Doctorate in Clinical Psychology
School of Psychology
Newcastle University
Ridley Building
Newcastle upon Tyne
NE1 7RU
Telephone: 0191 222 7925
Fax: 0191 222 7520
Programme Director: Vacant
Acting Programme Director: Jacqui Rodgers
Admissions Tutor: Mark Papworth
Programme Administrator: Rachel Carr
Link to Newcastle University website
This three-year programme leads to the award of a Doctorate in Clinical Psychology (DClinPsy). It has been accredited by the British Psychological Society and is hosted by the School of Psychology, Newcastle University. The contract of employment is with Northumberland, Tyne and Wear NHS Foundation Trust. The programme began in 1964 and is based in a pleasant University campus which is adjacent to Newcastle's city centre. Newcastle is one of the most vibrant cities in Europe and it enjoys a relatively inexpensive cost of living, also being positioned near to countryside which is renowned for its beauty (eg Lake District, Scottish Borders).
The mission of Newcastle University is to pursue excellence in the creation and dissemination of knowledge, and the development of understanding across a wide range of subjects in regional, national and international contexts. The clinical psychology programme endorses the aims of the University and in addition has the following specific aims:
The philosophy of the programme mirrors closely that of the profession. We expect our graduates to be able to draw appropriately and critically from a range of theories and techniques (primarily CBT), in order to come to an informed understanding and plan of action in a wide range of situations. As well as developing the skills to alleviate suffering, by helping people become more competent at solving present and future problems, we expect our graduates to be able to contribute to the advancement of our understanding of psychological problems and the implementation of psychological interventions. The programme is committed to the scientist-practitioner model of professional practice, viewing this model (with an "evidence-based practice" slant) as the optimal way of achieving the profession's objectives.
In short, we set out to select good psychologists with the potential to become effective NHS Clinical Psychologists. We seek to recruit a diverse group of trainees. Our aim is train a workforce which reflects the diversity of the client groups who use clinical psychology services. Therefore, we are committed to providing a course which equips trainees to think about and work effectively with diversity. Whilst the nature of training to be a clinical psychologist is very demanding, we are committed to making reasonable adjustments to ensure that trainees with disabilities are not disadvantaged. The continued development of the programme over the past 40 years, the interest in and priority given to teaching and learning within the programme team, the quality of placement opportunities and supervisors available within the region, and the expertise and supervisory skills in research of programme and NHS supervisors, enable us to provide a rich and varied learning experience. This is appreciated by our current trainees and we believe (partly from following-up recent graduates) that this provides trainees with a sound foundation upon which to build the remainder of their careers. The fact that the Quality Assurance Agency gave us the maximum commendation, following their last assessment of the quality of the education that we provided (2005), is compatible with this view, as is our recent re-accreditation by the BPS (2008), which also commended the programme.
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Entry is open to a graduate of any approved university holding an Honours degree in Psychology or equivalent qualification acceptable to the British Psychological Society as the Graduate Basis for Chartered Membership (GBC). Emphasis in selection is based on an applicant's potential as a NHS Clinical Psychologist. We also consider a good general grounding and achievement in academic psychology to be important (for instance, via research attainment), alongside sound reasoning skills, and an ability to undertake a further period of postgraduate study. Work experience in NHS and similar settings would be expected to have provided applicants with a critical awareness of the roles that Clinical Psychologists fulfil, of basic competences in some of the tasks involved, and a general awareness of key current professional and organisational issues.
In practice, successful candidates will all have obtained a 1st or 2.1 class degree, or will have strengthened their academic profile by obtaining a relevant postgraduate degree. They will additionally have also undertaken some relevant, paid, full-time employment after finishing their undergraduate degree and before applying to Newcastle. However, diversity within our intake is seen to enrich our yearly cohort of trainees. Thus, we welcome those who have received their GBC status via the degree conversion course route. For all application enquiries please contact the Programme Director. Additionally, we can provide a number of factsheets, for instance regarding general queries, relevant experience, and preparing for interview at Newcastle.
Please ensure that your experience reference is from your current line manager. If you do not supply a reference from your current line manager we will seek an employment reference from your current line manager if you are invited to interview, in addition to references supplied via the Clearing House system.
In line with other UK programmes, the current arrangements for finance and support of trainees are designed to fulfil the requirements for qualified Clinical Psychologists within the NHS. As all our trainees are NHS employees, the programme is, therefore, not in a position to offer places to overseas, non-EU applicants. International students who are eligible to apply are required to provide evidence of their ability in English (both spoken and written), because an excellent command of the language is essential for this programme (list of exempt countries available upon request). A minimum score of International English Language Testing System (IELTS) band 7 is required for speaking and listening, band 8 for academic reading, and band 6 for academic writing. Evidence of this should be provided with your application.
We aim to select for attributes related to effective practice and successful Doctoral performance, ie potential as a Clinical Psychologist within the NHS and the University. Within these parameters, selection otherwise conforms to the Equal Opportunities Policy of Newcastle University and the employing Trust. We welcome diversity and difference.
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Selection is undertaken by a joint panel representing service users, the University, the employing Trust and NHS Clinical Psychologists. Initial selection by the panel (from application forms only) results in an interview short-list of 50 candidates. Interview selection then consists of two 30-minute panels and a paper and pencil research task. Whilst subject to yearly review, a formal panel interview presently includes a research critique and assesses various aspects of candidates' past experience and expertise. This panel consists of the Programme Director, the NHS Line Manager of Trainee Clinical Psychologists and a local clinical psychologist. The second panel gives candidates the opportunity to demonstrate their clinical problem-solving and therapeutic skills via a role play, and enables them to discuss professional and health service related issues in relation to clinical practice. This latter panel consists of a Clinical Tutor, a service user representative and a local clinical psychologist.
Feedback regarding interview selection only is offered by email (contact the Programme Administrator) to those who have not been successful in gaining a training place at any institution for that year, after the Clearing House deadline for all programmes to inform applicants of the outcome of their interview(s).
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All training places (14 in 2011) are funded fully by the NHS. This support includes a salary, expenses, tuition fees (currently £4,195 per annum) and the University registration fee. The programme does not normally accept any self-financing candidates and will not change this policy in 2011. All trainees are employed as Trainee Clinical Psychologists on a fixed term contract lasting three years. Posts are graded at the bottom of Band 6 and starting salary in 2011 is £25,528.
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The programme begins with a three week full-time induction teaching block. The remainder of the first year's academic teaching continues for two days per week, alongside one day for self-directed study and two days on placement, which continues in Year 2 from September until December. For Part 2 of the programme (which starts in February of Year 2) there are up to three teaching days per month (all Mondays) until the end of the programme.
The academic teaching is organised in courses, each of which is intended to contribute to the programme aims and objectives in a coherent and integrated way. Local Special Interest Groups contribute extensively to the design and delivery of the courses. These competency-based courses include Induction, Assessment, Formulation, Intervention, Evaluation, Research, Service Delivery, Communication and Teaching, Specialist Topics, and Personal Professional Development (PPD).
Teaching across all years is predominantly in groups and generally conforms to the principles of "adult learning". For example, we view our trainees as active agents who share responsibility for their own development, and we expect our teachers to behave like "guides" rather than experts. We consider "discovery" learning to be the optimal way of achieving many of our objectives and expect that, rather than passively receiving information, our trainees will be empowered to question clinical lore, develop new conceptualisations, integrate new and old knowledge, and work on developing new skills collaboratively and experientially.
Clinical experience takes place during four initial six-month placements followed by an elective placement of 11 months duration, all within local NHS psychology services and which continue throughout the programme (2 - 4½ days per week). Overall, about half of the programme will be spent on placement. All of the mandatory client groups (Adult Mental Health, Child, Learning Disability and Older Adults) are still arranged, although we primarily emphasise the core competencies that cut across these groups. We have a wide variety of placement bases in a range of urban and rural areas.
The region offers a considerable choice of elective placement experience in a range of specialist, regional centres (eg neuropsychology; psychological therapies; addictions; physical health; forensic). In addition, there is the option to undertake a "long-term case" in Year 3 (one session per week). Meetings between trainee, clinical tutor and supervisor take place regularly to establish appropriate learning objectives and to monitor progress within and between placements.
Starting in the second part of Year 1, students develop a project and, following review and development in the early part of Year 2, collect data through Year 2 and the first half of Year 3, leading to the submission of a literature review and a subsequent empirical project during Year 3. Research days are available through Year 2 and Year 3. The dissertation consists of a literature review and empirical project presented in manuscript form, each typically 5,000 to 8,000 words in length. It aims to introduce trainees to the realities of conducting clinically relevant research and to foster the competencies conducive to an active research role in the NHS. This requires the ability to identify appropriate topics, formulate relevant questions, select an appropriate methodology, submit a research proposal, execute the project within a tight schedule, analyse the results, and communicate the findings effectively through written and oral methods. Both papers are expected to be written to a publishable standard. The region's research community has a range of ongoing clinically relevant research programmes and welcomes collaboration with our trainees and all projects have an explicit psychological underpinning. We strongly encourage a programmatic research model, in keeping with R & D initiatives within the NHS. This affords significant advantages to trainees in terms of knowledge, expertise and support for the work they are undertaking.
A service-related development research project is also submitted in Year 2 (<5,000 words). This is normally conducted during placement time in Year 1 or Year 2 and aims to provide trainees with the opportunity to demonstrate competence in relation to service-related, implementation research. It will address topics primarily of relevance to the practice of clinical psychology within the local clinical service in which it is undertaken (eg an audit or staff training).
Excellent general learning resources are available within the University. A range of specific and valuable resources are also available on placement.
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The methods used have been re-designed to fit with the "core competence" framework and to ensure that trainees are given the opportunity to demonstrate their developing competencies over the three years in an "ecologically valid" way. The formal assessment procedure includes the following:
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We take PPD seriously, having a teaching course dedicated to it, together with appropriate support systems and documentation. For example, trainees complete a "progress file" together with their personal tutor. Completing this document serves two main functions. Firstly, during a period of significant personal professional development it heightens self-awareness of pre-existing and developing strengths. Secondly, it provides a means of fostering critical reflection, helping to identify and address perceived needs relating to knowledge-acquisition, skill-development or confidence-building. In essence, this file aims to help ensure that trainees make the most of the learning experiences that are available during training, supported closely by their tutor.
There are a number of other supportive relationships available to trainees. These include a "Buddy" system, a "Mentor" system and a Manager. Each newly appointed trainee is allocated a "Buddy" (a fellow trainee from Year 2). Contact is made prior to the start of the programme and often continues throughout. The "Mentor" will be a local - often recently qualified - Clinical Psychologist, with whom the trainee can discuss their professional personal development. Regular meetings are scheduled with the allocated Academic Tutor who acts as a lynchpin between all programme Tutors, fulfils the University role of "personal tutor", and is also available to provide more general practical, informational and emotional support.
The programme has an active PPD agenda, with trainee representatives from all year groups on relevant committees. These oversee the above systems, as well as organise relevant teaching and social events. Should trainees need to access formal psychological therapy services, their Manager can arrange "fast-track" contact with a local Clinical Psychologist for confidential therapy. This is intended to facilitate more adaptive coping as a trainee. Access to the other "occupational health" services within the employing NHS trust is also available (which includes staff counselling services). As postgraduate students of the University, the Student Counselling Service is also freely available.
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The core staff involved in the day-to-day management of the programme are:
Dr Christina Blackwell - NHS Line Manager of Trainee Clinical Psychologists
Rachel Carr - Programme Administrator
Mrs Karen Clark - Clerical Assistant
Dr Rob Dudley - Research Tutor
Prof Mark Freeston - Senior Research Tutor
Ms Fay Howell - Programme Secretary
Dr Dominique Keegan - Locum Academic Tutor
Dr Dave Lee - Locum Academic/Research Tutor
Ms Theresa Marrinan - Clinical/Academic Tutor
Mrs Barbara Mellors - Programme Secretary
Dr Thomas Meyer - Research Tutor
Dr Derek Milne - Service Delivery Project Lead
Mr John Ormrod - Senior Clinical Tutor
Dr Mark Papworth - Admissions Tutor
Dr Gary Robinson - Academic Tutor
Dr Jacqui Rodgers - Acting Programme Director
Dr Alia Sheikh - Senior Academic Tutor
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