The third year Personal and Professional Development module aims to facilitate trainees’ transition to qualified status and considers the post-qualification trajectory of reflective practice and personal and professional development. There is also a focus on enabling trainees to recognise their strengths, as well as areas for further development, in the context of applying for qualified posts in the course of the third year of training. Trainees are also led to reflect on distinctive aspects of their training and on how to make the most of employment opportunities.
The various components of the module have the following aims:
Reflective group (Year 3)
The reflective practitioner group provides a forum for reflective discussion and dialogue throughout the experience of training. The aims of the group are:
• To integrate learning experience throughout training
• To promote self-reflection and personal awareness
• To promote learning about working with and within groups/teams, including within the reflective group in the here and now
• To provide a forum for reflection on issues relating to the interface between the experiences of individuals in the year group, the year group as a whole, the course and the wider context.
By the end of the third year of training, trainees will have established competencies in self-reflective practice and in supporting their peers in such reflection. The third-year group also focuses on issues relating to transition to qualified status and managing transitions and endings more broadly.
Clinical seminars (Year 3)
The aim of these seminars is to build on the skills developed during the first and second years of training by giving trainees a space to continue to reflect on and develop their knowledge and application of different theoretical models to their clinical experiences. Particular emphasis will be on coherent case presentation, integrated formulation and therapy skills and peer supervision. There is a focus on systemic issues as relevant to clinical placements. Given the diverse nature of the placements trainees undertake in the third year, the seminar provides an opportunity for trainees to learn from one another’s experience about other services and diverse ways of working.
In addition to considering the distinctive contribution of particular therapeutic models, the clinical seminars in the third year further develop trainees’ competence in integrating different approaches in practice within challenging contexts. Trainees whose turn it is to present their clinical work can chose how the seminars are designed, to meet their particular learning needs based on feedback from previous work and placements. This could include a peer–marked case presentation using course paperwork, model-based small groups discussing alternative formulations to a case (for example, CBT vs Psychodynamic vs systemic), or a series of question-and-answer sessions around particularly challenging aspects of a case, to support thinking about formulation and the development of ideas for intervention. Theory and practice links are made throughout and explicit references to guidelines and academic papers are encouraged as a part of the discussion, so that it is clear where ideas have come from. One of the benefits of this way of working is that as trainees are becoming more established in their specialist placements, the group benefits from a wide range of perspectives leading to valuable discussions and broader learning.
Diversity topic area (Year 3)
This topic area has the following general aims and objectives:
• To equip trainees with an understanding of the clinical, professional and research skills which are applicable to working with people from a diverse range of backgrounds, reflecting the demographic characteristics of the population
• To develop trainees’ understanding of where clinical practices meet wider policy agenda
• To develop trainees’ understanding of the influence of power, cultural differences and practices in ways which empower the service user
The primary focus of the third-year diversity topic is to provide trainees with an opportunity to reflect on their increasing capacity to work skilfully with issues relating to diversity within their specialist placements and beyond by further focusing on theory-practice links. The ethical, clinical and professional implications of these developments will also be focused on and trainees will have the opportunity to consider how they will continue their development in relation to managing diversity issues on qualifying.
Professional issues (Year 3)
The third year introduces further more complex materials in relation to the development of the professional role of clinical psychologists, following on from previous modules. The third year mainly aims at preparing trainees for the transition from training to qualification. This topic area includes the following aims:
• To develop trainees’ capacity for continued self-directed professional development in accordance with BPS and HCPC guidance
• To consolidate trainees’ understanding of issues relating to ethical and autonomous practice through consideration of complex ethical and professional challenges and situations.
• To develop trainees’ capacity for indirect working and consultation on the basis of best practice guidance and relevant theoretical frameworks
• To provide trainees with exposure to a range of alternative methodologies and practices supporting organisational and personal development