Module Directory

In the second year of Doctoral Clinical Psychology training, trainees undertake HS772, which develops trainees’ knowledge, understanding and core competencies in working with children and adolescents and their families and with people with intellectual disabilities. This module provides trainees with the required knowledge, understanding and skills to make theory-practice links within core second year placements in HS771 in CAMHS / EWMHS and in services for people with intellectual disabilities (or equivalent placements) and develop relevant core competencies.

The aims of this module are:

• To introduce trainees to the fundamental principles necessary to work with children and adolescents and their families and with people with intellectual disabilities and their carers.

The aims of the Children and Adolescents topic area include:

• To integrate the knowledge, skills, attitudes, and values to work effectively as a clinical psychologist with children, young people, their families/ carers, and the associated service systems.


• To be able to interpret and critique psychological theory and research and adapt psychological models in order to conceptualise, design and implement effective programmes of assessment, formulation, intervention, and evaluation of the unique problems of children and families.


• To incorporate understandings of the particular power issues for children, the wider socio-cultural contexts of problems, and the legislative framework into psychological work in order to protect and promote their interests.


• To use a developmental framework to underpin professional practice and to integrate different models of psychological functioning.


• To be able to work effectively within complex multiple client, professional and agency systems by making informed judgements about the particular contributions that a Clinical Psychologist can make.

The aims of the People with Intellectual disabilities topic area include:

• To integrate the knowledge, skills, attitudes and values relevant to working effectively as a Clinical Psychologist with individuals who have learning, sensory and/or physical disabilities, and with the wider services and relationships surrounding these clients in order to improve the individual’s quality of life.


• To be able to critique and adapt mainstream clinical and other psychological theory, research and models of practice, and use them skilfully to conceptualise, design and implement psychological strategies that address the unique and individual needs of these individuals and their families.


• To use understanding of the interface between psychological and social processes of disability to intervene with respect for the choices and aspirations of individuals with the aim of reducing disability and stigma.

By the end of this module, trainees will be able to: 

1. Critically apply behavioural, cognitive, psychodynamic, systemic and humanistic models to childhood problems within a developmental framework.


2. Undertake psychological assessments of children, including the use and interpretation of commonly used psychometric and projective assessments.


3. Understand common childhood psychological problems and ways of intervening in these through having acquired a substantial critical knowledge of relevant theory and research.


4. Understand normal childhood development and put it in a lifelong perspective.


5. Understand and work in relation to the legislative and service contexts of professional practice with children.


6. Have an understanding of the impact of the wider system (including family, school, peer group and media) on children and able to intervene in these systems where appropriate.


7. Adapt clinical practice (assessment, formulation, intervention, evaluation and communication) in unique ways to reflect understanding of the influence of socio-cultural factors (including race, gender, ethnicity, religion and socio-economic status) and issues of power on childhood problems and their amelioration.


8. Understand the impact of Intellectual disabilities and/or being Looked After on the development and general functioning of the child.


9. To be able to implement psychological interventions with children, their families and other professionals within a range of challenging systems in such a way that increases the well being of the child and contributes to an improvement in the system.
   People with Intellectual disability.


10. To have a developed understanding of the range, nature and effects of different types of intellectual disabilities in order to adapt communication and ensure inclusion of clients with disabilities in all forms of research and professional practice.


11. To have knowledge of the philosophical, legislative and policy influences on services for people with intellectual disabilities, and understand the politics of disability.


12. Be able to identify and have a psychological understanding of how a permanent disability, discrimination and social exclusion may affect psychosocial development.


13. Be able to use relevant specialist methods, and appropriately adapt existing assessment, formulation and intervention methods and communication with clients with intellectual disabilities, including those with “challenging behaviour”, drawing on a range of psychological models.


14. To have developed skills in assessing and intervening indirectly, i.e. through services, carers and families.


15. To have explored and challenged personal values and responses in order to build the basis for a robust ethical approach to professional practice with devalued groups.


16. To be able to provide psychological help to individuals who face complex and unique disabilities within a variety of challenging settings in a way that empowers the individual and institutes improvement within the setting.

This module is undertaken in all three terms of year two and comprises two topic areas namely:

- children and adolescents

- people with intellectual disabilities

In line with the general approach to teaching on the DClinPsych, the module places the emphasis on the application of underlying psychological theory to clinical practice.

The module builds on the first year module on clinical applications and extends trainees’ knowledge and understanding of adapting assessment, formulation, intervention and evaluation to their work with children and adolescents and people with intellectual disabilities. Trainees will learn about common presentations and risk encountered in clinical work with these client groups, and will draw on a range of theoretical models and frameworks. Further details of the specific learning outcomes of each of the two topic areas appear below.

The module runs in parallel with the two clinical placements of the second year, usually a placement in a service for children and adolescents and a service for people with intellectual disabilities (or equivalent placements). HS772 provides trainees with skills in direct work with clients as well as in indirect work, consultation and service development.

Overview:

Children and Adolescents

This topic area will be presented in the course of the second year of training, during which trainees will usually complete a placement in a child and adolescent service (or equivalent). The specific focus of this module is to help trainees develop the ability to make theory-practice links between their experience on placement and the theoretical underpinnings of working with children and adolescents.

People with intellectual disability:

This topic area will be presented in the course of the second year of training, during which trainees will usually complete a placement in a service for people with intellectual disabilities (or equivalent). The specific focus of this module is to help trainees develop the ability to make theory-practice links between their experience on placement and the theoretical underpinnings of working with people with intellectual disabilities.

Lectures:

Lectures are primarily used for both topic areas comprising this module. Within both topic areas, the emphasis falls on preparing trainees for the reality of working in a particular service for children and adolescents and people with intellectual disability. Lectures draw on formal teaching, the inclusion of the service user perspective, case discussions, small group work and other forms of experiential learning.

Independent:

Self-directed study

Trainees are given key readings and preparation for the lectures in this second year module.

Placement:

This module runs in parallel with HS771, which provides trainees with placements in services for children and adolescents and people with intellectual disability (or equivalent).

Online:

The module is supported by the DClinPsych Box folder where resources are uploadedfor this module.

Tutorials:

As described above. In the 2nd year, trainees attend clinical seminars which will further aid trainees’ reflective practice and develop competencies in relation to making theory-practice links.

Additional support and resources:

Additional support and resources, other than what is already documented in the Trainee Handbook, will be further specified on Box if required.