(Professional Doctorate) Professional Doctorate
Clinical Psychology (D Clin Psych)
Current
University of Essex
University of Essex
Health and Social Care (School of)
Colchester Campus
Doctorate
Full-time
DOCTC84036
13/09/2023
Details
Professional accreditation
Accredited against the requirements for the Graduate Basis for Chartered Membership (GBC) of the British Psychological Society (BPS).
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a practitioner psychologist.
Admission criteria
Before making your application please read Clinical Psychology page which includes FAQs and guidance for all applicants, and the pro-formas required for a self-funded application (Links to the pro-formas are also provided below).
Whether you are a Home/EU or overseas applicant, the entry requirements are the same.
All applicants should apply via the Clearing House,
• Applicants taking up a self-funded place will not be employed as a salaried NHS employee but the department would help to arrange an unsalaried contract with the host NHS Trust for the duration of training.
• Applicants taking up an NHS funded place will be employed as a salaried trainee clinical psychologist by the host NHS Trust for the duration of the training.
Applicants to the programme should:
- Have Graduate Basis for Chartered Membership (GBC) with the BPS.
- Demonstrate at least one year's full-time, or equivalent, clinical or research experience relevant to clinical psychology. Applicants need to demonstrate that they have a realistic understanding of what the work of clinical psychologists entails and demonstrate experience of applying psychological theory in a clinical setting.
AND possess one of the following:
- A BPS accredited degree in Psychology with a high 2:1 or above. The average mark for third year modules must be 65% or above.
OR
- A recognised international degree in Psychology, equivalent to a UK high 2:1 degree (over 65%).
OR
- A BPS accredited conversion degree in Psychology with an average mark of 65% or above.
OR
- A 2:2 honours degree in Psychology with subsequent demonstration of academic competence, for example through achieving 65% or above (or equivalent) at Masters/Doctoral level in a research degree relevant to clinical psychology.
Applicants also need to understand the role of clinical psychologists working within the UK healthcare system and demonstrate their understanding and adherence to core NHS principles and values. Applicants need to demonstrate a commitment to applying psychological research and theories in a clinical setting. Applicants applying to NHS funded places on the programme need to demonstrate a commitment to working within the UK NHS and social care.
The programme does not offer Accreditation of Prior and Experiential Learning (APEL).
You must also have a satisfactory enhanced Disclosure and Barring Service (DBS) Check (including child and adult barred list check) and a Occupational Health Check - both of these are organised by the University.
A satisfactory Overseas Criminal Record Check/Local Police Certificate is also required, in addition to a DBS check, where you have lived outside of the UK in the last 5 years for 6 months or more.
IELTS (International English Language Testing System) code
Demonstrate proficiency in English. If your first language is not English you will need to obtain at least level 7 (with no component below 7) on the IELTS or equivalent (eg TOEFL). The IELTS test should have been taken within the last two years. Note, there are no exceptions to this requirement.
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
Programme aims
Due to the individualised nature of Postgraduate Research Degree’s, project aims and outcomes are usually determined during the research proposal stage, and adapted as necessary throughout the research period. Students will be supported through discussions with their supervisory teams and during Supervisory Panels, using the published milestones as a framework for their research journey.
The curriculum is modularised (the modules can be conceptualised as falling within 5 strands which run throughout the programme):
Supervised clinical practice (SCP) –comprising HS761, HS771, HS781
Clinical applications (CA) –comprising HS762, HS772, HS782
Clinical Research (CR) –comprising HS763, HS773, HS783
Personal and professional development (PPD) –comprising HS764, HS774, HS784
Clinical Interventions and skills (CIS) –comprising HS765, HS775, HS785
Theory-practice links are reinforced throughout the programme and ongoing learning in each of the constituent modules support learning within other concurrently running modules.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: An advanced and critical understanding of psychological theory and concepts in relation to psychological development, resilience, and difficulties across the lifespan in clients with a range of presentations (including complex and special needs) and within a range of settings.
A2: Detailed knowledge and critical understanding of a range of evidence-based psychological models and approaches to assessment, formulation, intervention and formal psychological therapy and their application to working with clients and systems relevant to clients including families, carers, teams, services and organisations.
A3: An awareness and knowledge of the implications of social and cultural diversity, other individual differences and social inequalities for psychological wellbeing and psychological practice and service provision.
A4: A thorough knowledge and understanding of psychological models of the role of biological, psychological, social and contextual factors in the development and remediation of psychological difficulties.
A5: Knowledge and understanding of biological models and processes relevant to the practice of clinical psychology, including and understanding of psychopharmacology and neuropsychological processes and assessment.
A6: An awareness and critical understanding of the professional, ethical, organisational and legal (including health and safety) frameworks for psychological research, practice and service delivery.
A7: Detailed knowledge and understanding of relevant qualitative and quantitative research methodologies and their epistemological basis as applied to service evaluation and to original research or other advanced scholarship at the forefront of clinical psychology and of a quality that merits publication and satisfies peer-review.
A8: Detailed knowledge and understanding of theories and models of service-delivery systems, change processes, quality assurance, clinical governance, leadership and consultancy and their application to service delivery and practice.
A9: Knowledge and understanding of quality management models and processes and reflective practice including audit, review, supervision, continuing professional development and maintenance of Fitness to practise.
A10: The knowledge, understanding and values relating to effective communication, teaching and the development of effective working alliances and relationships with colleagues, clients and systems relevant to clients including families, carers, teams, services and organisations.
Learning methods
A1-A10 are achieved through the following learning methods:
Lectures, seminars, and workshops which introduce material in a structured manner with the opportunity for discussion and interaction in both a face to face and e-learning context.
Individual preparation and private study
Group work activities and the use of problem-based learning approaches
Supervised clinical practice on placements
Individual tutorials and a fortnightly reflective group
Assessment methods
A1-A6 are assessed through coursework (including Clinical activity reports, Clinical process report, placement-based Evaluations of clinical competence) and placement-based Evaluations of clinical competence.
A7 is assessed through research methods assignments, literature review, critical appraisal, research proposal, doctoral thesis and a service related project
A8 & A9 are assessed through course work, reflective practice portfolio (including Practice learning log books), a service related project (SRP) and placement-based Evaluations of clinical competence
A10 is assessed through placement-based Evaluations of clinical competence and coursework (including Clinical activity reports)
B: Intellectual and cognitive skills
B1: Deal with complex ethical and professional issues, making informed professional judgements on matters that may not explicitly be addressed within existing codes, standards and protocols.
B2: Demonstrate evidence-based practice, involving the critical evaluation, analysis, synthesis and application of the existing evidence and knowledge base to assessment, formulation, intervention and service delivery.
B3: Interpret and implement relevant health and social care policies, demonstrating critical understanding, flexibility and creativity in adapting such policies to local needs and requirements.
B4: Conceptualize, design, undertake and report independent original research at the forefront of clinical psychological theory and practice and of a quality that would satisfy peer review and merit publication.
B5: Contribute as scientist-practitioners to the advancement of psychological practice and the improvement of service delivery through research initiatives including audit and small-scale research projects.
B6: Integrate and interpret information obtained through appropriately selected assessment methods including formal psychometric procedures, systematic interviewing and other structured methods of assessment.
B7: Demonstrate advanced skills in clinical hypothesis testing and psychological formulation and reformulation, drawing on a range of psychological models and evidence to select appropriate methods of intervention in different and novel settings.
B8: Demonstrate clinical sensitivity and judgement in psychological assessment, formulation and intervention, demonstrating an appropriate therapeutic attitude with qualities such as receptivity, a non-judgemental stance and an understanding of the power imbalance inherent to the therapeutic relationship.
B9: Conceptualize and formulate the impact of organisational dynamics and processes in the context of service delivery systems such as multidisciplinary teams.
Learning methods
B1 – B9 are achieved through:
Lectures, seminars, workshops and related private study and group work.
Supervised clinical practice on placements
Individual tutorials and attendance of a reflective group
Additionally:
B1-B3 & B6-B9 are further supported through seminars within the PPD-strand that run through each year of training focusing on clinical formulations (Year 1), working in teams and organisations (Year 2) and advanced theoretical and clinical issues (Year 3).
B4 & B5 are supported through the multidisciplinary web-based research design module (HS763, HS773 and HS783), research teaching and individual research supervision and Supervisory Panels.
Assessment methods
B1-B3 & B6-B9 are assessed through coursework (including Clinical activity & process reports), placement-based Evaluations of clinical competence and Practice learning log books.
B4&B5 are predominantly assessed through research-specific course assignments HS763 HS773 and HS783, the service based research and thesis but also via placement if trainees undertake an additional small scale research project on placement.
B9 is further assessed in coursework including the Service related project.
C: Practical skills
C1: Practice reflectively, using reflective strategies and processes including supervision and continuing professional development to reflect on and improve their practice and to manage the emotional and physical impact of their work.
C2: Conduct all aspects of practice and research in accordance with professional and ethical and legal principles, guidelines and requirements and demonstrating a commitment to uphold the rights, dignity, value and autonomy of clients.
C3: Practice at an appropriate level of autonomy and responsibility with the ability to adapt practice to a range of contexts and settings and to respond flexibly to change.
C4: Demonstrate the ability to assess risk and to establish, monitor and maintain the health, safety and security of self and others.
C5: Work effectively in collaboration with clients and systems relevant to clients including families, carers, teams and services and applying an understanding of consultancy, leadership and organisational theory and models where appropriate to ensure effective service-delivery.
C6: Gather information relevant to the client, service context and intervention including selecting, conducting and interpreting a range of assessments to inform psychological formulations and to monitor and evaluate treatment response.
C7: Develop, use and revise psychological formulations to plan, implement and monitor interventions relevant to clients and systems and to facilitate the understanding of clients and their care.
C8: Demonstrate proficiency in critically evaluating, applying and modifying a range of evidence-based therapeutic techniques and processes with a diverse range of clients and systems relevant to clients including families, carers, teams, services and organisations.
C9: Appraise, conduct and disseminate research relevant to the psychological theory, practice and service-provision, including original research that satisfies peer review and merits publication and service-related research that contributes to the improvement and development of practice and service delivery.
C10: Demonstrate a range of communication competencies required to communicate effectively and appropriately to specialist and non-specialist audiences in all domains relevant to clinical psychological research and practice, including consultancy, providing expert opinion and advice, education and supervision.
Learning methods
Clinical and research supervision are central to achieving C1-C10, with additional input and support from clinical and personal tutors.
Additionally, C1, C3-C8 & C10 are achieved through practical skills teaching, placement-based learning and mandatory induction, the reflective group and portfolio development.
Strands 4 (PPD) and 5 (CIS) focus specifically on the development of proficiencies related to practice.
Assessment methods
C1-8 & C10 are assessed via Clinical activity & process reports, Clinical presentations (oral), placement-based Evaluations of clinical competence and reflective practice portfolios (including Practice learning log books)
C9 is assessed through research-related coursework including the critical appraisal, dissertation and Service related project.
D: Key skills
D1: Understand the impact of socio-linguistic factors and communication skills on clinical practice and adapt verbal and non-verbal communication or use interpreters to take account of factors such as language, age, cognitive ability, sensory acuity and mode of communication.
D2: Summarise and communicate complex information to others within clinical and non-clinical settings.
D3: Write clearly and present research findings to academic publication standard.
D4: Prepare and deliver teaching and training appropriately adapted to the nature of the material and the needs, perspectives and learning goals of the participants.
D5: Communicate effectively in groups and contexts such as multidisciplinary teams.
D6: Demonstrate competence in the use of information technology appropriate to clinical practice and the requirements of research and advanced academic enquiry, including the use of software required for data analysis, information retrieval and dissemination.
D7: Demonstrate competence in numeracy skills and research methodologies (including qualitative and quantitative methods) required for clinical practice and advanced research and academic enquiry.
D8: Exercise a professional duty of care, responsibility and appropriately autonomous initiative to deal effectively with complex and unpredictable situations arising in clinical practice.
D9: Demonstrate a logical, systematic approach to solving practice-related and theoretical problems, including the ability to apply theory to practice and to select appropriate methods of enquiry.
D10: Work effectively at an appropriate level of autonomy and with appropriate accountability to professional and service managers.
D11: Use supervision to reflect on and change practice. Recognise the limits of their practice and to seek appropriate advice and support when necessary.
D12: Work effectively and collaboratively within multi-disciplinary teams and service delivery systems, including leadership and organisational capacities
D13: Work with clients and carers to facilitate their involvement in service planning, delivery and research.
D14: Practice reflectively and facilitate reflective practice in others
D15: Demonstrate the capacity for self-reflective practice through ongoing monitoring, reflection and review and learning from supervision and feedback.
D16: Demonstrate independence in learning and continuing professional development in line with identified learning needs.
Learning methods
D1-D7 & D15-16 are achieved through formative assessment, reflection on draft feedback, presentations by learners and group work. In addition clinical placements, formal clinical supervision and inter-professional learning on placement will contribute to this teaching.
D8-D14 are achieved through seminars, group work, practical sessions and practice based learning on placements.
D15-16 are achieved through clinical and research supervision, the reflective practice group and ongoing self-assessment and monitoring.
Assessment methods
D1-D5 are primarily assessed via coursework, presentations, reflective practice portfolios and placement-based Evaluations of clinical competence
D6 & D7 are assessed though coursework and specifically critical appraisal, literature review, the dissertation and research methods assignments
D8 - D16 are assessed through reflective practice portfolios and placement-based Evaluations of clinical competence