University of Exeter
Course code:
900
Course length:
3 years (full-time)
Phone:
01392 725762
Administration email:
[email protected]Social media:
About the programme
Teaching
We have eleven teaching strands that run through all three years of the programme: Reflexive Organisational Practice (leadership), Clinical Skills, Cognitive Behavioural Therapy, Systemic Therapy, Cognitive Analytic Therapy, Research, Neuropsychology, Health, Learning Disabilities, Adult and Child. Experts by experience co-produce many of our teaching sessions, as well as being members of our curriculum committee, and we are constantly developing ways to include them further (e.g. delivering training to lecturers on how to get the best out of including experts by experience in their teaching). We are also working on diversifying and decolonising our curriculum, this is an ongoing process that is constantly renewed.
Assessment
Trainees are assessed in a variety of ways to highlight students’ strengths and develop a range of skills. These include Problem Based Learning exercises, which rely on teamwork, group and individual presentations, clinical practice reports and essays.
Secondary Accreditation
All trainees currently complete a Systemic Foundation during their first year on the DClinPsy. We currently support secondary accreditation pathways in CAT, CBT and Systemic Therapy. In Years 2 and 3, trainees are offered the opportunity to undertake CAT Foundation Accreditation training, CBT BABCP accreditation, or Intermediate Level Systemic training (this course is currently pending accreditation with AFT).
Clinical Placements
We operate a competency-based model of placements, and so placements are selected based on the individual learning needs of each trainee. All trainee placements are allocated a placement based (Devon, Dorset or Somerset), with experience being gained from a variety of placement providers (NHS Trusts, Third sector, education, CIC’s for example) covering the lifespan and competency development.
Research
Trainees complete a literature review, empirical research main project and quality improvement project. In order to support trainees in this work and enhance their research skills, students discuss their proposed projects in a ‘mini-viva’ during their first year, thereby receiving feedback from two member of the team in order to ensure that their ongoing work is robust and at doctoral level. We hold an annual research conference where second years present their quality improvement projects, third years their empirical research, and first years learn from their more experienced peers.
Other
We have trainee involvement in all our committees and we are currently developing ways to log the leadership skills trainees develop and display through their involvement in these areas.
Last updated:
2nd September 2024