There are a number of limitations in the way the clinical psychology profession has traditionally operated:

• Services often have a focus on individuals’ mental health needs
• Community engagement work is often short-term and not sustained
• There are effective ways to reduce inequality and improve wellbeing that clinical psychology does not often use
• Certain parts of the population are not well served by clinical psychology and find services hard to access
• Clinical psychologists are rarely visible in the communities in which they work
• Clinical psychology is not as visible or accessible to society as other professions, e.g. in terms of engaging with the media and politics

Clinical psychology training courses have traditionally also reflected these limitations, e.g.

• placements are mostly focused on ‘downstream’ interventions and lack a preventative focus
• placements do not always have a direct link into the communities they serve
• placements often do not provide opportunities for trainees to work with groups or individuals whose needs aren’t met by typical NHS services, e.g. marginalised or ‘hard-to-reach’ populations.

The NHS Long Term Plan commits to both improving and widening access to mental health care for our population. This is accompanied by a significant planned increase in the number of DClinPsy training places nationally. This presents an opportunity to consider how the above limitations could be reduced as part of a review of the organisation of placements on the Lancaster DClinPsy programme, and how the additional trainee capacity can be best used.

The Clinical Psychology Engagement Team Development and Implementation Group (CPET DIG) has been established to discuss these issues and challenges, with the aims of increasing community engagement activities within the programme and monitoring progress of current engagement workstreams that are taking place.

The intended outcomes of the group include increasing the number of placements for trainees, and widening placement opportunities to involve more preventative and community-focused work, as well as bringing a clearer preventative and community psychology ethos to the programme in general.

We hope that having opportunities to engage in community/preventative placement work becomes the norm for all trainees.  Ultimately, we hope that this will result in both shaping the experience and skill sets of future clinical psychologists, and psychological thinking brought into services and communities that do not have it at present.

Membership

The CPET DIG is comprised of the following:

• Members of the DClinPsy programme staff
• LUPIN members
• Trainee representatives

The terms of reference for the group, as well as membership and meeting frequency are currently under review, with the aim of re-establishing the group in the autumn of 2023.

CPET Terms of Reference (past)
DClinPsy structures

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 programme committees fit together and how decisions are made on the programme is outlined in the programme decision making diagram available below.

DClinPsy decision making diagram
Programme Board
Development and Implementation Groups
Operational Management Group
Examination Board
Directors Committee

The programme is divided into nine areas each of whom have a DIG which oversees their domain’s strategical development and procedural implementation. Essentially, the DIGs are designed to create a space for strategic thinking and advice on course procedures, policies and directions. Trainees, LUPIN members and other stakeholders are represented across the DIGs.

An overview of the DIGs for trainees considering membership is available: –

Trainee Committee Membership document

The DIGs report to the Operational Management Group on a fortnightly basis. The DIGs are: –

Learning and teaching development and implementation group
Placement development and implementation group
Assessment development and implementation group
Selections and admissions development and implementation group
Inclusivity development and implementation group
Pastoral development and implementation group
Lancaster University Public Involvement Network
Clinical Psychology Education Team development and implementation group
Part-time training team
Anti-Racism Accountability Group

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 the exchange of information relevant to the delivery of the Programme between key stakeholders
• Review and advise on the ongoing accreditation of the DClinPsy Programme with respect to the HCPC and the British Psychological Society
• Review and advise on the Quality Monitoring Visit reports from the quarterly visits carried out by Health Education England and the responses made by the University
• Highlight, consider and advise on the potential impact of emerging trends in the sector including national, regional or local NHS and higher education policy
• Consider and advise on stakeholder feedback on the Programme and the resulting responses from the University

Membership

External perspectives: –

• Consultant clinical psychologist as further representation of clinical psychology from the North West Region (external to LSCFT)
• Service user representative (via Lancaster University Public Involvement Network (LUPIN))
• Trainee representative from each cohort (including the bespoke pathways cohort)
• Representative of Health Education England

On behalf of the Programme team: –

• Programme Director (or his/her nominated deputy)
• Clinical Director (or his/her nominated deputy)
• Research Directors (or his/her nominated deputy)
• Programme Administrator (or his/her nominated deputy)

University perspective: –

• The Dean of FHM (or his/her nominated deputy)

Trust perspective: –

• Associate Director for Psychological Professions from LSCFT (or his/her nominated deputy)

Contents

1. Awarding Institution
2. Teaching Institution
3. Programme Approved & Accredited by
4. Final Award
5. Programme Title
6. UCAS Code
7. Subject Benchmark
8. Date of Production
9. Educational Aims of the Programme
10. Required Programme Outcomes
11. Teaching/Learning Methods and Strategies
12. Assessment Strategy and Methods
13. Reference Points Used to Inform
14. Scheme of Study Structure and Features
15. Support for Learning
16. Criteria for Admissions
17. Evaluation and Improvement of Quality and Standards
18. Regulation of Assessment
19. Indicators of Quality

1. Awarding Institution

Lancaster University

2. Teaching Institution

Lancaster University

3. Programme Approved & Accredited by

Health and Care Professions Council, British Psychological Society

4. Final Award

DClinPsy

5. Programme Title

Clinical Psychology

6. UCAS Code

None

7. Subject Benchmark

Clinical Psychology

8. Date of Production

July 2019

9. Educational Aims of the Programme

The programme aims to enable trainees to work as clinical psychologists with the range of clients and services specified below in a range of settings, especially those seen as having high priority within the National Health Service. Newly qualified clinical psychologists should understand and embrace the core purpose and philosophy of the profession as described in the document prepared by the Division of Clinical Psychology (DCP). They should be committed to reducing psychological distress and enhancing and promoting psychological well-being through the systematic application of knowledge derived from psychological theory and evidence. Their work will be based on the fundamental acknowledgement that all people have the same human value and the right to be treated as unique individuals. The programme-level learning outcomes are those outlined by the DCP, which are specifically designed to ensure that those who meet them will meet the HCPC Standards of Proficiency for Practitioner (Clinical) Psychologists.

10. Required Programme Outcomes

The follow section from the BPS Standards for Doctoral programmes in Clinical Psychology provides context to the delivery of learning on the programme: –

11. Teaching/Learning Methods and Strategies

The following describes the learning and teaching methods, as these relate to the academic programme, research programme, and to the integration of theory and clinical practice:

Formal teaching

Structure of teaching

Teaching relates to the full range of clinical activity. A team of staff and stakeholders is responsible for co-ordinating each of the ‘teaching strands’ that are used to organise the teaching across the three years of training. In the first weeks of the programme trainees attend the induction block of teaching for four days per week. They have one day for non-contact learning and other training-related activity. In addition, prior to each of the subsequent three placements, there is one to two week(s) of introductory teaching that is designed to prepare trainees for the upcoming placement and for working with the relevant client group(s). Teaching in the third year focuses on advanced skills, influencing, and addresses topics that tend to be of particular relevance to third year placements.

Teaching sessions which are mandatory are indicated on the appropriate teaching schedules. Arrangements are made on an individual basis where mandatory teaching has been missed.

Delivery of learning and teaching experiences

Teaching and learning on the programme (with the exception of mandatory NHS trust training sessions) is designed specifically for clinical psychology trainees. To ensure that teaching is as relevant as possible to current practice and is based on the most up-to-date evidence, much of the teaching is delivered by practising clinical psychologists. Teaching is also delivered by other health and social services professionals, as well as users of services and other experts by experience. The majority of teaching on communication skills, research skills and personal development and reflection is delivered by members of the programme staff.

Programme staff work in small teams to plan and co-ordinate teaching within the nine thematic ‘strands’ that run throughout the programme of training, and these staff liaise closely with external teachers to ensure the learning experience for trainees is coherent and consistent. Learning and Teaching activities are designed to work towards the programme’s Learning and Teaching Vision The programme also runs occasional ‘good practice in teaching’ workshops for all those who teach for the programme.

The format of teaching is varied, adopting a broad range of approaches, often within a single teaching session. Teaching is mostly delivered in ‘whole day’ (5 hours) or ‘half day’ (2.5 hours) sessions which will usually involve a combination of delivery modes including such elements as didactic presentations, small and large group discussion, workshop exercises, role-play and use the use of audio-visual materials as appropriate. The programme issues guidance to teachers on the production of teaching materials to maximise their accessibility to any trainees with specific individual needs.

Content of teaching

The content of teaching is organised around conceptual strands, each of which runs throughout the course of the programme.

A brief description of each of the conceptual strands and its function, as part of the overall learning and teaching programme, can be found below.

The teaching timetables for the year are available to trainees via the Moodle virtual learning environment.

Strands

Assignment Preparation

The assignment suite is designed to assess every aspect of clinical psychology practice and as such is a central aspect of the assessment of competence leading to the award of DClinPsy. This strand has two central elements: –

1. Developing competence in analysis and critical thinking. Analysis and critical thinking is a core competence in clinical practice and as such is assessed in all assignments. Trainees undertake a developmental programme in epistemology alongside practical sessions such as ‘making good arguments’.
2. Learning the specific requirements for each of the different assignments which have to be submitted as part of the DClinPsy. In these sessions trainees are introduced to the processes and preparation required for each assignment and how they will be assessed. Each assignment will have its own associated teaching and development/support/feedback sessions which are scheduled and delivered in a timely manner where knowledge and support is required to prepare for submission.

Therapy

The integration of theory and practice is considered central to the curriculum. This strand will introduce trainees to a selected number of major therapeutic models and emerging therapeutic approaches. It aims to develop trainee understanding of theoretical aspects of therapeutic models and how they can be applied in clinical practice across a range of specialities.

The overarching models/approaches which the programme will be delivering are: –

• Cognitive Behavioural Therapy (CBT)
• Systemic Practice
• Cognitive Analytic Therapy (CAT)
• Narrative Therapy

All CBT teaching is delivered by accredited CBT practitioners and as such meet all the requirements set out in the British Association for Behavioural and Cognitive Psychologists Core Curriculum Reference Document.

The systemic practice curriculum has been designed to meet the requirements of the Foundation level training in systemic practice as accredited by the Association for Family Therapy.

The narrative therapy curriculum meets the requirements for Level One training as accredited by the Institute for Narrative Therapy

In addition, each trainee will have the option of completing the equivalent of the first year of CAT Foundation Training as accredited by the Association of Cognitive Analytic Therapists (ACAT). This involves attendance at optional Advanced CAT teaching in the final year of training as well as undertaking the necessary clinical practice under the supervision of an ACAT accredited supervisor.

The strand takes a developmental approach by initially considering the theoretical underpinnings of each model before moving on to consider the clinical application of each therapeutic model in a relevant and timely way (i.e. fitting with the placements trainees are on). Over the course of training the strand will develop the trainee’s learning of each model and relevant aspects of its application such as assessment, formulation and intervention.

Professional Influencing

The Professional Influencing strand focuses on how psychological thinking and theory can be communicated in an effective, professional and ethical way to the world. It includes communication and influencing at a number of levels including at a societal level (e.g. through media channels and activism), a community level, at the level of health and social care and education contexts, as well as at a group and individual level.

This strand also examines the assumptions which inform scientific activity in relation to clinical psychology, the problems in applying philosophies and methods from the natural sciences to human behaviour and the relationship between the philosophy of science and research activity. The strand provides trainees with conceptual frameworks to enable them to develop a scholarly and constructively critical approach to clinical psychology theory, research evidence and practice, and an awareness of issues of power and diversity as they apply to the role and profession of the clinical psychologist.

The strand aims to increase trainees’ awareness of the influencing role of clinical psychologists within this wide range of contexts, and help them learn skills in developing and shaping thinking, strategy and policy in relation to mental health and wellbeing. This includes broad awareness of mental health and wellbeing, the determinants of wellbeing, and the potential positive influence of psychological thinking in these contexts.

Within this strand, teaching aims to increase trainees’ understanding of the social, community, professional and organisational contexts within which clinical psychologists practice, and how clinical psychologists can influence thinking and practice though increasing awareness and understanding of mental health, improving services and setting the direction for the future.

Trainees will become more aware of NHS and other health and social care contexts, and the influence of clinical psychology on those contexts, and vice-versa. Trainees will become more aware of healthcare history, policy and strategy, and will learn a range of methods for how to influence the contexts in which clinical psychologists work.

Key competencies that the strand will cover include: –

• Influencing and guiding policy, strategy and service delivery via: service planning, management of resources and people, and management of performance.
• Improving service delivery via: critical reflection and evaluation of current delivery, encouraging improvement and innovations, and facilitating change.
• Setting direction for policy, strategy and service delivery via: identifying contexts and drivers for change, applying knowledge and evidence, deciding on and planning service improvements and transformations, and evaluating the impact of change.

This strand links to the Leadership curriculum strand in the sense that Professional Influencing involves operationalising trainees’ personal leadership competencies within the contexts that clinical psychologists are able to influence.

Leadership

The BPS’s Clinical Psychology Leadership Development Framework states that “Effective leadership for clinical psychologists at all career stages can be strengthened by an awareness of personal qualities and values, and by the application of our professional skills and knowledge.” The Leadership strand focuses on the awareness and development of the personal qualities and values which are necessary to make and take opportunities for influencing within professional contexts. Key elements of these personal qualities, as outlined in the Clinical Leadership Competency Framework from the NHS Leadership Academy are managing yourself; developing self-awareness and acting with integrity.

The majority of Leadership sessions over the first two years will take place in the same small (up to eight trainees) practice development groups which will retain the same facilitator, wherever this is feasible. The purpose of this is to set up intimate, safe training spaces where core skills in communication, personal development and reflection can be practised; anxiety, tension and even failure experienced and tolerated and there is opportunity for each member of the group to take turns in embodying both individual and shared leadership roles.

Key competencies that this strand aims to develop: –

• Being aware of their own values, principles and assumptions, and being able to learn from experiences
• Organising and managing themselves while taking account of the needs and priorities of others
• Behaving in an open, honest and ethical manner
• Listening, supporting others, gaining trust and showing understanding
• Creating an environment where others have the opportunity to contribute

The Professional Influencing and Leadership strands have both been mapped against the Clinical Psychology Leadership Development Framework of the Division of Clinical Psychology.

Physical Health & Cognitive Development

This strand covers health and medical related issues that may occur during a person’s life. The strand takes a developmental lifespan approach in relation to both process and content. Teaching in this area begins with an exploration of some of the essential aspects of clinical psychology in health and neuropsychological settings, such as assessment, functional neuroanatomy, and the range of psychological models applicable to these areas. As the teaching develops to the more advanced stages, it considers specific physical health and neurological conditions such as stroke, cancer, and brain injury. There are also sessions on some of the associated broader themes that can influence a person’s psychological wellbeing such as pain, fatigue, body image, and subsequent emotional distress.

Whilst this strand inevitably has a focus on what may be termed ‘organic’ conditions such as neurological conditions and physical disabilities, there is an emphasis on considering those issues in context. This includes the context of the person / people accessing psychological support, as well as the context in which clinical psychology may be situated (e.g. medical settings / diagnostic-based services). Teaching encourages trainees to critique traditional and contemporary models of working in these areas, and take a developmental approach to positioning themselves and the profession, in relation to associated professions in physical health and medical settings.

Although there is no current accreditation of prior learning for Qualification in Clinical neuropsychology the physical health and cognitive development curriculum has been designed to meet the ‘underpinning knowledge and skills’ element of the Competency framework for the UK Clinical Neuropsychology profession.

Quality Assurance

The Quality Assurance curriculum strand covers matters to do with clinical governance, quality, continuous improvement and the standards required by our regulatory body, the Health and Care Professions Council (HCPC), and professional guidance and good practice identified by the British Psychological Society (BPS). The aim is to ensure that trainees are equipped to meet all mandatory requirements that apply to them on the programme: the mandatory training requirements of their employing NHS Trust and the requirements of the HCPC, BPS and NHS clinical governance legislation. It covers a range of learning activities as well as some formally delivered teaching sessions.

Research

The programme adopts the position that research is integral to the role of clinical psychologists. The ability to draw upon research evidence is essential for good clinical practice, as is an understanding of how to conduct original research. Research and clinical practice also share several common aims and methods. With this in mind, the programme aims to produce research-minded practitioners who should be applying a critical, analytic stance to both clinical and research practice. In pursuit of this aim, the objectives of the research teaching are therefore to enable trainees to:

• Conduct research to a high standard which advances both psychological theory and service practice;
• Apply ethical principles to their research work;
• Understand the basic principles of a range of research strategies, methods and approaches to data analysis, and how they can be applied in NHS settings;
• Critically evaluate their own and others’ research;
• Develop the skills and knowledge to disseminate their research work appropriately and to understand the importance of doing so.

The research strand consists of a series of separate but interlinked teaching sessions delivered over the course of the training programme, with the majority of teaching delivered in the first two years. These teaching sessions are designed to provide trainees with grounding in all aspects of the research process, from design to dissemination, and in the major research designs used in clinical psychology research. These include quantitative approaches to data collection and analysis, such as survey design and statistical analysis techniques; and qualitative approaches such as Interpretative Phenomenological Analysis, Grounded Theory and Narrative Analysis. The delivery of the sessions is planned in order to support trainees in the development, implementation and completion of their research assignments, in which trainees have the opportunity to consolidate the skills and knowledge developed through the teaching sessions.

Themes of Clinical Practice

This strand supports the development of the key skills required of a clinical psychologist. Teaching sessions across the three years cover core abilities within the professional role, such as formulation; attachment; engaging with difference; managing risk; and working with families, staff and carers. The curriculum is planned to follow a developmental path, and aims to build upon trainees’ existing interpersonal skills and life experiences to inform and develop their clinical practice.

12. Assessment Strategy and Methods

Assessment – general principles

Assessment on the Doctorate in Clinical Psychology is guided by a number of 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) accreditation through partnership framework and Lancaster University’s own guidance for postgraduate students . Links to all relevant documentation are included at the end of this section.

The programme’s assessment strategy is developed and monitored by the Assessment Development and Implementation Group. The aims of the Development and Implementation Group are to monitor and review each academic assignment, and to develop the framework of academic assessment to best fit trainee competencies. Each assignment is reviewed annually by the Assessment Development and Implementation Group. Once results have been ratified by the Exam Board, the coordinator for each assignment submits a report for discussion by the Development and Implementation Group on the process of the assignment, including feedback from external examiners and other stakeholders. Any proposed changes to assignments are initially discussed at the Assessment Development and Implementation Group, and then brought to the Operational Management Group for approval.

The programme’s assessment strategy is informed by the HCPC’s standards of proficiency for practitioner psychologists and the BPS’s learning outcomes and objectives. These are often used as indicators in the assessment of evidence. Evidence for specific competencies is collected and rated for each assessment. The programme’s competency-based approach to assessment means that a number of domains will be assessed throughout training but the demonstration of these will be different according to the specific assignments or placements.

It should be noted that only by successfully completing the Doctorate in Clinical Psychology can trainees become eligible to apply to the HCPC to be registered as a clinical psychologist. Furthermore, only HCPC approved programmes can confer eligibility to apply for HCPC registration. The programme does not offer any other route except to the full award of the doctorate in clinical psychology: no aegrogat award is offered.

Please see the HCPC Standards of Proficiency, Standards of education and training and BPS accreditation criteria in the appendix.

Assessment through practice placement experience

The Supervisor’s Assessment of Trainee (SAT) is used to indicate whether or not the trainee has met the required learning outcomes for the practice placement and subsequently to recommend to the exam board whether the placement should be considered satisfactorily or unsatisfactorily completed. Trainees are also required to complete a log-book for each practice placement, which includes a self-assessment component where they are asked to rate themselves against a range of objectives that stem directly from the programme-level learning outcomes.

Assessment through research thesis

The doctoral thesis is a substantial piece of work (up to 56,000 words including tables, figures and appendices) trainees usually complete during their second and third year of training. The thesis provides evidence of a number of research competencies which need to be demonstrated at a doctoral level for the piece of work to be passed. As well as providing additional evidence of many of the HCPC’s Standards of Proficiency, the thesis indicates that the trainee is able to undertake work to a standard which is consistent with Lancaster University’s guidance on doctoral level research, and complete primary, investigative research which is relevant to the theory and practice of clinical psychology. In terms of quality, the thesis needs to demonstrate a substantial contribution to knowledge and should afford originality by the discovery of new findings and by the exercise of independent critical power.

Assessment through academic coursework submission

Assessment of Learning Outcomes

The assessed academic coursework is assessed using a series of ‘domains’ which are based on the HCPC requirements (i.e. Standards of Education and Training), the British Psychological Society Accreditation Criteria and a job, task and role analysis for clinical psychology arising from a research project commissioned by the Clearing House for Postgraduate Course in Clinical Psychology (Baron & O’Reilly, 2012). The domains are designed to be transferable across the multiple activities in which clinical psychologists are expected to engage. A brief definition of each is outlined below: –

1. Collating information and knowledge – descriptive name: ‘Gathering’
   The ability to locate appropriate and relevant information and draw on own existing knowledge to address a specific issue or situation. Trainees must be able to demonstrate that they can construct and execute an effective information gathering strategy AND draw on different types of information as appropriate e.g. Research studies; Clinical assessments; Ethical principles; Professional practice guidance; NHS policies etc.; Contextual and diversity information.
2. Critical analysis & synthesis – descriptive name: ‘Analysing’
   The ability to identify the relevant issue, weigh up, critically analyse and synthesize information collated from the first domain – collating information and knowledge. To demonstrate skills in critiquing – including understanding arguments and concepts of logic, ability to identify assumptions. Together with skills in synthesising & organising and the generation of new knowledge as a result of the above. Being able to transfer knowledge between contexts, adapting and applying it appropriately and demonstrating skills in drawing conclusions. Ability to be selective, specific and succinct.
3. Strategy for application – descriptive name: ‘Deciding’
   The ability to develop a strategy to practically apply the outcome of the synthesis to a specific situation and show how this strategy follows on from the synthesis. This domain relates specifically to making the plan, not its implementation. Examples include: Making recommendations for future practice or research; Deciding on a course of clinical intervention or research design; Influencing the development of organisational policies and procedures.
4. Performance skills – descriptive name: ‘Doing’
   The ability to implement a strategy in a real environment. This domain concerns the concrete application / performance of specific techniques and (micro) skills. Examples include: conducting psychometric tests; specific therapeutic techniques; structured assessments; leading team discussions.
5. Responsive to impact & learning from experiences – descriptive name: ‘Responding’
   The ability to seek out and be responsive and sensitive to the effect of own actions & to new information. Being able to demonstrate learning from this through adapting future behaviour. For example: An awareness of self and its impact on the work; Ability to critically reflect in the moment and take action as a result of the reflection; Ability to generalise learning from specific situations and apply this in other situations or more broadly; Seeking out & taking responsibility for personal development and learning opportunities.
6. Communicating information effectively – descriptive name: ‘Communicating’
   The ability to communicate information effectively to the intended audience, adapting style, delivery and content as appropriate (but NOT the choice of strategy). This includes verbal delivery of information to individuals and/or groups; visual delivery of information to individuals and/or groups and written information to a wide range of audiences e.g. professionals, lay people, people with disabilities/impairments.
7. Interpersonal skills & collaboration- descriptive name: ‘Interacting’
   These are the transferable skills that underpin interactions with others. Examples include the ability to be warm and engaging, to always listen, be respectful and take account of views and goals of others and show an awareness and use of power when doing this, and the ability to assert self and use skills of negotiation to influence others, manage conflict and work with dynamics and organising / leadership in terms of finding the most efficient ways of working together.
8. Organisational skills – descriptive name: ‘Organising’
   This is the ability to use organisational skills in a proactive way to process and prioritising disparate demands and tasks to achieve objectives in a timely fashion.
9. Demonstrating Essential Knowledge – descriptive name: ‘Knowing’
   The ability to show the required essential knowledge of clinical psychology theory, evidence and best practice that can be applied to their own learning and practice. For example: An awareness of how to access policy and practice guidance when needed; Consistent familiarity and critical appreciation of NHS guidance in specific areas (such as NICE) where working clinically; Understanding quality assurance principles and processes including informatics systems; Familiarity with the DCP code of conduct and the HCPC Standard of conduct, performance and ethics for students; safeguarding processes and understanding of key elements of psychometric theory which have relevance to psychological assessment and evaluation
10. Professional behaviour – descriptive name: ‘Behaving’
    The ability to behave professionally and appropriately in all contexts. For example: Awareness of and adherence to principle of informed consent; Awareness of and working within limits of own competence and employing self-care appropriately; being aware of when may not be fit to practice and acting on this to effectively manage any risks this might pose; Showing motivation and using initiative where necessary to complete tasks to a ‘good enough’ standard and understanding and raising awareness about any ethical issues.

For trainees who began the DClinPsy in 2017 or before, the assessed academic coursework completed as part of the programme is largely evaluated using a series of ‘core competencies’ that are required to perform these skill sets proficiently. These competencies are derived from the a job, task and role analysis for clinical psychology arising from a research project commissioned by the Clearing House for Postgraduate Course in Clinical Psychology (Baron & O’Reilly, 2012). The competencies are designed to be transferable across the multiple activities in which clinical psychologists are expected to engage. A brief definition of each of them follows: –

1. Knowledge and skills – this is evidence that the trainee has a broad knowledge and clear understanding of the knowledge and evidence base being referred to in the assignment. This will include, for example, knowledge and understanding of theory and clinical technique in relation to a clinical situation, of research methodology and application, and of the evidence and literature base more generally in a relevant subject area.
2. Analysis and critical thinking – this relates to evidence of the ability to evaluate literature critically and to adapt and apply knowledge and skills to specific situations. It can include, for example, adapting theory for use with a particular client, critical evaluation of the work of others and analysis of data collected through research.
3. Reflection and integration – this relates to evidence of the trainee being able to adopt a reflective stance to facilitate learning, and the application of learning to practice.
4. Professional behaviour – this relates to evidence of the trainee conducting themselves in a manner consistent with the professional role of clinical psychologist. This will include an awareness and use of relevant guidelines and standards regarding ethics, boundaries etc., and interacting with other professionals in an appropriate manner.
5. Written communication – This refers to the adequate written expression of a range of ideas, concepts and arguments, in a coherent, flowing and appropriately structured way. The style adopted should be appropriate for the intended audience.
6. Resilience – this reflects evidence of the trainee’s ability to face challenges confidently and learn from setbacks.
7. Presentation skills – evidence of the ability to effectively communicate information in a live presentation environment is assessed under this competency. It includes verbal communication skills plus associated planning and performance skills in presenting.
8. Literature search skills – this relates to evidence of the trainee showing the technical skills required in locating and using relevant literature and other sources of knowledge and evidence.
9. Contextual Awareness – competency refers to an awareness of the contexts that clinical psychologists work in, and the professional role of a clinical psychologist within them.

13. Reference Points Used to Inform

• HCPC Standards of Education & Training
• HCPC Standards of Proficiency
• Standards for Doctoral Programmes in Clinical Psychology (BPS document)
• BPS accreditation through partnership handbook
• BPS accreditation through partnership additional guidance for clinical psychology training programmes: The Ten Essential Shared Capabilities
• BPS Generic Professional Practice Guidelines
• BPS Division of Clinical Psychology Professional Practice Guidelines
• Clinical Psychology – a quick guide to the profession and its training
• Clinical Psychology: The core purpose and philosophy of the profession (BPS Division of Clinical Psychology)
• BPS Division of Clinical Psychology Good Practice Guide :Service User and Carer Involvement within Clinical Psychology Training
• BPS Division of Clinical Psychology Good Practice Guidelines: Training in Forensic Clinical Psychology
• BPS Division of Clinical Psychology Good Practice Guidelines for UK Clinical Psychology Training Providers for the Training and Consolidation of Clinical Practice in Relation to People with Learning Disabilities
• BPS Division of Clinical Psychology Good Practice Guidelines for UK Clinical Psychology for Training Providers – Training and consolidation of clinical practice in relation to children and young people
• BPS Division of Clinical Psychology Good Practice Guidelines for UK Clinical Psychology Training Providers for the Training and Consolidation of Clinical Practice in Relation to Older People
• BPS Division of Clinical Psychology Good Practice Guidelines for UK Clinical Psychology Training Providers. Training and Consolidation of Clinical Practice in Clinical Health Psychology.
• BPS Division of Neuropsychology Competency Framework for the UK Clinical Neuropsychology Profession.
• NHS National Service Frameworks
• NHS Knowledge & Skills Framework
• QAA Benchmark statement Healthcare programmes – Clinical Psychology.
• Quality Assurance Agency for Higher Education, ‘Code of practice for the assurance of academic quality and standards in higher education’
• Quality Assurance Agency for Higher Education, ‘A framework for higher education qualifications in England, Wales and Northern Ireland’
• National Qualifications Framework in England, Wales and Northern Ireland
• Disability Discrimination Act 1995
• Human Rights Act 1998
• Health and Safety at Work etc. Act 1974, and associated regulations
• The Children Act 2004
• Selection of Clinical Psychologist Trainees Job Analysis Final Report
• Lancaster University DClinPsy programme vision statement
• Input from stakeholders (including local employers, trainees, service users and carers, NHS England) through the programme’s stakeholder events, and stakeholder representation on programme development and implementation groups.

14. Scheme of Study Structure and Features

Period of registration

The maximum period of registration for the DClinPsy Programme is normally seven years. This allows for qualification whilst the graduating trainees are all up to date with current practice. It is held that prolonging registration beyond this period means that there is a risk that professional practice on qualifying will be outdated. The reasons underlying this concerns the practice that can be overseen by the DClinPsy programme and are separate from guidelines concerning “return to practice” under the aegis of the Health and Clinical Professions Council (HCPC).

This period is also normally independent of amount of time spent intercalated, maternity leave, long-term illness and part/full time status. It is also independent of working in the NHS under supervision whilst waiting to qualify. This latter example might include students who have completed the clinical practice elements of the programme and be completing academic assignments and/or their thesis. This is because the Programme cannot oversee the ongoing practice and clinical supervision beyond their contracted period of study.

The tables below give a typical outline of the programme as it develops for each student on either a full time or part time pathway. The programme structure normally follows this format, although more individualised training plans may become necessary for some trainees – see Structure of Teaching and Placements for full details. This can also be referred to in relation to students registered prior to 2021.

Full time pathway

All Teaching belongs to both a ‘block’ which reflects the current placement and assessment activities the trainee is conducting at that point in the programme, and a thematic ‘strand’ that develops learning over the three years of training.

	Clinical Activity	Self-directed study time	Teaching ‘blocks’:
YEAR ONE
Sept – Oct	none	1 day per week	Induction teaching programme
Oct – Dec	Community Engagement block – trainee engage with local communities in groups	1 day per week	Mostly aimed at direct working – 2 days per week
Jan – Sept	Direct working focused placement	1 day per week	Mostly aimed at direct working – 1 day per week
YEAR TWO
Oct – Dec	Project block – trainees engage in group service development activity	1 day per week	Mostly aimed at indirect ways of working, consultation and supervision
Jan – Sep	Indirect working focused placement	1 day per week	Mostly aimed at indirect ways of working, consultation and supervision
YEAR THREE
Oct – Dec	Community Psychology activity block	1 day per week. From October until thesis hand in (March) there are 30 additional bookable study days which trainees may take in a flexible manner as best suits their research needs. This needs to be discussed and agreed in advance with research and clinical tutors as well as third year placement supervisors.	Mostly focused on advanced clinical skills and practice, influencing and leadership.  1 day per week
Jan- Aug	Influencing and leadership-focussed placement	1 day per week until the end of May, then one day per fortnight from the start of June through to the end of the training contract	Mostly focused on advanced clinical skills and practice, influencing and leadership. 1 day per week until the end of May, then one day per fortnight from the start of June through to the end of the training contract.
Teaching thematic ‘strands’: Teaching that forms part of each strand listed take place across the three years of training.	·         Assignment Preparation ·         Therapy – Cognitive Behavioural Therapy ·         Therapy – Systemic Practice ·         Therapy – Cognitive Analytic Therapy ·         Professional Influencing ·         Leadership ·         Physical Health & Cognitive Development ·         Quality Assurance ·         Research ·         Themes of Clinical Practice

Through the three-year training, trainees acquire core competencies that span the roles expected of a clinical psychologist. These not only relate to the ability to work individually and with other key professionals and carers, with clients across the life span, across client ability and in a range of clinical settings, but also include skills in leadership, consultancy and service development.

This competency acquisition is achieved through organising teaching so that it reflects the focus of trainee placements and assessed work activity at any given point of the programme. However, learning and teaching is also co-ordinated thematically in ‘strands’ to ensure a coherent developmental approach. More detail on the strands can be found in the document below.

The programme specifically enables students to develop academic and research competencies at a level commensurate with a doctoral level degree and related to those skills and abilities necessary to have the Standards of Proficiency (SoP) for a clinical psychologist as set out by the Health and Care Professions Council (HCPC). Within work during placements, as well as academic activity outside of placements, the programme fosters students’ ability to appraise evidence critically and modify practice appropriately.

This table gives a typical outline of the part time programme as it develops over the 4 years and 4 months for each student. The part time programme structure normally follows this format, although more individualised training plans may become necessary for some trainees.

All Teaching belongs to both a ‘block’ which reflects the current placement and assessment activities the trainee is conducting at that point in the programme, and a thematic ‘strand’ that develops learning over the 4 years 4 months of training.

	Clinical Activity	Self-directed study time	Teaching ‘blocks’:
YEAR ONE
Sept – Oct	none	0.5 days per week	Induction teaching programme
Oct – Dec	Community Engagement block – trainee engage with local communities in groups	0.5 days per week	Mostly aimed at direct working – 2 days per week
Jan – Sept	Direct working focused placement	0.5 days per week	Mostly aimed at direct working – 1 day per week
YEAR TWO
Oct – Jan	Direct working focused placement	0.5 days per week	Mostly aimed at indirect ways of working, consultation and supervision
Feb – May	Project block – trainees engage in group service development activity	1 day per week	Mostly aimed at indirect ways of working, consultation and supervision
June	None	Thesis study 2.5 days per week	Mostly aimed at indirect ways of working, consultation and supervision
July – Sep	Indirect working focused placement		Mostly aimed at indirect ways of working, consultation and supervision
YEAR THREE
Oct – August	Indirect working focused placement	1-1.5 days per week	Occasional Professional Development and cross-cohort teaching
YEAR FOUR
Sep	None	Thesis study 2.5 days per week	None
Oct – Dec	Community Psychology activity block	0.5 days per week	Mostly focused on advanced clinical skills and practice, influencing and leadership. One day per week through to May, then one day per fortnight
Jan – Aug	Influencing and leadership-focussed placement	0.5 days per week	Mostly focused on advanced clinical skills and practice, influencing and leadership. One day per week through to May, then one day per fortnight
YEAR FOUR
Sep -Dec	Influencing and leadership-focussed placement	1 day per week	None
Teaching thematic ‘strands’: Teaching that forms part of each strand listed take place across the three years of training.	·         Assignment Preparation ·         Therapy – Cognitive Behavioural Therapy ·         Therapy – Systemic Practice ·         Therapy – Cognitive Analytic Therapy ·         Professional Influencing ·         Leadership ·         Physical Health & Cognitive Development ·         Quality Assurance ·         Research ·         Themes of Clinical Practice

Through the four-year 4-month training, trainees acquire core competencies that span the roles expected of a clinical psychologist. These not only relate to the ability to work individually and with other key professionals and carers, with clients across the life span, across client ability and in a range of clinical settings, but also include skills in leadership, consultancy and service development.

This competency acquisition is achieved through organising teaching so that it reflects the focus of trainee placements and assessed work activity at any given point of the programme. However, learning and teaching is also co-ordinated thematically in ‘strands’ to ensure a coherent developmental approach. More detail on the strands can be found in the document below.

During training, trainees acquire core competencies that span the roles expected of a clinical psychologist. These not only relate to the ability to work individually and with other key professionals and carers, with clients across the life span, across client ability and in a range of clinical settings, but also include skills in leadership, consultancy and service development.

This competency acquisition is achieved through organising teaching so that it reflects the focus of trainee placements and assessed work activity at any given point of the programme. However, learning and teaching is also co-ordinated thematically in ‘strands’ to ensure a coherent developmental approach. These are: –

• Assignment Preparation
• Leadership
• Physical Health and Cognitive Development
• Professional Influencing
• Quality Assurance
• Research
• Themes of Clinical Practice
• Therapy

The programme specifically enables students to develop academic and research competencies at a level commensurate with a doctoral level degree and related to those skills and abilities necessary to have the Standards of Proficiency (SoP) for a clinical psychologist as set out by the Health and Care Professions Council (HCPC). Within work during placements, as well as academic activity outside of placements, the programme fosters students’ ability to appraise evidence critically and modify practice appropriately.

15. Support for Learning

Supervision & learning on practice placements

Trainees should spend between 50-60 per cent of their time on clinical placement, and are actively guided in their clinical learning and practice by their practice placement supervisors. The focus of the learning to take place is specified in the placement contract agreed between trainee and supervisor(s) at the beginning of the placement and submitted to the programme. Contracts are written using a proforma that is structured using the programme’s learning objectives.

Group supervision

Trainees in their final year of training facilitate group supervision sessions for trainees in other cohorts.

Peer support and discussion groups

The programme encourages trainees to meet in self directed groups (which can be facilitated or un-facilitated) around specific issues such as analysis methods in research. Whilst trainees arrange such meetings, the programme is able to book rooms, provide any necessary resources and offer facilitation for such meetings on request.

General learning & pastoral support

In addition to the structures directly designed to support learning, the programme makes available to trainees a number of other more general support process to assist trainee in their progress on the programme. These include a system of independent mentors, a ‘buddy’ system and facilitating access to the faculty’s student learning advisor who offers clinics and one-to-one session to help students develop generic academic skills. These processes are overseen by the programme’s Pastoral Development and Implementation Group

Personal and professional development

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 programme in partnership with each trainee’s current academic supervisor from the research team	Individual training plan meetings at least twice per year, plus other meetings as necessary. End of training interview in last year of training.
Mentoring Scheme	Clinical psychologists and other appropriately registered professionals external to the course that are working in the region. The system is coordinated by the Mentoring Scheme Associate Tutor	There is no specific frequency; varies in accordance with trainee (mentee) needs and wishes and mentor availability.
Mini Cognitive Analytic Therapy (CAT)	Cognitive Analytic Therapist external to the programme. Trainees have £400 available to use for CPD purposes over the course of their training. These may be used to undertake CAT reformulation sessions.	There is no specific frequency or number; varies in accordance with trainee choice.
Personal Therapy	Individual tutors and/or the Mentoring Scheme Associate Tutor will support trainees in finding appropriate therapeutic input.	As necessary
Placement-Programme links	Trainees’ individual clinical tutors visit placements	At least one meeting per placement
Clinical Placement	For each of the five placements, one-two main supervisors, plus other supervisors which may also form part of a supervisory team	A minimum of three hours contact weekly including 60-90 minutes of formal supervision. Please note that where the majority, or all, of placement activity is being undertaken remotely then it may not be possible to ensure three hours of weekly contact with the trainee’s supervisor. Trainees can still expect to receive at least 60 minutes formal supervision weekly.
Peer support; buddy system	Trainees. Jo Armitage coordinates the buddy system	Peer support: during teaching days (generally weekly) and as arranged by trainees. Buddy system: as necessary.
Student Learning Advisor Service	No programme staff involved. A student learning advisor is based in the faculty who can provide study and learning support for trainees on an individual needs-led basis	Frequency of meetings agreed as necessary

The programme’s support systems are designed to be complementary and to optimise each trainee’s personal and professional development through the course of training. Often, even before entry to the programme, potential trainees may contact the office with 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, the funding authority, and the student support unit within the University to ensure requirements are assessed and then met as efficiently as possible.

16. Criteria for Admissions

Summary of a Successful Admissions Process

1. The candidate applies via the Clearing House in Clinical Psychology.
2. Lancaster programme staff check that all applicants to the Lancaster DClinPsy meet the entry requirements. If the candidate discloses a disability they are contacted by programme staff to check what modifications to the admissions process might be needed.
3. The candidate takes an online general mental ability screening test. Applicants with the top 70 scores on this test, plus those declaring a disability who score above the most recently published threshold (see the DClinPsy admissions webpages near the time of application) are invited to attend the selection event.
4. The candidate typically attends a day long selection event at Lancaster University, although that may occur virtually in certain contexts, such as a pandemic.
5. A provisional verbal offer of a place is made subject to:
   • Validation of general mental ability test in examination conditions.
   • References from the previous 3 years of employment or study.
   • The completion of Lancashire and South Cumbria NHS Foundation Trust’s ‘Self Declaration Form A’.
   • An occupational health check.
   • A Disclosure and Barring Service (DBS) check.

Selection criteria

Selection from application form

At the time of application candidates must be eligible for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society. Only those candidates who have GBC will be considered. The application forms are considered and all candidates with at least one satisfactory reference and Graduate Basis for Chartered Membership will be invited to take part in a general mental ability test. Candidates whose first language is not English must also meet the programme’s English Language Proficiency Requirements which comprise one of the following: –

• • an IELTS minimum score of 7.0 in each element
  • a TOEFL minimum score of 20 in each element
  • a qualification taught and assessed in English in an English speaking country at degree level or above (not including PG Certs)

In the remaining stages of selection, the programme utilises a competency based selection system. Activities during the selection event offer candidates the opportunity to demonstrate: competence in oral communication skills, self-awareness and openness to learning, personal maturity, warmth and empathy, resilience, professional skills, motivation and application, contextual awareness, problem solving and decision making and their commitment to fairness and inclusivity. Ratings of all the competencies above contribute equally to the candidate’s score.

After the selection event

Successful candidates are notified verbally, by telephone, whether they are to be offered a provisional place. This occurs on the last selection event day or the day after. The University Postgraduate Office will then send an email to each successful applicant asking them to decline or accept an offer of a place. This offer is conditional on the candidate supplying satisfactory references as described above, re-sitting the general mental ability test under examination conditions, satisfactory completion of Lancashire and South Cumbria NHS Foundation Trust’s ‘Self Declaration Form A’, satisfactory outcome of the DBS check, the outcome of an occupational health assessment and evidence for graduate basis for chartered membership of the BPS. Candidates must answer via this route and decline or accept the offer via the Clearing House in Clinical Psychology.

17. Evaluation and Improvement of Quality and Standards

Quality assurance of teaching

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 describes the content and methods to be used, and indicates which of the programme learning outcomes each of these aim to focus on addressing.

Peer Observation

The programme uses a system of peer observation of teaching that is in line with the university’s policy on this matter, and which includes the peer observation of teaching by visiting lecturers. The guidelines for peer observation used by the programme include a process for feeding back to the observed teacher.

There are minimum requirements for permanent staff members to be peer-observed regularly, and staff are encouraged to discuss feedback they have received during their annual appraisal. Feedback from the peer review process is collated and a report produced for the Learning and Teaching Development and Implementation Group annually, and a summary of the findings are sent by this group to the programme’s Operational Management Group.

Trainee feedback

Following teaching sessions, feedback is obtained in several ways, and is reviewed and acted upon by block and strand co-ordinators. For each teaching session each trainee is prompted to complete an online questionnaire, outlining their views on to what extent the learning outcomes for the session were made clear and were attained. The online questionnaire maps on to the teaching outline proforma that is prepared by teachers prior to the teaching session. The questionnaire also gives the opportunity to provide open-ended anonymous written feedback. Trainees are also invited to provide individual feedback direct to the co-ordinator, and are also asked for feedback individually during their training progress reviews which occur every six months during training.

At the end of each teaching block, the chair and deputy chair of the Learning and Teaching Development and Implementation Group meets with the relevant cohort as a group to request more general feedback about the delivery of the block as a whole. They also conduct an email review of the teaching block, inviting all those involved in the teaching to contribute their reflections and suggestions. All feedback received is discussed within the Learning and Teaching Development and Implementation Group and an action plan in response to it is formulated. A report summarising the feedback and the response to it is produced and is fed back to staff and trainees though the programme’s management committee and is also made available to stakeholders.

Teacher feedback

Teachers are asked to complete an online questionnaire following the session giving their feedback on the teaching experience and identifying any areas where changes might be beneficial in future.

Quality assurance of practice placements

Suitability of placements and quality are checked according to the following criteria (the relevant HCPC standards of education and training will be referenced by number after each of the below):

• • • • 1. Does the placement have the potential to meet the learning needs of the trainees at the specific point in their training (e.g. are there enough appropriately qualified staff available in a small service to supervise and support the trainee, or does a third year placement have access to work suitable to address any gaps remaining in the trainee’s learning) (SET 5.2; 5.6; 5.7)?
        2. Will the placement provide a safe and supportive environment for the trainees (SET 5.3)?
        3. Is the placement situated in a service which has all the necessary governance and assurance frameworks in place to ensure the safety and promote the wellbeing of clients and trainees (SET 5.5)?
        4. Are the prospective supervisors appropriately registered (SET 5.9)?
        5. Have they undertaken appropriate training as supervisors (SET 5.8)?

    In addition, 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, enabling the trainees to achieve the learning outcomes set out in that same document (Sections 1 and 2).

Checks for compliance of offered placements with the above standards are carried out first by checking the registration of potential supervisors with the HCPC, and also checking their successful completion of appropriate supervisor training against records held by all three northwest clinical psychology training programmes. The programme team will review any of the records the programme holds about previous placements provided by that potential supervisor and the service in question (see placement audit form below) and whether there has been a serious concern raised about the quality of this placement or supervisor before (see placement support below). In addition, regular liaison takes place between the three northwest training programmes who share the majority of the practice placements in the northwest, so that any previous difficulties can be identified and addressed. Should any problems have been identified that have put into question the appropriateness of a specific placement, the placement providers are consulted and assurance sought that (i) any issues identified have been addressed and (ii) there is a process in place to assure the ongoing quality of the placement. If such assurances are not received, the offer of a placement will not be taken up by the programme.

For those supervisors who and/ or placements that have not been used by the programme before (even if they have provided placements for other northwest programmes), there will also be direct contact made by a member of the programme team with the placement supervisor to check that all suitability criteria are able to be met by the placement and by the supervisor. When a practice placement opportunity is being offered in a particular service for the first time then an enhanced quality assurance process takes place. Following an initial request for expressions of interest in supervising, the Placement Development and Implementation group will identify all first time practice placement opportunities which have been offered. A blank Placement Description Form will be sent to the potential supervisor and a pre-placement visit (virtually if necessary) to the practice placement will be arranged by a Clinical Tutor. This pre-placement visit must be completed prior to the allocation of any trainee to the practice placement. The pre-placement visit must take place at the site where the trainee will be spending the majority of their practice placement. If the placement is split between two or more sites, visits must be made to all locations and separate Placement Quality Assurance Forms completed for each location. Similarly, if there is more than one supervisor jointly offering a practice placement opportunity, all of those identified as first time supervisors will require a separately completed Placement Quality Assurance Form and Placement Description Form. The Placement Quality Assurance Form must be completed by the clinical tutor visiting the placement site during the pre-placement visit. The form asks for evidence of appropriate facilities, accessibility, safety, governance and assurance, as well as confirmation of supervisor qualification and professional registration. Only when the placement quality assurance form records that all assurance benchmarks have been met will the practice placement and supervisor be considered suitable for allocation of a trainee.

From a more general perspective, the programme takes a number of measures to ensure that enough placements of suitable quality are available. This includes the agreed schedule of core placements across the three northwest courses described above, which is designed to prevent all three courses from requiring placements in the same core field at the same time, as well as to limit the impact of two NW programmes requiring placements from the same field at the same time. Part of the clinical tutors’ role is also to develop and maintain links between the programme and practice placement providers, services and special interest groups within the profession, so that the impact of local and national workforce issues can be noted and, if necessary, acted upon to keep the availability of good quality placements high on the agenda of local services and practitioners in the northwest.

Quality assurance of assessments

Marking for all assignments except the thesis

This process ensures that they are appropriately qualified and have sufficient experience. Markers, who tend to be local clinical psychologists, are also required to attend training for specific assignments and are not asked to mark unless they have attended this training. All assignments are double-marked at the summative stage and a proportion of all submissions are also double marked at the formative stage. Where feasible and appropriate markers will mark the work independently before reaching an agreed final mark with their co-marker. Where possible assignments are marked blind. All assignments are marked against a competency-based framework and a single, agreed mark is communicated to the trainees. Markers are invited to attend the Exam board meeting where the work they have marked is being considered.

External examiners

The programme has a number of standing external examiners who are appointed for a four year period. All 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 the university. There are usually at least three external examiners involved in the programme.

The role of the external examiners can be summarised as follows:

• • • • Moderating academic assignments. External examiners are sent at least one example of a low pass, mid-range pass and a high pass for each academic piece of work submitted. Individual assignments are then commented on briefly and any general issues can be reported at the relevant Exam Board. For pieces of work which markers have passed, the external examiner only comments on the marks and would not, unless in exceptional circumstances, recommend a mark change. Where the internal markers cannot agree a mark or where there is a recommended fail grade, then the external examiner can change the mark recommended by the internal markers.
      • Moderating placement assessments. External examiners are sent examples of the supervisor’s assessment of trainee forms. Placement assessment is then commented on and any general issues can be reported at the relevant Exam Board.
      • Attendance at Exam Boards. At least one external examiner attends each Exam Board to make the Exam Board quorate. The role of the external examiner in this setting is to report on moderated work, provide more general comments on progression/performance, make comments on Exam Board procedures and provide an experienced opinion on issues of debate or contention.
      • Providing an annual report. Each external examiner is required to provide an annual report on their experience and where issues have been raised, these are replied to from the Chair of the Exam Board or the Head of DHR depending on their topic.
      • Providing expert opinion. Where a special Exam Board is called, an external examiner would be asked to attend to provide expert opinion on the assessments/processes carried out to that point.

Thesis External Examiners

External examiners are also specifically appointed for the examination of a thesis. These are one-off contracts and examiners are chosen for their expertise in an area relevant to the trainee’s thesis topic. Where the external examiner is not a clinical psychologist the internal examiner would be a clinical psychologist so that there is always someone from the HCPC register of clinical psychologists on the examiner panel. Appointments for thesis external examining are approved at a university level and criteria need to be met regarding the appropriate level of research expertise of the examiner (evidence by publications and grant income), the need to have an equivalent level of qualification (e.g., other doctorate level qualification) and their lack of significant prior contact with the trainee.

Over-arching quality assurance mechanisms

The following programme-level structures monitor quality on the programme:

• 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. In order to deliver on its strategic remit the Programme Board will: –

  • Provide a forum for the exchange of information relevant to the delivery of the Programme between key stakeholders.
  • Review and advise on the ongoing accreditation of the DClinPsy Programme with respect to the HCPC and the British Psychological Society.
  • Review and advise on the Quality Monitoring Visit reports from the quarterly visits carried out by NHS England and the responses made by the University.
  • Highlight, consider and advise on the potential impact of emerging trends in the sector including national, regional or local NHS and higher education policy.
  • Consider and advise on stakeholder feedback on the Programme and the resulting responses from the University.

  Membership

  External perspectives: –

  • Consultant clinical psychologist as further representation of clinical psychology from the North West Region (external to LSCFT).
  • Service user representative (via Lancaster University Public Involvement Network (LUPIN)).
  • Trainee representative from each cohort (including the bespoke pathways cohort).
  • Representative of NHS England.

  On behalf of the Programme team:

  • Programme Director (or his/her nominated deputy)
  • Research Director (or his/her nominated deputy)
  • Clinical Director (or his/her nominated deputy)
  • Programme Administrator (or his/her nominated deputy)

  University perspective

  • The Dean of FHM (or his/her nominated deputy).

  Trust perspective

  • Associate Director for Psychological Professions from LSCFT (or his/her nominated deputy).

• Staff team meeting

  The staff team meet on a monthly basis and considers issues related to the day to day delivery of the programme.

• Development and Implementation Groups (DIGs)

  Nine DIGs (learning and teaching; placement; selections and admissions; assessment; pastoral; inclusivity; part-time training; Lancaster University public involvement network, Clinical Psychology Education Team) meet on a regular basis and provide operational oversight of a specific domain of training. Staff team members, trainees, experts by experience and local clinical psychologists are members of the majority of DIGs.

• Anti-Racism Accountability Group (ARAG)

  The aims of the ARAG are:

• To explore, assess, collate and report systemic racist practice on the Lancaster DClinPsy programme
• To guide the Development & Implementation Groups (DIGs) in regards to anti-racist practice
• To hold the DIGs to account for their actions in regards to anti-racist practice
• To coordinate the action of the HEE report “Action Plan to Improve Equity of Access and Inclusion for Black, Asian and Minority Ethnic Entrants to Clinical Psychology Training”.

• Operational Management Group

  The operational management group (all chairs of the development and implementation groups, the programme and clinical directors and the programme administrator) meet monthly and makes recommendations to the directors regarding operational and strategic programme issues.

• Directors Meeting

  The Directors’ Committee meets weekly to address pertinent operational issues and consider strategic options. Each quarter the Directors’ Committee invites attendees from colleagues in DHR, including representatives from finance and H.R. to discuss pertinent issues.

• Programme Examination Board

  The Examination Board has the authority delegated to it by the University to reach decisions regarding the academic status of students’ assignments and the completion status of students’ practice placements. The membership of the examination board is the programme staff, appointed external examiners, with the Vice Chancellor, the Assistant Dean for Teaching and the Head of the Division of Health Research as ex-officio members.

• Contract Meeting

  There are regular contractual review meetings with the purchasing authority – NHS England – which are attended by the Clinical Director and the Programme Director.

• 3 Course Meeting

  There is close liaison with the programmes based at the University of Liverpool and the University of Manchester, and NHS partners in training.

• Other structures

  • There is an annual review of all aspects of the programme which is collated at faculty level. The Learning and Teaching Development and Implementation Group maintain responsibility for the quality of teaching and review of the processes. New clinical psychologists and members of staff may be approached to contribute. Feedback from trainees is taken into consideration, and draft programmes for the future year discussed with them as well as the teachers. Action on feedback is communicated to all involved.
  • There are workshops for all those who contribute to the scheme: assessors, teachers, supervisors.
  • Markers and External Examiners provide comments and feedback to the programme. These are reviewed and feedback provided.
  • Supervisors provide feedback to staff on any element in which they are involved (clinical, research or academic support)
  • The programme operates a system of peer observation consistent with the University’s procedures.

18. Regulation of Assessment

Examination and assessment regulations are contained in full within the University Examinations Regulations. However, given that the Doctorate in Clinical Psychology has an unusual structure, particular details of the assessment regulations are reproduced below:

Scheme of assessment – trainees beginning training in 2017 or before

For those trainees beginning training in 2017 or before, to obtain the award students are required to complete all three elements of the programme. These comprise:

• • • • 1. All five clinical placements
        2. Submission (and if failed, resubmission) of all six coursework assignments (of which they must pass five)
        3. A doctoral thesis

    Course work and evaluation of clinical placements are considered at regular programme examination board meetings. The thesis is examined towards the end of the programme.

Requirements for pass

Clinical placements: The student undertakes five clinical placements. In the event of a placement failure, the student may be required to re-take the placement (and completion of the programme may be extended accordingly). Students who fail more than one placement are deemed to have failed the programme and are not allowed to proceed.

Coursework: The student is required to submit a total of six distinct pieces of assessed coursework (seven in the case of the 2014 intake): For all students this includes one systematic literature review, one service-related project, and a professional issues assignment. For intakes up until 2014 this also includes, two placement presentation and report exercises and a second professional issues assignment. For the 2015 intake onwards the PPR is replaced by the direct assessment of clinical skills placement portfolio 1& 2 assignments. Intakes from 2014 are also required to complete a roleplay assignment (DACS-SRPS).

If a student has more than two summative failures of coursework assignments recorded in total, then he or she is deemed to have failed the programme and is not allowed to proceed. In the event of a summative submission of a coursework assignment receiving a fail mark, this is counted as one failure and the student is required to resubmit the assignment. If the resubmission also fails, two failures are recorded for the student but a further resubmission of that particular piece of coursework is not undertaken. Please note that the placement portfolio assignments also include a formative submission opportunity which is not included in this total.

Thesis: This is examined in accordance with the University regulations for doctoral theses.

Scheme of assessment – 2018 cohort onwards

From 2018 cohort onwards, to obtain the award students are required to complete all three elements of the programme. These comprise: –

• • • 1. All clinical placements
      2. Submission (and if failed, resubmission) of all seven coursework assignments (of which they must pass all seven)
      3. A doctoral thesis

Course work and evaluation of clinical placements are considered at regular programme examination board meetings. The thesis is examined towards the end of the programme.

Requirements for pass

Clinical placements: In the event of a placement failure, the student may be required to re-take the placement (and completion of the programme may be extended accordingly). Students who fail more than one placement are deemed to have failed the programme and are not allowed to proceed.

Coursework: The student is required to pass a total of seven distinct pieces of assessed coursework: one self-assessment exercise, one Placement Assignment (Service Evaluation), project, one Service Improvement Poster Presentation, one Thesis Preparation Assignment and three Placement Assignments (Live Skills).

If a student fails a summative submission and a subsequent resubmission, then he or she is deemed to have failed the programme and is not allowed to proceed.

Thesis: This is examined in accordance with the University regulations for doctoral theses.

For all cohorts

• • • • There is no distinction grade associated with the award.
      • Should it be necessary for a student to resubmit a piece of coursework, a proposed resubmission date is agreed at an individual training plan meeting for the student, and this is subsequently agreed by the senior management team and ratified by the programme examination board. Arrangements for re-taking a placement are dependent on the individual case and the advice of the external examiner. Arrangements for re-submission of the thesis are in accordance with Lancaster Ph.D. regulations.
      • To be eligible to apply to be registered with the HCPC as practitioner psychologists, it is essential that students pass with a doctoral qualification.
      • Students are full-time employees of the NHS. In the event of the student being dismissed from employment, he or she will also be deemed to have failed the programme.
      • Students have access to University appeal and review procedures, including the right to appeal to the Vice Chancellor under Statute 21 of the University Regulations.

19. Indicators of Quality

• • • 1. Indicator: maintenance or expansion in number of training commissions.
         Recent performance: the number of training commissions per year has more than doubled since 2019.
      2. Indicator: number of applications made to the programme.
         Recent performance: typically there are at least 450 applications for places each year, and in 2020 there were over 600 applications). The number of places on the programme per year is currently 29 (2020 intake) 41 (2021 intake), 51 2022 intake and 52 (2023) intake.
         Recent performance: Most students work in the NHS on qualifying, the vast majority within the northwest. Across the comprehensive records have been kept, all eligible graduates from the programme have found employment within 2 months of completing the programme.

General reading list
The HCPC Standards of Proficiency for practitioner psychologists
HCPC Standards of education and training
BPS Accreditation through partnership handbook
Supervisor’s Assessment of Trainee (SAT) form
Supervisor’s Assessment of Trainee (SAT) form – final placement version
Trainee log book
Learning outcome assessment map
Placement contract
Clearing House in Clinical Psychology
Placement description form
Placement quality assurance form

The Inclusivity Development and Implementation Group (IDIG) is concerned with supporting inclusive practice in Clinical Psychology training at Lancaster. It is driven by the value that training, clinical practice and the use of Clinical Psychology services must be accessible to all who can benefit and/or make a contribution. We seek to provide an environment where trainees, staff and all stakeholders can flourish. Inclusivity is the basis for innovation and excellence and leads to robust and respectful practice. However, existing structures, procedures and communications can be experienced as excluding and support is sometimes needed to realise the benefits of diversity. The IDIG’s role is to be proactive in identifying positive ways to enable all trainees to reach their potential and to be vigilant for challenges to this.

The IDIG:

• Monitors course activities e.g. admissions, teaching and placements, and provides a focus for checking that procedures enhance inclusivity rather than reduce it.
• Supports initiatives designed to address inequality and to raise awareness of the importance of inclusivity. This includes the annual trainee-led cross-cohort inclusivity event.
• Provides a hub to collect ideas and concerns of trainees, staff and LUPIN members to signal the need for new initiatives, procedures or modifications.
• Works to increase recruitment of clinical psychology applicants from a variety of cultural, ethnic, economic, religious and other minority backgrounds currently underrepresented in the clinical psychology profession. The aim of our Widening Participation work described below is to diversify the clinical psychology profession.
• The IDIG’s Chair updates the programme’s Equality Scheme annually and reports on admissions data, through the lens of inclusivity.

Membership

The Inclusivity Development and Implementation Group (IDIG) is comprised of the following:

• Members of the DClinPsy programme staff
• LUPIN members
• Trainee representatives from each year

Widening Participation activities

The Widening Participation Outreach Group at Lancaster University is passionate about inclusivity and as such we are interested in recruiting clinical psychology applicants from people who identify with a minority group.

Background and rationale

This is a national issue affecting all training courses.

In 2022, 77% of total applicants were white, with 12% of Asian origin, 5% Black and 4% mixed ethnicity. 79% of applicants were female, 76% under 30 years of age, 79% heterosexual and 83% identified themselves as not-disabled.

Our aim is to diversify the clinical psychology profession by disseminating information about how to become a clinical psychologist to sixth form schools and colleges that have large minority populations. Our outreach focuses on recruiting applicants from minority groups who are currently under-represented in the clinical psychology profession.

What we’ve done so far

Some members volunteer for Inspiring the Future and we have been invited to talk about clinical psychology and the course at local schools, 6th Forms, and universities. This has been helpful in de-bunking some myths about admission requirements and sharing our ethos and commitment to diversifying the profession. We have also recently provided a presentation to AQA psychology teachers, who we hope will spread the word to their students and support under-represented groups in considering clinical psychology as a career.

Inclusivity Development and Implementation Group Terms of Reference

The SADIG meets regularly and is formed of two related membership groups. The staff SADIG is a project implementation group. It meets often during busy periods of the annual selection planning and delivery process and less regularly during quiet periods. There are sometimes meetings at short notice to deal with issues as they arise. The full SADIG membership includes staff, trainees from each cohort, members of LUPIN and other stakeholders. This group meets three times a year and informs strategy.  Improvements to the process are also discussed. There are two SADIG half away days each year following the most recent admissions round. A full SADIG meeting focuses on reviewing the process and making recommendations.  The staff SADIG meeting reviews the recommendations of the full SADIG and creates an implementation plan.

Selection and Admissions DIG Terms of Reference

Responsibility

The Directors’ Committee takes an overview of the management of the Programme to ensure that it is operating according to the specifications within the contract between the Health Education England and Lancaster University. It considers, in its actions, the view of all partners in training. Members of the Directors’ Committee are the directors and deputy directors of the doctorate in clinical psychology and the programme administrator/deputy programme administrator.

The overall aims of the Directors’ Committee are:

• The committee shall be responsible for the management of the programme budget
• The committee shall be responsible for review of systems relating to mentoring and appraisal of all Programme staff
• The committee shall consider issues relating to staff appointments
• The committee shall consider issues relating to the integration of the Programme within DHR and within the wider context of the University
• The committee shall consider the management of change that will become necessary to fit evolving demands and requirements of the NHS purchaser and of the University
• The committee shall consider the wider context of management to ensure the Programme continues to meet standards set by the Health and Care Professions Council, the British Psychological Society, and other quality assurance agencies that may change over time
• Programme staff will be invited to suggest items for the agenda

Directors Committee Terms of Reference

The membership of the Operational Management Group is formed by the chair of each of the development and implementation groups (DIGs), a staff representative from the Anti-Racist Accountability Group, plus the Directors and the Programme Administrator. The Operational Management Group meets every two weeks to consider proposals put forward by the DIGs. After any discussion, the outcomes are fed back to the DIGs with ratified proposals being passed on to the Director’s Meeting as per the programme decision making process. The OMG is chaired by a member of the Operational Management Group. who is elected by the group’s membership.

OMG Terms of Reference