Salomons - Canterbury Christ Church University

Course Code: 23

Doctoral Training Programme in Clinical Psychology
Salomons Institute for Applied Psychology
Canterbury Christ Church University
Lucy Fildes Building
1 Meadow Road
TUNBRIDGE WELLS
Kent
TN1 2YG

01227 927075

Programme Director: Margie Callanan
Admissions Tutor: This position has cover, with recruitment underway for appointment
Selection Administrator: Sophie Pattemore

Introduction

Programme Philosophy

The team at Salomons Institute, Canterbury Christ Church University (CCCU), aims to train clinical psychologists to work in Health and Social Care settings in a way which ensures that they make a real difference to services. The three-year, full-time Doctoral Programme seeks to integrate clinical, academic and research aspects of training to promote the highest quality of professional practice. The Programme fulfils the standards of education and training required by the UK Health & Care Professions Council (HCPC) and successful completion of the Programme ensures that trainees are eligible to apply for registration with the HCPC as a Clinical Psychologist. Additionally, the Programme is accredited by the British Psychological Society (BPS). Trainees are eligible to apply for Chartered membership of the Society upon successful completion.

The model adopted within Salomons conceptualises the clinical psychologist as a critical, reflective, anti-discriminatory, scientist practitioner. This means training clinical psychologists who are both able to use the best available knowledge and skills, whilst also being able to reflect on and critically evaluate their own, the professions and wider society’s influence on services and practice. Such values are fully reflected by the staff team who are continuously developing the programme to take account of recent advances in Health and Social Care, Clinical Psychology and Education, to ensure that the Programme remains cutting edge, and responsive to the needs of the NHS, the needs of service users, and the needs of their families and carers. In line with these core values, service users and carers are fully involved in all aspects of the running and delivery of the programme, including teaching, assessment of academic submissions, programme management, selection, and research.

The Programme places significant importance on the value of exposing trainees to a diversity of therapeutic models. To this end, in response to recent BPS accreditation criteria specified for doctoral programmes in Clinical Psychology, the staff team took the decision not to specialise exclusively in any one therapeutic modality within the Programme, but to ensure that trainees receive the opportunity for a breadth of experience in order to understand the theoretical and research underpinnings, and the practical application, of several mainstream psychological models (life-span developmental, cognitive, behavioural, psychodynamic, systemic and community).

Priority is given to enabling trainees to work in multi-professional/agency contexts so that they learn to work collaboratively and effectively within services. Teamwork is essential to the configuration of services within a very rapidly changing NHS context. In line with the new opportunities and challenges created by these changes, we train clinical psychologists who are not only skilled in working within teams, but who will also develop the capabilities to consult to, and lead teams, as well as to take up supervisory, management and organisational roles within the changing environment of the NHS.

In addition, the Programme gives high priority to providing trainees with frameworks to help them work in multi-cultural communities and to develop culturally sensitive ways of delivering psychological services. We welcome trainees who reflect the wide range of diversity represented by service users and their families. We especially want to encourage trainees with disabilities, those from backgrounds that are economically disadvantaged, from culturally diverse groups, and from all social classes. We believe that the Programme, the profession, and services are strengthened by ensuring cultural, social and other kinds of diversity within the workforce.

The programme ethos is explicitly anti-racist and, as a staff team, we are firmly committed to anti-racist practice throughout all aspects of programme delivery.

It is Programme policy that we take an anti-discriminatory stance in our recruitment and selection processes. No applicant will be discriminated against on grounds of race, age, disability, gender, sexual orientation, or religion. The characteristics of disability, gender and race are considered as part of our selection process, in line with Positive Action principles under the Equality Act. Further, values-based practice, as depicted within the NHS Constitution, is embedded in every aspect of delivery of the programme - from selection and all stages of recruitment, through academic, clinical and research practice. The active commitment to its core values is fundamental to the ethos of the Salomons Programme.

General Background

The doctoral Programme sits within the Salomons Institute for Applied Psychology. The Institute moved in 2017 to fully re-furbished premises in the centre of Tunbridge Wells, very close to the shops, cafes, and other amenities of this historic Kent town. There are excellent transport links, the Institute being close to both bus services and the mainline train station. There are frequent fast trains to London with a journey time of less than one hour.

The Institute is in the School of Psychology and Life Sciences of Canterbury Christ Church University, one of four schools in the Faculty of Science, Engineering and Social Sciences. In addition to providing training programmes, the Institute is involved in Practice Consultancy, Research, and Continuing Professional Development Programmes, with a strong emphasis on the practice-based application of psychological principles to health and social care. It also runs a portfolio of other postgraduate mental health trainings, including Masters and Doctoral degrees, a PostGraduate Diploma in Clinical Neuropsychology, and CBT High Intensity Programmes for IAPT. There is a successful PhD in Professional Practice Programme also.

In June 2018, the doctoral Clinical Psychology Programme underwent formal accreditation and validation by both the BPS and the University. At this event it received full approval and accreditation by the BPS with five commendations: for the quality of service user and carer involvement across the programme which was described as "trailblazing", for the quality of both the Programme and administrative staff, for leading the field in the development of new placement opportunities within Public Health and, finally, for the level of support towards the Programme from senior management within the University.

The Programme in Clinical Psychology has one Programme Director who shares responsibility for the management of the Programme with a senior management team consisting of a Clinical Director, an Academic Director, a Research Director, a Partnerships Director, and an Admissions Director. In addition, the staff team comprises Clinical and Academic Tutors, Research Tutors and a Service User and Carer Co-ordinator. We have outstanding administrative support and library facilities. Trainees are represented and involved at all levels in the organisation of the Programme, including the selection of trainees.

The Programme forms part of the regional community of clinical psychologists and all contributors to the Programme (i.e. trainees, supervisors, tutors and service users and carers) are involved in its organisation and management. The Programme is sited in the South Thames region and covers a large and diverse geographical and cultural area, comprising South London, the whole of Kent and East Sussex. Clinical placements are arranged throughout this entire area. It is essential that those who accept places on the Programme are aware that their training is likely to involve extensive travel to placements, and whilst on placement, as many involve community-based work (many placements require a car-driver).

Trainees on the Programme can choose from a wide variety of urban and rural locations in which to live, including London, Brighton, Hastings, and the towns and countryside of Kent and East Sussex. Many trainees travel regularly from Brighton and London (about 1 hour) and car shares are common.

Entry Requirements

Salomons seeks applicants with proven high academic and clinical abilities. Applicants must obtain Graduate Basis for Chartered Membership (GBC) from the BPS and hold this at the time of application. Formal proof of this must be provided to the Clearing House with your application. Those who are unsure whether their degree confers eligibility must check this with the BPS prior to applying. An exception is made for those in the final year of their undergraduate degree or awaiting the results of a psychology conversion course recognised by the BPS. In these cases, candidates may apply, subject to meeting other minimum criteria (see below), and any subsequent offer of a place is made conditional upon achievement of the required class of degree from a programme that confers GBC.

All applicants must also possess a full driving licence (subject to reasonable adjustments for disability).

Academic Requirements

A 1st class or 2:1 psychology degree is essential for applicants who have an undergraduate degree only. If applicants have an undergraduate degree in another subject, the class of degree attained must be 2:1 or 1st. Additionally, these applicants must have completed an accredited conversion qualification in psychology to Masters level. The conversion Masters must also achieve an average of 60% or above.

Applicants who hold a conversion qualification are required to send transcripts for their UNDERGRADUATE degree directly to Sophie Pattemore, the Selection Administrator at Salomons. If this transcript is not in English please also provide an official translation. (Transcripts for GBC-accredited undergraduate degrees and conversion courses and for international qualifications at a similar level, should be provided to the Clearing House with your application). An absence of a transcript will result in an applicant not being considered as there will be no means to verify the minimum requirements stipulated.

Applicants with a 2:2 psychology undergraduate degree will be considered if they hold a completed relevant Masters level qualification with an average achievement at 65% or above, or a completed clinically relevant PhD. These applicants (except those holding a PhD) are required to send a transcript of their Masters degree directly to Sophie Pattemore, the Selection Administrator at Salomons. (If this transcript is not in English please also provide an official translation.) Failure to provide this transcript will mean that your application cannot be considered.

The Programme does not allow applicants to enrol onto the Salomons doctorate if they are currently enrolled on any other degree. Please follow the link for general guidance, and contact Salomons directly if there is a need to discuss.

Requirements Regarding Clinically Relevant Work Experience

Although many applicants may gain relevant clinical experience through familiar routes such as Assistant or Research Psychologist posts, many other pathways are relevant to gaining such experience, and are valued equally highly by the Programme.  These may include, for example, work experience gained within social services, IAPT services, healthcare assistant/support worker roles in the NHS, private or voluntary sector and in service user and carer organisations.  All such employment needs to be directly related to the practical application of psychological principles, acquired in either a paid or unpaid capacity.

It is not necessary for applicants to have gained extensive clinical experience in many different settings or with a wide range of clients prior to applying. Rather, we look for individuals who can make the most out of what they have experienced by:

  • Gaining a realistic sense of the profession, its current context within the NHS, and its range of work practices;
  • Developing an awareness of the range of settings and client groups encountered by clinical psychologists;
  • Demonstrating an understanding of how psychological theory can be applied within a clinical setting;
  • Considering the impact of social, political and cultural inequalities in the provision of mental health services.

Research experience is also highly regarded, especially within a clinical, medical or social care setting. However, applicants whose experience is restricted solely to academic research must ensure that they have also gained relevant exposure to supervised clinical practice within an applied setting before applying. Please clearly draw out the clinical experience gained whilst undertaking academic research on the section of the application which itemises relevant occupational and research experience.

One full year (or its equivalent on a part-time basis) of relevant work experience must have been completed by the time of application.

Personal and professional experience relevant to working with vulnerable, marginalised and undervalued people is strongly valued.

Residence Requirements

For NHS-funded places we can only consider applicants who meet "home" fees status and who have the right to work in the UK. Additionally, NHS-funded places are only available to applicants who intend to work in NHS-funded services upon completion of training.

English Language Requirements

All applicants for whom English is not their first language and their university qualifications were not taught or examined in the English language, must send evidence of their English language proficiency with their application. Salomons requires an overall IELTS score of at least 7.5 with no element below 7.5. Failure to provide this evidence will mean that your application cannot be considered.

Please note: UK Visas and Immigration now only accept IELTS for English language proficiency tests taken outside the UK. For this reason, CCCU will only accept an IELTS test result, taken within the last two years.

All international applicants applying for places should please note the requirements above regarding degree transcripts, which should be translated into English where necessary.

Selection Procedure

The Programme’s selection process is currently under review and is not yet finalised at the time of publication. Applicants are therefore asked to check the Salomons website prior to applying as details will be made available there in due course.

The Programme follows the requirements regarding fitness to practise. These may apply throughout all stages of the selection process.

The use of Contextual admissions for 2022

In line with national attempts to widen the representation of disadvantaged and marginalised groups within the profession of clinical psychology, we are considering adopting the use of a contextualised admissions process for our 2022 intake.

The process of contextualised admissions is defined as "information and data used by universities and colleges, to assess an applicant’s prior attainment and potential, in the context of their individual circumstances. The aim is to form a more complete picture of the applicant." (UCAS, 2017).

The type of information frequently collected in order to contextualise an individual’s prior attainment often relates to an applicant’s educational or socio-economic background, and factors such as whether they received free school meals, have been in care or have refugee status could be considered.

Applicants this year will be sent a brief survey to collect Contextual Admissions data by the Clearing House, separately from the application form. The Group of Trainers in Clinical Psychology have agreed the questions in this survey, which have evidence for improving the inclusivity and equity of recruitment processes. Completion of the survey is optional, however if you are able to answer any of the questions which provide some additional background about you, and you are happy to provide this via the Clearing House, then we would encourage you to do so.

We may use this data alongside our usual processes, to inform decision-making around short-listing for interview and in the making of offers of places. The anonymised data may also be used for audit/research purposes to consider developments to selection processes in future years and/or to create reports for external agencies such as Health Education England (which commissions many of the training programmes).

We will make further information available on our website on whether, and how, we may use this data in our 2022 selection cycle and applicants are advised to regularly review the Salomons website for updates.

Interview Process

Our interview process is multi-faceted and seeks to assess academic, clinical, professional, and personal learning and aptitude. Interview panellists consist of Programme staff, Clinical Psychologists from our region, service users and carers, and third-year trainees. A formal presentation about the Programme is given by a member of academic staff to all applicants prior to the interviews. In addition, before and after the interviews, trainees from the Programme and the administrators are available to welcome candidates and answer questions.  These trainees and administrators do not participate in selection decisions.

Following the interviews, candidates are informed of the outcome by email and are then invited, if they wish, to receive brief feedback on their interview performance, by arranging to call and speak to a member of the interview panel. The Programme is not able to offer feedback to applicants who are not short-listed for interview.

Criminal Records Bureau and Health Checks

All offers of a place on the Programme are made subject to Occupational Health screening and enhanced Disclosure & Barring Service (DBS) checks. These procedures are handled by our employing Trust, Surrey and Borders Partnership NHS Foundation Trust, which covers any costs incurred.  The purpose of the Occupational Health assessment is to consider the candidate's current health status. This includes consideration of any additional support individual trainees may need to assist them throughout the programme as well as facilitating any necessary immunisations and considering fitness to practise on health grounds. As stated above, we welcome applications from candidates with disabilities and have a strong record of working with trainees with disabilities who have successfully completed the programme. Enhanced DBS checks are a compulsory requirement and will disclose any convictions - spent or unspent - and police cautions, reprimands, or warnings, whenever they occurred. Those candidates who are offered a place are also required to complete a University criminal records disclosure form, which asks for details of any convictions, cautions, or bind overs, "spent" or otherwise. Disclosure of such information does not automatically act as a bar to enrolment on the Programme. However, should any criminal record be disclosed, this would require further discussion, prior to possible acceptance on to the Programme.

Funding

Details of the current trainee job description and person specification are available on our website.

The exact number of NHS commissioned places for 2022 is yet to be confirmed. Typically, 34 places have been available on the programme, but HEE has increased commissions for a second year in a row in England resulting in 54 places in total becoming available. Applicants are advised to check regularly for updates on the Salomons website for final confirmation of numbers for 2022 as information becomes available.

Current NHS-funded trainees are full-time employees of the health service and have annual leave and other benefits in line with usual NHS entitlements.  They are employed as Trainee Clinical Psychologists by the Surrey and Borders Partnership NHS Foundation Trust who formally manage all aspects of their contract of employment.  On entry to the programme trainees are paid on Band 6 of the Agenda for Change pay scales.

Due to national changes in the regulations concerning NHS travel claims, Salomons now acts as the base from which all trainee travel claims are calculated. Travel expenses are currently paid for travel to placement.  Living within close proximity of the Salomons Institute is, therefore, likely to confer both practical and financial advantages for NHS funded trainees.

Payment towards overnight accommodation costs whilst on some placements may be available subject to approval from the employing NHS Trust. Registration and examination fees are currently paid by the NHS.

Accommodation

A limited amount of postgraduate University accommodation is available largely at the main campus of the University in Canterbury. Additional accommodation is also possible with local host families in Canterbury and the surrounding areas. Enquiries about either form of accommodation can be made by visiting the University's website.

Structure and Content

Educational Approach

Salomons seeks to produce capable practitioners; that is, clinical psychologists who can adapt their skills and use them effectively in unique and complex situations. To achieve this, we believe that a core foundation of basic competencies needs to be established; these are then re-visited and expanded throughout the programme. Underpinning the development of all these competencies is a fundamental commitment to a bio-psycho-social and spiritual understanding of human development, and its challenges, across the life-span. This model is seen as a helpful contextual framework for understanding psychological difficulties and their relationship to biological, social, cultural, and spiritual factors. This perspective is seen as complementary to traditional nosological frameworks and is viewed as an important aspect of person-centred psychological formulation.

Accreditation of Prior (Experiential) Learning and Mandatory Attendance

The Programme is full-time for three years and attendance at all components of the Programme is mandatory for its entire duration, including all induction periods.  The length of the Programme cannot be reduced through the accreditation of prior learning or experience.  All trainees are required to complete the full programme of training in order to qualify as a clinical psychologist.

The maximum registration period with the University is five years within which time the programme of study must be completed.

Educational Structure and Content

The educational programme is divided into three year-long stages. In the first year, trainees work with adults from a variety of backgrounds and access a range of adult primary, secondary, and tertiary services. During this year, the focus is on developing the foundation competencies required to work with individuals.  In the second year, trainees work for six months each with children and families, and also with people with disabilities to achieve competencies of working with families, children and people with learning disabilities.  During this year, the focus is the development of advanced competencies in working with families and carers and systems.  In the final year, competencies will be consolidated and expanded through working with older people and within a specialist area. Choice of the specialist area is decided upon through attention to whether a trainee has any outstanding training needs, in combination with their particular areas of clinical interest.  During this final year, the focus will be on developing more advanced clinical competencies and further development of competencies in working with teams and organisations. Unique specialist third year placement opportunities have been recently developed between the Salomons programme and Public Health Organisations in Kent.

The educational programme comprises four components: the academic programme; clinical experience through year-long and six-month multi-faceted placements; the research programme; and the assessment process. The programme is organised in such a way as to enable the trainee to draw together their learning from these four activities so that each informs the other.  This is achieved by close integration and co-ordination of each component such that each is aimed at developing the competencies pertinent to each year of training.

Third year specialist teaching options

An important feature of the Salomons programme is the opportunity to undertake specialist teaching options in the third year. These allow for the development of specialist skills; for example, in a chosen therapeutic approach (e.g. CBT, CAT, systemic or psychoanalytic) or in other areas (such as neuropsychology, leadership, working with organisations, or cross-cultural practice). The options available are reviewed yearly, building in considerable teaching flexibility and responsiveness to changing needs in the NHS and health and social care contexts. Exposure to other specialist services will occur throughout the three years.

The programme has accreditation from the Association of Family Therapy for a pathway through the programme which would enable those trainees who wish it to be able to achieve a Foundation (non-practising level) in systemic therapy. Those trainees interested in this pathway would opt to take the Systemic Teaching Option at the beginning of the third year to add to systemic teaching all trainees receive as part of the Clinical Psychology Programme in the second year.

The Programme is the only course in the UK to fully fund all its third-year trainees to take part in a week-long course at the Tavistock Clinic involving psychodynamic practice and teaching on central psychoanalytic concepts.

Academic Programme

All teaching is mandatory and is undertaken by academic and clinical staff, both local and national, as well as by the Programme team, other professionals and service users and carers.  There are a few teaching days across the three years on which it is not possible to take annual leave. The academic programme is co-ordinated and planned by the Academic Director in conjunction with specialist Academic Tutors, drawn from the Programme Team and regional psychologists.  It is arranged so that its content relates closely to the clinical placements to facilitate the integration of the academic, clinical and research aspects of training.  Teaching sessions are based on an experiential learning model, drawing on trainees' own experiences, and are usually interactive. A variety of teaching methods is used including large and small group work, problem-based learning and team working, as well as didactic teaching. Web-based learning methods are increasingly being integrated within the programme.

At the start, and during each year of training, blocks of teaching are introduced which temporarily replace the routine weekly pattern of clinical, teaching and study days.

The teaching is organised around six central strands as shown.

Teaching Outline
  Year 1 Level 1
Foundation Skills
Adult / Individual
Year 2 Level 2
Advanced Skills
Child / Disabilities / Systems
Year 3 Level 3
Consolidation and Specialist Skills
Older People / Specialist
Strand 1
Models and Skills of Clinical Psychology
Introduction and positioning
Life-span developmental psychology
Basic clinical skills
CBT
Psychodynamic
Systemic/family
Community
Integrative
Psychology and society
Critical psychology
Integrative practice
Psychodynamic observational methods
Strand 2
Working with Clients
Adult mental health
Forensic
Health
Substance abuse
Neuropsychology
Psychosis and complex needs
Learning, physical and sensory disabilities
Children, adolescents and families/carers
Older people
Supplementary placement experience
Complex clinical issues and therapy integration
Strand 3
Working with Groups and Organisations
Public sector organisation: adult services
Understanding and working with teams and groups
Public sector organisation: child and disability services
Understanding and working with teams and groups
Public sector organisation: older people and wider issues
Understanding and consulting to teams, groups and organisations
Psychodynamic observation of healthcare settings
Third year endings workshop
Strand 4
Clinical Research, Evaluation and Dissemination
Research design, quantitative and qualitative methodology, ethics and service evaluation Advanced research design and methodology Integrating research theory and practice
Strand 5
Personal and Professional Development (Reflexive Practice)
Risk and ethics
Professional skills and identity
Diversity issues
Reflective practitioner groups
Risk and ethics
Professional skills and identity
Diversity issues
Reflective practitioner groups
Risk and ethics
Professional skills and identity
Diversity issues
Reflective practitioner groups
Tavistock Clinic week course
Psychodynamic observation
Third year endings workshop
Strand 6
Additional Competencies
Administrative inductions and mandatory training
Ongoing staff/trainee liaison
Ongoing staff/trainee liaison Specialist options
Ongoing staff/trainee liaison

The teaching in each strand is arranged in a series of units across the three years, each organised by a small team of academic tutors. Teaching includes involvement of service users and carers (Experts by Experience) and there is a specific unit "Service User and Carer Perspectives". There is an excellent library at Salomons with its own specialist library staff, and trainees have access to a number of other libraries in London and the Region.  Good online electronic search facilities, email, and access to the Internet are available.

Trainees give continuous feedback on all aspects of the teaching programme and through formal membership of all relevant Programme committees.

Clinical Placements

Services in the region are spread across a wide geographical area covering both inner city urban, and rural settings, and are very diverse. They include well developed community-based services involving strong multi-disciplinary teamwork, as well as highly specialist services of national repute. A very extensive and diverse range of placements exists in terms of therapeutic models, client groups, socially and culturally diverse populations and service settings.

Trainees' placement programmes are arranged by the Clinical Directors and Clinical and Academic Tutors in conjunction with the Trust Representatives. A minimum of three days each week is spent in placements, outside of teaching blocks, amounting to a minimum total of 333 placement days across the duration of training. It is stipulated that the total "contact" time between supervisor(s) and trainee(s) must be at least three hours per week. The Programme expectation is that as part of this, at least one hour of which should be Individual supervision and this is likely to be higher in most placements.

Each trainee has a manager assigned to them who has responsibility for supporting and monitoring the trainee's clinical, academic, and personal/professional development.  Placements are regularly reviewed and monitored by the trainee's manager who makes regular site visits to oversee the trainee's clinical progress and the development of their competencies.

For each placement, a contract is drawn up detailing how the experience needed to acquire the specified competencies will be accomplished.  This could involve a variety of pathways, dependent upon the host services and supervisory arrangements.  It will usually require the trainee to be attached to more than one service, either sequentially or concurrently, and to be exposed to more than one supervisor throughout the placement.  Training needs and background experience are taken into account in the allocation of all placements.

Trainees need to be aware that in applying for the programme they have accepted that they will have to travel required distances from their homes to placement locations across the region. Travel within placements is also frequently required and many placements require trainees to be car drivers with access to a car. To manage this, possession of a full driving licence and unrestricted use of a car or motorcycle for work purposes is essential, subject to reasonable adjustments in respect of any disability. The programme's expectation is that trainees will be responsible for making suitable transport arrangements to arrive at their placement base by 9.00am and to undertake any travel required by their work while on placement.

Distance to the placement from the trainee's home will only be considered if they live within our catchment area. If a trainee lives outside the catchment area, the time taken to reach the boundary of the Salomons catchment area will not be considered. Generally, trainees should expect to have to travel 1-1½ hours to placement. On occasion this could be longer.

Research, Service Evaluation and Knowledge Transfer

The Salomons Institute supports research projects in London, Kent and Sussex, as well as nationally and internationally, and seeks to attract trainees who are enthusiastic about enhancing their research and evaluation skills.   The overarching aim of research teaching is to forge links between clinical work, research and evaluation in order to ensure that trainees are capable of developing, carrying out and assessing applied healthcare research in a variety of settings and across different populations.   The research skills teaching covers small- and large-scale design, both quantitative and qualitative methods, statistics, service-user and carer involvement, ethics and dissemination strategies. We place a strong emphasis on encouraging publication/professional presentation of trainee work.

Trainees conduct a quality improvement project on placement during the first year of training and also begin development of a major research project (MRP) in the first year, which continues into the second and third years. The programme provides a Research Fair early in the first year to meet potential research supervisors and discuss project ideas. Trainees are encouraged to develop ideas for the MRP early in the programme. All trainees receive individual research supervision from one or two supervisors drawn from a large pool of experienced supervisors.  In order for us to provide trainees with the best possible research training, we ask that trainees select an area of research where our staff and trust staff have particular strength and can therefore offer a high level of expertise. The staff team supports a wide range of quantitative and qualitative research methods. The course benefits from active involvement with our service user and carer group who can support the development of trainee research. Further details can be found on our website about staff members' research interests and expertise, and the organisation of research within the Institute.

After submission of the MRP in April of the third year, trainees are required to disseminate their research work in appropriate ways (e.g. through feedback to participants, service user and carer consultants in their research, professional conferences, Trust events and/or peer-reviewed publication).   A significant proportion of trainee dissertations regularly achieve publication in peer-reviewed journals. Excellent library support and computing facilities, as well as statistical and qualitative software, are available.

Assessment

All trainees register for the Doctorate in Clinical Psychology (D.Clin.Psychol.) with Canterbury Christ Church University.  The Doctoral Programme uses a continuous assessment system, which includes the formal assessment of clinical, research and academic competence.  The principal pieces of assessed work are:

  • 5 Evaluations of Clinical Competence (formally completed by Clinical Supervisors on the placement).
  • 1 Assessment of Clinical Skills - comprising two components: (a) Formulation and Evidence for Intervention Review and (b) Basic Therapeutic and Professional Skills Assessment; the latter of which includes submission of a recording and annotated transcript of a therapeutic session, followed by a clinical viva.
  • 3 Professional Practice Reports demonstrating trainees' clinical competencies across a range of client groups.
  • 1 Quality Improvement Project.
  • 1 Team Policy Report, reflective account, and group presentation.
  • 1 Critical Review of research literature (assessment under review).
  • A Major Research Project (comprising a Literature Review, and a Research Report submitted in Journal format).

The Programme does not use unseen examinations as a means of assessment.  Guidance is provided on all assessment components through either individual or small group work, or online on the University's virtual learning platform. Service users are involved in some assessment processes. In addition, throughout the programme trainees are expected to undertake learning support tasks: these are not formally assessed, but are tasks designed to complement and enhance the teaching component of the programme.

Support

The Programme sees the personal development of trainees as a vital element of their training as Clinical Psychologists.  To this end, the programme is committed to fostering a climate in which both professional and personal development is actively encouraged and enabled.  It is recognised that the demand placed on trainees through the experience of training can be considerable and that it is necessary and appropriate for trainees to seek support.  It is unlikely that any single system will meet all needs, but a variety of means has evolved as the Programme has developed, to provide opportunities for personal development and support.  In addition to the placement visits, trainees also meet once a year with their managers to review their development and learning on the Programme.  This review enables all aspects of training to be appraised in an integrated way and helps trainees to identify clear development goals. The review also provides trainees with an opportunity to feed back individually about the Programme and, thereby, highlight issues which can then be addressed.

Reflective Practitioner Group meetings, made up of a small number of trainees, are held approximately fortnightly during term-time.  These are facilitated by experienced group facilitators external to the Programme.  The groups are an integral part of the Programme and provide a forum for reflection, dialogue, and personal experiential learning, throughout the course of training. The Reflective Practitioner Groups reflect the ethos of the Programme at Salomons and, although trainees often report finding them challenging during training, careful monitoring and follow-up into practice suggests that these groups can be one of the most valuable learning experiences offered on the Programme.

The Programme does not formally require trainees to undergo personal therapy whilst in training.  However, the ethos of the Programme strongly upholds the view that trainees should engage in processes that help them to reflect, manage their wellbeing, and learn from being in receipt of professional, health-focused attention.  We see this as an essential aspect of professional development, and one that should occur throughout training and on into practice.

A "buddy system" is also in operation, whereby each trainee will be paired with a trainee from the year group above to offer support.  Programme staff and supervisors are well aware of the demands and challenges of training, and that trainees may come to the programme with service user or carer lived experience. Staff seek to create a culture in which they can be approached, as needed, to offer support on these issues.

Support for People with Dyslexia, Physical and other Disabilities

Canterbury Christ Church University is an equal opportunities employer, as is Surrey and Borders Partnership NHS Foundation Trust. In line with the Disability Discrimination Act (1995), the Programme makes every effort to meet the needs of trainees with a disability. There is an identified member of the Programme staff with responsibility for issues relating to trainees with a disability.

All successful applicants to the Programme undergo an Occupational Health screen to ensure that they are judged fit to work as a trainee clinical psychologist. The Programme has experience of supporting trainees with a wide range of disabilities (please see our website for further details).

The Programme Team

Prof Margie Callanan - Programme Director/Director of the Salomons Centre
Dr Fergal Jones - Reader in Clinical Psychology and Research Director
Dr John McGowan - Academic Director
Ms Anne Cooke - Joint Clinical Director
Dr Susannah Colbert - Clinical & Academic Tutor
Dr Kate Foxwell - Clinical & Academic Tutor
Dr Maria Griffiths - Clinical & Academic Tutor
Dr Alan Heben-Wadey  - Clinical & Academic Tutor
Dr Trish Joscelyne - Clinical & Academic Tutor
Dr Holly Milling - Clinical & Academic Tutor
Dr Simon Powell - Clinical & Academic Tutor
Dr Shreena Unadkat - Clinical & Academic Tutor
Dr Rachel Whatmough - Clinical & Academic Tutor
Dr Tamara Leeuwerik - Lecturer (Research)
Dr Sue Holttum - Senior Lecturer (Research)
Dr Jerry Burgess - Senior Lecturer (Research and Neuropsychology Lead)
Ms Laura Lea - Service User and Carer Co-ordinator
Miss Sophie Pattemore - Salomons Centre Administrator: Admissions (one of a team of nine admin)

Placement Trust Partnerships

Kent and Medway NHS and Social Care Partnership Trust
South London and Maudsley NHS Foundation Trust
Sussex Partnership NHS Foundation Trust
Oxleas NHS Foundation Trust
North East London Foundation Trust (child placements in Kent)
East Kent Hospitals University NHS Foundation Trust
Guy's & St Thomas' NHS Foundation Trust
East Kent Hospitals University NHS Foundation Trust
King's College Hospital NHS Foundation Trust