University of Hertfordshire

Assessments, Appraisals and Monitoring 

Formal Teaching Programme

Our Philosophy

Our programme is underpinned by values of inclusion, collaboration, and equity. We prioritise the needs of the local communities, service users and stakeholders we work alongside, and place value on embedding inclusive and diverse perspectives into our programme.

We are informed by a social constructionist perspective meaning that we believe people’s realities are co-constructed and influenced by the contexts in which they live and that there is no singular or universal way to support people with their mental health and wellbeing; people are the experts in their own lives, and our role is to work alongside to offer flexible and responsive support.

Our programme takes a critical approach throughout, situating mental health within the socio-political context in which people exist; we critically consider what knowledge and practices constitute "evidence’" exploring the ideologies and social constructions that underpin mainstream therapy models and service design. We recognise that systems we work in, including clinical psychology, have roots in colonisation, white supremacy, patriarchy, hetero and cis-normativity, ableism, neoliberalism, and capitalism, which all work to marginalise those with less social power and favour those in positions of privilege, having real material effects on people’s lives. We are therefore committed to developing antiracist and anti-oppressive practice internally and with the communities we work alongside, to take steps to examine and dismantle the oppressive systems of power that maintain social injustice. As a programme, we try to embed cultural humility, recognising this as a lifelong endeavour rather than a destination we have already reached.

Structure and Content of the Programme 

General

The programme takes three years (full-time) to complete and comprises academic, clinical, research, and professional development training. Each academic year starts at the end of September or beginning of October. The majority of time in the first term is dedicated to teaching, research and self-directed learning. From January through to September, trainees are on placement for three days each week and engage with teaching, research and self-directed learning for two days per week.

We take a critical approach in our teaching, which threads through the academic modules. 

Academic Requirements

The academic programme is based on the standards for accreditation for Doctoral programmes in Clinical Psychology (BPS, 2016) and comprises the following main areas of teaching:

• Epistemology
• Reflective Practice
• Power, context, and community perspectives
• General clinical skills
• Development across lifespan
• Presentations
• Bodies and brains
• Organisation and Leadership
• Research

Each of these areas is further divided into a number of specific teaching modules that span the three years of training. Attention to ethical practice, reflective learning, equality and cultural humility is highlighted across the curriculum. Particular consideration is given to the many ways in which issues relating to diversity and inequality impact on the work of practising Clinical Psychologists within the lectures, and all lectures are formally evaluated on this by the trainees.

The main models of psychological therapy currently taught on the programme are cognitive behavioural therapy (CBT) and systemic family therapy. We are working on bringing the systemic elements in line with AFT foundation accreditation criteria and are in the process of implementing a BABCP accredited pathway.

In line with the programme philosophy, an important aim of the academic programme is to train Clinical Psychologists who can critically understand and apply a range of psychological theories and approaches to both clinical practice and research, including those from beyond Western knowledges. We teach our trainees to draw on multiple theoretical perspectives and the 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.

The programme utilises novel methods for learning:

• 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.
• 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 (operated 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.
• There are opportunities to participate in cross-cohort, peer-led learning and reflection forums, 

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 HCPC requirements for all clinical training programmes, all trainees selected will be informed of the various activities that form part of the academic curriculum (e.g. 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

Our placements are located over a wide geographical area encompassing Hertfordshire, Bedfordshire, and some areas of Essex. All trainees must be prepared to undertake placements anywhere in the region, so access to a personal mode of transport is highly advised. Please note that, due to the wide geographical spread of our region across both urban and rural areas, the ability and willingness to travel across the training region is required.  This needs to be in a timely manner which supports participation in the training programme and delivery of clinical services, and to a range of sites including university, placement base(s), and clients’ places of residence.  Placement selection is made by the training programme; decisions on placement allocation are made according to identified training competence needs, any reasonable adjustments required, placement availability and other trainee circumstances. Reasonable adjustments and priority arrangements will be made for trainees with a disability as defined by the Equality Act 2010.

Please note that the Employing Trust expenses are dependent on a number of factors including home address, placement locations and recorded base address.  We strongly recommend that trainees live within the geographical boundaries of the course.

Our trainees undertake three placements, each of approximately nine months, to maximise opportunities to learn and develop. 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. We work closely with placement providers to consider how our placement pool is best utilised to provide a meaningful and quality placement experience.  We are committed to developing placements in line with the NHS Long Term plan and this involves placements within partnership organisations such as social care, education and the voluntary sector.

Current placements include opportunities for specialising in therapy approaches such as: Cognitive-Behavioural Therapy; Systemic Family Therapy; Psychodynamic Therapy; and Cognitive Analytic Therapy. There is also a wide range of clinical psychology fields, e.g., paediatrics, forensic, inpatient, eating disorders, early intervention in psychosis, neuropsychology and neurological rehabilitation. Health psychology placements include HIV, chronic fatigue and a specialist burns unit. Trainees may have the option of applying for nationally accessible placements such as at the Tavistock and Portman NHS Trust. We are actively developing community psychology placements to enable practice of social justice principles embedded across the programme.

Each trainee is allocated a Course Tutor from the staff team for the duration of their training. The Course Tutor undertakes reviews with trainees and supervisors at the mid-point and end of each placement. The tutor also meets individually with trainees at the start of each placement, in order to review and facilitate their clinical development. The Course Tutor is also responsible for completing annual appraisals and for providing pastoral support.

Research Requirements

We view research as a key aspect of the identity and skill set of a Clinical Psychologist and aim to embed a passion for research in all our trainees. In line with the concept of the "scientist-practitioner", our 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. We also aim 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, processes and issues arising in conceptualising and conducting clinical research. This includes the process of planning and organising research projects, research design, foundational research skills, qualitative and quantitative methods of data collection and analysis, and guidance in the use of software packages used in quantitative and qualitative analysis and conducting systematic reviews of the literature. There is a particular focus on considering meaningful participation and public involvement in research and a commitment to decolonising research approaches. Dissemination is considered an ethical responsibility, and support towards this is offered through writing and dissemination workshops. A wide range of statistical and computing facilities are available, with excellent support from departmental technical staff.

In the first year, trainees conduct a Small-Scale Service-Related Project while on placement (typically an audit, service evaluation, or Quality Improvement (QI) project). Work towards the Major Research Project (MRP) begins later in the first year, when trainees are given information about research opportunities in the region and the research interests and contacts offered by the programme team. Trainees are invited to align their major research projects to one of four programme research streams, based on course team interests and expertise, local research needs and the NHS long term plan. There are: Child, parent and family wellbeing; Health and wellbeing; Equity and inclusion; and Clinical Psychology training and professional issues. These align with the wider research themes of the University of Hertfordshire and those of our local research centre, The Centre for Research in Psychology and Sport Sciences (CRiPSS). In the second and third years, substantial blocks of time are set aside to complete a systematic literature review and empirical study that makes up the MRP, and to prepare for research dissemination, including the submission of a paper to a peer reviewed journal. Submission of a paper based on this research to a peer reviewed journal is a final research requirement of the programme. Supportive 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 presentation and reflective accounts of problem-based learning assignments. Research assessments include a Small-Scale Service-Related Research project (up to 5,000 words), Major Research Project (up to 30,000 words) and associated journal paper submission, as well as an oral research examination during the second year. Clinical skills are assessed through placement-related documents (Supervisor Evaluation of Clinical Competence, Log of Clinical Experience and Skills) and through Clinical Practice Presentations and Reports based on clinical work conducted on placements.

In addition to these formal evaluations, trainees are monitored throughout training by their Course Tutors, in order to provide them with qualitative feedback, and opportunities for development of competencies.  We take the development of professional competencies seriously and expect high levels of conduct from our trainees, which we evaluate closely. Trainees are also required to undertake presentations regarding their clinical practice and present their research at a University of Hertfordshire conference (e.g. poster presentation of their SRP or oral presentation of their MRP).

Experts by Experience Participation

We are committed to the meaningful participation of service users and carers in all aspects of the programme. We have an active Expert by Experience subcommittee and continue to move towards full integration through our academic, research and clinical workstreams, and staff recruitment and admissions.  Our Experts by Experience subcommittee meets regularly, consults to the programme team on training development and thinks about how we can continually improve and ensure meaningful involvement.