University of Hertfordshire

Course Code: 11

Doctorate in Clinical Psychology (DClinPsy)
Department of Psychology
University of Hertfordshire
College Lane
HATFIELD
Hertfordshire
AL10 9AB

Telephone: 01707 28 6322/4486
Fax: 01707 284170

Programme Director: Professor David Winter
Deputy Course Director: Steve Davies
Admissions Tutor: Dr Saskia Keville
Programme Administrator: Wendy Figg

Link to University of Hertfordshire website

The three-year Doctoral Training in Clinical Psychology Programme is based at the University of Hertfordshire, but covers the geographical areas of Hertfordshire, Bedfordshire and Essex. Since its establishment in 2001, the programme has grown and developed, and it is anticipated that 15 training places will be available in late September 2012. The programme is approved by the Health Professions Council (HPC).

The programme is based within the University's School of Psychology, which has a strong reputation for the quality and range of its teaching and research. The University of Hertfordshire is expanding, with the recent opening of a new campus and state-of-the-art recreational facilities; and the course itself is located in the new purpose-built Health Related Research Building. Trainees also benefit from the excellent library and IT facilities of the University's Learning Resource Centres, postgraduate resources and University-wide "e-learning" facilities.

The overall programme philosophy is constructivist and constructionist, emphasising respectively the personal and the social constructions of the world. This philosophy is reflected in the following aspects of the course:

Acknowledgement that there are numerous viable alternative models of understanding and treating psychological difficulties, and therefore intensive input on four major models (cognitive-behavioural, personal construct, psychodynamic, and systemic).
Acknowledgement of individual differences in preferences for these models, and therefore provision of the opportunity for trainees to select therapeutic models in which to obtain advanced input in their final year.
Recognition of the importance of testing out one's constructions of the world, and therefore of the scientist-practitioner approach.
Recognition that clinical practice should be evidence-based, coupled with recognition that "evidence" is personally and socially constructed.
Emphasis on the range of research skills, both quantitative and qualitative, which are essential for the effective scientist-practitioner.
The promotion of a holistic, biopsychosocial approach, in which there is recognition of the importance and interaction of biological, psychological, and social constructions of all clinical problems.
Emphasis on reflexive and reflective practice, involving self-monitoring and critical evaluation of the practitioner's constructions.
The use of a range of teaching methods, but with an emphasis on interactive, participatory teaching sessions and self-directed learning.
Valuing of trainees' perspectives, reflected in the provision of a range of opportunities to provide feedback on their training and to participate in committees concerned with the shaping of this training.
Commitment to ethical practice, which does not favour the constructions of any particular social group and therefore promotes equality for all.

Entry Requirements

The University of Hertfordshire is looking for candidates who can demonstrate academic excellence and the ability to apply psychological knowledge in clinical settings. The Clearing House provide a generic Trainee Job Description and Person Specification. Minimum entry requirements are as follows:

Candidates must have the Graduate Basis for Chartered Membership (GBC) with the BPS at the time of applying. Candidates who are unsure about the status of their degree should check with the BPS that they qualify for GBC.
Candidates must also hold a 2.1 degree (or equivalent). Applicants with a 2.2 degree will not be considered unless they can demonstrate that this result is unrepresentative of their academic potential, and have demonstrated further academic capability, such as strong performance in a relevant, academically-oriented higher degree.
All applicants must have at least one year's full-time equivalent clinical or research experience (usually obtained after graduation) in a field relevant to clinical psychology. The exact nature of the experience may vary, but candidates need to demonstrate that their work experiences have allowed them to develop a clear understanding of the roles and abilities required of clinical psychologists, and that they have the potential to meet these demands.
Candidates should be able to demonstrate some experience in applying psychological theory in a clinical setting, realism about the scope of psychological interventions, and an appreciation of the role of the clinical psychologist in the NHS.
Candidates must have a commitment to working in the NHS, ideally within the local regions of Essex, Hertfordshire and Bedfordshire. It is important that those who accept places on the course are prepared to travel to placements, which are sited across Bedfordshire, Hertfordshire and Essex.
Candidates must be acceptable to the National Health Service in an employed status, and must be eligible for home (UK/EU) tuition fees status.
Candidates are expected to show understanding of professional issues for clinical psychologists in the UK, and to demonstrate personal qualities and interpersonal skills suitable to the role.
A high level of proficiency in communication in English is essential. Applicants whose first language is not English, or whose previous education and examination qualifications have not been in the English language, will need to provide evidence of an English language proficiency of IELTS level 8 (with no score below 7.5 in each test element: listening, reading, writing and speaking) or equivalent.

Offers of places will be conditional upon satisfactory health clearance, and upon a satisfactory search by the Criminal Records Bureau. Successful completion of the training means that individuals become eligible to apply for registration with the Health Professions Council (HPC).

We are keen to encourage applications from people with a wide range of backgrounds. If candidates feel that their qualifications reflect lack of opportunity (for example, through social disadvantage) rather than ability, they should explain this clearly in their application. Similarly, mature candidates who come to psychology after a less conventional educational path will not be disadvantaged, but it will be helpful for them to explain their educational and career pathways in their application.

Both the University and the NHS as employer of trainees operate Equal Opportunities policies, and are concerned to implement fair selection procedures. No candidate will be discriminated against on grounds of race, colour, creed, disability, age, gender or sexual orientation. The programme actively encourages applications from psychologists from minority groups. Enquiries regarding any aspect of applications, including support available for candidates with disabilities, should be addressed to Wendy Figg, Programme Administrator.

Selection Procedure

Applications are first screened to ensure that all meet the minimum admissions criteria as outlined above. Each eligible application is then independently rated by two clinical psychologists. Applications are rated with respect to demonstration of: academic ability; relevant experience (and the application of learning gained from this experience); and personal and professional suitability. From this, a short-list is compiled of candidates to be invited for interview. We regret that, due to the large numbers of applications and limitations on resources, we are unable to give individual feedback to candidates who are unsuccessful at this stage.

Short-listed candidates are then invited to the University to participate in a range of tasks. Interviews this year will be held during the week beginning Monday 21 May 2012. The programme includes: a group exercise; written exercise; an individual interview addressing academic, research, clinical and personal issues; a talk from the Programme Director; and opportunities to ask questions and meet with current trainees. The aim is for all interviews and assessments to be carried out by two selectors, including one member of the course team and one local clinical psychologist. Candidates are informed of the outcome, and those not successful at interview are offered feedback by telephone if requested.

Funding

All Trainees are employed as Trainee Clinical Psychologists by Cambridgeshire and Peterborough Foundation NHS Trust on a three-year, fixed-term contact. Trainee funding includes University fees, full-time salary (currently at Band 6 of Agenda for Change pay scales) and expenses (for example, travel) in line with standard NHS Terms and Conditions. No self-funded training places are available.

In addition, there are a number of ways in which the course may support trainees regarding financial and practical matters. Funding is available to contribute to research costs. In addition, each trainee has an annual allocation of funding for Continuing Professional Development (for example, attending conferences); trainees may choose to use part of this for personal therapy.

Course Structure

General

The programme takes three years to complete and comprises academic, clinical and research training. Each academic year starts at the end of September or beginning of October with a four-week, full-time introductory block of teaching. This is followed by teaching all day on Thursdays and Fridays during term-time. All academic teaching takes place at the College Lane Campus in Hatfield and attendance is mandatory. Two and a half days a week are spent on clinical placement (more outside term-time) and half a day each week is allocated to study time. In the second and third year of training time is allocated on the timetable to complete a small scale service related and a major research project.

Academic

The academic programme is based on a "core competency" model (BPS, 2007) and comprises four main areas of teaching:

Professional Practice and Personal Development;
Therapeutic Models and Interventions;
Research Methods in Clinical Psychology; and
Client Groups and Clinical Contexts

Each of these four areas is further divided into a number of specific teaching modules that span the three years of training and correspond as much as possible with the structure and sequence of clinical placements. An awareness of the issues of ethical practice and equality for all is highlighted in all modules. Particular consideration is given to the many ways in which issues relating to diversity and inequality impact on the work of practising clinical psychologists.

Four models of psychological therapy are currently taught on the programme: cognitive behavioural therapy (CBT), systemic and family psychotherapy, personal construct therapy and psychodynamic psychotherapy. The content of the introductory CBT module is mapped onto the IAPT curriculum to enable trainees to include this in their portfolio of competencies, should they wish to seek employment where this is a specific requirement. More advanced training is provided in the third year of training.

The academic programme at UH is located within the overall programme philosophy which places particular emphasis on incorporating constructivist and social constructionist approaches to conceptualising psychological difficulties and their management. In line with the programme philosophy, an important aim of the academic programme is to train clinical psychologists who can understand and apply a range of psychological theories and approaches to both clinical practice and research. We teach our trainees to draw on a multiple theoretical and evidence base to develop individually tailored assessments, formulations, interventions and evaluations of complex psychological problems. We emphasise the flexibility to adapt and combine different approaches as a key competence, and our curriculum therefore aims to develop a broad, thorough and sophisticated understanding of various psychological theories and therapeutic approaches.

Problem-based learning (PBL) forms an important part of clinical training at UH. As part of the academic programme trainees complete a series of small-group based PBL exercises, which aim to promote reflective, collaborative and self-directed learning. Throughout the three years, trainees also participate in a series of small group discussions to consider academic papers and clinical cases. These discussions provide an academic context for trainees to integrate theory and research, to highlight theory-practice links, and to enable peer review of formulation and intervention plans. More formal case presentations are undertaken in the third year.

A unique feature of clinical psychology training at UH is the access that our teachers and trainees have to a purpose built, advanced simulation training centre. The centre is currently the largest facility of its kind in the UK, and one of the largest in Europe. It is a high-tech centre which provides very realistic and safe clinical and community environments for scenario-based training. In addition to the simulation facilities, there are also two control rooms (manned by staff from the centre) and three observation rooms. The centre is equipped with a total of 26 digital cameras which makes it possible to record the simulation activities and project them in any of the observation rooms or any computer with an internet connection.

At UH trainees are regarded as mature students, and for this reason an adult learning model is adopted. In line with this model and the overall programme philosophy, it is recognised that not only do trainees learn in different ways, but also that they can pursue their own perceptions of the material being taught and interpret it for themselves.

In line with HPC requirements for all clinical training programmes, all trainees selected will be informed of the various activities that form part of the academic curriculum (eg role-plays, problem-based learning, simulation training, small group discussions etc). Consent to participate in all aspects of the academic programme will be sought prior to the programme commencing.

Clinical Experience

Trainees generally undertake six placements, each of approximately six months, although year-long placements are also available. Placements developing core competencies and experiences in settings working with adults, older adults, children and adolescents, people with learning disabilities and other client groups usually take place during the first and second year of training. In the third year, a range of placements in specialist areas, and at advanced levels, is available. Current placements include opportunities for specialising in therapy approaches (eg Cognitive-Behavioural Therapy; Systemic Family Therapy; Psychodynamic Therapy; Cognitive Analytic Therapy; Personal Construct Psychotherapy) and fields (eg physical health; forensic; neuropsychology; eating disorders; early intervention in psychosis). Placements are allocated to ensure the development of core competencies and experiences for all trainees, as well as to meet the specific training needs of individual trainees.

Placements are located over a wide geographical area encompassing Hertfordshire, Bedfordshire, West Essex and South Essex, and most are not easily accessible by public transport, so the ability to drive, and access to a car, is usually essential. Willingness to undertake travel in order to meet training needs is essential. (Special arrangements will be made for trainees with disabilities which affect their ability to drive/travel.) The course enjoys excellent relations with clinical psychologists in the region, and this is reflected in the quality of placements available. A Clinical Tutor undertakes reviews with trainees and supervisors at the mid-point and end of each placement, and also meets individually with trainees at the start of each placement, in order to review and facilitate their clinical development.

Research

In line with the concept of the "scientist-practitioner", the programme of research aims to equip trainees with the knowledge and skills required to undertake high-quality research, appraise literature critically, and adopt an evidence-based approach to clinical practice, where possible. It also aims to foster in trainees an awareness of the need for, and motivation to undertake, research in clinical settings - both during their placements and after qualification - to contribute to the evidence base of the profession.

Formal teaching introduces trainees to a range of methods and issues arising in the conduct of clinical research. This includes research design, qualitative and quantitative methods of data collection and analysis, guidance in the use of statistics, and the process of planning and organising research projects. A wide range of statistical and computing facilities is available, with excellent support from School of Psychology teaching staff.

Towards the end of the first year, trainees conduct a Small-Scale Service-Related Project while on placement (typically an audit or service evaluation). Work towards the Major Research Project begins early in the second year, when trainees are given information about research opportunities in the region. Trainees are initially encouraged to develop ideas with the Research Tutor before identifying a suitable team of research supervisors. In the second and third years substantial blocks of time are set aside to complete the literature review for the main project, to collect and analyse data, to write up the dissertation, and to summarise the research in a format suitable for submission to a journal. Full supervision is provided at all of these stages.

Assessment

The final degree is awarded subject to satisfactory performance in the clinical, academic and research components of the programme. These aspects are evaluated formally within a system of continuous assessment. Academic performance is formally assessed through a written exercise, and the presentation and reflective accounts of problem-based learning assignments. Research assessments include a Small-Scale Service-Related Research project, Major Research Dissertation (up to 30,000 words) and associated journal-ready paper (2,000 - 5,000 words), as well as an oral examination in Research Design and Statistics during the first year. Clinical skills are assessed through placement-related documents (supervisor evaluation of clinical competence, examples of clinical work with reflective accounts, log-books) and through four Clinical Case Reports.

In addition to these formal evaluations, trainees are monitored throughout training by their Clinical, Academic, Research and Personal Course Tutors, in order to provide them with qualitative feedback, and opportunities for development of competencies. Trainees are also required to undertake case presentations and a videotaped clinical skills exercise, for which they receive qualitative feedback.

Trainee Support

The Course Team recognise that the course is a demanding one, and aim to provide a supportive climate during training. Seeking support is viewed as a professionally responsible course of action. A range of structures and procedures have been put in place in order to provide trainees with adequate support.

Advice and support is provided to trainees from the Research, Academic and Clinical Tutors, and from their Personal Course Tutors, who meet regularly with trainees to address any concerns. In addition, each trainee is allocated a Personal Advisor. These are clinical psychologists whose roles are kept separate from any evaluative component, and who may provide support, guidance and advocacy. New trainees are also allocated a "buddy" from the year above for peer support. Finally, each cohort participates in reflective group work with an independent facilitator, focusing on reflective learning and support. Time is provided within the academic timetable for this.

The University's Counselling Service is available to trainees; in addition, the course team will be able to advise trainees regarding accessing personal therapy.

Staff

Professor David Winter - Programme Director
Steven Davies - Deputy Course Director
Dr Pieter W Nel - Academic Tutor
Dr Nick Wood - Research Tutor
Dr Barbara Mason - Senior Clinical Tutor
Wendy Solomons - Deputy Senior Clinical Tutor
Dr Saskia Keville - Clinical Lecturer/Admissions Tutor
Dr Clare Norris - Clinical Tutor/Lecturer
Dr Tejinder Kondel - Clinical Tutor/Lecturer
Dr Emma Berry - Locum Clinical Tutor
Dr Maria Gennoy - Associate Clinical Tutor
Dr Sarah Tarzi - Associate Clinical Tutor
Dr Fiona Roberts - Associate Clinical Tutor
Dr Sarah Flury - Associate Clinical Tutor
Lizette Nolte - Associate Academic Tutor
Dr Madeleine Tatham - Associate Academic Tutor
Dr Matt Vinecombe - Associate Academic Tutor
Wendy Figg - Programme Administrator
Cathy Lambert - Deputy Programme Administrator