DClinPsy Handbook

Author: Rob Parker

  • Responding to and Reporting Racism Guidance

    This document is designed to help guide trainees, staff, and placement supervisors in what to do when they experience or witness racism whilst working on the Lancaster Doctorate in Clinical Psychology (DClinPsy). It has drawn on the “Teesside University Doctorate in Clinical Psychology Guidance on Responding to Racism in Clinical Practice” document (Teeside University Doctorate…

  • Accessibility Statement

    Accessibility statement for ‘DClinPsy Online Handbook’ (WordPress) This accessibility statement applies to the ‘DClinPsy Online Handbook’ hosted by WordPress (https://wp.lancs.ac.uk/dclinpsy). This website is run by Lancaster University. We want as many people as possible to be able to use this website. For example, that means you should be able to: zoom in up to 400%…

  • Vision, Values, and Strategic Priorities

    Vision The Doctorate in Clinical Psychology endeavours to equip trainees with the experiences and competencies required to maximise the psychological (and physical) well-being of the communities they, and we, serve. Central to that service is to uphold the NHS Constitution.​ We value every person as an individual, respect their aspirations and commitments in life, and…

  • Programme Forum

    Overview The Programme Forum was established in 2024 as part of a new governance structure of the programme in response to rapid expansion in training numbers and significant changes in learning delivery and training standards. The aim of the programme forum is to enable the strategic priorities of the programme. Forum members must adhere to…

  • Recording of teaching

    Routine recording The routine recording of learning is something which the university allows if a department or programme wishes to do this, but with the recognition that whether learning “can be routinely recorded depends on a number of factors, including the type of session it is.” In the case of the Lancaster DClinPsy there is…

  • Submission deadlines

    This page under review following a review of the Thesis Preparation Assignment (TPA) with updates to the page due in September 2024.

  • Prayer facilities and the Chaplaincy Centre

    The Chaplaincy Centre is a space on main campus for people of all faiths and none. Prayer rooms are also available across campus. There is a keypad for access to the prayer rooms on main campus. Please ask a member of staff on the Clinical Psychology programme for the code to access both the men’s…

  • Recording competencies in the ePortfolio (OneFile)

    As part of the programme’s accreditation, the BPS require us to have a clear system of recording competencies within their Standards for the accreditation of Doctoral programmes in clinical psychology. We provide this in electronic form via the OneFile system. We expect that trainees make use of the ePortfolio throughout training, and this is why…

  • Trainee disclosure of mental health and psychological difficulties

    Programme ethos The Lancaster DClinPsy programme recognises that all trainee clinical psychologists are human beings, who have potential to experience mental health difficulties or psychological distress during training. People also may have experienced such difficulties prior to training, and may be accessing mental health services or have accessed services in the past. Experiences of mental…

  • North West Reflection Project

    NOTE: This project was previously know as Community Engagement Project for 2021 and 2022 cohorts Overview At the start of their first year of training, each trainee will be allocated an area of the North West to engage with. Although the location of the trainee’s living base will be considered, the decision of which community…

  • Anti-Racism Accountability Group (ARAG)

    The Anti-Racism Accountability Group (ARAG) was set up in 2020 in response to events within the profession and wider society, which once again, brought into focus the continued pervasive and damaging impact of structural and systemic racism. We wanted to ensure that on the DClinPsy there is a group that is embedded in the course’s…

  • Placement seeking procedure for fifth/specialist placement (2020 cohort and earlier only)

    Below is an outline of the procedure for arranging fifth/specialist placements adopted by the Lancaster DClinPsy, which is closely coordinated with the procedure undertaken by the Liverpool and Manchester programmes. Time Plan: October of Second Year (FT trainees) October of third year (PT trainees) Trainees are introduced to the procedure for planning final year placements,…

  • Use of bookable extra study (BES)

  • HCPC Standards of Proficiency for practitioner psychologists

    This information is available in the following location: – HCPC Standards of Proficiency for practitioner psychologists

  • HCPC’s Equality and Diversity Scheme

    This information is available in the following location: – HCPC’s Equality and Diversity Scheme

  • HCPC Standards of education and training

    This information is available in the following location: – HCPC Standards of education and training

  • HCPC standards of conduct, performance and ethics

    This information is available in the following location: – HCPC standards of conduct, performance and ethics

  • HCPC Health, disability and becoming a health and care professional

    This information is available in the following location: – HCPC Health, disability and becoming a health and care professional

  • HCPC guidance on conduct and ethics for students

    This information is available in the following location: – HCPC guidance on conduct and ethics for students

  • BPS generic professional practice guidelines

    This information is available in the following location: – BPS generic professional practice guidelines

  • BPS website

    This information is available in the following location: – BPS website

  • Guidance on the use of social media by clinical psychologists

    This information is available in the following location: – BPS Supplementary Guidance on the Use of Social Media HCPC Guidance on the use of social media

  • BPS code of ethics and conduct

    This information is available in the following location: – BPS code of ethics and conduct

  • BPS Standards for the accreditation of Doctoral programmes in clinical psychology

    This information is available in the following location: – Standards for the accreditation of Doctoral programmes in clinical psychology

  • University student complaint procedure

    This information is available in the following location: – University student complaint procedure

  • Manual of Academic Regulations and Procedures (MARP)

    This information is available in the following location: – Manual of Academic Regulations and Procedures (MARP)

  • Lancaster University plagiarism framework

    This information is available in the following location: – Lancaster University plagiarism framework

  • Lancaster University library website

    This information is available in the following location: – Lancaster University library website

  • Lancaster University guidance notes for the examination of research degrees

    This information is available in the following location: – Lancaster University guidance notes for the examination of research degrees

  • Lancaster University Equality and Diversity policy

    This information is available in the following location: – Lancaster University Equality and Diversity policy

  • Lancaster University Disability Strategy

    This information is available in the following location: – Lancaster University Disability Strategy

  • Lancaster University counselling service

    This information is available in the following location: – Lancaster University counselling service

  • Lancaster University Bullying and Harassment Policy

    This information is available in the following location: – Lancaster University Bullying and Harassment Policy

  • Lancaster University bank account nomination

    This information is available in the following location: – Lancaster University bank account nomination

  • Charter, Statutes and Ordinances of the University

    This information is available in the following location: – Charter, Statutes and Ordinances of the University

  • LSCFT expense claim form

    This form is available to download at the following location: – LSCFT expense claim form

  • A getting started guide: assessment

    This page is designed to guide you through the key sections of the online handbook which relate to assessment. You can use it as an index to read key assessment related sections of the handbook in a logical sequence. More detail on most areas will be contained within the full sections of the online handbook.…

  • A getting started guide: trainees

    This page is designed to guide you through the key sections of the online handbook which relate to trainee resources and issues. You can use it as an index to read key trainee related sections of the handbook in a logical sequence. More detail on most areas will be contained within the full sections of…

  • Programme-level learning outcomes & objectives

    In order to meet the HCPC Standards of Proficiency for the relevant part of the register, at the programme level the Lancaster University DClinPsy programme has adopted the learning outcomes required by the British Psychological Society (BPS), which are designed to meet these standards. The following extract outlines the learning outcomes. Extract from the Standards…

  • A getting started guide: curriculum

    This page is designed to guide you through the key sections of the online handbook which relate to the curriculum. You can use it as an index to read key curriculum related sections of the handbook in a logical sequence. These are core pages – more information is available in the Teaching and Assessment and…

  • A getting started guide: placements

    This page is designed to guide you through the key sections of the online handbook which relate to placements. You can use it as an index to read key placement related sections of the handbook in a logical sequence. These are core pages – more information is available in the placements section of the handbook.…

  • Programme structure

    There are four main programme committees; the Programme Board, the Examination Board, the Operational Management Group and the Directors’ Committee. There are also eight Development and Implementation Groups (DIGs) which inform the programme committees, and the Anti-Racism Accountability Group (ARAG). Trainees are represented at the ARAG, on most DIGs and the Programme Board. How the…

  • Referencing software

    The university provides and supports EndNote referencing software for use by all trainees. Although other referencing programs are available, these are not supported by the university and the programme is not able to recommend any alternatives.EndNote is compatible with both Windows and Mac computers and is available via Apps Anywhere. If you need help using…

  • Post contract fees

    Please note that this policy only applies to trainees whose contracts ended between 08/01/2018 and 20/06/23 Full-time trainees on the programme are employed on a three year NHS contract. For part-time trainees this is adjusted according to the trainee’s full time equivalent. If a trainee intercalates from study, for maternity leave for example, then the…

  • Online Books and Journals

    As a Lancaster University student you will have access to all of the library’s e-books and e-Journals. More information about these resources can be accessed here: http://www.lancaster.ac.uk/library/ There is also a Library guide specific to Clinical Psychology: – http://lancaster.libguides.com/clinpsy Useful information on literature searching can be found here: – http://lancaster.libguides.com/Litsearch If you have any questions…

  • Interlibrary loans & document supply

    If you can’t find the document, e.g. book or article, that you need in the Library or online, you can request it through the Library’s Interlending and Document Supply (IDS) service. Most researchers can find the information they need through the Library’s extensive collections in print and online, and through freely available resources on the…

  • Data storage, information governance and ethics

    Last updated 20/04/23 When collecting data from human participants you need to ensure that the data you collect are handled and stored securely and in accordance with legislative frameworks governing data protection, organisational information governance requirements, and research ethics and governance. The procedure outlined below has been developed with these frameworks in mind, and is…

  • Passing and failing the DClinPsy programme

    This page under review following a review of the Thesis Preparation Assignment (TPA) with updates to the page due in September 2024. Full details of the Assessment schemes and criteria can be found in the programme specification. An overview of this process is provided in the programme completion and failure processes document. Scheme of assessment…

  • Marking process, passing and failing assignments

  • Support for trainees with disabilities

    Often, even before entry to the programme, potential trainees may contact the office in regard to any special requirements they may have. Where any trainee has a registered disability, and a need for particular equipment or special procedures to be followed to facilitate training, office staff (usually the Programme Administrator) liaise with staff and the…

  • Trainee travel and expenses

    Trainees are expected to commute from home to their practice placements which may include for some distance across the North West region. This may also include staying away from home. If travelling from home to the university would be a shorter distance, the extra mileage is funded. Travel during work time is also often required,…

  • Trainee resources

    Places to study The location of the DClinPsy programme is in HI One on the Health Innovation Campus.  There are open access breakout areas within the building and a study area on B floor available to students. Trainees also have access to bookable study spaces through the library, spaces with PC access are available. More…

  • Trainee Council

    The Trainee Council was established in 2024 as part of a new governance structure of the programme in response to rapid expansion in training numbers and significant changes in learning delivery and training standards. Trainees select up to 12 representatives to form the Trainee Council. The selection process is determined by the trainees. Ideally, each…

  • Trainee involvement in selection

    Trainees are vital to our inclusive selection process and take on a range a roles as colleagues on the DClinPsy programme. It is expected that trainees serve as selectors alongside programme staff and community stakeholders each year with dedicated teaching and training sessions provided to support trainees in their roles. Although not all trainees can…

  • Trainee email

    It is now a programme requirement that you have and use a Lancaster University email address (this is automatically set up for you once you have completed all the registration details required by the University). Once you have your Lancaster email address, you must email the address to George Silverwood (g.silverwood@lancaster.uk.uk). Your email details will…

  • Learning Development

    The Faculty of Health and Medicine, in which the programme is situated, has its own ‘Learning Developer’. They can be contacted directly by trainees for support and advice around learning and academic skills, such as study skills, academic writing, etc. Dr Beth Caldwell https://modules.lancaster.ac.uk/course/view.php?id=7580

  • Programme staff

    The programme has a dedicated staff team. Staff are also stakeholders of the programme, along with local clinicians, experts by experience, trainees, representatives from the employing body (Lancashire and South Cumbria NHS Foundation Trust), commissioning body (NHS England), university and faculty representatives, and regional special interest groups. The programme works with all stakeholders in an…

  • Programme Board

    The principal role of the Programme Board is to provide strategic advice, drawn from a range of perspectives, on the continuing development of the Lancaster Doctorate in Clinical Psychology programme in accordance with the DClinPsy vision statement. Responsibility In order to deliver on its strategic remit the Programme Board will: – Provide a forum for…

  • Policy on the use of continuing professional development (CPD) funds

    Staff actively encourage trainees to develop professional interests and expertise via various means including attendance at external conferences, online training and accessing personal therapy. Therapy for continuing professional development differs from therapy that would be indicated by an occupational health referral. The latter concerns therapy accessed to address issues around capacity to practice whilst the…

  • Conference and CPD expenses

    Each trainee has a budget for the duration of training, which is to be used to cover CPD, such as attendance at conferences, research costs and also CAT formulation sessions (personal therapy). The budget depends on the year of entry to the programme. Once your application to attend a conference, online training or personal therapy has…

  • Peer support

    The buddy system One of the greatest forms of support reported by trainees is that provided by other trainees. Prior to starting the course each member of the new cohort is given the opportunity to be put in touch with a current first or second year who will act as a ‘buddy’ throughout the three…

  • External examiners

    The programme has a number of standing external examiners who are appointed for a four year period. All standing external examiners are experienced clinical psychologists involved in training on other Doctorate in Clinical Psychology programmes and all are from the relevant part of the HCPC Register. The appointment process for external examiners is approved by…

  • Marking for the programme

  • DClinPsy policy on use of mobile devices whilst driving

    Using mobile phones in any capacity whilst driving leads to dramatically increased number of driver errors, andresults in a four-fold increase in the likelihood of being involved in a road traffic accident (e.g. Violanti & Marshall, 1996). The Royal Society for the Prevention of Accidents (ROSPA – 2004)  assessed the risk of using  mobile phones…

  • Teaching Timetables

    All teaching timetables are kept on the Moodle virtual learning environment which is accessible to trainees and staff. Any updates are reflected in the documents available there. For any queries regarding the teaching timetables, please contact c.pedder@lancaster.ac.uk. Moodle

  • Teaching, learning and assessment strategy

    Curriculum Guidance The curriculum is informed by a wide range of guidance, which includes the following: HCPC Standards of Education & Training HCPC Standards of Proficiency Standards for the accreditation of Doctoral programmes in clinical psychology (BPS document) BPS accreditation through partnership handbook BPS accreditation through partnership additional guidance for clinical psychology training programmes: The…

  • Guidance on Assignment Submission

    This page under review following a review of the Thesis Preparation Assignment (TPA) with updates to the page due in September 2024. This guidance relates to the preparation of all documents except the thesis General Guidance on submissions All written coursework for the programme needs to be submitted online via the University’s Moodle virtual learning…

  • Structure of Teaching and Placements

    2021 intake onwards 2020 intake and earlier Brief description and key to strands of teaching

  • Quality assurance of teaching

    Overview The quality and appropriateness of teaching is monitored in several ways. When planning the teaching programme, strand teams and teachers agree a plan for each teaching session which takes account of the content and methods to be used, and indicates which learning outcomes each of these aim to focus on addressing. Peer Observation The…

  • Learning and teaching vision

    Our vision We aspire to have a teaching and learning programme where… There is constructive alignment between the assessments undertaken by trainees and the teaching and learning programme. Teaching on the programme should focus on the competencies assessed as part of the training programme, and be aligned to the assessment exercises on the programme. The…

  • Identifiers: words or phrases which identify individuals

    It is important that ‘identifiers’- words or phrases which identify individuals, institutions etc. without their explicit consent – are not present in assignments submitted for examination. Trainees should check their work carefully before submission to ensure that this does not happen and that, for example, ethics applications have such identifiers redacted. Where it is felt…

  • How to write a research protocol

    Introduction Your research protocol provides a coherent summary of your project. Essentially the protocol serves as an introduction to the project content area and as an explicit guide on all aspects of your proposed methodology. A good protocol will help you in the production of your final report – partly because you may be able…

  • Programme Specification

    Contents Awarding Institution Teaching Institution Programme Approved & Accredited by Final Award Programme Title UCAS Code Subject Benchmark Date of Production Educational Aims of the Programme Required Programme Outcomes Teaching/Learning Methods and Strategies Assessment Strategy and Methods Reference Points Used to Inform Scheme of Study Structure and Features Support for Learning Criteria for Admissions Evaluation…

  • Examination of the thesis

    For the thesis, programme staff (or other members of the university such as colleagues in psychology, DHR or social sciences) who are not directly involved in helping trainees with the preparation of their thesis research and are not one of their individual tutors act as internal examiners. Each thesis is examined by a specifically appointed…

  • Examination board

    The Examination Board has the authority delegated to it by the University to reach decisions regarding the academic status (pass / fail) of students’ assignments and practice placements. The examination board comprises the programme staff and appointed external examiners, with the Vice Chancellor, the Assistant Dean for Teaching and the Head of the Division of…

  • Deadlines, extensions and exceptional circumstances

    Deadlines and extensions Trainees can find the fixed deadlines for all assignments with the  Submission deadlines page of the handbook. All assignments need to be submitted by the agreed deadline to avoid negative consequences. The consequences of late submission and the process for obtaining an extension is detailed on the following page: Policy regarding deadlines…

  • Tutor system and Individual Training Plans (ITP)

    Introduction to the Tutor Pair and Vertical Tutor Groups (VTGs) To ensure that trainees receive coordinated support and advice on their progression throughout their training, from staff who have a chance to get to know them and their learning needs, each trainee is allocated a pair of tutors (a clinical tutor and a research tutor).…

  • Policy regarding deadlines for submission of assessed coursework

    Scope of the Policy The policy applies to the submission of all coursework on the programme excluding the thesis (but including the thesis proposal). Obtaining an Extension Two types of extension are available to trainees: a ‘short extension’ (one-week for full time trainees and two weeks for part time trainees only), and a ‘long extension’…

  • Service Improvement Poster Presentation (SIPP)

    Introduction The SIPP assignment involves groups of trainees recording videos of themselves working together on a service development project during their project block, and producing a poster and 500 word summary of the project. This is followed by the group delivering a 30 minute presentation on the project. At the end of the process, each…

  • Placement Assignment – Service Evaluation (PASE)

    Introduction The PASE is a report based on a piece of audit or service evaluation work carried out on placement. For trainees in the 2020 cohort and earlier, the work outlined in the first submission of the assignment can be from any one of the second, third or fourth core placements. Following the other three…

  • Placement Assignment – Live Skills (PALS)

    Introduction Over the course of the programme, trainees are required to submit three pieces of work for Placement Assignment: Live Skills (PALS), in addition to one Placement Assignment: Service Evaluation (PASE). Trainees in the 2021 cohort (and subsequent cohorts) will submit PALS #1 and #2 from work completed on their direct skills placement, and PALS…

  • Thesis Preparation Assignment (TPA)

    This page under review following a review of the Thesis Preparation Assignment (TPA) with updates to the page due in September 2024.

  • Assessment of learning outcomes

    This page under review following a review of the Thesis Preparation Assignment (TPA) with updates to the page due in September 2024.

  • Assignment suite overview

    This page under review following a review of the Thesis Preparation Assignment (TPA) with updates to the page due in September 2024. Assignment submission dates

  • Assessment general principles

    Assessment on the Doctorate in Clinical Psychology is guided by a number of different frameworks including the Health and Care Professions Council’s (HCPC’s) standards of education and training and standards of proficiency, the British Psychological Society’s (BPS’s) standards for the accreditation of Doctoral programmes in clinical psychology and Lancaster University’s manual of academic regulations and…

  • Public Involvement on the Lancaster DClinPsy programme (LUPIN)

    Experts by Experience’s (EbEs) vital contributions to clinical psychology training is recognised in position statements and accreditation criteria (BPS, 2019; DCP, 2018), as well as in wider professional standards and NHS policy (DoH, 2011; HCPC, 2017). LUPIN The Lancaster University Public Involvement Network (LUPIN) aims to increase public involvement in the Lancaster Doctoral Programme in…

  • Service related project (SRP) trainee guidance

  • Self-Assessment Exercise (SAE)

    Introduction The Self-Assessment Exercise (SAE) is designed to help trainees identify what their strengths are and what their areas for development are from the beginning of their training. It enables trainees to become active and engaged participants in their own learning and development and provides an opportunity to engage in different exercises to understand themselves…

  • Placement Presentation and Report (PPR) guidance for markers

    Introduction The Placement Presentation and Report (PPR) is an assessment linked to placement activity. It consists of: a 1500-word initial report which is handed in at the end of each core placement a presentation by the trainee and subsequent discussion with the trainee and markers (to be held after placements 2 and 4) a 5,500-word…

  • Placement Presentation and Report (PPR)

    This assignment is only undertaken by trainees in the 2014 cohort and earlier. Placement Presentation and Report (PPR) information for trainees Placement Presentation and Report (PPR) guidance for markers

  • Placement Presentation and Report (PPR) information for trainees

    The PPR is for the 2014 cohort and earlier only. The structure of the PPR is as follows Initial Report submitted at end of each core placement (min 1000 – max 1500 wds excluding references & appendices) Presentation and Discussion to be held after placements 2 & 4 Main Report Submitted following the Presentation /…

  • Placements Overview

  • Placements: preparation of trainees

    Whilst the quality of available placements needs to be assured, the programme also has a responsibility to assure that the trainees it sends on placement are appropriately prepared and fit to work with the public in the services to which they are being sent. Whilst trainees are carefully supervised, they do offer a clinical service…

  • Placement provision

    Minimum standards Placement providers must be capable of providing: – supervised practice consistent with the standards set out in BPS Accreditation through Partnership Handbook Guidance for Clinical Psychology programmes (p.27-30) enabling the trainees to achieve the learning outcomes set out sections 1 HCPC & BPS accreditation best practice requirements that supervisors attend supervisor training once…

  • Placement planning forms

    The forms below should be used for the relevant placement. Fifth placement planning requirements questionnaire (2020 cohort and earlier) Fifth placement planning action plan (2020 cohort and earlier) Innovative Placement Application Form Innovative Placement Description Form Innovative Placement Values & Practicalities Form Innovative Placements Process Risk Assessment Form for Innovative Placements

  • Placement information for supervisors

    For any clinical placements, the Programme Office ensures that all supervisors, once the allocation has been made, are sent the key information such as placement dates and trainee contact details in an email within a week of the programme placement allocation meeting. The key information provided to supervisors will include: – the name of the…

  • Placement documentation and assessment

    Placements are planned so that trainees have the best opportunity to achieve the learning objectives that relate to acquisition of clinical competence, which meet the HCPC’s Standards of Proficiency for Practitioner Psychologists and the standards set out in the BPS Accreditation through Partnership Handbook; Guidance for Clinical Psychology Programme. Placement Contract For each practice placement,…

  • Placement Development and Implementation Group (PlaDIG)

    The Placement Development and Implementation Group is established to plan and review the provision of practice placements for trainees on the Lancaster University DClinPsy programme. Each year, the trainees on the programme spend more than 50% of their time on practice placements, which are distributed across the North West of England. The Placement Development and…

  • Placement difficulties

    Difficulties on placement fall into three broad categories – concerns expressed by trainees, those expressed by tutors and those expressed by supervisors (these might also include the concerns of other professionals or service users on placement). Although the concerns of all do often overlap, these concerns will be considered separately in the interests of clarity.…

  • Placement availability and selection

    Services within the Northwest area which are considered able to provide successful practice placements are contacted in good time prior to the start of the placement to seek offers of placements. Approaches for placement offers are coordinated with the other two north west programmes who also seek placements within the same geographical area. When a…

  • Placement allocation

  • Criteria for placement failure

    Introduction The criteria for failure reflect the requirements of the profession, as set out in the following standards produced by the regulatory body (Health and Care Professions Council – HCPC) and the professional body (British Psychological Society- BPS): Health and Care Professions Council Standards of Conduct, Performance and Ethics See document link below Health and Care…

  • Key information about the structure and content of training

    Programme delivery The vast majority of the DClinPsy curriculum is delivered via face-to-face methods at Lancaster University, which will also be the employment base with Lancashire and South Cumbria NHS Foundation Trust. In-person attendance at both teaching and placements is a requirement. The programme cannot be attended online ‘live’ from a distance due to the…

  • The thesis: a guide for external supervisors

    This page under review following a review of the Thesis Preparation Assignment (TPA) with updates to the page due in September 2024. Research Collaboration Proposal Form

  • Previous thesis topics

    Graduating year 2024 Oliver Baldwin Experiences of chronic pain Rebecca Bennett The impact of games on wellbeing in autism Suzy Berry The moral distress and posttraumatic growth of the ambulance workforce: A systematic review and meta-synthesis Amy Breed The psychosocial impact of living with adult cyclical vomiting syndrome: An interpretative phenomenological analysis Katy Brooks Self-compassion,…

  • Guidance on the thesis process for trainees

  • Research expenses

  • Framework for Ensuring Consistency in Research Work

    This page under review following a review of the Thesis Preparation Assignment (TPA) with updates to the page due in September 2024.

  • Inclusive learning

    Introduction All education programmes should include and represent people with varied life experiences, belief systems and backgrounds. However on our programme, we believe there is an additional imperative to do this, not only for the benefit of learners, but because we are training health professionals who need to be able to engage with difference in…

  • Equality, Diversity and Inclusion Strategy

    1. Values The Lancaster DClinPsy Programme is committed to celebrating the diversity of all those associated with it: trainees, staff, members of our Public Involvement Network (LUPIN), teachers, supervisors and assessors, the Learning Together Group and others. This commitment is underpinned by an emphasis on inclusivity and equity. Learning experiences provided and facilitated by this…

  • Marking for assignments in relation to a specific learning difficulty (SpLD)

    In line with university guidelines, DClinPsy trainees with a diagnosis of a SpLD have their diagnosis highlighted to academic markers by the use of the university’s standard coversheets. This requests that markers are aware of the relevant guidelines and will be sent as applicable to those marking assignments. In addition to the university coversheet, an…

  • Admissions equal opportunities data

    Each year the Clearing House in Clinical Psychology provides data on applicant numbers for each of the UK Clinical Psychology Programmes and for the UK as a whole. They also provide a breakdown of applicants by gender, cultural background, age, disability, number of dependants etc. The programme compares its data to national patterns. Equal opportunities…

  • Structure of Assignment and Thesis Activity

    This page under review following a review of the Thesis Preparation Assignment (TPA) with updates to the page due in September 2024.

  • Plagiarism

    The term ‘plagiarism’ relates to the ‘unacknowledged use of someone else’s work, usually in coursework, and passing it off as if it were his/her own’ (Dealing with plagiarism by students; an institutional framework; p.3). It includes collusion, commission, duplication of the same work for more than one assessment, inappropriate acknowledgement of text from another source…

  • Appeals

    Trainees only have the right of appeal upon failure of the whole DClinPsy programme. Where a recommendation from the programme’s Exam Board has been made that the trainee fails the programme, the trainee’s case is automatically referred by the Chair of the Exam Board to student registry, who will offer them the right of appeal.…

  • Personal and professional development and support for trainees

    TYPE OF TRAINEE SUPPORT PSYCHOLOGISTS AND OTHERS INVOLVED FREQUENCY OF MEETINGS WITH TRAINEES Tutor pair and individual training plan (ITP) Programme staff: one member of the clinical team oversees the training pathway in partnership with a member of the research team Meet with trainees at least monthly. Individual training plan meetings at least twice per…

  • Personal therapy & personal reformulation

    The programme supports trainees seeking personal therapy. Trainees considering personal therapy are encouraged to discuss this with either their tutors who will assist them as appropriate in finding personal therapeutic support (for example advising them where to search). Course staff would not have any direct contact with a trainee’s therapist, and trainees would not be…

  • Exceptional Circumstances Committee

    The remit of the programme’s Exceptional Circumstances Committee is to consider submissions by a trainee relating to events outside their control which may have resulted in them failing to complete assessed work to a standard of academic performance that might reasonably have been expected on the basis of their performance elsewhere during their study. The…

  • Management Structure and Position within the University

    The programme is situated managerially within the Division of Health Research (DHR), which is part of the Faculty of Health and Medicine (FHM). The current head of DHR is Dr Mark Limmer and the Dean of FHM is Professor Jo Rycroft-Malone. The Faculty for Health and Medicine, and therefore the programme, is situated within the…

  • Guidelines for trainee professional behaviour

    The guidance that all trainees must adhere to at all times, in terms of professional behaviour, are the HCPC code of conduct and ethics for students and the LSCFT code of conduct (please access via LSCFT intranet). However, for general guidance of expected conduct in the specific training context of the DClinPsy, please see below:…

  • Concerns about the programme (for trainees)

    As a programme team, we endeavour to undertake our duties in a respectful and ethical way, however there may be times when trainees wish to raise concerns about any aspect of the Programme and the following document outlines the procedures for doing so. Trainees’ experience of training, their feedback and ideas for improvement are key…

  • Qualtrics web based survey software

    Qualtrics is a web based survey and data collection tool which is licensed for use by all staff and trainees. To use Qualtrics, just visit : – https://lancasteruni.eu.qualtrics.com You will need to login using your University account details. The interface is relatively simple to use and does not require any specific prior training to use.…

  • Moodle Virtual Learning Environment

    Moodle is a web based system which the programme uses to post teaching materials and allow trainees to submit assignments. Soon after being registered at the University trainees are able to access the information posted on Moodle relating to their teaching. To access the DClinPsy section of Moodle just click on the link below: https://modules.lancaster.ac.uk/course/view.php?id=2503…

  • Annual plan

    Although the programme tries to use a set pattern of teaching, this is not always possible. The annual plan is used to track all teaching, meetings, placements, admissions processes, and holidays. The plan, which is updated throughout the year, is available as an Outlook calendar which is shared with all programme staff and trainees. To…

  • Peer observation guidelines

    The key elements of the DClinPsy peer & stakeholder observation system are outlined below. This should be used in conjunction with the peer/stakeholder observation feedback sheet. Ethos The peer & stakeholder observation system is based on the idea that anyone can observe anyone else. The aim of observation is to help develop the process of…

  • Training Review Interview

    The training review interview is a voluntary discussion between trainees and their clinical and/or research tutor which aims to do the following: – Consider the trainees’ development over the final few months of placement Gather feedback from trainees to use when considering improvements to the course: the working environment, culture, processes and systems, management and…

  • Trainee working pattern guidance

    Annual leave entitlement This will depend on your length of continuous service but will be at least 27 days a year, plus bank holidays (April to March). If at the start of or during training you accrue five or ten years’ continuous service within the NHS then your annual leave allowance will rise to 29…

  • Supervisor training

    At Lancaster the DClinPsy programme’s vision for trainees is that they become competent, confident, reflective and reflexive practitioners. Clinical practice placements and supervision play an essential role in this process. Placement supervisors are asked to support trainees in the development of their competencies and skills to a level which will enable trainees, upon completion of…

  • Psychological contracts

    What is a Psychological Contract? The most common notion is that it is the implicit promises (expectations and inferences) within relationships. It is a 2-way contract “locking you into the dynamic” (Conway & Briner, 2009). Psychological contracts are encouraged to be established on placement between trainees and their supervisor(s). How is it Established? As it…

  • Trainee personal details

    If there are any changes to your personal details (e.g. address, contact details, name, next of kin) you must let the programme office know as soon as possible. For any address changes you will need to inform LSCFT. You can change your details via ESR on an LSCFT Laptop or complete the section attached to…

  • Employment arrangements

    Programme Staff All staff are employed to work on the clinical psychology programme based at Lancaster University. However, some are employed directly by the university, and some are employed by the NHS (Lancashire and South Cumbria NHS Foundation Trust (LSCFT)). Irrespective of employer, NHS or University, all programme staff have a base at Lancaster University.…

  • Crisis management

    If trainees are experiencing crises and need extra support outside of the above support systems, they should approach one of their individual tutors in the first instance or, in an emergency, another member of staff who is present within the university. There are a number of sources of help and various types of provision that…

  • Fitness to practise

    Being fit to practise is a prerequisite for an applied psychologist to deliver a service to the public. The following extract is taken from the Health and Care Professions Council’s brochure entitled “The Fitness to Practise Process”: What is fitness to practise? When we say that someone is ‘fit to practise’ we mean that they…

  • Concern about trainee behaviour

    From time to time staff/service users who come into contact with DClinPsy trainees may have concerns about an individual trainee’s conduct and behaviour. There are already a number of formal DClinPsy, Lancashire & South Cumbria NHS Foundation Trust (LSCFT) and Lancaster University policies and procedures which can be applied in the case of serious concerns.…

  • Absence from work policy and annual leave procedure

    Absence reporting email address: lscft-absence-recording@lancaster.ac.uk (this inbox is managed by a small duty team made up of the admin team and clinical tutors who check the inbox at the start of and during the working day) Annual leave email address: annualleave-nhs@lancaster.ac.uk Reasons for absence Absence is recorded in the following four categories: Annual leave Sickness absence Special…