have been covered within the three-year training period.
Each placement generally lasts for approximately five months. However, at some point during
training, and usually in the 3rd year, trainees should work with one client over a period of 6
months or longer. This requirement provides an opportunity for trainees to work in depth with a
client and experience the processes of change as they unfold over time. Such learning is most
readily accomplished in a year-long placement
During the course of each placement, the Clinical Tutor meets with the trainee to discuss the
Placement Plan section of the Assessment of Clinical Competence form and to review
progress mid-way through at a mid placement meeting with trainee and supervisor at the
9
placement base. At the end of placement, Trainee and Supervisor meet together to discuss
the feedback forms, including the End of Placement section of the Assessment of Clinical
Competence.
Trainees are based, wherever possible, for the majority of their clinical placements in
commuting distance of the University. Whilst training needs are paramount, individual needs
(e.g., health or carer needs) are accommodated wherever possible in the placement allocation
process. Before commencing on the Programme, trainees are asked whether there are any
factors that the Clinical Tutors should try to take into account when planning placements for the
first year. Candidates should, however, be prepared to move both between local Psychology
Services and occasionally to adjoining Regions for some placements. This may involve
considerable periods of travel to and within the placement.
Placement experience and the development of knowledge and skills is planned and evaluated
in accordance with HCPC standards of proficiency and the BPS accreditation criteria. It is
expected that trainees will take ownership of their learning needs on placement and will take
responsibility for ensuring that the relevant sections of the Assessment of Clinical Competence
form have been discussed and completed as far as possible prior to meetings with their clinical
tutor.
A placement audit process is in place to aid evaluation of placement resources, supervision
and opportunities to develop core competencies. Together with placement visits and other
conversations, this can form a basis for discussion between trainee, supervisor and the
Programme about the quality of learning provided on placement. It also provides feedback to
supervisors to aid their own development. The supervisor is given the opportunity to comment
on the feedback from the trainee. This process also assists Clinical Tutors in planning both
future placements and supervisor training.
Further details on placements are available within the Supervisors’ and Trainees’ Information
Packs. In addition a database of supervisors is maintained in the Unit and trainees can direct
specific queries to Clinical Tutors or Maxine Boon.
1.8
Assessment and Evaluation
Coursework is one of the fundamental foundations of the training scheme and exists to fulfil
several important functions. First, assessment provides a system of standard setting whereby
trainees are judged whether their academic and clinical performance is worthy of the award of
a doctoral degree from the University. At the same time, it also serves a crucial role of
professional gatekeeping ensuring that clients are not exposed to incompetent practitioners.
Assessment also serves a second function whereby each individual's progress in meeting
training objectives is assessed, and appropriate feedback and remedial action provided should
this be required. Hence, the choice of assessment is important since it fulfils educational
goals, in addition to providing standards for pass or failure.
It is important that trainees familiarise themselves with the detailed guidance on assessment
given within the Programme Assessment Regulations and Coursework Guidelines and also the
University Regulations within the University Calendar (http://www.shef.ac.uk/calendar).
It is also important that trainees familiarise themselves with the professional ethical and
standards of conduct requirements as set out in the HCPC guidance on conduct and ethics for
students and the Standards of conduct, performance and ethics and the BPS Code of Ethics
and Conduct.
10
2
ORGANISATION OF THE PROGRAMME
2.1
Staffing
The Programme is a partnership between the University and local NHS clinical psychologists.
Accordingly, staff associated with the Programme include members of the Department of
Psychology, the Clinical Tutor team, clinical supervisors throughout South Yorkshire and
members from other departments of the University. Clinical supervisors who make a regular
contribution to planning, teaching or supervision for the Sheffield Programme are recognised,
at the University's discretion, with the title of Honorary Teacher in Clinical Psychology. For
further details about Honorary appointments please contact the Unit Administrator.
2.2
Staff Year Teams
Each cohort of trainees has a staff year team consisting of academic clinical staff and clinical
tutors who will oversee their training throughout the 3 years. Staff in the team act as personal
and clinical tutors and attend year group meetings for their year group. The aim is to develop
strong and sustained relations for each trainee with a small number of the programme team.
2.3
Committee Structure
The Programme Training Committee is the management committee for the Programme and
meets twice a year. In addition, the Unit staff meet regularly on Monday mornings either as a
whole team, in their year teams or in clinical tutor or academic staff meetings
The Programme Training Committee (PTC) is responsible for the long-term strategic planning
and management of the Doctorate of Clinical Psychology at the University of Sheffield. Its
purpose is to provide a forum in which stakeholders associated with the Programme meet to
plan, implement and review all aspects of Programme policy. The detailed implementation of
the Programme policy is devolved via a sub-committee structure. The latter also includes
regular meetings of the Programme Team. The Terms of Reference and membership of PTC
are provided in Appendix 2.
The detailed implementation of Programme policy is achieved via the following subcommittees:
 Curriculum
 Selection
 Personal and Professional Development
 Clinical Practice
 Research
 Training Advisory Group - Patient and Public Involvement (
Sub-committees are constituted by the PTC, and each has its own terms of reference and
membership. Each sub-committee is directly accountable to the PTC and reports back
regularly at its meetings. Other sub-committees may be formed at the discretion of the PTC.
In addition the Board of Internal Examiners reports back to PTC about general issues
regarding assessment and the academic performance of trainees but its business and minutes
are kept confidential from the PTC.
The PTC is accountable to the University via the Programme Director, the Head of the
Department of Psychology, and the Pro Vice Chancellor of the Faculty of Science. The
University is accountable to the purchaser via the training contract.
2.4
Other relevant committees and organisations
Departmental
There is a Psychology Department Staff Meeting, which meets every three weeks each
semester and includes a postgraduate representative. The Unit Director also sits on the
Department’s management group.
Regional
Local Branch of the Division of Clinical Psychology
11
This is the main professional advisory body in the Region. It meets throughout the year and
organises a series of scientific meetings and other CPD activities.
Regional Special Interest Groups
These do exist for clinical psychologists working in the following services: Older Adults,
Learning Disabilities, Child, Health Psychology, Psychosis and Recovery, Neuropsychology
and Forensic. Trainees are welcome to attend these meetings.
National
Health and Care Professions Council (HCPC)
On 1 July 2009 HPC (now known as HCPC) opened the Register to practitioner psychologists.
This means that at the end of training you will need to register with HCPC in order to practise
as a clinical psychologist. HCPC is the profession’s regulatory body. HCPC also approve and
monitor practitioner psychologist programmes. The Programme is currently approved by
HCPC. HCPC required us to have your consent for aspects of teaching; this is set out in the
form that trainees sign at the beginning of training
British Psychological Society (BPS), the Division of Clinical Psychology (DCP) and the DCP
Affiliates Group.
The BPS functions as both a learned society and also a professional institution. It is
responsible for maintaining a voluntary Charter of Registered Psychologists. The profession of
clinical psychology is represented by DCP. Trainees can be associated with the DCP either
via the local regional branch, which organises regular scientific meetings or via the DCP
Affiliates Group, which represents trainee clinical psychologists. Clinical Training programmes
within the UK are also accredited through partnership by the BPS via the Committee for
Training in Clinical Psychology (CTCP).
In order to enable professional development and to keep abreast of contemporary
developments within the profession, trainees are recommended to become members of the
BPS and to register provisionally as Chartered Psychologists.
Unite
This staff association represents the interests of clinical psychologists, and other graduate
scientists, within the NHS. Trainees are eligible to join the union.
Other societies
Other relevant societies include the British Association for Behavioural and Cognitive
Psychotherapy (BABCP), the Society for Psychotherapy Research, the Association for Child
Psychology and Psychiatry, Young Minds, and the British Association for Family Therapy.
2.5
How do trainees influence the Programme?
Trainees contribute to the PTC either via their representatives or by sitting on the various subcommittees. Similarly, supervisors have access to the committee via their Service/Specialty
Representatives, membership of the sub-committees or their Special Interest Groups who are
represented on relevant sub-committees. The Programme always welcomes comments and
feedback from Supervisors either informally or formally.
Clearly, the PTC is the appropriate formal venue for trainee feedback and suggestions for
changes in Programme operation and policy. However, there are less formal but, hopefully,
equally effective channels. These include informal contacts with Programme staff, and through
representations to Personal Mentors, Personal Tutors and Clinical Tutors. There are specific
opportunities within the Year Meetings to provide feedback and feedforward information on the
academic teaching and other aspect of the programme through teaching feedback forms and
the annual feedback survey.
Copies of the constitution of the Programme Training Committee and the terms of reference of
the various sub-committees are available from the Unit Administrator.
12
3
TEACHING AND CURRICULUM
3
TEACHING AND CURRICULUM
3.1
Curriculum Design
The Programme’s required learning outcomes are grouped into four areas: Knowledge and
Understanding; Transferable skills; Subject Specific skills; Personal and Professional skills.
These areas are linked to the four themes of the academic teaching:
Psychological Models, Theories and Evidence Base
Clinical Skills
Research Skills
Professional and Ethical Skills
These four themes run through the three years of training. They provide an overall structure to
the syllabus, and are developmental in that the second year builds on skills and knowledge
gained in the first year, and the third year similarly builds on first and second year teaching.
Most of the ‘core’ teaching takes place in Years 1 and 2 and Year 3 provides opportunities for
specialist teaching, as well as focusing upon consolidation of therapeutic skills and
development of the skills required to provide consultancy, supervision, and clinical leadership.
The Year 1 intended learning outcomes focus on working with adults, primarily in one to one
work; Year 2 intended learning outcomes extend this to include working at the systems and
organisational level, developing this work with children, families and people with a learning
disability; and Year 3 intended learning outcomes include working with more complex issues,
and extension and consolidation of learning and skills achieved in Years 1 and 2. More details
about the intended learning outcomes and themes for each year are provided below.
3.2
Teaching Administration
Sharon Keighley, is responsible for managing teaching arrangements and can be contacted on
0114 2226570. Christie Harrison, is responsible for maintenance of online information/
materials and can be contacted on 0114 2226650.
Dr Lisa-Marie Berry, curriculum co-ordinator, is responsible for the integration and coherence
of the timetables by facilitating appropriate links between external speakers and liaising with
Programme team specialism links.
The curriculum is further divided into specialist areas that are nested within the themes. These
specialisms allow programme team members to liaise with appropriate advisors within the
NHS. Please see Table 2.
Each specialism represented in the timetable has a designated programme link from the
academic or clinical tutoring staff. This team member maintains links with relevant Faculties
and Special Interest Groups where appropriate, ensures appropriate coverage and advises the
curriculum co-ordinator on appropriate external speakers.
3.3
NHS Advisors and Local SIGs/Faculty Chairs
To ensure the curriculum reflects current best practice and service developments, NHS
advisors drawn from services, specialities Faculties and SIGs are invited to sit on the CSC.
Specifically these advisors aid in the setting of teaching objectives and planning teaching
content. They advise on identifying speakers and allocating teaching hours. NHS advisors also
provide an additional link to local Faculties/ SIGs where appropriate.
A list of the current Programme team links and NHS advisors is provided in Table 2.
Table 2. CSC and NHS Advisors
Service/ Speciality
Adult Mental health
Child/ Adolescent
Forensic
Clinical Health Psychology
Programme Team Link
Stacey Lavda
Lisa-Marie Berry
Georgina Rowse
Andrew Thompson
13
Advisor
Teresa Hagan
Fiona Myles
Rhodri Hannan
Maria Jarman
Learning Disabilities
Neuropsychology
Older Adults
Psychosis & Recovery
PPD
Professional and ethical issues
Research
Psychological models
PPI / DAG
Programme induction
Katherine Hildyard
Glenn Waller
Glenn Waller
Georgina Rowse
Stacey Lavda
Liza Monaghan
Andrew Thompson
Lisa-Marie Berry
Kath Boon
Unit and Clinical Directors
Zara Clarke
Hazel Reynders
Sophie Payne
Sue Martindale
PPD Sub-committee
Research Sub-committee
PPI Sub-committee
PTC members
NHS advisors link with the local faculty/ SIG where appropriate when planning the teaching.
In addition, the Personal and Professional Development, Research and Clinical Practice
Subcommittees review aspects of the curriculum and these subcommittees also have NHS
and trainee involvement.
3.4
Year One Curriculum
Psychological Models, Theories and Evidence Base
Aims
The overall aims of this theme are threefold, for trainees to have the skills, knowledge and
values to 1) integrate psychological theory with practice; 2) recognise common forms of
psychological distress in adults; and 3) develop evidence-based practice.
This theme is developed around the following areas of work:
 Adult Mental Health
 Psychosis & Recovery
 Older Adults
 Neuropsychology
 Health Psychology
 Forensic Psychology
Intended Learning Outcomes
 Knowledge and understanding of contemporary theory in clinical psychology and related
fields
 Knowledge and understanding of evidence base related to health care and the promotion
of physical and psychological well being
 Knowledge and understanding of specialist adult client group knowledge across the
profession of clinical psychology
 Skills to generalise and synthesise prior knowledge and experience in order to apply them
in different settings and novel situations
 Skills to evaluate the applicability of scientific literature for clinical practice
 Clinical and research skills to work effectively as a reflective practitioner and scientist
practitioner
Clinical Skills
Aims
The overall aims of this theme are fourfold: to develop skills in a) establishing good working
relationships with clients; b) a range of assessment methods c) developing psychological
formulations; and d) a range of specific psychological interventions.
This theme includes the following areas of practice:
Psychological Therapies
Formulation
Interviewing Skills
Intended Learning Outcomes
 Knowledge and understanding of a range of models of assessment, formulation and
intervention designed for individual clients
 Skills to apply scientific theory, models and evidence to clinical problems and data
 Skills to reflect on one’s own clinical practice and scientific understanding
 Psychological assessment skills including: developing and maintaining effective working
relationships and appropriate use of a range of assessment methods, including the use of
standardised tests, interview and other structured procedures
14


Psychological formulation skills including: integration of assessment information,
psychological models and evidence and understandings and clients’ perspectives; use of
formulation to plan interventions; and revising formulations where appropriate
Understanding of the theory and main concepts of level 1 psychological intervention
Professional and Ethical Skills
Aims
The overall aims of this theme are to develop trainees’ awareness and critical understandings
of the clinical, professional and social context of the professional practice of clinical
psychology; to develop trainees’ self reflective skills and to enable trainees to better manage
the demands of learning within both academic and NHS settings.
This theme is, therefore, organised around three aspects:
Personal:
Personal and Professional Development Module
Professional:
Professional Issues Module
Social:
Working with Difference Module
Intended Learning Outcomes
Trainees are expected to gain the knowledge, understanding and skills in the following:
a) Personal:
 Supervisory methods and processes
 Skills to reflect on one’s own clinical practice and scientific understanding
 Using supervision to reflect on practice and making appropriate use of feedback received
 Effectively managing own personal learning needs
 Developing skills to manage the impact of clinical practice and seek appropriate support
when necessary, with good awareness of boundary issues
b) Professional
 Organisation and management structures within the NHS and other relevant health care
and voluntary service settings, including current policies on health care planning, delivery
and resourcing
 Communicating effectively clinical and non-clinical information from a psychological
perspective in a style appropriate to a variety of audiences
 Development of an ethical and professional value base
 Skills to work effectively as part of a multi disciplinary team
 Skills to work collaboratively and constructively with colleagues and service users
c) Social
 The impact of difference and diversity on people’s lives and its implications for working
practices
 Skills to manage effectively issues of difference and diversity within clinical practice
 Understanding the inherent power imbalance between practitioners and clients and how to
work in ways that are empowering
Research Skills
Aims
To equip trainees with the knowledge, skills and attitudes which will enable them successfully
to initiate, conduct, collaborate with and advise others on research, service evaluation and
audit as relevant to clinical practice within the NHS.
Intended Learning Outcomes
For trainees to:
 Be knowledgeable of research design; both qualitative (statistical) and qualitative methods
 Be able to conduct and monitor research projects.
 Be able to evaluate the quality of published research
 Be able to communicate effectively, and to the relevant audiences, research findings and
the results of service evaluations
3.5
Year Two
Psychological Models, Theories and Evidence Base
Aims
15
The theme continues from the skills and knowledge gained in year 1. The curriculum in year 2
seeks to provide knowledge for effective clinical practice with people with learning disabilities
and their carers and provides trainees with an understanding of the factors that impede
psychological development and the ways in which young people manifest psychological
distress.
This theme is developed around the following key topics:

Developmental Perspectives

Social context

Legal & Ethical Issues

Service Provision & approaches
Intended learning Outcomes
For trainees to:
 Be able to describe children, young people and people with learning disabilities from a
developmental or psychological perspective
 Gain an understanding of systemic approaches to intervention(including family therapy)
having due cognisance of various theories and therapies relating to family functioning and
the impact of culture on these
 Be aware of social, legal and ethical issues relating to young people and those with a
learning disability
 Be able to describe the client group from a psychological perspective
 Have an understanding of service provision and to consider its development from a
historical perspective
 Have an appreciation of the current philosophical and ideological debates
 Be able to describe manifestations of psychological difficulty and distress
 Be able to describe the psychological frameworks applied to learning disability; to discuss
evidence for their benefits and limits to their applicability
 Be able to use the concept of levels of intervention to understand how psychologists work
at the interface between client and family; between client and staff; and between the
client's organic impairments and their emotional response to them
Clinical Skills
Aims
Building on the skills developed during year 1 and year 2 aims to provide skills necessary for
effective clinical practice with children and people with learning disabilities and their carers
Intended Learning Outcomes
For trainees to:
 Be acquainted with the various psychological interventions and therapeutic approaches
appropriate to the age range stage of development, and to be able to formulate problems
with this in mind
 Develop skills in engaging young people and people with learning disabilities in therapy.
 Be able to analyse the reasons for problem behaviours bearing in mind contextual issues
that may be impinging, including race and culture, and to carry out appropriate behavioural
interventions.
Professional & Ethical Skills
Aims
This theme continues from the skills and knowledge gained in Year 1. The curriculum in Year 2
extends trainees knowledge surrounding the organisation and delivery of clinical psychology
services, and seeks to further trainee’s ability to reflect on diversity and practice and how it is
affected by the complex inter-relationship between their personal and professional
development.
Intended Learning Outcomes
For trainees to:
 Have an appreciation of different models of service delivery
 Be able to describe services and organisations for children and families
 Be able to describe legal issues concerning services for children and people with learning
disabilities
 Have an appreciation of equal opportunities issues and their implications for services
 Know the implications for working with "difference"
16






Have an appreciation of organisational aspects of clinical practice
Be able to describe ways of working indirectly with clients
Better manage the demands of learning within both academic and NHS settings through
Make use of a 'tool-kit' of self-care skills
Use an ongoing and long-term (throughout the three years of training) experience of work
within a reflective practitioner group facilitated by an outside practitioner
Work with an identified mentor throughout the three years of training
Research Skills - II
Aims
To equip trainees with the knowledge, skills and attitudes which will enable them successfully
to initiate, conduct, collaborate with and advise others on research, service evaluation and
audit as relevant to clinical practice within the NHS.
Intended Learning Outcomes
For trainees to:
 Be knowledgeable of research design; both qualitative (statistical) and qualitative methods
methods
 Be able to conduct and monitor research projects.
 Be able to evaluate the quality of published research
 Be able to communicate effectively, and to the relevant audiences, research findings and
the results of service evaluations
3.6
Year Three
Psychological Models, Theories and Evidence Base
Aims
The theme continues and develops the skills and knowledge gained over years 1 and 2. The
curriculum in year 3 seeks to expand trainees’ knowledge about working with clients with
complex presentations. It includes teaching workshops relating to specialist client groups,
different ways of working and evidence base related to health care.
This theme is developed around the following key topics:
 Working with complex presentations
 Working with specialist client groups
 Working with different models of service provision
Intended learning outcomes
For trainees:
 To expand and deepen knowledge around working with specialist client groups
 To expand and deepen knowledge around different clinical approaches
 To expand knowledge relating to service provision
Clinical Skills
Aims
Building on skills gained in years 1 and 2. The aims in year 3 are to deepen knowledge relating
to interventions previously covered and to broaden the range of interventions.
Intended Learning Outcomes
For trainees to:
 Broaden and deepen knowledge of models taught in years 1 and 2.
 To introduce a range of other models
 To consolidate clinical skills
Professional and Ethical Skills
Aims
This theme builds on the skills and knowledge gained in years 1 and 2. The curriculum in year
3 further extends trainees knowledge surrounding the organisation and delivery of clinical
psychology services and prepares them for working as qualified clinical psychologists in the
current NHS. It seeks to further trainees’ ability to reflect on diversity, practice and self in
relation to personal and professional development.
17
Intended Learning Outcomes
For trainees:
 To be able to critically appraise the ethical aspects of working in a complex organisation.
 To develop effective and appropriate interpersonal skills for the workplace.
 To be able to reflect on the ways in which aspects of diversity impact on our work as
clinical psychologists.
 To have an understanding of the methods of clinical audit.
 To be prepared for the transition to qualified clinical psychologist
Research
Aims
To equip trainees with the knowledge, skills and attitudes to enable them successfully to
initiate, conduct, collaborate with others and advise others on research, service evaluation and
audit.
Intended Learning Outcomes
For trainees to:
 Be knowledgeable of research design and statistical methods (including computer
packages)
 Be able to plan and monitor research projects and to identify common practical difficulties
and pitfalls.
 To be able to communicate effectively, and to the relevant audiences, research findings
and the results of service evaluations.
3.7
How the timetable is organised
Timetable content relating to clinical specialisms is reviewed by relevant Programme Team
Links in consultation with NHS Advisors, Special Interest Groups/Faculties and Teachers.
Proposed alterations and updates to timetable content are reviewed each year at the May
meeting of the Curriculum Sub-Committee. Changes to the timetable will also be made as a
consequence of trainee feedback, which is also reviewed at this meeting.
Provisional timetables, together with a programme of dates, are circulated to Programme staff
during June. Changes to the timetable are co-ordinated by the Curriculum Administrator.
A final timetable is circulated to trainees and supervisors by the start of the semester.
3.8
Programme feedback from trainees and speakers
The aims of the feedback system are:
•
To enable Programme team members and teachers to adjust the teaching programme
appropriately, bearing in mind responses to structure, teaching style, organisation and
presentation of content etc.
•
To facilitate a more formal feedback process for trainees enabling them to highlight
their perception of strengths and weaknesses of the teaching programme with the
potential for making good any significant deficits or repetitions.
The feedback process is as follows:
•
Trainees complete electronic feedback forms (see Appendix 3) within 1 week of the
teaching session.. Trainees are emailed a link to an online survey immediately after
each teaching session. A reminder email is sent after 3 days to those who have not yet
completed the feedback.
•
Trainees are reminded on the forms to keep in mind the aims of the evaluation i.e. for
comments to be constructive and helpful to the process of adjustment.
•
The completed feedback data is collated and reviewed by the programme team link
and curriculum co-ordinator. After review, the feedback is sent to the speaker. If for
any reason feedback is not sent to the speaker, then the programme team link or
curriculum co-ordinator will contact the speaker and discuss the feedback.
•
The programme retains an electronic copy of all feedback.
Trainee feedback is anonymous. However, if concern is raised with regard to inappropriate or
unprofessional (directly offensive or derogatory comments), then the programme team may
decide to trace the feedback of individual trainees. This situation is extremely rare, and our
18
trainees are encouraged to make honest and constructive feedback. All feedback will always
remain anonymous to speakers.
The feedback and teaching content are reviewed by the programme team links and curriculum
co-ordinator to ensure that the teaching is of a standard in line with University quality
assurance. Where consistent issues are identified with any one specific teaching session
(consistent feedback over three consecutive years; or an urgent issue raised within one year),
the curriculum coordinator would liaise directly with the speaker regarding this feedback and
their contribution to the programme curriculum. This may also involve a direct observation of
this teaching session. Further support within teaching would be provided to the speaker where
any specific needs were identified.
Feedback about the overall teaching programme, gaps and overlaps etc. is obtained by year
tutors within the year group meeting at the end of each semester and by the CSC
representative for the year group. This information is fed back to the CSC to allow the relevant
action to be taken.
External teachers are also invited to complete feedback on the planning and co-ordination of
their input with the programme team link or curriculum co-ordinator, and the adequacy of the
background information and facilities required for their teaching. They are also asked about the
interaction with the trainees, and whether they are happy to teach subsequent years (see
Appendix 4). This feedback is collated to allow general themes to be identified and where
appropriate acted on.
These formal policies will enable staff to know and act upon any areas where the quality of
teaching is in doubt. In addition the member of staff who is responsible for a specialist area of
teaching will hold review meetings every three years with all people involved in teaching this
topic to update and consider new teaching methods etc. The University provides high quality
workshops on up to date teaching methods. The Programme has agreed access to these
resources for all teachers, including external teachers, which also enables the programme to
offer advice to individual teachers.
3.9
Feedback Systems
From 2013-2014, an electronic feedback system operates to enable trainees to give their
views on your teaching session. A sample questionnaire is available from our website.
Trainees will be emailed a link to an electronic survey immediately following your teaching
session. Following collation of the responses, the feedback will then be forwarded to you via
email. Please ensure that we have an up-to-date email address to contact you on.
You will also be invited to complete feedback. Shortly after your teaching session, you will be
emailed a link to an online survey. We would be grateful if you could complete this at your
earliest convenience. Please note this is not given back directly to trainees but is reviewed by
staff and points noted may be raised with trainees by year team staff during a year group
meeting. If you wish to provide verbal feedback directly to programme staff or wish to discuss
your teaching please contact Sharon Keighley on 0114 2226570 or [email protected],
who will be able to direct you to the appropriate person.
19
3.10
Information for External Teachers
External teachers are local clinicians with specialist knowledge that they are able to contribute
to specific aspects of the curriculum. Many external teachers have provided teaching on the
curriculum for a number of years. Where no issues or concerns are identified, these teachers
will be re-invited to continue teaching each year. External teachers are able to contact the
Curriculum Coordinator should they feel that they wish to evaluate their contribution to the
teaching and any specific training needs they may have regarding teaching.
There are circumstances under which new teachers need to be recruited, for example, when a
new topic area is introduced to the curriculum to meet a particular learning outcome, or when
an established teacher is no longer able to provide teaching. The process by which teachers
are recruited is outlined in Appendix 5.
Expenses and fees
Information on expenses and fees is available on the website
www.shef.ac.uk/clinicalpsychology/information-for-externalspeakers.
Confirmation letter
When suitable times and dates are agreed the Administrator sends out a confirmation email.
Further information is available on the Clinical Psychology website:
www.shef.ac.uk/clinicalpsychology/information-for-externalspeakers.
Recognition as an 'Honorary Teacher of Clinical Psychology' within the Department of
Psychology
It is recognised that the success of the DClin Psy Programme is dependent upon the
significant contribution to teaching and supervision by clinical psychologists working within
local Services. The University wishes to recognise and reward such individual contribution by
awarding the title of Honorary Teacher in Clinical Psychology. Honorary Teachers receive an
Associate UCard entitling them to use University computer facilities to access library
resources, which can be done either on site or remotely from home. They also gain access
(on request) to the CPU intranet (MOLE) where they can view all teaching materials. Another
benefit is the right to use the USport Facilities (on payment of fee).
Criteria
Individual clinical psychologists may apply to the Programme for recognition as an Honorary
Teacher of Clinical Psychology. Senior programme staff consider applications at any time.
Recommendations are passed to the Faculty of Science for approval via the Head of the
Department of Psychology and an approved list of names is published in the University
Calendar. To make an application you should write to the Programme Director, with evidence
that you meet one or more of the following criteria:
i)
ii)
iii)
iv)
v)
A significant contribution to the profession of clinical psychology within the region (e.g.
Head of Psychology Service)
A significant contribution to the organisation of the Programme (e.g. member of the
PTC or subcommittees)
A significant contribution to teaching on the Programme (providing regular teaching
sessions or acting as adviser in a particular teaching area)
A significant contribution to placement supervision (e.g. offering regular placements)
A significant contribution to trainee support (e.g. regular personal mentor).
An individual decision may be based upon all five criteria mentioned above. A significant
contribution is usually regarded as a regular commitment of at least two years. The decision of
the Executive Group will be final as regards any individual's recommendation. Please send
your letter of application together with a brief CV by email to [email protected]
Further guidance for teachers
 Sheffield Teaching Assistant
The University of Sheffield offers teachers the opportunity to complete a professional
development programme to support their teaching. The Sheffield Teaching Assistant (STA)
consists of half-day (3-hour long) workshops, which provide an introduction to four areas of
teaching provision: large group teaching, small group teaching, supervising research projects,
and assessment & feedback. All participants will receive a certificate of attendance
20
immediately after each workshop. Participants who attend workshops in all four areas will also
receive the Sheffield Teaching Assistant Award. Speakers are able to access further
information about the programme through the CPU web pages. In order to book a place on any
of the workshops, please contact Sharon Keighley.
• Teaching Style
Our current intake is now 18 trainees in each year. Teaching presentation is likely to be in the
style of a short formal lecture that will be complemented by tasks that involve the trainees in
active learning, such as small group and syndicate work, demonstrations, role plays and other
trainee-focused exercises.
Teachers should be sensitive to the possibility that their teaching may be distressing for
trainees. Sometimes particular topics (e.g. bereavement, profound learning disability, selfharm, severe chronic illness) may be inherently distressing and the Programme would suggest
that presenters are sensitive to these issues and allow trainees the opportunity to explore them
within the teaching session. It may also be appropriate for trainees to take away with them to
their Personal and Professional Development sessions, certain themes or topics that have
been identified as difficult or challenging.
Occasionally, trainees will be sensitive to topics or issues due to their own personal
experiences or history. If this is anticipated as an issue, they should discuss it further with
either their academic or clinical tutor, or the speaker and if necessary, should leave the
session. Trainees should be advised to say where they can be found if they need to leave a
session, and if possible, to try and return to the session before it finishes if they feel able to.
 Session outline and learning outcomes
Prior to your session you will be asked to complete a short form summarising your teaching
session, the intended learning outcomes, and any further reading to compliment the content.
Please also ensure that the intended learning outcomes are inserted at the beginning of your
presentation. There should be approximately three learning outcomes per session, which will
relate to what trainees should be able to do or know following the session. For specific
guidance on writing learning outcomes please see the ‘Learning Outcomes Guide’ available to
download through the CPU web pages.
• Reading list
Please provide a reading list. Ideally this should contain at least one good introductory review
and two recommended readings. Please leave a copy in the office for our resource files.
• Photocopying teaching materials
We can produce photocopies of any teaching materials you wish to distribute to the trainees,
providing these are received at least a week prior to the teaching date. If you bring any
teaching material with you to give to the trainees on the day, could you please leave a copy in
the office for our resources file. All handouts will be printed 6 slides per page and double sided,
unless you request otherwise.
• Electronic Presentations
We would like to put a copy of any electronic presentation, which you have used for teaching,
onto MOLE (My Online Learning Environment): the trainees' intranet. This is not accessible to
anyone other than trainees and staff. We will save any documents as pdf files, so that they
cannot be modified. If you would rather not have your presentation accessible in this way,
please let us know as soon as possible.
 Involvement
Please consider how you might bring into your session an experiential element to the user
being covered. This might include co-presenting with service users or asking service users to
lead on a particular aspect of the session. It might also involve the use of personal disclosure
and DVD or audio material. Please let us know in advance if you intend to work with service
users so that their contributions are acknowledged on the feedback form etc. It is possible to
reimburse service users for their contribution and various methods of payment are available.
CPU has a forum for discussing/developing patient and public involvement in its programmes
and if you are interested in attending this forum please contact Kath Boon
([email protected]) or Andrew Thompson ([email protected]).
• Diversity
21
Issues of diversity are important factors that influence clinical theory and practice. The
Sheffield programme supports the integration of these issues across all aspects of the
teaching. Although there are a number of sessions which specifically address these issues it is
envisaged that all speakers will give some consideration to them in their teaching. The
Programme has produced a document to assist you in incorporating information and
discussion of diversity issues into your teachings sessions (Appendix 6)
• Clinical Formulation
Formulations underpin our clinical work and are the link between theory and practice. The
Sheffield Programme provides a number of sessions covering the general principles underlying
clinical formulations. However, it is envisaged that all people teaching will consider issues of
formulation within their session. The Programme has produced a document summarising the
content of the formulation sessions and some ideas for incorporating formulation issues into
lectures (See Appendix 7)
• Parking and Equipment needs
Please let us know if you require a parking space reserved for you in one of the University’s
car parks and we will send you a permit. A PowerPoint projector, video equipment, overhead
projector and flip chart are provided in all teaching rooms. We will assume that you do not
require anything further unless we hear from you to the contrary. Some E-learning principles
are given in Appendix 8.
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4
RESEARCH TRAINING
4.1
Introduction
The Director of Research Training, Andrew Thompson, oversees the research programme with
assistance from the Research Support Officer. Research training and practice is one of the
major emphases of both the programme and Unit as a whole.
All academic staff are research active and the programme has sought to develop active
research collaborations with colleagues within the Department of Psychology, The School of
Health and Related Research (ScHARR), the Centre for Psychological Services Research
(CPSR), the NHS, local and national Voluntary Agencies and charities (for a fuller description
of collaborations and research activity see the staff web pages; publications board; and Staff
Research Booklet).
4.2
Aims and purpose
The object of the research programme is to equip trainees with the knowledge, skills and
attitudes that will enable them successfully to initiate, conduct, collaborate with and advise
others upon research and service evaluation. It is intended that the quality and relevance of
such research will, in the longer and shorter term, contribute to the quality of care provided by
the National Health Service and further the knowledge base of the profession of Clinical
Psychology.
Trainees are required to carry out research associated academic work (an experimental single
case study and a service/need evaluations) evaluation, usually derived from issues or needs
arising on placement. In the case of the service evaluation, the work maybe performed for a
third sector organisation, where a charity or service has submitted an approved request for a
service evaluation (details available on the service evaluation page of the CPU website).
Trainees are also required to carry out a major research project in an area applicable to the
Unit’s or Department’s research priorities as described above. This consists of a literature
review and an empirical study.
4.3
Outline of the teaching programme
The taught Research Skills Curriculum outlines the taught component of the research
programme and illustrates the balance given between quantitative and qualitative methods, the
importance of ethical considerations, Research Governance and data protection, teaching on
single case methodologies and service evaluation, identifying and critically appraising
literature, statistics, public and patient involvement, and writing-up and dissemination.
In keeping with the importance of this aspect of clinical training, relevant teaching commences
in the first year and continues throughout the programme. There is a consistent emphasis upon
research methods that are applicable to the practical issues that arise in health care settings.
The teaching is oriented towards the acquisition of useful skills, a realistic perspective on
applicable research, and sensitivity to ethical issues. Teaching during the research module
includes consideration of ethical and governance issues in research and provides trainees with
an understanding of the importance of NHS research ethics and governance procedures.
Trainees also participate in workshop style training that has the specific learning objective of
developing professional responsibility and proficiency in line with the British Psychological
Society’s code of conduct and ethical guidelines and The Health and Care Professions Council
Standard of conduct, performance and ethics and Standard of proficiency for practitioner
psychologists.
4.4
Summary of procedures for selection of research topics and supervision of
projects
Trainees are required to choose a topic area related to potential University supervisors’ and
their NHS collaborators’ interests. This emphasises the importance of appropriate supervision
and support. Academic and Honorary Academic staff interests are described in a staff
research booklet (circulated annually early in year one). Research active staff also provide
seminars where their interests and expertise are presented.
23
Trainees are encouraged to approach potential supervisors to initiate preliminary discussion of
possible projects following the circulation of the staff research booklet. Trainees are required to
submit a request for an academic supervisor in May of the first year. On the basis of this
academic supervisor/s are assigned (usually by the end of May). In addition, a liaison
supervisor who will typically be a NHS clinician may also be identified. In October at the
beginning of the second year, trainees are required to submit a full-project proposal for review,
so as to ensure the viability and quality of the research, together with costings and a detailed
timetable of the work. All roles of those involved in the research are explicitly specified in a
research contract that forms an appendix within the research proposal. The protocol is
independently reviewed by at least two academic members of staff, and an independent
statistical expert in the case of quantitative research, and a qualitative expert for qualitative
research.
Trainees then attend a protocol review meeting with the reviewers in
October/November. Following this they are provided with detailed feedback and required to
make alterations to their proposal accordingly, prior to receiving approval to proceed with the
project. These procedures are outlined in detail in the Guidelines on the Research Thesis
within the Assessment Regulations and Coursework Guidelines booklet and additional
supporting information is provided within teaching and is available on MOLE.
4.5
Research governance (scientific review) & and the site file
All research undertaken by students at the University must be registered on the University
system (URMS). Research taking place within the NHS requires scientific review and
registration by the participating Trusts. The internal approval process of the programme meets
the national criteria for peer review of research proposals and therefore we have arranged that
projects successfully approved can apply for exemption from further scientific review from the
local NHS Trusts (Sheffield Health and Social Care Trust (SHSC), Sheffield PCT, Sheffield
Teaching Hospitals Trust (STH) and Sheffield Children’s Hospital (SCH)). The Director of
Research training if required will provide assistance in seeking exemption from further scientific
review at other NHS sites.
All research undertaken may be audited to ensure that good governance and ethical
procedures have been adhered too. To enable audit trainees are required to maintain an ongoing research site file, which must be kept for a minimum of five years following completion of
the research. Detailed information relating to the preparation and maintenance of this is
provided with the Assessment Regulations and Coursework Guidelines Handbook and on
MOLE, along with further information regarding the other approvals required prior to a trainee
commencing their research project and other information regarding the research process.
4.6
Research indemnity
Trainee projects are automatically covered by the University of Sheffield insurance. For trainee
projects sponsored by the University (most projects) confirmation of indemnity should be
covered by the sponsorship letter issued when the project has received ethical approval. For
projects sponsored outside the University, confirmation of indemnity may need to be sought
from the specific NHS sponsor. Please see the Research Support Officer with any queries.
4.7
Research funding
A research budget Research funding (of up to £500) is available where necessary to assist the
conduct of high quality research. All potential expenses must be justified and specified in
advance within the protocol. If additional funding is required trainees should liaise closely with
their supervisor/s who may be able to assist if possible in seeking funding in the from external
bodies and other sources (charities, research collaborators; NHS Trusts). Alternatively the
scope of the proposed project may need to be revised.
4.8
Statistical and computing advice and facilities
Statistical software (e.g. SPSS and SINGWIN) is available on computers within the Unit’s
computing room, as well as software for the management of references (e.g. ENDNOTE).
These facilities are for the exclusive use of the trainees. In addition, trainees have access to
MAC computing facilities within the Department of Psychology and also the University
Computing Service/library.
Additional statistical consultation is available from an independent statistical consultant (Dave
Saxon, [email protected]) and trainees are advised to make use of this additional
expertise in preparing their research proposal.
24
25
5
CASE
PRESENTATIONS,
MEETINGS AND SEMINARS
RESEARCH
PRESENTATIONS,
YEAR
5.1
Introduction
Several different seminar slots and meetings are incorporated into the timetable. Their overall
purpose is to provide more informal opportunities for learning and also to facilitate
communication within the programme. During all three years trainees participate in case
presentations.
5.2
Guidelines for Case Presentations
Case Presentations are a mandatory part of the programme. They provide an opportunity for
trainees to develop their presentation skills and to benefit from discussion of clinical work
within a peer group setting. A member of the staff year team also attends the case
presentations. Trainees will be required to assess their own performance and will receive
formative feedback from the staff member. Whilst this is not part of the formal assessment
process, trainees’ self-evaluation and the tutor’s comments can be used to inform the annual
Personal Review process.
The aims of the case presentations are to provide an opportunity to present and share clinical
work with other trainees. Specifically to:
 present clinical formulation embedded within the available evidence based literature
 facilitate discussion of clinical work, allowing new ideas to be considered
 self-evaluate and obtain feedback on presentation skills
Presentations will be timetabled according to the following structure:
Year 1
Trainees will present to their own year and will also receive timetabled slots to hear case
presentations from Year 2 trainees in mixed groups (Yr1 & Yr2).
Year 2
Trainees will present to a mixed group of Year 1 and Year 2 trainees and will also hear case
presentations from Year 3 trainees in mixed groups (Yr2 & Yr3).
Year 3
Trainees will present to a mixed group of Year 2 and Year 3 trainees.
Procedure
 Ensure that you are aware of the presentation sessions in the timetable and when you are
due to present yourself (this will appear as a list on your notice board).

Select a piece of work to be presented. This would usually be a piece of individual work
although one of the three presentations may be focused on group interventions, staff
training or consultation (see note regarding third year presentations below). If in doubt
please seek advice from your personal/clinical tutor. The presentation should last
about 15-20 minutes, allowing 10 minutes at the end for discussion.

Trainees should complete the self-evaluation form (available on MOLE) within a
week of their presentation and return this to the member of staff who will add their
feedback. This form will then be returned to the trainee and a copy will be kept on file as
evidence that this part of the programme has been completed, and for use in the Personal
Review process. Trainees can arrange to meet with staff members if they would like to
discuss the presentation or feedback. Trainees may also if they wish seek feedback from
the trainee group and include this on their form.
Choosing work to present
The following points may help you to choose work to present:
 The case presentations are designed as opportunities to practice presenting to others
and to share and discuss clinical work. Any case can be suitable. The work does not
have to be perfect, with a successful outcome, and extensive notes. An early or
provisional formulation may be sufficient (although some attempt at a formulation
should be presented). An unsuccessful case, or one where a therapist is feeling
26
"blocked", or progress differs from what is expected on the basis of the available
evidence base, may be a good basis for discussion. A "good" case is one with
opportunities for the presenter and the group to learn mutually from the presentation.
Appropriate self-disclosure and consideration of issues of diversity and
interprofessional issues is encouraged.

The case presentation session should be used to explore work other than that
described in your case studies as the case presentations are conceived of as being
independent from the case study. The presentation provides an opportunity to focus in
depth on an additional piece of coursework, explore dilemmas, gain ideas and
enhance the breadth of training.

If you have any further queries about case studies or case presentations, please
contact your clinical or personal tutor.
Structure
Presentations should usually be on PowerPoint but other methods of presentation can also be
arranged with prior consultation with the office staff and facilitating member of staff. Trainees
should ensure that presentations are appropriately anonymous. There is not a set
structure to the presentations and the following headings can be used as a guide for
preparation:
Assessment only work:

Reason for selection of this work for presentation and aims

Referral - method of referral; referral agent; information available; reason for selection
of this work for presentation.

Assessment - rationale for selection of assessment procedures; what alternatives were
considered but rejected and the rationale for this; the construction and development of
instruments where appropriate, any literature suggesting that they might be effective in
answering the assessment questions posed.

Assessment findings and interpretation. Identification of problem(s) and strengths major and subsidiary problems; problems not identified upon referral; problem for
whom; existing coping strategies; diversity issues?

Formulation(s) in psychological terms (with reference to the literature and relevant
NHS or BPS guidelines). Rationale for future intervention and implications for the client
(in terms of risk management or/and treatment choice).

How information was communicated (e.g. letters, reports, verbally) to others (including
client, colleagues, referral agent, significant others).

Perspective of the service user(s) on the work carried out.

Summary of what has been learnt.
Assessment & intervention work:
Any of the above plus:

Intervention options considered - relationship to formulation(s) and to the literature and
relevant guidelines.

Nature of any intervention process; nature of the therapeutic relationship.

Reformulations and revisions of intervention where appropriate.

Maintenance - how planned; what follow-up expected; preparation for relapse.

Evaluation of outcomes - how measured; how effective and in what way; side effects
(positive and/or negative); present data to back up your conclusions.

Any communications back to referral agencies.

Critical assessment of the case – what might be different in hindsight; any alternative
formulations or strategies that might have been considered; could work have been
more effective; how unsuccessful work is accounted for; was choice of outcome
measures the best?
27
All case presentations should include some consideration of relationships and process issues,
as well as diversity and interprofessional issues evident in the work.
Time should be available for discussion at the end of the presentation. The trainee who is
presenting would normally facilitate this.
Note regarding Year 3 case presentations.
In Year 3 trainees may choose to present an overview of clinical work in a specialist
placement. The aim of these presentations would be to provide trainees with the opportunity to
learn more about ways of working in different specialties enabling them to make links between
the ways which trainees work on their own placement setting and ways of working in other
domains. The following may be considered when making such a presentation:






information about the clinical settings/ team
the nature of the referrals
any indirect work or consultation
discussion of any new theoretical models/ approaches that may be unique/ particular to
the setting, e.g., physical health, forensic settings, etc.
typical presenting clinical issues, which could be illustrated with case vignettes, or more
detailed case formulations
consideration of a service development or community psychology perspective
Please note that it is a programme requirement to do a presentation each year. If you are
unable to present due to illness, annual leave etc., you should arrange an alternative
presentation slot in consultation with your year group and staff team.
5.3
Guidelines for Research presentations
Introduction
Research Presentations are timetabled at the start of year 2 to facilitate the development of
feasible protocols. They also provide an opportunity for trainees to further develop their
presentation skills and to benefit from discussion of their planned research within a peer group
setting.
The year group will be divided into two groups for presentations slots in advance of the
presentation dates. Presentations are also attended by an academic member of the
programme team, usually one of the research tutors, who will also contribute to the discussion.
All trainees are required to present and will be required to complete a self-evaluation
form following the presentation (see below).
Aims
The aims of the research presentations are as follows:
 To provide an opportunity to present the proposed thesis study.

To provide an opportunity for peer and tutor support in the development of a feasible
study.

To provide an opportunity to further develop presentation skills.
Procedure
 Ensure that you check the timetable for your presentation time (the research presentation
day will usually be around the same time as the study week in year two).
 The presentation should last about 15 minutes, allowing 10 minutes at the end for
discussion.

You may use the space to request future peer support (for example if volunteers are
needed for inter-rater reliability or auditing are required).

Trainees should complete the self-evaluation form (available on MOLE) within a
week of their presentation and return this to the member of staff who will add their
feedback. This form will then be returned to the trainee and a copy will be kept on file as
evidence that this part of the programme has been completed, and for use in the Personal
Review process. Trainees/tutors need to ensure that a copy is given to Angie for this
28
purpose. Trainees may also if they wish seek feedback from the trainee group and include
this on their form.
Structure
Presentations should usually be on PowerPoint. The structure of the research
presentations is flexible but the following points of guidance will be helpful in considering
what to present:
 a brief critical review of the extant literature
 a rationale for why the proposed study is worthy of being conducted (this might include
theoretical and clinical implications)
 discussion of proposed methods. This would usually include:

details of design
 proposed procedure (selection; inclusion/exclusion criteria; sampling)
 measurement options
 proposed analysis
 there would normally be consideration of service user involvement (how can this be, or
how is this being facilitated?)
 there would normally be consideration of the ethical issues that might arise and how
these will be addressed
Additional guidance as to what might be presented may be found in the notes on preparing a
protocol. It is helpful to show your planned presentation to your research supervisor/s
in advance of the presentation for feedback.
5.4
Year Meetings
Purpose
Year meetings serve two main functions. Firstly, they are a regularly scheduled opportunity for
all trainees to give feedback to staff about the programme and raise any issues of concern in
an informal atmosphere. Secondly, they provide an opportunity for staff to give information
about any changes being contemplated, to raise any of their concerns and to ask for trainee
comments on specific issues. The aim is to facilitate open, effective and constructive
communication. Issues raised by trainees in this forum will subsequently be discussed by the
programme team and any decisions fed back either prior to or at the next year meeting.
Frequency of meetings
Two meetings are scheduled for each semester for years one and two, and one for year three.
Members of the staff year team will be present at these meetings throughout the programme
for each group of trainees. Any other member of the programme team may also attend (given
sufficient notice and taking account of other commitments) if there are specific issues, which
require their input.
Organisation of the meetings
Trainees should choose a chair and secretary among themselves for each meeting if possible.
Items for discussion would need to be submitted to the secretary a week before the meeting.
The secretary will need to circulate the agenda by lunchtime on the day of the meeting. A copy
of word processed minutes should be emailed to the Unit Administrator within 7 days of the
meeting and these will be circulated to the Programme Team. The functions of the
chairperson are to summarise the discussions and keep the meeting to time.
5.5
Clinical Psychology Seminars
A programme of seminars is organised throughout the year normally on a Monday or Tuesday
from 4.00 - 5.00 pm. University staff and NHS psychologists from local services are also
invited. The programme is planned in conjunction with the Centre for Psychological Services
Research in order to present a broader but integrated programme of speakers. Speakers are
invited to make a presentation based on recent developments in psychological knowledge. All
trainees and programme staff are encouraged to suggest names of speakers and appropriate
29
topics (suggestions to Lisa Berry, [email protected]) who organise the seminar programme.
Seminars form a standard part of the teaching programme and as such attendance is
mandatory for trainees on a teaching day. Other trainees are also encouraged to attend
if a seminar falls on their study day or at the end of their placement day. Staff and
trainees are invited to meet up for an informal 'drink' with the speaker following the
seminar. Further details of forthcoming seminars are available on the CPU website
http://www.shef.ac.uk/clinicalpsychology/news.
30
6
PERSONAL AND PROFESSIONAL DEVELOPMENT (PPD)
6.1
Introduction
This information provides an overview of the Programme’s policy regarding personal support
and professional development as discussed and agreed by the Programme Training
Committee. This information is available to trainees, Programme staff and supervisors.
Implementation of the components of the policy is monitored and evaluated by the Personal
and Professional Development (PPD) Sub-Committee. We wish to emphasise that there are
opportunities for trainees to strongly influence the discussion and implementation of policy
changes and this can be achieved through representation on the PPD subcommittee.
The Programme is committed to enabling the personal and professional development of
trainees throughout the three years, and regards this area of training as an essential
foundation for future professional development and practice. The Programme staff recognise
that throughout the three years of the Programme, trainees face a variety of challenges that
are an ordinary consequence of professional training as a clinical psychologist and that these
issues are relevant to both trainee and qualified psychologists.
The Sheffield Programme aims to meet some of these needs via the PPD module, which is
overseen by the PPD Sub-Committee. Membership of the Sub-Committee comprises an
academic programme team member, a clinical tutor representative, a representative from local
NHS services, and trainee year representatives. People teaching on the module and other
programme team members are welcome to attend.
To be effective, aspects of the PPD training require confidentiality for trainees so that individual
concerns can be freely expressed without fear of adversely affecting the trainee's standing with
the Programme. On the other hand, it may also be necessary for the Programme Team to be
made aware of specific issues arising for trainees out of the training process and to have the
opportunity to influence the contents and conduct of the module. This balance between
confidentiality and communication is an integral part of the PPD process and the PPD SubCommittee is a useful forum to discuss the way safe and appropriate information is exchanged
between the PPD parts of the Programme and the Programme Team.
6.2
Aims
At the centre of PPD module lie three interconnected aims: the importance of learning about
self; learning about self in systems and groups; and learning the professional requirements of
working as a clinical psychologist. With the first aim, it is considered that the role of the clinical
psychologist involves actively working alongside people and systems in distress. Learning
about such processes will undoubtedly affect the personhood of the trainee as they develop
strategies and skills to manage these processes. Personal development in the role of the
clinical psychologist is therefore considered an essential focus of training. The second aim,
which underpins PPD is to provide trainees with an opportunity to learn about different types of
relationships and people in systems and our responses to them.
These aims are supported through the following:
6.3
Informal Support
The Programme staff hope that by adopting a positive and open attitude to personal support,
trainees will feel able to approach any member of the Programme Team or their supervisor for
advice on both professional and personal issues. It is up to the trainee to negotiate and
establish how confidential or open these discussions can be. For new trainees either prior to
or at the very start of their training, a "buddy" system of existing Sheffield trainees is available
and organised by the trainees themselves.
6.4
Personal Mentors
The Programme recognises the need for both trainee and qualified psychologists to have
opportunities to discuss personal and professional issues, which arise from clinical practice in
31
a confidential and non-evaluative setting. Accordingly, the Personal Mentor scheme has been
designed to provide trainees with the opportunity to meet regularly to discuss such issues with
an individual who is outside of the formal framework of the Programme but who as a qualified
clinical psychologist is aware of, and sympathetic to, the needs of trainees. The content of
these discussions is to be negotiated but might include: professional development, placement
experiences, personal issues, academic progress, and difficulties with the Programme etc. It
should be emphasised that Personal Mentors are an additional source of support for trainees,
and should not replace the usual relationships or functions offered by supervisors, Clinical
Tutors and other members of the Programme Team. Meeting with a Personal Mentor is a
mandatory part of the training process.
The following notes are intended to answer questions about the scheme, both for trainees and
Personal Mentors.
Aims of the Personal Mentor Scheme
The aim of the scheme is to provide trainees with the opportunity to meet regularly with a
qualified clinical psychologist throughout training to discuss their personal and professional
development, in a confidential and non-evaluative setting. It is meant to be a source of
personal support, which is available throughout training rather than a crisis support system for
trainees experiencing difficulties. However, it is hoped that trainees who are encountering
such difficulties will feel able to approach their Personal Mentor for additional support. It
should be stressed, however, that Personal Mentors are not available as personal therapists,
but might act as an advocate for the trainee to ensure an appropriate referral via the
Programme if such action is required.
Who are Personal Mentors?
Personal Mentors are qualified clinical psychologists who have expressed an interest and
willingness to act in this capacity. Eligibility to occupy the role of mentor includes both a
commitment towards supporting trainees through the training process and that the mentor has
at least a year's experience of working within the NHS. New trainees are allocated a Personal
Mentor by the Chair of the Personal and Professional Development Sub-Committee and/or a
Clinical Tutor. The process by which mentors are linked up with trainees is done on the basis
of a number of factors, e.g. practical considerations such as minimising travelling time.
Who manages the process?
Once Personal Mentors have been allocated, the Chair of the PPD Sub-Committee will inform
both parties. The trainee should then take the initiative in contacting their mentor and arranging
the initial meeting. It is recommended that particularly during the first year of training, trainee
and mentor should meet at least twice a term. It is the trainee’s responsibility to arrange
meetings and keep in touch with their mentor. We suggest you make first contact within 2
weeks of receiving their details.
Experience suggests that initially it is useful to meet regularly every one or two months so that
the trainee and Personal Mentor can have a chance to get to know each other. This might
prevent the trainee feeling that there has to be a major problem before they can meet with their
Personal Mentor. After the first year of training, meetings should be arranged on the basis of
trainee needs and the need to maintain the supportive relationship. It is important that the
trainee’s needs in relation to the frequency of meetings be discussed with their Personal
Mentor. The trainee should take responsibility for negotiating this with their Mentor.
It is expected that the Mentoring meetings will last throughout training. The boundaries of the
relationship and frequency of meetings after the first year are negotiable between mentor and
mentee, but discussion of, and agreement on, these are essential. Sometimes trainees have
found email contact helpful. Trainees are invited to discuss any difficulties with their personal
tutor and/or the Chair of the PPD Sub-Committee.
The expectation is that trainees will visit their mentor during placement time. It is
recommended that this is negotiated between trainee and supervisor during the Initial
Placement Visit and included in the Placement Contract. Travel expenses can be claimed in
the usual way.
Can a Trainee change his/her Personal Mentor?
Yes, if difficulties arise between the mentor and the mentee, which cannot be satisfactorily
resolved, another mentor can be allocated via the Chair of the PPD Sub-Committee.
32
What about confidentiality?
The Personal Mentor / Mentee relationship is considered a confidential, distinct relationship.
Exceptions to this might be when the Personal Mentor, after a full discussion and negotiation
with the trainee, contacts a member of the Programme Team to raise an issue which the
trainee is unable to deal with him/herself. Similarly, at the trainee's request, a member of the
Programme Team may alert the Personal Mentor to issues affecting the trainee.
In addition, Personal Mentors and trainees have a professional responsibility to break
confidentiality should any risk or professional malpractice issues arise. These should be
discussed with the trainee’s clinical tutor in the first instance.
Mentoring around specific minority group issues
Occasionally, trainees from a minority group may wish to receive mentoring around specific
issues from a clinical psychologist from that group. If this is the case, trainees should
approach the Chair of the PPD Sub-Committee.
6.5
Personal Tutor System
Each trainee is allocated a member of the Academic Programme Team who acts as a
Personal Tutor. The Personal Tutor will be a member of a trainee’s Staff Year Team. The role
of the Personal Tutor is to act as a contact within the Programme Team to guide, help and
support the trainee and includes:





Facilitating successful completion of training together with a trainee’s Clinical Tutor.
Acting as a first point of contact for the trainee, should an issue arise.
Providing general academic guidance and personal support to the trainee.
Acting as a gateway to other support services provided within the Programme Team or
by the University.
Undertaking annual Personal Reviews of a trainee’s progress together with the trainee’s
Clinical Tutor.
Frequency and Format of Meetings
The initial meeting between a Trainee and Personal Tutor will be an individual meeting and will
usually take place within the first two weeks of term in the first year. Other meetings will take
place in a small group format with a maximum of five trainees in each group. In the first year,
trainees will have one individual meeting and one group meeting per term. In the final term,
there will be a group meeting and the individual Personal Review which will also involve a
trainee’s Clinical Tutor. Timetabled individual meetings will necessarily be brief but will allow
issues to be raised and a further meeting to be planned if necessary. Outside these timetabled
meetings, trainees are free to arrange individual meetings with their Personal Tutor or to initiate
contact via email as necessary. As they form part of the teaching timetable, a record of
attendance at Personal Tutor meetings is maintained. Therefore, trainees should ensure that
they comply with the appropriate absence procedure if they cannot attend a timetabled
meeting.
The content of meetings is not fixed. However, it is likely that some group meetings will focus
on particular pieces of coursework. Trainees are free to bring academic or other queries
relating to the Programme or to bring more personal issues as they wish. Common issues
discussed in the first year are the Short Answer Questions and the title for the ACP1 Literature
Review. Personal Tutors may also read and comment on draft work (see Page 7 Assessment
Handbook). Trainees are required to give at least two weeks for a Personal Tutor to read and
comment on drafts. Personal Tutors do not normally mark the work of their tutees.
Personal and clinical tutors will be responsible for regular review meetings. They are based
upon a self-review format and focus on clarifying individual training objectives, providing
feedback on performance, overviewing professional development, advising on career options
and eliciting feedback from the trainees on the Programme. Personal tutors, if requested, can
act as advocates for trainees.
33
Wherever possible, a trainee will have contact with the same Personal Tutor throughout their
training. There are circumstances, however, where this is not possible (e.g. study leave, staff
changes). In these circumstances, the Programme will allocate the trainee another academic
member of the Programme Team who will take on the Personal Tutor Role.
The trainee has the right to request a change of Personal Tutor under some circumstances
(see below).
Confidentiality
Personal Tutors will provide brief reports to the Programme Team and Exam Board about the
progress of individual trainees and may take on the role of advocate if necessary. In relation to
more personal information, a Personal Tutor would normally always discuss with the trainee
the sharing of information. It may be necessary to share information with the Programme
Director, Director of Clinical Practice and the Chair of the Exam Board. All information will be
handled in a sensitive way. In the event that information is shared with members of the
Programme Team, information will remain confidential within the team. Trainees are free to
discuss the issue of information sharing with their Personal Tutor at any time.
Can a Trainee change his/her Personal Tutor?
Occasionally, difficulties may arise in the relationship between a trainee and their Personal
Tutor. In such cases it would normally be expected that these difficulties would be discussed
and resolved as far as possible so that the relationship can continue. Indeed, the ability to
develop relationships in the presence of difficulties would be considered a fundamental part of
the training process. Because of this and because of the practical difficulties involved, a
change would not be considered routinely. However, in exceptional circumstances, where
difficulties cannot be resolved satisfactorily, the Programme would wish to support a trainee in
changing their Personal Tutor.

If a trainee is experiencing significant difficulties in the relationship with their Personal
Tutor they should approach the chair of the PPD Sub-Committee.

The aim, wherever possible, would be to address and attempt to resolve the particular
difficulty. This might involve the PPD Chair in discussion with the trainee, the Personal
Tutor or a three-way discussion between all involved.

If it is not possible to resolve the difficulty, it may be necessary to change a trainee’s
Personal Tutor. This will also be done via the PPD Chair. The role of the PPD Chair will
be to negotiate with other academic tutors within the trainee’s Staff Year Team to identify
an alternative Personal Tutor.

It should be noted that trainees are encouraged to seek input about any matter from any
member of the Programme Team. If a Personal Tutor does not have the knowledge or
expertise to address a particular matter, they will be able to re-direct a trainee to an
appropriate Programme Team member and this would not constitute grounds for
changing a Personal Tutor.
6.6
PPD Module
Several teaching sessions within the Professional Issues Theme will be directly relevant to
personal and professional development. These include background sessions about the roles
and organisation of clinical psychologists within the NHS, ethics, management issues etc. The
PPD module runs across the three years of training and is based on a developmental model
comprising didactic and experiential teaching in year one, Balint-type groups in year two, and a
confidential "reflective-practitioner" (RP) group in year three. Professionals external to the
Programme Team who have expertise in working with groups facilitate the Balint and RP
groups. For both the Balint and RP components, two parallel groups are run, thereby making
the groups smaller. The developmental aim is to move trainees from an awareness of self
(year one), through how this interacts with our clinical work (year two), and finally to how we
feel, react, and respond when working in teams and with other people more generally (year
three). Hence, the module provides trainees with a facility that, year on year, promotes mutual
support, allows them time to share their experiences, and encourages the integration of
personal and professional learning. The module objectives are to:
34
a) Help trainees to develop a "tool kit" of personal and professional skills to enable them to
function effectively as professionals and for their professional work to be personally
beneficial rather than detrimental.
b) Facilitate trainees’ development of the capacity to integrate personal learning and selfunderstanding with skill acquisition and with academic knowledge; this integration is seen
as central to effective performance of the clinical psychologist's role.
c) Provide working insight into the interplay between individual, group and organisational
factors in the healthcare delivery system.
d) Enhance the trainee group as a source of mutual support, both within the module sessions
and via informal contacts throughout training.
What is Reflective Practice?
The notion of reflective practice originated with and was developed by educationalists such as
Dewey (1933), Boyd and Fale (1983), Kolb (1984) and by Donald Schön (1987). Schön
argued that practitioners are less likely to solve problems only by reference to academic
knowledge, but will use their own ‘theories in use’. The latter are derived from experience and
are often highly individual and unacknowledged (Hancock, 1999). Reflective practice involves
thinking about personal experiences including feelings, thoughts and actions, both whilst they
are taking place and in later review, with the objective of using the reflections to improve upon
and develop practice skills (Hughes & Youngson, 2008).
Background Knowledge in Reflective Practice and Understanding Groups (Year 1)
During the first year, trainees are introduced to the idea of reflective practice during sessions
taught by Programme Team staff. In these sessions there is discussion of, and experiential
exercises based on, theories of group process. Trainees are encouraged to develop the
capacity to reflect on clinical practice and to create an atmosphere with their peers in which
there can be open discussion of the effect of work on emotions; the values, beliefs, life
histories and ideas that each group member is bringing to their work; and the personal qualities
that can help and hinder them in their work. The implicit rules by which the group is interacting
are reviewed from time to time in these sessions.
The Balint Groups (Year 2)
A Balint group is an applied reflective practice tool that draws on concepts from psychoanalytic
and open systems theory to provide a structured personal professional development
experience They have been traditionally used in health care settings to strengthen people in
their work role, thereby increasing the potential for creative or innovative intervention and
thoughtful response when working under pressure. A Balint Group values, makes use of and
places each participants’ unique subjective work experience at the heart of the learning in
order to develop an increased capacity for personal professional awareness and thus
thoughtful response.
The aims of the Balint groups are:

To provide a structured and consistent reflective practice framework for the exploration of
personal – professional development whilst in a training role.

To introduce participants to a deeper understanding of factors occurring “under the
surface” when working with clients in distress.

To help facilitate an effective understanding of the basic elements required in containing
the psychological health and safety needs of self and others.

To help trainees understand the impact of working with ‘fragmented’ states of mind and
body on individuals and staff teams – i.e. think about the “emotional toxicity” of the work
task.
35
The Group will meet monthly for an hour and a half and over the course of 10 sessions each
member will have the opportunity to “muse” about a challenging work situation of their choice
(e.g. with a particular client or staff group or training experience). Led by an experienced
facilitator the group reflects upon what they have heard with the aim of deepening
understanding of factors impacting on the work task. By the end of the course each group
member will have had experience of, and opportunity to reflect upon, being in the multiple roles
of witness, participant and observer.
The Reflective Practitioner (RP) Groups (Year 3)
The group provides an opportunity for trainees to meet regularly with their peers to reflect on
their experiences in professional practice. The facilitator’s role is to help the group members to
create a relatively safe space in which people can be open about their emotional, intellectual
and behavioural responses to their work as clinical psychology trainees. This can include work
with clients, responses to the Training Programme and Programme staff, experiences of
supervision and NHS contexts and to each other as peers in the training process. Groups also
offer an opportunity for trainees to learn together about the emotional experience of training,
and of working alongside others with different perspectives. It is the intention that the group
should provide an opportunity for trainees to express their uncertainties and reveal their
vulnerabilities during the training process. It is to this end that the facilitator plays no other
major role in training and confidentiality is maintained within the group except where personal
safety might otherwise be compromised.
Despite these intentions, participants may
experience the full range of emotions and sometimes feel uncomfortable.
The RP group is not intended as a therapy group for trainees. For a statement on personal
therapy please see section 6.7.
The aims of the RP groups are:

To provide a regular opportunity for trainees to meet to discuss the impact of training
and clinical work on their own personal development as professionals.

To provide an opportunity to reflect on and learn about groups and team working,
including learning about the ways in which each trainee participates in professional
groups, what roles they adopt, and how these affect and are affected by the group
process.

To provide an opportunity to discuss training issues in a context in which the facilitator is
not directly involved in the Programme. This might involve problem-solving around
issues seen as difficult or problematic within the Programme.
Roles
Everyone
The tasks of the facilitator and trainee include:
 Helping to create a kind and thoughtful environment
Facilitator
The tasks of the facilitator include:
 Creating a climate of trust and safety
 Ensuring that ground rules and frameworks for working together are discussed and agreed
in a timely fashion and revisited when necessary
 Keeping the group to its agreed session focus and tasks
 Encouraging critical reflection
 Suggesting alternative views/ new ways forward
Trainee
The tasks of the trainee include:
 Discussing and agreeing ground rules and frameworks for working in the group
 Being prepared to talk about and reflect on problematic aspects of training
 Considering cultural, social, ethical and personal issues that may impact on the above
 Listening to and considering others’ ideas in relation to one’s own material
36

6.7
Suggesting alternative views/ new ways forward
Personal Therapy
Although the PPD module aims to provide opportunities for mutual support and for trainees to
learn about how personal concerns interact with professional development and activities, this
does not entail personal therapy. Whilst the Programme cannot resource personal therapy,
trainees who require individual therapy can approach any member of the Programme Team
directly or indirectly who will consult and assist in making appropriate referral arrangements.
Any such approach will be treated in confidence and not construed as a sign of weakness.
Some circumstances will require communicating to placement supervisors and/or other staff
and this will usually take place in negotiation with the trainee. The Programme will also
endeavour to be flexible in order to help trainees who are experiencing personal difficulties to
meet their training objectives wherever possible. Trainees are encouraged to inform
Programme Staff if they are experiencing such difficulties. Under these circumstances trainees
are, of course, also free to approach the University Counselling Service or Workplace WellBeing (available to SHSC employees).
The Programme Training Committee has endorsed the following Personal Therapy statement:
Personal Therapy: Statement
1.
We acknowledge that there are disparate views in the profession about the
appropriateness of personal therapy as a component in clinical training.
2.
The Programme wishes to support those trainees who take the responsibility for
engaging in individual therapy.
3.
The choice of the therapist is a matter for the trainee concerned but staff, mentors and
other trainees may be approached for discussion.
4.
The Programme does not envisage providing financial support for therapy but may
advise trainees with negotiation for reasonable fees.
5.
We acknowledge that therapy may only be available during office hours but we expect
trainees to think through the implications of the timing of therapy in relation to
professional issues.
6.8
Summary
We are aware that these systems are flexible and adaptable and that different trainees will use
them differently at different times. However, the PPD system is considered a mandatory part
of the training experience and should not be considered an optional 'add-on', to be used solely
in times of personal crisis. Rather, the personal and professional development process is seen
as providing trainees with space and opportunity to reflect on self in work. It is considered a
lifelong process that will be continued throughout the career of the individual. Finally, the
Programme also acknowledges that the PPD system is not perfect and will be influenced each
year by the needs, views and experiences of each training group. Accordingly, the Personal
and Professional Development Sub-Committee will review the PPD procedures annually.
Please keep us informed as to whether these systems are meeting your needs, through you
trainee representatives on the PPD subcommittee.
Recommended Readings
Casement, P. (1988). On Learning from the Patient. London: Routledge.
Casement, P. (1990). Further Learning from the Patient. London: Routledge.
Hughes, J. & Youngson, S.C. (2008).
Oxford: BPS Blackwell.
Personal Development and Clinical Psychology.
Wosket, V. (1999 reprinted 2001). The Therapeutic Use of Self. Hove, East Sussex: BrunnerRoutledge.
37
References
Boyd, E.M. and Fale, A.W. (1983). Reflective Learning; Key to Learning from Experience.
Journal of Humanistic Psychology, 23, 99-117.
Dewey, J. (1933) How We Think. Boston, MA: DC Heath.
Hancock, P. (1999). Reflective Practice – Using a Learning Journal. Professional
Development, 13, 37-40.
Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and
Development. Englewood Cliffs, NJ: Prentice-Hall.
Schön, D.A. (1987). Educating the Reflective Practitioner. San Francisco CA: Jossey Bass.
38
7
PRACTICAL INFORMATION
7.1
Professional Responsibilities
Attendance for teaching sessions
Trainees are employees of Sheffield Health and Social Care NHS Foundation Trust and
attendance at all teaching sessions (including PPD sessions, seminars, year meetings,
selection interviews etc) is compulsory. If a trainee has any reason for not attending a
teaching session a formal approach in advance in writing, stating reasons, should be made to
the Programme Director and Directors of Clinical Practice. It is the trainee’s responsibility to
ensure they have obtained any notes or handouts relevant to the teaching session(s) missed.
In the case of illness on academic, placement or study days a trainee should notify Jacquie
Howard by telephone NOT e-mail (0114 2226576). On placement days your supervisor should
also be contacted. In all cases your clinical tutor must also be notified. If any period of
absence extends to a period requiring a sick note to Sheffield Health and Social Care Trust,
then the University must also be informed, even if this is out of term time. Trainees must also
inform the clinical tutors (via Jacquie Howard) of their return to work on the day of return.
Attendance Monitoring on Teaching Days
Lecture attendance monitoring is routine throughout the University for all students, which the
programme has to comply with. The following information outlines the procedures that are in
line with University attendance policy and NHS employment.
Procedure:
1
The register will be left clearly visible outside both teaching rooms prior to the beginning
of the teaching session in the mornings and afternoons. All trainees present will be
expected to sign the register prior to the start of the teaching session. A member of the
administrative staff will collect the register from outside the two teaching rooms fifteen
minutes after the start of the session.
2
Any trainee arriving late will need to go to the office in CPU to sign the register and give
a reason for their lateness.
3
Jacquie Howard will liaise with other admin staff and confirm any trainee's authorised
absences (sick, annual or carer leave). The trainee must ring Jacquie directly (tel no:
222 6576) if they are off sick and also on their return. Jacquie must also be informed of
any doctor’s appointments. Trainees must not e-mail Jacquie with this information as, if
Jacquie is away, no one else is able to access her e-mails.
4
If the trainee is not present and does not have authorised leave, this will be classed as
unauthorised leave. In this situation, action must be taken that day to ensure trainee
safety. Jacquie will therefore inform the relevant manager/clinical tutor to take this
action. If the clinical tutor is unavailable that day, Jacquie will inform either Sue Walsh
or Liza Monaghan. If Sue or Liza are not available, Jacquie will inform one of the other
clinical tutors. To ensure the safety of the trainee, the following action will be taken. If
the first action is not successful, the second will be implemented and so on:
i)
Year group members will be contacted for any information on the trainee’s
whereabouts.
ii)
Every effort will be made to contact the trainee (trainees must ensure the office
has complete and up-to-date information on home/mobile phones).
iii)
Emergency contact numbers and next of kin numbers will be utilised. A decision
regarding any further action will be taken, taking into account the individual
circumstances of the trainee.
We hope that these situations will rarely/never arise and to avoid this, trainees should be
aware of their responsibilities as NHS employees, and inform the University of their
whereabouts.
5
Lateness will be monitored by admin staff and if any trainee is late on three occasions
within the academic year, this information will be passed to the trainee’s clinical tutor
39
for action. The tutor will discuss any reasons for lateness and any support needs for
the trainee, and also help ensure the appropriate coverage of any missed teaching.
6
The only information recorded on the register will be annual leave, authorised leave,
late or unauthorised leave. Jacquie will hold any further relevant details.
Programme policy on taking holiday leave during term time
See Appendix 9 for details of this policy.
Travel expenses / Annual Leave / Study leave Carer Leave
See trainees' information pack or consult with clinical tutor. It is part of the professional
responsibility of trainees that they liaise appropriately with their clinical tutor in the first
instance. It is important that trainees follow the correct procedures when applying for all types
of leave and that they have discussed the reasons for the leave request and have gained
formal clinical tutor support.
Timekeeping
Trainees are expected to be punctual in their attendance at teaching sessions, meetings and
appointments. The Programme will also try to ensure that lecturers are punctual and do not
over-run.
Dress
Dress while on placement should be in keeping with the role of a trainee professional.
Different clinical settings make different demands. Trainees need to be sensitive to the
requirements of the situation and dress in a way that will not inhibit their effectiveness.
7.2
Facilities
Access
The CPU building is accessed via a pushbutton security code which will issued to trainees at
the start of the programme. Only members of the CPU will have access to this code.
Access to the General Office is only possible during office hours (9.00 - 5.00). Trainees can
access the Clinical Psychology building to use the Study Room from 8.00 to 5.30 pm after
which time the building will be locked. Further information is available from the Unit
Administrator.
Trainees should also ensure that they familiarise themselves with the University's Health and
Safety Procedures (http://www.shef.ac.uk/safety). Departmental Health and Safety details are
provided in Appendix 11.
Mail
Individual pigeonholes are available for trainees in the coffee room.
Phone Calls
No personal calls should be made from the University phones.
Urgent calls to
placements may be made from phones in the Study Room. All calls are billed and monitored by
Andy Bassett, the Departmental Manager.
Secretarial Support
All clinical correspondence (e.g. letters to clients, GPs, clinical reports etc.) should be
produced on placement premises where adequate secretarial support should be available.
Secretarial staff are unable to provide any typing for trainees. Trainees should be aware of the
need to ensure that confidential information is secure on any computer that they use.
Parking
The University has a policy on car parking and applications may be made online.
IT Resources
Trainees have access to a range of IT resources within the CPU and the main Psychology
Department. Within the CPU, we provide access to several PCs, with dedicated printers. One
of the PCs is linked to a scanner, which can be booked out for use by trainees. In addition,
there is a dedicated PC with access to Sheffield Health & Social Care’s intranet within the
CPU.
40
A larger computer suite in the main Psychology Department provides access to several PCs
with dedicated servers and printers. Printing is available free of charge to trainees within the
CPU and Psychology Department.
Supported software in the CPU includes analysis packages to support qualitative and
quantitative research. Trainees also have access to a database of local supervisors and
specialist placement opportunities.
The University’s Corporate Information and Computing Services (CICS) issue trainees with a
computer account, including University email. Trainees can access the University portal
‘MUSE’, which gives secure access to online university resources from any computer inside or
outside the University, including email; a file store for saving work; library resources (see
below) and the programme’s ‘MOLE’ pages.
A large amount of information and documentation relating to the programme is available online
via ‘MOLE’ (My Online Learning Environment) - including General Office forms, copies of
teaching timetables and detailed information about the DClin Psy research process. In addition,
the CPU website contains some useful resources, as well as DClin Psy staff pages and
general information about the programme (www.sheffield.ac.uk/clinicalpsychology).
Scheduled teaching on computing skills, as well as an introduction to using MOLE and the
University web portal ‘MUSE’ is provided by the Psychology IT support team and Research
Support Officer. The Psychology IT support staff can best be contacted by email ([email protected]).
Library Resources
Trainees have lending privileges at all University libraries, including the Information Commons,
the Main University Library and the Hallamshire and Northern General Hospital Libraries.
Library holdings can be searched online, via the STAR library catalogue.
A number of library resources are available online (accessible via MUSE), including electronic
journals and literature searching databases such as PsycINFO and Web of Science. Teaching
on electronic searching is provided in the first year of the programme.
Further information about University library resources, and access to the STAR library
catalogue can be found at: http://www.shef.ac.uk/library/index.html
Within the CPU, there is an expanding Resource Library, which includes a range of
psychometric tests, clinical resource materials, DClin Psy theses and publications. The
Resource Library is located in the office of the Research Support Officer (room B4), and a list
of titles is available on MOLE and via the CPU website. Items must be booked out and
returned to the Research Support Officer. (See Appendix 13)
The Department has a policy on the use of the Document Supply Service (see Appendix 12).
Loaning Equipment
The CPU has a stock of recording equipment that is available for loan to trainees. Equipment
for loan includes tape recorders, encrypted digital recorders, encrypted memory sticks,
microphones and transcribing machines, and should be borrowed via the Research Support
Officer. Guidelines on digital recording and informed consent are available in the Trainee
Information Pack and on MOLE
Useful names and addresses
These are provided in Appendix 10
41
APPENDICES
1
Programme Specification
2
PTC Terms of Reference
3
Trainee feedback form
4
External speaker feedback form
5
Selection of new teachers
6
Information for teachers and module co-ordinators on integration of issues of
racism, culture and gender within clinical psychology
7
Information for teachers on Formulation
8
E-Learning
9
Programme Policy on taking holiday leave during teaching time
10
Relevant names and addresses
11
Psychology Department Health and Safety Policy
12
Guidelines for Postgraduate use of Document Requests
13
Resource Library
14
Programme of Dates
15
List of Acronyms
42
Appendix 1
Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
Clinical Psychology
2
Programme Code
PSYR09
3
JACS Code (if applicable)
4
Level of Study
Postgraduate
5a
Final Qualification
Doctorate in Clinical Psychology (DClin Psy)
5b
QAA FHEQ Level
Doctoral level
6a
Intermediate Qualification(s)
None
6b
QAA FHEQ Level
N/A
7
Teaching Institution (if not Sheffield)
8
Faculty
Science
9
Department
Psychology
10
Other Departments involved in
teaching the programme
11
Mode(s) of Attendance
Full-time
12
Duration of the Programme
3 years full-time
13
Accrediting Professional or Statutory
Body
Health and Care Professions Council
14
Date of production/revision
October 2011
British Psychological Society
15. Background to the programme and subject area
The main purpose of the programme is to train graduate psychologists to doctoral level to enable them to
become chartered and practitioner clinical psychologists who can meet the future client and organisational needs
of the National Health Service (NHS). The programme was established in 1991 and currently has full approval by
the Health and Care Professions Council (HCPC) and the British Psychological Society (BPS). The programme
is organised by the University of Sheffield in partnership with Psychology service managers throughout Yorkshire
and The Humber and the northern region of the East Midlands. The training contract is held by Yorkshire and
The Humber Strategic Health Authority. The Sheffield Health and Social Care Trust currently employ trainees on
the programme.
Further information can be accessed via the Clinical Psychology Unit website
(www.sheffield.ac.uk/clinicalpsychology)
16. Programme aims
The overall aim of the programme is to provide the training, at doctoral level, which is necessary for graduate
psychologists, to be able to apply for registration with the Health and Care Professions Council (HCPC) as
practitioner clinical psychologists and to apply to register with the British Psychological Society (BPS) as
Chartered Clinical Psychologists. In keeping with the mission and aims of the University the programme aims to
provide this training within a national centre of excellence for both professional training and clinical research. In
addition, the programme will seek to be responsive to the local and national needs of the NHS.
Its aims are therefore for trainees to have:
1. The skills, knowledge and values to work within the legal and ethical boundaries as required by HCPC,
the BPS and current legislation, and to act in the best interests of service users at all times.
2. The skills, knowledge and values to integrate psychological theory with practice in both academic and
clinical work.
3. The skills, knowledge and values to develop evidence based practice.
i
4. The skills, knowledge and values to respect, and so far as is possible uphold, the rights, dignity, values
and autonomy of every service user.
5. The skills, knowledge and values to work in partnership with other professionals, support staff, service
users and their relatives and carers; to develop working alliances and understand the dynamics present
in relationships, with clients, including individuals, carers, and/or services (e.g. team working), to carry
out psychological assessment; to develop a formulation based on psychological theories and knowledge;
to carry out psychological interventions; and to evaluate their work and the risks and these implications.
6. The skills, knowledge and values to communicate information, advice, instruction and professional
opinion effectively with clients, referrers and others, orally, electronically and in writing throughout the
care of the service user and be able to move between and use appropriate forms of communication (e.g.
taking into account age, physical ability and learning ability).
7. The skills, knowledge and values to work effectively and in a non-discriminatory manner with clients from
a diverse range of backgrounds, understanding and respecting the impact of difference and diversity
upon their lives.
8. The understanding of the importance of confidentiality, and the skills and knowledge to be able to obtain
informed consent, exercising a professional duty of care.
9. The skills, knowledge and values to work effectively with systems relevant to clients, including for
example multi-disciplinary teams, statutory and voluntary services, self-help and advocacy groups, userled systems, and other elements of the wider community, and working with other mental health
professionals.
10. The skills, knowledge and values to work in a range of indirect ways to improve psychological aspects of
health and healthcare including planning, designing and delivering teaching and training, supporting the
learning of others in the application of psychological skills and knowledge.
11. The skills, knowledge and values to conduct research and evaluation that enables the profession to
develop its knowledge base, to monitor and improve the effectiveness of its work, to monitor and
improve services.
12. The skills in managing personal learning agenda and self-care, and in critical reflection and selfawareness that enable transfer of knowledge and skills to new settings and problems and understand
the obligation to maintain fitness to practise.
13. The understanding of complex ethical and legal issues of any form of dual relationships and the power
imbalance between practitioners and clients and how these can be managed appropriately.
14. To understand how to practise as an autonomous professional and exercise professional judgement and
responsibility, and work at a level appropriate to training with the knowledge of the limits of one’s own
practice and when to seek advice or refer to another professional.
17. Programme learning outcomes
The DClin Psy programme learning outcomes cover the standards set by HCPC and the BPS that
demonstrate competence required for trainees to be able to work as clinical psychologists in the NHS.
These standards provide frameworks for knowledge and understanding and skills required for the
profession; during their learning process, trainees are also expected to gain generic and transferable
academic and research skills at doctoral level.
By the end of the programme trainees will have knowledge and understanding of:
K1
Contemporary theory in clinical psychology and related fields, including knowledge of health, disease,
disorder and dysfunction, theories and evidence concerning psychological development and
psychological difficulties across the lifespan and their assessment and remediation, and how biological,
sociological and circumstantial or life-event related factors impinge on psychological processes to affect
psychological wellbeing.
K2
The evidence base related to health care and the promotion of physical and psychological wellbeing.
K3
A range of models of assessment, formulation and intervention designed for individual clients, carers and
service systems, and of methods for evaluating interventions based on a scientist practitioner and
reflective practitioner model.
K4
Specialist client group knowledge across the profession of clinical psychology in a range of settings and
services.
K5
Psychological models relating to a range of presentations including acute to enduring and mild to severe
presentations, problems with biological or neuropsychological conditions, and problems with mainly
psychosocial factors such as problems with coping, adaptation and resilience to adverse circumstances
ii
and life events.
K6
Psychological models related to clients from a range of cultural and social backgrounds, of all ages,
across a range of intellectual ability, with significant levels of challenging behaviour, with developmental
learning difficulties, with substance misuse problems and with physical health problems.
K7
Psychological models related to working with individual clients, couples, families, carers, groups and at
the organisational and community level and in a variety of settings including in-patient or other residential
facilities with high-dependency needs, secondary health care and community or primary care.
K8
The impact of difference and diversity on people’s lives, psychological wellbeing or behaviour, and its
implications for working practices.
K9
The organisation and management structures within the NHS and other relevant health care and
voluntary service settings, including current policies on health care planning, delivery and resourcing and
the role of other professions in health and social care.
K10
…
Change processes in service delivery systems and leadership theories and models and their application
to service-delivery and clinical practice.
K11
Social approaches, such as those informed by community, critical and social constructivist perspectives
K12
The impact of psychopharmacological and other clinical interventions on psychological work with clients
K13
Advanced knowledge of quantitative and qualitative clinical research and service evaluation methods.
K14
Ethical issues related to research and the management of complex clinical cases.
K15
Supervisory methods and processes.
K16
Consultancy models and the contribution of consultancy to practice.
K17
A professional and ethical value base including that set out in the HCPC Standards of conduct,
performance and ethics and the Guidance on conduct and ethics for students and the BPS Code of
Ethics and Conduct, the BPS Division of Clinical Psychology (DCP) statement of the Core Purpose and
Philosophy of the profession and the DCP Professional Practice Guidelines.
K18
Establishing and maintaining a safe practice environment that minimises risks to service users and
others, including awareness of applicable health and safety legislation and workplace policies and
procedures.
K19
K20
Professional principles and how these are expressed and translated into action through a number of
different approaches to practice, and how to modify approaches to meet the needs of an individual,
groups or community.
Professional competence relating to personal and professional development and awareness of the
clinical, professional and social context within which the work is undertaken.
Skills and other attributes: Transferable skills. By the end of the programme, students will have the:
S1
Skills to gather appropriate information, and to generalise and synthesise prior knowledge and experience
in order to apply them in different settings and novel situations.
S2
Skills to evaluate the applicability of scientific literature for clinical practice.
S3
Skills to apply scientific theory, models and evidence to clinical problems and data; to be able to
demonstrate a logical and systematic approach to problem solving.
S4
Skills to reflect on their own clinical practice and scientific understanding and to be able to change their
practice as needed to take account of new developments.
S5
Skills to adapt communication to a variety of audiences and using a variety of methods, including the use
of IT and other modes of communication.
Skills and other attributes: Subject Specific Skills. By the end of the programme, students will have the:
S6
Clinical and research skills to work effectively as a reflective practitioner and scientist practitioner; to be
able to use research, reasoning and problem solving skills to determine appropriate action; to be able to
engage in evidence based practice, and evaluate practice systematically.
S7
Psychological assessment skills including: undertaking and recording a thorough, sensitive and detailed
assessment, developing and maintaining effective working relationships and appropriate use of a range of
assessment methods, techniques and equipments. These methods should include competence in the use
of standardised tests (formal assessment procedures), systematic interviewing procedures and other
iii
structured procedures and conducting appropriate risk assessment. The methods should be appropriate
to the service user or carer, environment and the type of intervention likely to be required. Skills also
include the ability to assess social context and organisational characteristics.
S8
Psychological formulation skills including: integration of assessment information, psychological models
and evidence (including interpersonal, societal, cultural and biological factors) and clients’ perspectives;
use of formulation to plan interventions; and revising formulations where appropriate; use of formulation to
facilitate understanding with clients and other professionals; understanding the need to implement
interventions and care-plans in partnership with clients, other professionals and carers; being able to
crucially evaluate risks and their implications.
S9
Psychological intervention skills (or the ability to undertake or arrange investigations as appropriate)
including: the ability, on the basis of psychological formulation, to implement psychological therapy or
other interventions to the presenting problem and to the psychological and social circumstances of the
client; working collaboratively with individuals, couples, families, groups, carers, or services; working
directly and indirectly; working in more than one recognised psychological intervention model; recognising
when (further) intervention is inappropriate or unlikely to be helpful.
S10
Evaluation skills (monitoring and reviewing the ongoing effectiveness of planned activity and modifying it
accordingly): to be able to gather information, including qualitative and quantitative data, that helps to
evaluate the responses of service users to their care; to be able to evaluate intervention plans using
recognised outcome measures and revise the plans as necessary in conjunction with the service user; to
recognise the need to monitor and evaluate the quality of practice and the value of contributing to the
generation of data for quality assurance and improvement programmes; to be able to make reasoned
decisions to initiate, continue, modify or cease treatment or the use of techniques or procedures, and
record the decisions and reasoning appropriately; recognise the value of case conferences and other such
reviews.
S11
The ability to communicate effectively clinical and non-clinical information from a psychological
perspective in a style appropriate to a variety of audiences. To be aware of the characteristics and
consequences of non-verbal communication and how this can be affected by culture, age, ethnicity,
gender, religious beliefs and socio-economic status.
S12
Understanding therapeutic techniques and processes as applied when working with a range of different
individuals in distress, including those who experience difficulties related to anxiety, mood, adjustment to
adverse circumstances or life events, eating, psychosis and use of substances, and those with
somatoform, psychosexual, developmental, personality, cognitive and neurological presentations.
S13
Ability to integrate and implement therapeutic interventions based on knowledge and practice in at least
two evidence-based models of formal psychological therapy. This will include cognitive-behaviour therapy
and at least one other evidence-based approach.
S14
Skills to teach to a variety of audiences and support the learning of others in the application of
psychological skills, knowledge, practices and procedures.
S15
Ability, through supervision, to reflect on practice and making appropriate use of feedback received.
S16
Skills to make informed judgements on complex issues in specialist fields, often in the absence of
complete information.
S17
Ability to exercise personal responsibility and largely autonomous initiative in complex and unpredictable
situations in professional practice.
S18
Skills to draw on psychological knowledge of complex developmental, social and neuropsychological
processes across the lifespan to facilitate adaptability and change in individuals, groups, families,
organisations and communities.
S19
Ability to work effectively whilst holding in mind alternative competing explanations.
S20
Ability to provide expert psychological opinion and advice, including the preparation and presentation of
evidence in formal settings.
S21
Ability to communicate through interpreters and an awareness of the limitations of this.
S22
Ability to be able to keep accurate, legible records and recognise the need to handle these records and all
other information in accordance with applicable legislation, protocols and guidelines. Ability to understand
the need to use only accepted terminology in making records.
Skills and other attributes: Research and Audit Skills. By the end of the programme, students will have:
S23
The ability to understand and use applicable techniques for research and academic enquiry, including
iv
qualitative and quantitative approaches.
S24
The ability to conduct service evaluation and small N research and to use appropriately to develop clinical
practice and the skills to consider and apply appropriate levels of service user and public involvement in
research.
S25
Ability to conceptualise, design, develop and conduct independent, original applied research of a quality to
satisfy peer review and extend the forefront of the discipline.
S26
Understand research ethics and be able to apply them.
S27
Understanding of the need and value of undertaking clinical research and development post-qualification
including skills in the dissemination of research and audit findings to both peer and public audiences.
S28
Skills to evaluate the effectiveness, acceptability and other broader impacts of interventions or service
structures and auditing clinical effectiveness.
S29
Skills to critically appraise academic and research literature and to recognise the value of research to the
critical evaluation of practice.
Skills and other attributes: Personal and Professional Skills. By the end of the programme, students will
have:
S30
Developed an ethical and professional value base
S31
The skills to manage effectively issues of difference and diversity within clinical practice
S32
The ability to manage effectively their own personal learning needs
S33
The ability to understand the value of reflexivity and reflection on practice and the need to record the
outcome of such reflection
S34
The ability to develop the skills to manage the impact of clinical practice and seek appropriate support
when necessary, with good awareness of boundary issues.
S35
An understanding of the inherent power imbalance between practitioners and clients and how abuse of
this can be minimised.
S36
The skills to work collaboratively and constructively with colleagues and service users.
S37
An understanding of the impact of one’s own value base on clinical practice.
S38
Monitoring and maintaining the health, safety and security of self and others.
Skills and other attributes: Service Delivery Skills. By the end of the programme, students will have:
S39
Ability to work with users and carers to facilitate their involvement in service planning and delivery.
S40
Understanding of the need to maintain the safety of both service users and those involved in their care.
S41
Understanding of the principles and processes of quality assurance, and engage in quality assurance
programmes where appropriate; to be aware of the role of audit and review in quality management,
including quality control, quality assurance and the use of appropriate outcome measures; to be able to
maintain an effective audit trail and work towards continual improvement.
S42
Ability to provide supervision at an appropriate level within their own sphere of competence.
S43
Ability to conduct consultancy.
S44
Ability to work effectively with formal service systems and procedures.
S45
The skills to work effectively as part of a multidisciplinary team and to understand mental health and other
legislation and the role of the psychologist.
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
The programme has four main methods of teaching and learning: academic programme, clinical placements,
research training and personal and professional development. Throughout the programme there is an emphasis
on the integration of theoretical and clinical knowledge.
The academic programme is delivered through a variety of methods: formal lectures, skills based workshops,
seminars, case workshops. These methods are supported through academic tutorials and guided reading.
v
Trainees present their own cases, which facilitates theoretical-practice links. Trainees are allocated a Personal
Tutor whose role is to assist in the learning process and provide support. Yearly review meetings are held
between the trainee, their Personal Tutor and their Clinical Tutor to clarify each trainee’s individual progress
through all aspects of the programme and to clarify future training objectives. There is a budget for trainees to
apply to attend clinical workshops/conferences to develop identified training needs or interests.
Clinical skills are developed on clinical placements where trainees are involved in supervised clinical work,
supported by teaching from the academic programme. On placement they will observe others, be observed and
tape their clinical work for supervision. Supervisors on clinical placement will offer additional relevant guided
reading. Clinical tutors provide support and planning for each trainee for each placement’s learning aims and
objectives.
Research training is gained through formal teaching and practical sessions, workshops, seminars, research
presentations, and the supervision of research projects. Research and statistical support are available to
trainees. All projects have to meet either the NHS Research Governance or University Research Governance
standards depending on the focus of the study. All projects have to receive ethical review (either University or
NHS as appropriate).
Personal and professional development is promoted through specific teaching sessions, a “buddy” system,
personal tutors and Balint-type and reflective practitioner groups. Each trainee is also allocated a mentor, a
clinical psychologist, who provides an opportunity to discuss personal and professional issues arising out of
training, in confidence outside of the programme.
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
The assessments provide trainees with formative as well as summative learning. The assessed coursework
includes:

Short Answer Questions

Observed Clinical Skills Assessment (OCSA)

Case Studies

Academic Clinical Project 1: Literature Review

Academic Clinical Project 2: Single Case Study

Academic Clinical Project 3: Service Evaluation Project

Research Thesis.
Clinical placements are assessed through clinical supervisors’ Assessment of Clinical Competence.
Knowledge and Understanding (K1 – K20) are assessed via:

Short Answer Questions

Academic Clinical Projects

Research Thesis

Case Studies

Assessment of Clinical Competence.
Transferable Skills (S1 – S5) are assessed via:

Academic Clinical Projects

Research Thesis

Case Studies

Short Answer Questions
Subject Specific Skills (S6– S22) are assessed via:

Case Studies

OSCAs

Assessment of Clinical Competence
Research and Audit Skills (S23 – S29) are assessed via:

Academic Clinical Projects
vi

Research Thesis

Short Answer Questions
Personal and Professional Skills (S30 – S38) are assessed via:

Case studies

OSCAs

Assessment of Clinical Competence.
Service Delivery Skills (S39 – S45) are assessed via:

Assessment of Clinical Competence.

Case studies
19. Reference points
The learning outcomes have been developed to reflect the following points of reference:
The Mission Statement of the University of Sheffield, as presented in its Corporate Plan.
Health and Care Professions Council (see http://hcpc-uk.org):
Standards of Education and Training
Standards of Proficiency
Guidance on conduct and ethics for students
Standards of conduct, performance and ethics
British Psychological Society (see http://www.bps.org.uk/index.cfm ):
Code of Conduct
Division of Clinical Psychology Statement of Core Purpose and Philosophy
Division of Clinical Psychology Professional Practice Guidelines
Committee on Training in Clinical Psychology Accreditation Criteria
QAA level indicators (see http://www.qaa.ac.uk/crntwork/students/understandquals.htm )
Projected National Occupational Standards of the British Psychological Society
20. Programme structure and regulations
The programme is a partnership between the University and clinical psychologists working within Yorkshire and
the Humber. Accordingly staff associated with the programme include members of the Department of
Psychology, including the clinical tutor team, clinical supervisors throughout Yorkshire and the Humber and the
northern region of the East Midlands and members from other departments of the University. The structure of the
3-year programme comprises teaching blocks, day release teaching, clinical placements and private study time.
This structure enables theory-practice links to be maintained throughout the programme. During the first year
there is an introductory teaching block of three weeks.
This is followed by two five-month clinical placements separated by a two week mini-block. When on placement
trainees attend the university for between one and three days during semester time. The second year consists of
two five month clinical placements, the first introduced by a three-week teaching miniblock, and the second a
one-week teaching miniblock. During term time trainees attend teaching sessions in the university one day per
week during semester time. In the third year trainees attend one teaching block at the beginning of the year and
then two five-month clinical placements. Private study days and research days are provided throughout the
programme.
Academic
The curriculum is designed to reflect a developmental progression from working individually with clients (Year 1)
to working with systems, families and groups (Year 2) to organisational level work (Year 3). This progression is
reflected throughout the teaching modules that are themselves grouped into themes. There are four themes that
run through all three years and are designed to cover the learning outcomes. The first theme comprises
knowledge and understanding of Psychological Models, Theories and Evidence Base; and the second theme
Clinical skills. These two themes each occupy about 30% of the teaching time, and primarily cover the learning
outcomes ‘Knowledge and understanding’ and ‘Subject specific skills’. The teaching in these themes includes
psychological assessments, formulations and interventions across a wide span of client groups and a variety of
therapeutic approaches. The third and fourth themes cover Research skills and Professional & Ethical Skills and
each occupy about 20% of the teaching time. These themes cover the learning outcomes ‘Transferable skills’
and ‘Personal and professional skills’. Throughout the teaching programme the integration of theory with practice
vii
is encouraged, and there are opportunities for trainees to reflect on their own practice and understanding.
Clinical Experience
Clinical placements and the academic programme are designed to link with each other wherever possible. In
line with the academic programme, trainees work with clients across the lifespan, and with carers and service
systems. In the first year placement experience is focused on work with individuals, often for adults within Adult
Mental Health services, Older Adults, Health and Medical and Psychosis and Recovery services. In the second
year placement experience focuses on direct work and working with carers and staff often in services for
children, adolescents and families, and people with learning disabilities. In year three optional placements are
available, although this is dependent on the training requirements of each trainee. Trainees complete six
approximately 5-month placements over the three years of the programme. Over the programme each trainee
will gain experience across a range of service settings, including primary care, community, residential and day
services and with clients presenting a wide variety of problems, who have a range of abilities, including
communication problems. There is a wide range of placements available, including psychosis and recovery,
primary care, psychotherapy, neuropsychology, addictions, medical psychology, forensic work, adult mental
health services, child and adolescent mental health services, older adult mental health services, people with
learning disabilities services. Clinical supervisors work in the service setting of the trainees’ placements, and are
usually qualified clinical psychologists with at least two years’ experience. During each placement clinical tutors
will discuss the placement aims and activities and review progress mid-way through the placement. At the end of
the placement the trainee and clinical supervisor meet to discuss their respective feedback forms, including the
supervisor’s Assessment of Clinical Competence.
Research
Research teaching is provided throughout the three years of the programme. This teaching is supplemented by
the experience gained by trainees in conducting and submitting four pieces of research related work: a literature
review; a single case study; a service evaluation project; and a research thesis. Specific teaching on all of these
pieces of work is offered through workshops, group tasks, interactive teaching and personal supervision. Topics
for the research thesis are based on the available expertise within the department and usually also developed in
collaboration with NHS colleagues. A research supervisor, from the academic staff group and usually an
additional supervisor from the NHS, are allocated to each trainee in their second year. The personal tutor is
available to assist trainees with any concerns about their coursework in general and will alongside the clinical
tutor usually be aware of any specific learning needs and appropriate adjustments.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21. Student development over the course of study
Throughout the programme there are various assessed pieces of coursework that must be submitted, plus
assessments at the end of each placement: Assessment of Clinical Competence 1 to 6 (ACC1-6). The assessed
coursework includes: Short Answer Questions 1 to 4 (SAQ1-4); Case Studies 1 to 4 (CS1-4); Academic Clinical
Project 1(Literature Review; ACP1); Academic Clinical Project 2 (Single Case Study; ACP2); Academic Clinical
Project 3 (Service Evaluation Project; ACP3); and Research Thesis. To qualify for the D Clin Psy trainees must
pass all pieces of coursework and Assessments of Clinical Competence. The following assessments must be
passed to progress to the next year or graduate:
For the full-time programme:
Year 1: SAQ1; ACP1; CS1; OCSA, ACC1 and ACC2.
Year 2: SAQ2 and SAQ3; ACP2; CS2 and CS3, ACC3 and ACC4.
Year 3: SAQ4, ACP3, CS4, ACC5 and ACC6, Research Thesis.
22. Criteria for admission to the programme
Admission criteria can be found on the departmental website:
www.shef.ac.uk/clinicalpsychology/courses/doctor/entry.html
NB: The above statement should be deleted and replaced with either full details of the admissions
criteria or a URL for where the relevant information can be found on the department’s web site.
23. Additional information
viii
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
ix
APPENDIX 2
Programme Training Committee
Terms of Reference
The Programme Training Committee is responsible for the long-term strategic
planning and management of the Doctor of Clinical Psychology at the University of
Sheffield. Its purpose is to provide a forum in which stakeholders associated with the
Programme meet to plan, implement and review all aspects of Programme policy.
The detailed implementation of the Programme policy is devolved via a subcommittee structure, which is directly accountable to the Committee. The latter also
includes regular meetings of the Programme Team.
The primary functions of the Committee are:
i
To promote and review a coherent Programme philosophy.
ii
To oversee the academic curriculum and maintain high academic standards
appropriate to professional training.
iii
To monitor the provision of clinical placements and to ensure that high
standards of clinical experience and supervision are achieved.
iv
To ensure that trainees' needs for personal and professional development
are met by the Programme.
v
To formulate and overview the methods of assessment of academic and
professional performance as required by the formal examination
regulations of the Programme.
vi
To monitor the organisation and function of other courses delivered within
the CPU including the Certificate in Low Intensity Psychological
Interventions, the Diploma in High Intensity Psychological Interventions
and the Certificate in Clinical Supervision by Distance Learning.
vii
To monitor the selection of trainees to the Programme.
viii
To promote good practice in clinical psychology throughout the Region via
the support of applicable research and continuing professional
development.
ix
To disseminate information and actively seek the views and involvement of
all relevant stakeholders (University, local Psychology Services,
Supervisors, Service Users, and Yorkshire and The Local Education and
Training Board).
x
To liaise with and advise the Clinical Tutors, and the relevant SHSC
Personnel Officer, on aspects related to the employment of trainees, the
provision of placements and the promotion of good supervisory practice.
xi
To liaise with appropriate Regional bodies associated with the profession
and its training (e.g. Division of Clinical Psychology, (DCP), Special
Interest Groups, and the Regional Training Advisory Group (RTAG).
xii
To monitor the quality of the Programme and to prepare an annual review,
together with necessary documentation associated with Contracting and/or
Accreditation.
x
xiii
To liaise and collaborate closely with the Doctor of Clinical Psychology
programmes at Leeds and Hull, and continue where appropriate our links
with Leicester and Nottingham/Lincoln Universities.
xiii
To review these 'Terms of Reference' regularly and to make any such
changes thought appropriate by the Committee.
Membership of the CTC
Chair:
Unit Director or nominee
Secretary:
Unit Administrator
University staff:
Head of the Department of Psychology
or nominee
Full, part-time and honorary lecturers
Unit Administrator
Clinical tutoring:
Director of Clinical Practice & Clinical Tutors
Supervisors drawn from the following localities:
Barnsley, Nottinghamshire, Doncaster, Derbyshire, Lincolnshire, Sheffield/Rotherham
And where possible across the following specialties:
Adult Mental Health, Learning Disabilities, Child, Older Adults,
Health Psychology, Forensic
Trainee representatives
(or nominee)
i)
ii)
iii)
1st year
2nd year
3rd year
Certificate and Diploma in
Psychological Interventions
i) Programme Director
ii) Teaching staff
iii)Trainee representative from each Programme
Representative from the Yorkshire and the Humber commissioners
Any of the above may be invited to a particular PTC or co-opted onto the Committee.
Similarly, they can request to place a specific item of business concerning the
Programme on the agenda of the committee and attend the relevant meeting.
August 2013
xi
APPENDIX 3
TEACHING FEEDBACK
DATE: «Date»
SPEAKER: «Speaker»
THEME: «THEME»
TITLE OF LECTURE: «Title_of_session»
Strongly
Agree
Agree
Unsure
Disagree
Strongly
Disagree
Not
Applicable
Learning Outcomes
The learning outcomes were explicitly stated at
the beginning of the session
The session enabled me to achieve these
learning outcomes
Quality of session
The session was well-paced (neither too fast,
nor too slow; neither too little nor too much
content)
The session included a variety of appropriate
learning activities
Time was allowed for discussion/questions
Presenter
The speaker demonstrated appropriate
knowledge and skills with issues arising from
the session, e.g. emotional reactions, diversity
Please outline what you have learned from this session
(N.B. Teachers will be reading these forms so please make your comments constructive / helpful)
Please outline an area for improvement for this session
(N.B. Teachers will be reading these forms so please make your comments constructive / helpful)
xii
APPENDIX 4
External speaker feedback form
DATE: «Date»
SPEAKER: «Speaker»
YEAR: 1
THEME: «Theme»
TITLE OF SESSION: «Title_of_session»
THE SETTING
Strongly
Agree
Agree
Unsure
Disagree
Strongly
Disagree
Not
Applicable
The information I received
prior to the teaching was
satisfactory
The teaching facilities (room &
equipment
use)
were
satisfactory
The
administration
staff
(reception, necessary support)
were helpful
The room was ready and set
up for the session
Your comments: (If you have ticked strongly disagree please provide constructive comments)
THE CURRICULUM
Strongly
Agree
Agree
Unsure
Disagree
Strongly
Disagree
Not
Applicable
The links I have with the
curriculum co-ordinator are
sufficient
The knowledge I have of the
related
areas
of
the
curriculum is sufficient
Your comments: (If you have ticked strongly disagree please provide constructive comments)
YOUR TEACHING SESSION
Strongly
Agree
Agree
Unsure
Disagree
Strongly
Disagree
Not
Applicable
I was happy with how the
teaching session went
Comments: Are there any improvements you would like the programme to make in relation to this seminar/
module/ teaching generally
xiii
THE TRAINEES
Strongly
Agree
Agree
Unsure
Disagree
Strongly
Disagree
Not
Applicable
The trainees were welcoming
& respectful
The trainees engaged with the
teaching session well (eg, role
plays, activation, discussion)
The trainees were open to
learning
The
trainees
appropriate questions
asked
The trainees were reflective/
linked the session to their
experience
Your comments: (If you have ticked strongly disagree please provide constructive comments)
Admin
Theme Co-ordinator
xiv
Year Team
Appendix 5
Selection of new teachers
The selection of new teachers first involves liaison between the curriculum coordinator and the programme
team link and NHS advisors for specialist subject areas. The programme team link and NHS advisor are
asked to make recommendations to the Curriculum Coordinator with regard to named local (or sometimes
national) clinicians who may be expert in a particular subject. Recommended individuals are required to be
practicing clinical psychologists who are registered with the HCPC (or otherwise appropriately practising
professional, such as for inter-professional sessions). Therefore, external speakers meet the HCPC
requirements as a practitioner psychologist and appropriately maintain necessary Continuing Professional
Development. This process ensures that clinicians’ expertise is best matched to the required teaching
content, and thus that speakers have relevant specialist expertise and up to date knowledge.
Following on from the recommendation from programme team links and NHS advisors, the curriculum
coordinator will liaise with the named clinician in order to discuss the teaching topic and the fit with their
specific area of clinical work and expertise. In addition, the curriculum coordinator will discuss with the
proposed speaker their previous and current experience of teaching. Thus the requirements of a
University teacher will be considered through discussion of their current strengths and possible learning
needs in teaching provision. Specific areas of skill development may be identified and further support will
be provided where needed for new and established speakers. Further support may take the form of
additional written information regarding programme requirements or procedures, or attendance at a
University teaching skills workshop. Through this process we are able to ensure that our speakers are
skilled and well supported in the provision of teaching.
In addition, a further statement will be added to the programme handbook (3.8) with respect to how we
safeguard the quality of the teaching.
The feedback forms and teaching content are reviewed by members of the programme team to ensure
that the teaching is of a standard in line with University quality assurance. Where consistent issues are
identified with any one specific teaching session (consistent feedback over three consecutive years; or an
urgent issue raised within one year), the curriculum coordinator would liaise directly with the speaker
regarding this feedback and their contribution to the programme curriculum. This may also involve a direct
observation of this teaching session. Further support within teaching would be provided to the speaker
where any specific needs were identified.
These formal policies will enable staff to know and act upon any areas where the quality of teaching is in
doubt. In addition the member of staff who is responsible for a specialist area of teaching will hold review
meetings every three years with all people involved in teaching this topic to update and consider new
teaching methods etc. The University provides high quality workshops on up to date teaching methods.
The Programme will use this resource to put on events for all teachers, including external teachers and to
offer advice to individual teachers.
xv
APPENDIX 6
Information for teachers and module co-ordinators on integration of issues of diversity within
clinical psychology
Summary
There has been a long-standing discussion within clinical psychology about the manner in which clinical
training programmes should integrate issues of diversity within teaching. Indeed, in the past this has
resulted in some criticism of the profession for its avoidance or marginalisation of these issues (Howitt &
Owusu-Bempah Sayal-Bennett, 1994; 1989; Nadirshaw, 1993). This is not a document which will revisit
the validity of these arguments, rather its role is to provide a framework in which these issues can be
discussed within clinical training.
The function of this document is to provide lecturers teaching on the programme with information
concerning the integration of these issues and to facilitate an increased openness from lecturers and
trainees on issues of diversity which would enable us to explore our assumptions, prejudices, uncertainties
and fears.
Introduction
Britain is a multi-racial and multi-ethnic society. Despite a number of documents from the BPS (1988a;
1988b; 1988c; 1995) confirming the psychological needs of a multicultural and multiracial society the
problems, experiences and treatment received by diverse cultural groups may not be represented
sufficiently in the manner, topics and form of clinical training. For example, there is widespread
acknowledgement of the marginalisation of women’s experiences within the mental health services
(Ussher & Nicholson, 1992). More recently, the needs of men have received increasing recognition
(Adams, 1988; Davis, 1995) and the centrality of issues of race, gender and power for the development of
psychological services in individuals across the lifespan (Turner & Troll, 1994; Yeo & GallagherThompson, 1996).
This body of literature highlights a possible discontinuity between clinical training and the increasing
numbers of empirical studies which have highlighted the psychological consequences of harmful and
discriminatory experiences reported by disempowered client groups within the statutory services (Brown &
Harris, 1978; Belle, 1984; Holland, 1992). This apparent failure of the profession to address the everyday
experiences of large parts of the population threatens to render this experience invisible and so perpetuate
the norm of mental health professionals advocating ill-informed treatment paradigms. In a more positive
light, there is now widespread acknowledgement of the psychological significance of ‘difference’ and
training programmes have shown a willingness to begin to address these issues. The problem remains as
to how best to take this forward.
Addressing these issues on the Sheffield Programme
It has been argued that training in clinical psychology is derived from a white middle-class tradition
(Fernando, 1991) which often fails to integrate the psychological experiences of groups or individuals
labelled as different from the white male norm (Lago, 1996). Nadirshaw (1993) suggests that training
programmes need to develop an appropriate anti-racist and anti-sexist knowledge base, to explore
professional competencies in ethnically sensitive, anti-racist and anti-sexist skills, and to maintain an
ongoing review (through the programme accreditation process), of the integration of these issues
throughout the curriculum rather than as the tokenistic slots. Sue and Sue (1990) argue that training
programmes should contain a consciousness-raising awareness component, an affective component and
a skills component.
The Sheffield programme, on the basis of past consultation with supervisors, delivers a clinical training
model made up of two different elements as a means of developing teaching around issues of diversity.
The elements are:
a) The establishment of specific teaching slots in the introductory teaching block for first year trainees.
The aims of these teaching sessions are to orientate trainees towards the centrality of these issues in
the delivery of clinical psychology services; to give trainees time to consider the impact of their own
cultural identities upon themselves and their clients; and to critically review the theoretical basis of
clinical psychology in regard to issues of power difference. Specific follow-up workshops and teaching
events will be included in both the second and third years.
xvi
b) Encouraging integration of this topic area throughout the programme by supporting curriculum coordinators and teachers on the programme, and by developing specific resources and information to
assist in this process.
In response to the second element of the training model the remainder of this document suggests areas
that teachers may wish to consider in relation to their own teaching contribution. Below is a copy of the
UCL clinical training course guidelines which were created to help programme contributors think about
integrating working with difference issues into their own teaching.
Information for module co-ordinators and contributors
In planning and preparing your teaching in relation to the integrating working with difference issues, the
following areas have been identified as useful to consider.
1. To examine teaching modules for their attention to issues of power and culture, both in relation to
theory production and to extend to examples of work chosen to illustrate a multi-cultural variety of
clients.
2. To examine research findings for their implications about the nature of racial/cultural differences and
their focus upon white, ethnocentric populations and experiences.
3. To examine theories and models of psychological health for their implicit value systems and their
ethnic/cultural orientation.
4. To examine assessment instruments for their relevance to the client in terms of the nature of the
measures, and the samples on which they have been standardised.
5. To examine models of therapeutic intervention for their implicit value systems (eg. goal orientation,
use of status and expertise), and for their negotiation of issues of power within the therapeutic
relationship. How are religious or spiritual issues accounted for or explored?
6. To examine models of intervention for their account of variables which constitute the relationship
between therapist and client e.g. race, gender, age, class and economic status.
7. To examine placement experiences for their range of clients from different ethnic and cultural
background (see accompanying supervision and placement document).
For the trainee, three areas within any specific teaching module have been identified as important in
moving towards a greater understanding of the psychological consequences of difference.
Acknowledging our own difference
In particular, providing an opportunity for trainees to reflect on their own racial and cultural identity and
their personal responses to difference. To enable trainees to increase their awareness of their own value
systems and how these maybe affect work with people of different genders, races and ages.
From the client’s perspective
For teachers, where appropriate, to include the client’s perspective. For example, the experience of being
different e.g. being black in a predominantly white culture; being an Irish Catholic in an English Protestant
culture, not speaking English as your first language. In addition, a wider discussion of users perspectives
or user-led projects and their relation to good practice is often invaluable.
Direct client work
To encourage discussion about our assumptions and fears about making mistakes. To provide examples
and practice in assessment, formulation and intervention. To explore the ways in which we intentionally or
unintentionally approach these tasks with clients from different backgrounds from our own (e.g. using role
play of situations trainees feel uncertain about such as raising the issue of difference with a client).
Working at the organisational level
Hearing from psychologists and others who have the experience of working with particular communities or
ethnic groups e.g. link workers, multi-lingual psychologists, Black Women’s Organisations.
Patient and Public Involvement (Training Advisory Group)
xvii
The Patient and Public Involvement (Training Advisory Group) meets regularly to discuss issues around
diversity and service user involvement relating to all aspects of the programme. The membership of the
group is open. If you have any queries or would like to join the group please contact Andrew Thompson or
Kath Boon.
References
Adams, D. (1988). Treatment models for men who batter: A profeminist analysis. In K. Yllo & M. Bograd,
(Eds.) Feminist perspectives on wife abuse. London: Sage.
Belle, D. (1984). Inequality and mental health: low income and minority women. In L.E.A. Walker (Ed.)
Women and mental health policy. London: Sage.
British Psychological Society (1988a). Criteria for the assessment of postgraduate training courses.
Committee for Training in Clinical Psychology. Leicester: The BPS.
British Psychological Society (1988b). The future of the psychological sciences: Horizons and
opportunities for British psychology. Leicester: The BPS.
British Psychological Society (1988c). Key equal opportunities issues that should be covered in BPS
criteria for evaluation of training courses in applied psychology. Report by the Working Party on
the Training of Clinical Psychology to the Standing Committee on Equal Opportunities. Leicester:
The BPS.
British Psychological Society (1995). Clinical psychology, race and culture. Resource pack for trainers.
Leicester: DCP, The BPS.
Brown, G.W. & Harris, T. (1978). The social origin of depression. London: Tavistock.
Davis, C. (1995) Male violence towards women: can men change? Unpublished DClin Psy thesis,
Sheffield University.
Fernando, S. (1991). Mental health, race and culture. London: Macmillan/Mind.
Fernando, S. (1991). Psychiatry and racism. Changes, 11, 1, March 46-58
Gender resource pack: A training and practice resource for clinical psychology (1993). Department of
Clinical and Community Psychology, Exeter: Exeter Community Health Service Trust.
Holland, S. (1992). From social abuse to social action: a neighbourhood psychotherapy and social action
project for women. J.M Ussher & P. Nicholson (Eds). Gender Issues in Clinical Psychology.
London: Routledge.
Howitt, D. & Owusu-Bempah, J. (1994). The racism of psychology: time for change. London: Harvester
Wheatsheaf.
Lago, C. (1996). Race, culture and counselling. Buckingham: OUP.
Nadirshaw, Z. (1993). The implications of equal opportunities in training in clinical psychology: A realist’s
view. Clinical Psychology Forum. 54, 3-6.
Nagayama Hal, G.C. (2006). Diversity in Clinical Psychology. Clinical Psychology: Science and Practice,
13, 258-262.
Sue, D.W. & Sue, D. (1990). Counselling the culturally different: theory and practice. Chichester: Wiley.
Turner, B.F,& Troll, L.E. (1994). Women growing older: psychological perspectives. London: Sage.
Ussher, J.M. & Nicholson, P. (1992). Gender Issues in Clinical Psychology. London: Routledge.
Williams, P.E., Turpin, G. & Hardy, G. (2006). Clinical psychology service provision and ethnic diversity
within the UK: a review of the literature. Clinical Psychology and Psychotherapy, 13, 324-338.
Yeo, G. & Gallagher-Thompson, D. (1996). Ethnicity and the dementias. Washington: Taylor and Francis.
xviii
APPENDIX 7
Information for teachers on Formulation
Summary
The purpose of this document is to provide programme staff and clinical teachers with an overview of
clinical formulation. General principles that span theoretical traditions are summarised, and some ideas for
incorporating formulation issues into teaching are listed. The underlying principle is that clinical
formulations form the basis of our clinical work and should, therefore, be incorporated within each teaching
module. In assessment or therapy we work with clients to make sense of their difficulties and, where
appropriate, plan interventions: we make formulations. A number of Year 1 teaching sessions are devoted
to introducing the basics of formulations. This document summarises these sessions.
Background
Formulations underpin our clinical work and are the link between theory and practice. However, it is
recognised that (a) the teaching of formulation skills is often neglected and (b) developing a coherent,
meaningful and useful formulation for a specific client is a skilled and difficult task. As a consequence,
trainees sometimes experience difficulties in the requirement to provide clinical formulations. The specific
content and form of individual formulations will vary across client groups and therapeutic traditions. The
aim of this document is not to highlight these differences, but to point to common issues and principles of
formulating. It is hoped that this will provide the teachers and trainees of the Sheffield D Clin Psy
Programme with a base from which specific types of formulations can be introduced and discussed.
Some ideas of how formulation can be introduced within teaching are also provided. This list is by no
means exhaustive; new methods and materials are welcomed by the programme team, for inclusion in this
document or in the formulation resource pack. As with formulations, these materials are flexible and open
to change!
Definitions
A formulation is a systematic way of relating presenting problems to psychological processes and includes
tentative hypotheses that are expected to facilitate change. In this way a formulation is the lynch pin
between clinical practice and theory.
The processes involved in reaching a formulation include:






Collection of ‘data’ or information
Use of psychological theory, including reference to the literature
Combination of explanation as well as description
Aim for parsimony and flexibility
Generation of specific hypotheses to fit the individual
Testing and revision of hypotheses
Purposes
The primary purpose of a formulation is to help clinicians apply theory to practice. Ways that formulations
help in this are summarised below:









Clarifying hypotheses and questions
Understanding: providing an overall picture or map
Prioritising issues and problems
Planning treatment strategies
Selecting specific interventions
Predicting responses to strategies and interventions; predicting difficulties
Determining criteria for successful outcome
Thinking about lack of progress; trouble shooting
Overcoming bias
(Butler, 1999)
Formulations can also be important for clients:


Alliance formation
Empathy building
xix



Shared explanation of problems: This will include all of the above points
Negotiating therapeutic work
Shared responsibility for therapeutic work
In addition formulations are important means of communication between the clinician and clients or
colleagues.
Differences between a Formulation and a Diagnosis
Diagnostic systems are designed as an efficient way to describe and categorise symptoms or problems.
They tend to be atheoretical and rarely provide specific implications for treatment. In contrast, a
formulation is developed to fit an individual and contains theoretically driven hypotheses, explanations and
treatment implications. For example, the diagnosis of major depressive disorder, tells us nothing about
why a person has become depressed. In a formulation such information (for example, for one person this
may be because of a failure at work, for another because of an inability to form close relationships) may
form the basis of therapeutic work. The argument here is that formulations are much more useful to
therapists in treatment planning, and should enhance outcome.
There is a counter argument that formulations in use may lose their connections (or never even establish
connections) with empirically based theory. In other words, treatments based on formulations may become
idiosyncratic and, therefore, not empirically validated. Using this argument, a client may receive a
treatment based on clinical judgement, including therapist preferences and fallibilities, rather one based on
research findings that specify the effectiveness of specific treatments for specific diagnostic groups. This
may lead to poorer treatment outcome. There is some evidence that this may be the case; one study
found that clients assigned to a standard treatment based on their diagnosis did as well, if not better, than
treatments based on individual treatment plans (Schulte, 1997).
This argument is by no means settled. The issues are complex; there are many reasons why outcomes
vary other than the use of a formulation to plan treatment. What this argument highlights though is the
need for therapists, when developing formulations and treatment plans, to make use of available research
evidence. Diagnoses may have a place in this process, although this may be problematic when clients do
not fit into one diagnostic category, or if assignment to a particular category brings disadvantages. To
summarise, a good formulation bridges science and practice, can provide a check to basing clinical
decisions in intuition or clinical impression, and is respectful of clients’ individual histories, contexts and
issues.
Differences between a Formulation and a Model
Models are ways of conceptualising disorders. There are different models for describing the same
phenomenon: For example cognitive models, psychopharmacological models, functional analytic causal
models, systemic models, interpersonal models, object-relations models could all be used to explain social
anxiety. These models incorporate descriptions of ways of construing the world, or our philosophical
stance. They also provide the basis for a case conceptualisation or formulation, and have implications for
treatment. There is no overarching model or theory that incorporates all other explanations. Therefore, in
making a formulation, the clinician must weigh up the relative usefulness of different models to explain a
person’s difficulties.
Constructing a Formulation
There is no single, correct method for constructing a formulation. A good formulation will involve creativity,
accurate observation and assessment, thinking at the abstract level, and self-reflection. The format and
content of a formulation will depend on the client’s problems, the theoretical base of the clinician and the
circumstances in which they both find themselves. However, there are four basic components to most
formulations:
 Assessment. There are many sources of information that can be used in the formulation process.
Assessments usually cover current aspects of psychological functioning, contextual information,
background and developmental history. Underlying the process of information gathering are the
assumptions that the different aspects of a person that are assessed are linked in some way and
influence each other (even if this is not fully understood), and that the information is gathered
within the context of a relationship which will influence the nature of that information.
 Formulation. Here theory is used to guide putting the information together. There are two basic
ways this is done. The first provides a cross-sectional understanding of the presenting problem.
Links and processes between different aspects of clients’ current functioning and problems are
highlighted; specific aspects of the problem are identified; hypotheses for intervention work
xx


generated. The second comprise longitudinal formulations and include hypotheses about
causation.
One helpful element of a formulation is the identification of ‘key factors’. Clarity can often be
improved if examples of ‘key factors’, ‘critical incidents’, or ‘core components’ are included as
illustrations of the formulation
‘Working formulations’ are very useful when working therapeutically. Here initial hypotheses are
made and, through the interactive nature of therapy, tested, revised and developed. In this sense
formulations include conceptualisations about the process of change. It must be remembered that
hypotheses are not facts; they cannot be shown to be right. However, there are ways that you can
test whether they are more or less accurate. Butler (1999) described 10 tests of a formulation:
a.
b.
c.
d.
e.
f.
g.
h.
i.
Does it make theoretical sense?
Does it fit with the evidence?
Does it account for predisposing, precipitating, and perpetuating factors?
Do others think it fits?
Can it be used to make predictions?
Does the past history fit?
Does treatment based on the formulations progress as would be expected?
Can it be used to identify future sources of risk or difficulties for this person?
Are there important factors left unexplained?
Teaching Hints
Where appropriate, discussion of clinical formulations should be included within teaching. The general
principles of formulation, summarised in this document, are introduced in four teaching sessions in the first
year of training. These sessions cover issues that are relevant to clinicians from most theoretical
orientations. However, specific methods of formulating are not introduced in any detail; these are left to
individual modules. Below are some ideas for incorporating formulation issues into teaching sessions:
1. Be explicit about your own perspective; how you view and use formulations; your theoretical
stance.
2. Offer advice in how to write down a formulation in your field.
3. Suggest methods for developing formulations, such as using diagrams etc.
4. Show how they can be valuable in anticipating difficulties in therapy.
5. Discuss how formulations can help clinicians reflect about their work.
6. Suggest ways that formulations can be shared with others, such as the client, colleagues,
supervisors, co-workers etc.
7. Consider ways that psychological formulations might be integrated into multidisciplinary team
working.
8. Discuss different ways and time periods that formulations might be developed.
9. Use examples, especially from your own clinical work, to illustrate your ideas.
10. When introducing assessment tools, do so within the context of making a formulation.
References
Barber, J.B. & Chris-Chistoph, P. (1993). Advances in measures of psychodynamic formulations. Journal
of Consulting and Clinical Psychology, 61, 574-585.
Beiling, P. & Kuyken, W. (2003). Is case formulation science or science fiction? Clinical Psychology
Science & Practice, 10, 52-69.
Butler, G. (1998). In A.S. Bellack & M.E. Hersen (Eds.),Comprehensive clinical psychology, Vol 6, (pp123). New York : Pergamon Press.
Eells, T.D. (Ed.). (1997). Handbook of psychotherapy case formulation. New York: Guilford Press.
Goldfried, M.R. (1995). Toward a common language for case formulation. Journal of Psychotherapy
Integration, 5, 221-244.
Hinshelwood, R.D. (1991). Psychodynamic formulation in assessment for psychotherapy. British Journal
of Psychotherapy, 8, 167-174.
Horowitz, L.M. et al. (1989). Psychodynamic formulation, consensual response method, and interpersonal
problems. Journal of Consulting and Clinical Psychology, 57, 599-606.
Johnstone, L. & Dallos, R. (2006). Formulation in psychology and psychotherapy. Hove:Routledge.
Kuyken, W., Padesky, C.A. & Dudley, R. (2009). Collaborative case conceptualization. Guilford Press.
xxi
Levenson, H. (1995). Time limited dynamic psychotherapy. Basic Books.
Persons, J.B. (1989). Cognitive therapy in practice: A case formulation approach. New York: W.W. Norton.
Ryle, A. (1990). Cognitive Analytic Therapy: Active participation in change. Oxford : Wiley
Schulte, D. (1997). Behavioural analysis: Does it matter? Behavioural and Cognitive Psychotherapy, 25,
231-249.
http://www.bpsshop.org.uk/Good-Practice-Guidelines-on-the-use-of-psychological-formulation-P1653.aspx
xxii
APPENDIX 8
E-Learning
As new technology develops, so do the opportunities to use this technology creatively in teaching. There
are a number of ways that teaching, and particularly didactic teaching, can potentially be enhanced. Video
material can be made accessible and sessions can be available at flexible times to suit trainees’ needs,
motivation, and context. Some of the ways that we can make teaching more flexible include using MOLE
(my online learning environment), the University’s e-learning environment. This tool can be used in a
number of ways from simply uploading PowerPoint presentations that have been used in a teaching
session, creating a reading list with links to electronic journals or even creating quizzes, which can
supplement directed reading and be easily 'marked'.
Because of these opportunities, the programme has devised some principles which should be applied to elearning.






The aim of e-learning is to make some teaching more flexible and diverse therefore more interesting
and appropriate for trainees. It is anticipated that less than 10% of teaching will be e-learning.
E-learning should not replace all other forms of teaching. It may replace the more didactic, factual
parts as material can be presented in a more engaging way such as articles to read and quizzes.
If a teaching session or part of a session is provided on MOLE, the session can typically be taken up
to a week before and one week after the date it appears in the timetable.
Teaching handouts and sessions that appear on MOLE cannot be accessed by anyone who is not
registered on the programme (i.e. it can only be viewed by staff and trainees at the Clinical
Psychology Unit).
For trainees who do not have computer or internet access at home, the teaching can be viewed on the
computers available in the Mac Lab in the Psychology Department or in B3 of the Clinical Psychology
Unit (though if everyone were to carry out the e-learning during the timeslot on the timetable it would
not be possible for us to guarantee access to a computer). Headphones can be provided when
necessary.
If any trainee cannot for some reason access any session on MOLE, a print out or similar acceptable
alternative will be made available.
For further information about e-learning, please contact Christie Harrison
(email: [email protected]; Tel: 0114 2226650)
xxiii
APPENDIX 9
PROGRAMME POLICY ON TAKING HOLIDAY LEAVE DURING ACADEMIC TEACHING TIME
Background and purpose of policy
Taking annual leave during teaching time is, as a general principle, not supported and will not be
authorised by members of the programme team. The Programme recognises, however, that on
rare occasions trainees may need to take annual leave during an academic semester. For
example, trainees may need to take annual leave that coincides with a school holiday, to fit in with
partners' holidays, or some religious observances.
A policy has been developed by trainees that enables the programme team to respond to and
acknowledge circumstances where trainees would have reasonable requests for taking holiday
during teaching time. This policy and the implementation of the system is administered and
monitored by trainees. The policy is reviewed on an annual basis and any modifications are
agreed at the Programme Training Committee.
General principles
i)
Trainees may take no more than two teaching days as holiday leave during any one academic
year.
Leave may not be taken during the following periods:
•
•
•
•
Semester one (up to Christmas) of the first year
All teaching miniblocks
Examination Boards
If a trainee is due to give a case or research presentation they must arrange to swap this
session.
However, in certain circumstances (e.g. religious observances) this may be acceptable. Any
requests for leave during these times should be discussed in the first instance with the clinical
tutor.
ii)
Normally only two trainees are permitted to be absent from teaching because of holiday leave at
any one time. Some degree of co-operation and a rota system must be arranged between trainees
in individual year groups.
The system is organised and monitored by trainees and should involve the minimum of office
administration. Trainees are responsible for making sure that they are acting within the policy.
iii)
It would be at the discretion of the programme team to refuse holiday leave during teaching time if
the core learning experience was threatened.
iv)
Trainees have a responsibility to acquaint themselves with any teaching missed.
v)
Any holiday leave taken during teaching time should not be taken without prior discussion with an
appropriate programme team member. It should not be assumed by trainees that the granting of
such leave is an automatic privilege. Rather, trainees should continue to prioritise their teaching
experience.
vii)
Trainees have individual responsibility and obligation to contact speakers affected by such leave
to explain/apologise for intended absence.
viii)
Each person within a year group will be responsible for alerting other year group members of
intended leave during teaching time. A form is available on which all year group members should
sign their assent and it should be remembered that official approval is co-dependent on group
assent. The group should not sign consent without first having ascertained that no more than one
or possibly two trainees are requesting annual leave on that date. However, group assent should
not be taken as a guarantee of staff approval.
xxiv
ix)
In addition to requesting leave during teaching time, the general procedure for gaining approval for
annual leave must be followed with approval being sought from the clinical tutor.
Procedure for application
The following procedure must be followed if you wish to apply for leave during teaching time.
i)
A signed form should be obtained indicating that all year group trainees agree to you taking leave
during teaching time.
ii)
The signed form and the standard leave form must be submitted to the Clinical Tutor. Do not
make final arrangements prior to gaining written approval from your clinical tutor.
iii)
The trainee should send a letter to all speakers who will be teaching on day(s) they will be absent.
Trainees should also inform the Progamme Administrator of their intended absence.
v)
Attendance and absenteeism during teaching time should be monitored by individual year groups.
Each year group has a named elected representative who is responsible for monitoring
attendance and providing feedback when required.
Monitoring and regulation process
This policy is reviewed regularly at the Programme Training Committee. In addition, trainee
attendance and sickness are routinely monitored in Internal Examination Boards.
xxv
APPENDIX 10
RELEVANT NAMES AND ADDRESSES
TRAINING STAKEHOLDERS
Yorkshire and the Humber Strategic Health Authority
(The Commissioners)
Website Address: www.yorksandhumber.nhs.uk
Head of Education Commissioning Workforce
& Education Directorate:
Sharon Oliver
Contracts Manager:
Kevin Moore
Sheffield Health and Social Care NHS Foundation Trust
Psychological Services
Director:
Gwyneth De Lacey
Psychology Services
Sheffield
Gwyneth De Lacey
Sheffield Health & Social Care NHS Foundation Trust
Psychological Services
Fulwood House
Old Fulwood Road
Sheffield
S10 3TH
0114 271 8528
Sheffield
Johann Labuschagne
Sheffield Teaching Hospitals NHS Foundation Trust
Psychological Services
Northern General Hospital
Herries Road
Sheffield S5 7AU
0114 271 3950
Sheffield
Steve Jones
Sheffield Children’s NHS Foundation Trust
Psychological Services
Flockton House, 18 Union Road
Sheffield S11 9EF
 0114 226 2344
http://www.sheffieldchildrens.nhs.uk/about/1-4-4.php
Barnsley
Nigel Beail
Psychological Health Care
11/12 Keresforth Close
Off Broadway
Barnsley
S70 6RS
 01226 433460
Doncaster
Carole Hirst
Psychological Therapies
Jade Centre, Askern Road
Bentley
Doncaster DN5 OJR
01302 821412
NHS Yorkshire and The Humber SHA
Sheffield Office
Don Valley House
Savile Street East
Sheffield
S4 7UQ
0114 226 4401
Rotherham
Carolyn Lawson
Dept of Clinical Psychology & Psychological Therapies
23A Clifton Lane
Rotherham
S65 2AA
01709 302360
NHS Yorkshire and The Humber SHA
Headquarters
Blenheim House
Duncombe Street
Leeds
LS1 4PL
0113 295 2000
http://www.yorksandhumber.nhs.uk/
Health and Care Professions Council (HCPC)
The British Psychological Society (BPS)
xxvi
Park House
184 Kennington Park Road
London
SE11 4BU
0120 7582 0866
www.HCPC-uk.org
St Andrews House
48 Princess Road East
Leicester
LE1 7DR
0116 254 9568
Email: [email protected]
http://www.bps.org.uk/
Division Of Clinical Psychology (DCP)
University of Hull – DClin Psy Course
Department of Clinical Psychology & Psychological
Therapies
University of Hull
Hertford Building
Cottingham Road
Hull
HU6 7RX
 01482 464164 / 464101
Email: [email protected]
http://www2.hull.ac.uk/pgmi/cmr/clinicalpsychology/in
formation--doctorate.aspx
DCP Chair
Peter Kinderman
The British Psychological Society
St Andrews House
48 Princess Road East
Leicester
LE1 7DR
 0116 252 9529
Email: [email protected]
http://dcp.bps.org.uk/dcp/dcp_home.cfm
University of Leeds – DClin Psychol Course
University of Nottingham / University of Lincoln
DClin Psy Course
Clinical Psychology Training Programme
Academic Unit of Psychiatry & Behavioural Sciences
Leeds Institute of Health Sciences
Charles Thackrah Building
101 Clarendon Road
Woodhouse
Leeds
LS2 9LJ
 0113 343 0815
Email: [email protected]
University of Leicester – DClin Psy Course
Institute of Work, Health & Organisations
University of Nottingham
International House, B Floor,
Jubilee Campus
Wollaton Road
Nottingham
NG8 1BB
 0115 846 6646 (Sheila Templer)
Email: [email protected]
University of Lincoln
Faculty of Health, Life and Social Sciences
Court 11
Satellite Building 8
Brayford Pool
Lincoln
LN6 7TS
 01522 886029 (Judith Tompkins)
Email: [email protected]
Doctorate in Clinical Psychology
School of Psychology
University of Leicester
104 Regent Road
Leicester
LE1 7LT
 0116 223 1639
Email: [email protected]
DCP Pre-Qualification Group
East Midlands DCP
Information can be found at:
http://www.bps.org.uk/dcp-prequal/dcpprequal_home.cfm
East Midlands DCP Chair
Carol Brady
01522 518600
Email: [email protected]
http://www.bps.org.uk/dcp-em/dcp-em_home.cfm
PSYCHOLOGICAL SERVICES DIRECTOR
Yorkshire DCP
xxvii
Gwyneth De Lacey
Psychological Services
Fulwood House
Old Fulwood Road
Sheffield S10 3TH
 0114 271 8528
Email: [email protected]
Yorkshire DCP Chair
Diana Toseland
Consultant Clinical Psychologist in Neuropsychology
Deputy Head of Psychological Medicine
York Psychology Services
The Old Chapel
Bootham Park
York
YO30 7BY
 01904 725353
Email: [email protected]
http://www.bps.org.uk/dcp-yh/dcp-yh_home.cfm
xxviii
APPENDIX 11
Department of Psychology
H & S Policy
The Department of Psychology operates its Health & Safety Policy in conjunction with that of the
University (see University of Sheffield, Health & Safety Code of Practice or visit their website at
http://www.shef.ac.uk/safety/codes).
In addition to that code the Department operates its own Safety Practices & Guidelines, particularly in
specialist areas. The particular areas are:
Child Development:- contact: Dr Jane Herbert, ext 26512, email J.S.Herbert@
Workshop:contact: Mr Andrew Ham, ext 26542, email psy-workshop@
MRI facility:contact: Mr Michael Port, ext 26542, email psy-workshop@
The Department also operates a Health & Safety Committee, which reports directly to the Head of
Department and to the Staff Committee. It is a conduit for any H & S issues. Its membership is:
Prof Paul Overton (Head of Department), ext 26624, email P.G.Overton@
Mrs Natalie Kennerley (Departmental Safety Officer), ext 26600, email N.J.Kennerley@
Mr Andy Bassett (Technical Operations Manager), ext 26536, email A.H.Bassett@
Dr Paul Norman (Academic Representative), ext 26505, email P.Norman@
Miss Angela Rollinson (CPU Representative), ext 26649, email A.Rollinson@
Mr Andrew Ham (Workshop Representative), ext 26542, email psy-workshop@
Dr Len Hetherington (DSE assessor), ext 26532, email L.Hetherington@
Other contacts for H & S issues:
First Aiders:-
Display Screen Equipment:Electrical Equipment Testing:-
Mrs Helen Macdonald, ext 26584, email H.Macdonald@
Dr Danielle Matthews, ext 26548, email Danielle.Matthews@
Ms S Keighley, ext 26570, email S.Keighley@
Dr Len Hetherington, ext 26532, email L.Hetherington@
Mr Andrew Ham, ext 26542, email psy-workshop@
xxix
APPENDIX 12
GUIDELINES FOR POSTGRADUATE USE OF DOCUMENT SUPPLY SERVICE (DSS - FORMERLY
INTER-LIBRARY LOANS) – DClin Psy Trainees
In each academic year the Psychology Department receives a very limited allocation of Document
Request vouchers to be shared between academic staff, research staff, post-graduate and
undergraduate students. The cost of a request varies from £5.00 to £30.00. If we overspend on these
we have to reduce spending on library books and journals. For this reason it is very important that
vouchers are used sparingly. Please consider these guidelines carefully, and act on the suggestions
they make, before putting in any document request:
•
Decide if you really need an item
•
Get useful information from online databases
•
Check with your supervisor
•
Check with fellow students
•
Consider sending a reprint request
•
Consider a trip to the British Library in Harrogate
Decide if you really need an item. Before putting in a request you should try and get as much
information about the item as possible so that you can make a well-informed judgement about its
relevance to your project. Here are some questions to consider. Is information on this topic available
from a more accessible source? Quite often authors will publish several works on a similar theme, so
you should check out related items that are available in the library before putting in a request. Do you
need all the details? You should look for review articles that cover or cite the item you are interested in;
these will often contain all the information you need. Is it a significant contribution? Use your judgement
and background knowledge to assess the quality and significance of the item from the information
available. For instance, if it is a journal article, is it in a respected journal? Is the article/author cited by
other workers in the field?
Get useful information from online databases (such as PsycINFO, WEB OF SCIENCE, or
MEDLINE) to help you assess the value of the item. If the item you are seeking is a journal
publication, then you should be able to obtain further information from an online abstracting service,
several of which can be accessed from any computer with an internet connection, and are generally free
to University users. For details of currently available databases consult the library electronic databases
page.
As well as reading the abstract of the article you need you should check the page numbers and
be wary of ordering articles that are only one or two pages long. For background on books check
out http://www.amazon.com/ which sometimes carries book reviews. Most publishers now have their
own web sites that also often carry abstracts or reviews.
Many academics now have personal web sites and some have their recent papers available for direct
download across the internet. You can always email authors directly and ask them for copies of their
papers. Most authors will send you a paper or an electronic copy straight away.
Check with your supervisor. It is always a good idea to check with your supervisor before putting in an
ILL request. He/she may have some background knowledge of the item or its authors that could help
you to decide about its relevance.
Check with fellow students. It may also be worth asking other postgraduates working on similar
projects whether they have similar items to the ones you are seeking or related works.
Consider sending a reprint request. Copies of recently published articles can generally be obtained
by writing to the first author (addresses can be obtained from WEB OF SCIENCE). The secretaries in
the main Psychology department will be able to provide you with reprint request cards for this purpose.
Most authors respond fairly promptly to such requests and sometimes send additional articles at the
same time. Unless you need an item urgently, a reprint request is always preferable to a document
xxx
request in terms of cost. But as noted above, if you can email an author directly, this is usually the
quickest and cheapest say to obtain material.
Consider a trip to the British Library in Harrogate. If your find that you need a number of
articles/books at around the same time, then the most effective solution is probably a trip to the British
Library Document Supply Centre at Boston Spa in Harrogate. This is a copyright library collection, so it
has all the books/journals published in the UK. The University Library runs a free minibus service to
Boston Spa. During your visit you will be allowed to consult a large number of sources that will be
brought to your desk. For details of the trip, and minibus timetables, check the relevant library web page
at http://www.shef.ac.uk/library/services/illbus.html
If all else fails and you do need a document, please use the following procedure:
Either:

Fill in the appropriate document supply request form (available from the Library web site:
http://www.shef.ac.uk/library/services/ill2.html). If, when requesting a journal article you do not want to
be emailed an electronic copy, you will need to indicate this in the relevant tick box.

Ask your supervisor to either sign somewhere on the form (there is no specific space for this on the
form – somewhere at the bottom is fine), or email the Research Support Officer to confirm that the
DSS request has been discussed with them. Please make sure that all requests are still signed by you
where indicated.

Pass the DSS form to the Research Support Officer, who will forward it to the main Psychology
Department.

A library voucher will be added to the form and it will be forwarded to the library by the main
department. You will receive an email with a link to the journal article, or the item will be sent to the
address indicated on the request form (depending on the nature of the item and whether you
requested a hard copy of a journal)
Or

Complete
the
interlibrary
report
form
online.
https://www.sheffield.ac.uk/library/services/ilstaffpgres

Ensure that you ‘screen print’ the information about the loan prior to submitting it and pass a copy to
the RSO, as she is monitoring requests.
Instructions
are
available
at:
Please ensure that you allow plenty of time for DSS requests to be processed, and avoid making requests
for items that are not likely to arrive in time to be used.
Document requests are free to postgraduates, but both the CPU and the main Department keep a record
of how much each person spends on such requests, and if anyone submits excessive or unnecessary
requests they may be refused or will be asked to pay for them. Please bear in mind that a request can cost
up to £30.
Library Affairs
Department of Psychology
Amended for CPU: Christie Harrison, Research Support Officer
xxxi
APPENDIX 13
The Resource Library – Room B4
The Resource Library, which is located in room B4, contains a variety of resources for trainees, including:







Books
Videos
DVDs
Tests
Measures
Theses (from completed DClin Psys)
BPS & NHS Documents
List of Resources
To search for items in the Resource Library you can consult the list of titles (available in the library section
of MOLE) or browse through the shelves in B4 during Christie’s drop in office hours (see ‘borrowing items’
below).
A list of reference only assessments and theses held in the library is also available in the black folder on
the coffee table in B4.
Borrowing Items
To book out an item, visit the Resource Library in B4 and Christie will book out the items to you. The
resource will be stamped with the return date and the loan will be logged on the database. If you cannot
make it in to the Unit but you want to reserve a book, please email [email protected] who will be
able to book the resource out to you for collection from B4.
You can access the resource library during Christie’s drop in office hours. These are normally:
Mondays/Tuesday 11.00-11.30am; 1.00-2.00pm; 3.30-4.00pm
Fridays: 10.00am – 3.00pm (excluding an hour for lunch)
Items can be returned at any time by leaving them in Christie’s pigeonhole.
If Christie is on annual leave:

Please record the items you would like to borrow in the silver book on the table. Please do
not take items away without recording them! If an item is missing from the shelves, this
should mean it is on loan. Please ask in the general office for access to the assessments
cabinet.
Library rules
Resources with Red Stickers and all theses are for reference only and are not to be taken out of the CPU.
The loan period for most bookable resources (tests, books) is six weeks. There are a few tests which are
1 week loan, but these are clearly indicated by stickers on the items. You may renew the item after this
time unless another request has been made for the item. If the loan has been renewed, it may still be
recalled if a request has been made for the item.
If the item on loan is not returned after six weeks, you will be sent an email requesting that you return the
item. You will not be able to book out any further resources until the item is returned.
Resources can be renewed as long as they have not been reserved by bringing them to the Resource
Library or emailing Christie ([email protected]).
There is a 4 item limit on the resources you can book out at any one time.
At the end of the programme, you will be asked to return all resources booked out to you. You will not be
permitted to graduate until you have returned the items on loan to you.
xxxii
APPENDIX 14
Doctor of Clinical Psychology - University of Sheffield
PROGRAMME OF DATES 2013 – 2014
Week
1
Monday
30 Sept 13
FIRST YEAR
INTRO BLOCK
2
7 Oct 13
INTRO BLOCK
3
14 Oct 13
INTRO BLOCK
4
21 Oct 13
5
Half term
6
28 Oct 13
Teaching Mon/Tues
(Wed)*
Placement 1 begins
th
Thu 24 Oct
Teaching Mon/Tues
(Wed)*
Teaching Mon/Tues
(Wed)*
7
11 Nov 13
8
18 Nov 13
9
25 Nov 13
10
2 Dec 13
11
9 Dec 13
12
16 Dec 13
13 Uni
Vacation
14 Uni
Vacation
15 Uni
Vacation
16 Uni
Vacation
17
23 Dec 13
4 Nov 13
30 Dec 13
6 Jan 14
13 Jan 14
SECOND YEAR
Teaching Mon & Tue
Study Time
**Pre-placement planning
Study time
MINIBLOCK
Research protocol
deadline CS2 & SAQ2
deadline
MINIBLOCK
THIRD YEAR
MINIBLOCK
MINIBLOCK
CS4 & SAQ4 deadline
Teaching Tuesday
Placement 5 starts
th
Wed 16 Oct
Teaching Tuesday
MINIBLOCK
Teaching Tuesday
Teaching Monday
Placement 3 begins
th
Weds 6 Nov
Teaching Monday
Protocol reviews this week
Teaching Tuesday
Teaching Mon/Tues
Teaching Monday
(Wed)*
Teaching Mon/Tues
Teaching Monday
(Wed)*
Teaching Mon/Tues
Teaching Monday
(Wed)*
Teaching Mon/Tues
Teaching Monday
(Wed)*
Teaching Mon/Tues
Teaching Monday
(Wed)*
CHRISTMAS BREAK – 4 WEEKS
Placement Continues
Placement Continues
th
th
th
th
Bank hols 25 & 26 Dec
Bank hols 25 & 26 Dec
Placement Continues
Placement Continues
st
st
Bank Hol 1 Jan
Bank Hol 1 Jan
Placement Continues
Placement Continues
Teaching Tuesday
Teaching Mon/Tues
(Wed)*
Placement Continues
20 Jan 14
Placement Continues
Teaching Tuesday
Teaching Tuesday
Teaching Tuesday
Teaching Tuesday
Teaching Tuesday
Placement Continues
th
th
Bank hols 25 & 26 Dec
Placement Continues
st
Bank Hol 1 Jan
Placement Continues
Placement Continues
Teaching Mon or
Teaching Monday
Teaching Tuesday
Mon/Tues*
18
27 Jan 14
Teaching Mon or
Teaching Monday
Teaching Tuesday
Mon/Tues*
19
3 Feb 14
Teaching Mon or
Teaching Monday
Teaching Tuesday
Mon/Tues*
SAQ1 Deadline
20
10 Feb 14
Teaching Mon or
Teaching Monday
Teaching Tuesday
Mon/Tues*
* Study day alternate weeks - see full timetable for details
Note: Our week numbers are 1 week behind universityʼ s week numbering, i.e. Our week 1 is their week 2
** Pre-placement planning visit to take place during this period - to be agreed between supervisor and
trainee.
xxxiii
Week
21
Monday
17 Feb 14
22
Half Term
23
24 Feb 14
24
10 Mar 14
25
17 Mar 14
26
24 Mar 14
27
Selection
week
31 Mar 14
28
Uni Vac
29
Easter
Hol
Uni Vac
30
Easter
Hol
Uni Vac
31
7 Apr 14
3 Mar 14
14 Apr 14
Easter
Friday
21 Apr 14
Easter
Monday
FIRST YEAR
Teaching Mon or
Mon/Tues*
Teaching Mon or
Mon/Tues*
Teaching Mon or
Mon/Tues*
Teaching Mon or
Mon/Tues*
Teaching Mon or
Mon/Tues*
Teaching Mon or
Mon/Tues*
Teaching Mon or
Mon/Tues*
Placement 1 ends
th
Fri 4 Apr (67 days)
MINIBLOCK
Mon - Thurs
MINIBLOCK
Mon - Thurs
Possibly move to week
31 tbc
Study
SECOND YEAR
Teaching Monday
THIRD YEAR
Teaching Tuesday
Teaching Monday
Teaching Tuesday
Teaching Monday
Teaching Tuesday
Teaching Monday
Teaching Tuesday
Teaching Monday
Teaching Tuesday
Teaching Monday
Teaching Tuesday
Teaching Monday
Placement 3 ends
th
Fri 4 April (70 days)
Teaching Tuesday
MINIBLOCK
Mon - Thu
Study **
Teaching Tuesday
Teaching Tuesday
Placement 5 ends
th
Fri 18 April (86 days)
Study **
Study
Teaching Tuesday
ACP3 Deadline
Placement 6 starts
th
Wed 30 April
Teaching Tuesday
28 Apr 14
Teaching Mon or
Mon/Tues*
ACP1 & CS1 deadline
Teaching Monday
Placement 4 starts
th
Wed 30 April
32
5 May 14
Bank Hol
33
12 May 14
Teaching Tuesday
ACP2, CS3 & SAQ3
deadline
Teaching Monday
34
19 May 14
35
Half Term
26 May 14
Bank Hol
Teaching Tuesday
Placement 2 starts
th
Weds 7 May
Teaching Mon or
Mon/Tues*
Teaching Mon or
Mon/Tues*
Teaching Tuesday
36
2 Jun 14
37
9 Jun 14
38
16 Jun 14
Teaching Mon or
Mon/Tues*
Teaching Mon or
Mon/Tues*
Teaching Mon or
Mon/Tues*
Teaching Tuesday
Teaching Monday
Teaching Tuesday
Teaching Tuesday
Teaching Monday
Teaching Tuesday
Thesis submission
t
deadline Fri 30 May
Teaching Tuesday
Teaching Monday
Placement continues
Teaching Monday
Placement continues
* Study day normally alternate weeks - see full timetable for details
** Pre-placement planning visit to take place during this period - to be agreed between supervisor and
trainee.
*** full details of placement/research/study time to be individually planned
th
‡Selection Dates: Mon 1st – Fri 4 April
First and Second year trainees are requested to help with Selection for half a day over this period.
xxxiv
Week
39
Monday
23 Jun 14
FIRST YEAR
Placement continues
SECOND YEAR
Placement continues
THIRD YEAR
Placement continues
40
30 Jun 14
Placement continues
Placement continues
41
42
43
44
45
46
47
48
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
49
50
51
7 Jul 14
14 Jul 14
21 Jul 14
28 Jul 14
4 Aug 14
11 Aug 14
18 Aug 14
25 Aug 14
Bank Hol
1 Sep 14
8 Sep 14
15 Sep 14
Fri 4 July - Joint
programme Conference Sheffield
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
Placement continues
52
22 Sep 14
Placement 2 ends
th
Fri 26 Sept (77 days)
Placement continues
Placement continues
Placement 4 ends
th
Friday 19 Sept (76 days)
Study time
th
th
Placement continues
Placement continues
Placement continues
Placement 6 ends
th
Thu 25 Sept (81 days)
th
n.b. Dates of External Board in 2014 are Mon 14 & Tue 15 July
***** Please ensure you are available on both days*****
th
NB Contract for 2011 intake ends on Thu 25 September 2014
Semester recommences Monday 29 September 2014
Please note: Placement days above do not include Bank holidays. Including bank holidays there
are the following number total days in each placement:
1 – 64 days (3 bank holidays)
2 – 75 days (2 bank holidays)
3 – 67 days (3 bank holidays)
4 – 73 days (3 bank holidays)
5 – 82 days (4 bank holidays)
6 – 78 days (3 bank holidays)
xxxv
APPENDIX 15
ACRONYMS
ACC
ACP
BPS
CAT
CLRN
CPD
CPF
CPPAB
CPSC
CPSR
CPU
CS
CSC
CSIP
CSUH
CTCP
DClin Psy
DCP
DDA
EEB
HCPC
IAPT
IEB
IET
IPL
LETBs
LeTS
LSR
MOLE
NGH
NSB
OCSA
PBEIS
PMG
PPD
PPI
PTC
PWP
RDaSH
REF
RHH
RP
RSC
RTAG
RTP
SAQ
SCH
ScHARR
SETs
SHSC
Assessment of Clinical Competence
Academic Clinical Project
British Psychological Society
Cognitive Analytic Therapy
Comprehensive Local Research Networks
Continuing Professional Development
Clinical Psychology Forum
Collaborative Placement Planning and Allocation Board
Clinical Practice Sub-committee
Centre for Psychological Services Research
Clinical Psychology Unit
Case Study
Curriculum Sub-committee
Care Services Improvement Partnership
Central Sheffield University Hospitals
Committee on Training in Clinical Psychology
Doctor of Clinical Psychology
Division of Clinical Psychology
Disability Discrimination Act
External Exam Board
Health and Care Professions Council
Improving Access to Psychological Therapies
Internal Exam Board
Independent Evaluation of Teaching
Interprofessional Learning
Local Education and Training Boards
Learning and Teaching Support
Library Seminar Room (Psychology Department)
My Online Learning Environment
Northern General Hospital
Non-staffing budget
Observed Clinical Skills Assessment
Practice Based Evidence in Services
Psychology Management Group
Personal and Professional Development
Public and Patient Involvement
Programme Training Committee
Psychological Wellbeing Practitioner
Rotherham, Doncaster and South Humber NHS Foundation Trust
Research Excellence Framework
Royal Hallamshire Hospital
Reflective Practitioner
Research Sub-committee
Regional Training Advisory Group
Research Training Programme
Short Answer Questions
Sheffield Children’s Hospital
School of Health and Related Research
Standards of Education and Training (HCPC)
Sheffield Health and Social Care NHS Foundation Trust
xxxvi
SHSRC
SOPs
SR1
SSC
STH
TUPE
Sheffield Health and Social Research Consortium
Standards of Proficiency (HCPC)
Seminar Room One (Psychology Dept)
Selection Sub-committee
Sheffield Teaching Hospitals
Transfer of Undertakings (Protection of Employment) Regulations
xxxvii