This information is available in the following location: –
Lancaster University guidance notes for the examination of research degrees
Category: Get involved
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 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:
- Reviewing academic assignments and marking. External examiners are normally sent examples covering a range of performances and all assignments marked as a fail (at least five examples in total) for the first submission attempt for live skills assignments and the second submission attempt for broad skills assignments. Individual assignments are then commented on briefly and any general issues can be reported on by the external examiner at the relevant Exam Board. For pieces of work which markers have passed, the external examiner only comments on the marks and would not, except 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.
- Reviewing placement assessments. External examiners are sent examples of the supervisor assessment of trainee (SAT) 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 must attend each Exam Board to make it quorate. The role of the external examiner in this setting is to report on work they have reviewed, provide more general comments on progression/performance, make comments on Exam Board procedures and provide a view 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 by the Head of DHR. Providing expert opinion. Where an exceptional 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 theses. These are usually separate from the standing external examiners, with examiners either being engaged for a period of up to four years to examine up to four theses per year, or otherwise engaged using one-off contracts with examiners being chosen for their expertise in an area relevant to the trainee’s thesis topic. Either the internal or external examiner must have a doctorate in clinical psychology. Appointments for thesis examining are approved at a university level and criteria need to be met regarding the appropriate level of research expertise of the examiners, 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.
Additional information can be found in the notes of guidance on the appointment of external examiners below.
DClinPsy external examiner details
Guidance notes on the appointment of external examiners
Our hope is that trainees will establish mentoring relationships that will support their work related development needs and help to make training a valuable and manageable experience. Please note that mentoring is optional (but strongly encouraged) for trainees.
We recognised that what makes a mentoring relationship work for one mentee/mentor pair may be very different from another. Your mentoring relationship can be one that is shaped by you and focuses on what is important for you.
You can find guidelines for getting started with mentoring, information on how to develop a mentoring contract and an example template for the contract in the Getting started with Mentoring document.
Being a mentor
My initiation into being a mentor seemed to evolve quite naturally. Having been a trainee on the Lancaster programme, I have remained working in the north-west and have built up a number of links over the years through working in different departments. I was initially approached to be a mentor by a trainee I was supervising at the end of her placement with me…
Being aware of how precious time is as a trainee I have feel that it is important that mentoring sessions are useful and beneficial for the mentee. What’s useful can change throughout the process of training so flexibility is important…
Prospective mentors should complete the Mentor Pro-forma document.
Being a mentee
I’m a second year trainee, and I’ve had a mentor since my first month on the course. When the idea of a mentor, or personal tutor as it was then, was mentioned it sounded like something that would be really useful. I didn’t know any clinicians in the area though, and I was hesitant about just choosing someone off the list without knowing anything about them…
It was difficult to know where to start with approaching people at first. To narrow it down I decided to focus initially on people working in the same geographical area, thinking that might make it easier to meet around busy times such as deadlines…
In the early days I generally would reflect upon my experience of the course so far and enjoyed having a source separate from my peers with whom I could check out my experience. I often use my mentor as a sounding board for how I am finding things…
Further information and queries
For further information or for any mentoring related queries please contact Claire Anderson (Personal Development Clinical Tutor)
“Involvement is intended to refer to principles and approaches that lead to individuals having real choices … and their voices heard and heeded both individually and collectively” (British Psychological Society, 2010).
Principles Underpinning Public and Service User Involvement on the Lancaster DClinPsy Programme
Partnership
Research suggests that embedded participation based on a partnership approach is most effective at achieving lasting change. We intend for service users to be key players or partners in the achievement of the vision and aims jointly developed by the programme and service users. We will actively promote the involvement and participation of service users in as many aspects of the programme’s work as appropriate.
Intention to Change
The Lancaster programme has a fundamental intention and commitment to adapt and evolve as a result of service user participation.
Power Relationships
We acknowledge that many service user involvement initiatives have not achieved their stated aims, due to a failure to truly involve users, or through limited or tokenistic involvement, or through professional and organisational resistance. We will seek to minimise, where possible, the effects of power relationships between service users and trainees and members of programme staff.
We aim for service users and carers to be active partners, and for initiatives and the achievement of aims to be as participative and user-led as possible. We acknowledge that this involvement needs to take place within certain constraints (e.g. finance, organisational policy and HCPC & BPS standards and guidance).
Expertise
The programme will recognise the validity and worth of the unique expertise that service users have developed through experience, and will aim to treat service users and carers as ‘experts by experience’.
Representativeness
Service users and carers are often asked to be more ‘representative’ than any other group of stakeholders in the change management process (SCIE, 2015), and service users who are marginalised from mainstream services can also be found to be under or unrepresented in the participation intended to develop those services.
The Lancaster DClinPsy programme aims to promote the representation of as wide a range of users of services as practical. Service users from a range of services will be invited to be involved in the work of the programme.
Managing Expectations
The programme and service users will aim to be as clear as possible about their expectations and limits of the partnership. The process and impact of service user involvement will be monitored and evaluated on an ongoing basis through trainee, staff and service user feedback.
Inclusivity
The programme welcomes the involvement of people regardless of age, gender, ethnicity, faith, sexual orientation, or ability. Service users who currently work with the course are a diverse group, and include people who have used mental health services, care for those who use services, or have an interest in mental health professional training.
LUPIN
The Lancaster University Public Involvement Network (LUPIN) aims to increase public involvement in the Lancaster Doctoral Programme in Clinical Psychology. LUPIN was set up in early 2008 and its members include current and former users of clinical psychology services, carers, members of the public interested in mental health service development, programme staff and trainee clinical psychologists. We are clear that staff members and trainees can also be current or historical service users and/or carers and we welcome this perspective.
LUPIN and the course are working together to make sure that a public involvement perspective is woven throughout all aspects of the DClinPsy programme. This is to improve the experience of training so that trainees learn from the experiences of service users and carers.
Structure, Processes and Methods of Involvement
LUPIN members are involved in a range of work on the programme including selection interviews for trainees, teaching, advising on trainee research projects and membership of programme committees. LUPIN is also linked into various groups both locally and nationally that help to promote the involvement of service users and carers in clinical psychology and wider services.
LUPIN meets as a steering group, which aims to guide the overall strategy. Future strategic aims for LUPIN are currently in development.
Service users have been involved in several aspects of the work of the programme:
Teaching
Service users (including, but not restricted to, LUPIN members) have contributed to the planning and delivery of teaching sessions and workshops with trainees and clinical psychologists external to the programme. LUPIN members have contributed to the peer observation of teaching sessions to trainees.
Members of service user groups representing other specialities (such as people with learning disabilities) also regularly contribute to teaching on the programme.
Selections and Admissions
LUPIN members are members of the interview panels which select each new intake of trainees. A variety of other service users are also involved in the “video discussion task”, one of the four elements of the recruitment process during selection week.
Research
Trainees are encouraged to involve experts by experience in the planning and management of their individual research projects. Please see the Public Participation in Research Activity guidance.
Programme Management
LUPIN members contribute to the programme development and implementation group meetings and the Programme Board.
Fitness to Practise
LUPIN members form part of the Fitness to Practise panel.
Dedicated resources
The programme will ensure that dedicated time from programme staff is available to support service user involvement in all its aspects. This will include members of the clinical, research and administrative staff. The programme will provide suitable meeting venues, travel expenses, and payment for activities when appropriate.
Leadership
Programme staff will take responsibility for chairing LUPIN steering group and subgroup meetings. Programme administrative staff will be responsible for keeping and circulating meeting minutes.
Payment for Service User Involvement
LUPIN members are involved in a wide range of course-related activities and we wish to recognise the skills and expertise that are brought to these activities, as well as the time that members give to help us improve and develop the training course.
What types of payment are offered?
Fees. Payment is offered for all course-related activities in which experts by experience are involved. There are different options available for payment and these are discussed when someone is interested in joining LUPIN. The payment structure is currently under review and will be available for the handbook when finalised.
LUPIN steering group
The LUPIN steering group meets every three months and aims to guide the overall strategy of service user and carer involvement with the course. The terms of reference for the group are currently being updated.
Support, Training and Development
Reasonable adjustment will be made for those who are disabled in any way by society in order for service users to participate in programme activities. This includes, for example, accessible meeting venues, and aids and adjustments for visual, cognitive or hearing impairments.
The level of involvement by service users in programme activities is dependent on personal choice, and the programme does not have specific expectations of how much time people need to commit.
Through discussion at LUPIN steering group meetings the programme aims to meet any specific and relevant training and development needs that are highlighted through the work. For example, to date, this has led to arranging a training session for LUPIN members to understand policy and legislation on Equality and Diversity.
Recruitment
We are keen to encourage trainee representation on the LUPIN steering group. We are also keen to recruit more members of the public and service users to LUPIN. We would encourage trainees, whilst on placement, to publicize LUPIN.
LUPIN If you are interested in becoming involved please get in touch with the staff team who facilitate LUPIN: –
Zarah Eve: z.eve@lancaster.ac.uk
Anna Duxbury: a.duxbury@lancaster.ac.uk
Suzanne Hodge: s.hodge@lancaster.ac.uk
Useful documents
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 trainee who will be on placement
- their identified clinical tutor
- the start and end dates of the placement
- details of the teaching programme(s) running alongside the placement (including any extra dates for which the trainee will be required away from the placement)
- the deadline for submission of evaluation forms
In the allocation email there will also be direct links to all the necessary documents for supervisors (e.g. the evaluation forms for completion at the end of the placement). Supervisors are also encouraged to make use of the web based handbook for any queries they have about support, resources and procedures for any elements of training on the programme.
The key elements of the DClinPsy peer & stakeholder observation system are outlined below. This should be used in conjunction with the teaching 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 learning and teaching (use of teaching aids, interactive/didactic style, and achievement of learning outcomes) and is not about advising on the content of the session.
- The aim of observation is: to help individual teachers develop their skills and sessions; to help us develop a better understanding of teaching across the programme, and to share best practice.
- Being observed during teaching is intended to be helpful development-focused process rather than something that should be seen as judgemental or anxiety-provoking.
Organisation of the peer observation system
- Peer observation of teaching will be co-ordinated by the Curriculum Tutor and by the programme assistant for teaching.
- Every member of the programme team engaged in teaching in a given academic year should be observed. In addition, at least 10% of external teachers should be observed every year.
- If an external teacher requests to be observed, the course will do their best to facilitate this.
- External teaching sessions are nominated for observation by strand team leads or others via the Curriculum Tutor. When selected, the teachers of those sessions should be informed with as much notice as possible and sent information about the peer observation process.
- All programme staff are expected to conduct observations of teaching. The number of observations each staff member will be required to conduct will be calculated according to need, but is anticipated to be in the region of at least three observations per academic year for a full time staff member.
- Other stakeholders of the programme are also encouraged to become observers, and the programme provides training in conducting observations to those interested. Newly trained observers will be invited to shadow and /or conduct their first observations in tandem with a member of programme staff.
- Observations should last for a minimum of one hour.
The process of observation & feedback
- Prior to the teaching session (on the day or beforehand) the observer and teacher should meet to discuss the observation. The observer should be given a copy of the teaching plan for the session. The pre-observation conversation should include
- A discussion about which section of the teaching it would be most helpful to observe,
- The overall context of the teaching and what the teacher is aiming to achieve (including the learning outcomes for the session or observed section), and
- Some information about what area(s) the teacher would most value feedback in.
The observer should use the information to complete the first part of the observation feedback sheet.
- At the start of the observation, the observer(s) should introduce themselves to the trainees and explain why they are there.
- During the observation the observer should not take any active part in the teaching session. They should make notes on the observation feedback sheet.
- At the end of the teaching (or at a convenient break after the observation is complete) the teacher and observer(s) must meet so that the feedback on the teaching can be given, and to complete the final page of the feedback sheet.
- The observer must then return the feedback sheet to the programme office.
Points to remember when you are debriefing:
- Focus on behaviour rather than the person.
- Be specific.
- Give feedback as soon as possible after the event.
- Feedback should be confidential unless otherwise agreed.
- Give positive feedback first.
- Be aware of the balance between positive and constructive feedback.
- What is important is how and when you give feedback not just a matter of what you say.
- Always allow those being debriefed to say something about their session first before you give feedback.
- Make sure teachers have the opportunity to highlight problems and possible solutions first.
- Effective feedback should be focused on the amount of information that the receiver can make use of rather than the amount you feel capable of giving.
Peer observation feedback sheet
Peer and stakeholder teaching observation guidelines
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 the programme, to meet the Standards of Proficiency (SOPs) as outlined by the Health and Care Professions Council (HCPC, 2023). Supervisors are also asked to contribute to an evaluation of the trainees’ competencies thus playing an integral part in the programme’s overall assessment process.
There are various means by which the programme ensures that supervisors have the necessary skills, knowledge and experience to both support and evaluate trainees on placement. The programme confirms that all supervisors have appropriate professional registration through the quality assurance visit process which is carried out by a clinical tutor when a new placement is offered to the programme. The vast majority of supervisors are clinical psychologists and are registered with the HCPC. However, in accordance with guidance from the British Psychological Society (BPS, 2017) supervisors can come from other professional backgrounds as long as they are appropriately qualified and registered. These decisions are made on a case-by-case basis
The programme also provides a comprehensive supervisor training programme for both new and experienced supervisors. Details of upcoming workshops are circulated to our current and prospective supervisors. Please contact George Silverwood with any queries.
Routes into supervisor training
New Supervisors:
All new supervisors must complete the first three days of the four day Introductory Supervisor training prior to offering a placement. The fourth day is then completed at a later date to allow for practical application of the training. Supervisors can complete the training offered by Lancaster or the equivalent training offered by one of the other Clinical Psychology Doctorate programmes in the North West. The Introductory Supervisor Workshops at Lancaster run at least once a year. The training is aimed at supervisors intending to start supervising within 6 months of completion of the training.
Experienced Supervisors:
In order to fulfil the programme’s commitment to excellence as the standard, experienced supervisors can attend Advanced Supervisor Workshops to review their learning in relation to their supervisory practice and to enhance their current skills. Some experienced supervisors who have had a break from supervision or who are new to the area may also choose to attend the Introductory Supervisor Workshops as a refresher. In line with the HCPC conditions all experienced supervisors are expected to attend supervisor training at least every five years. Setting up placements, placement visits and end of placement reviews provide the opportunity for programme staff to discuss supervisors’ interests and needs in relation to supervisor training. Invitations to attend specific training can also be made. Advanced workshops are offered regularly and details are circulated around current and prospective supervisors. Additional supervisor workbooks have also been produced to complement this process and facilitate access to ongoing CPD.
Evaluation and Development of the Supervisor Training Programme
All training is evaluated by means of questionnaires. Both quantitative and qualitative feedback is requested regarding the content, format and whether the learning outcomes of the session were met. A report is compiled based on this feedback and is used to develop future sessions. Currently the Advanced Supervisor programme relies on attendees’ self-report to check that learning outcomes have been achieved. The Introductory Supervisor programme uses both self-report and feedback from supervisees. There is ongoing work to further develop a robust framework to assess the achievement of these outcomes and the development of associated supervisor and trainee competencies.
Inclusivity
The Lancaster DClinPsy programme is committed to inclusivity and as such is open to the development of individual training programmes to enable access by as broad an audience as possible.
Resources
We aim to make our resources freely available to supervisors to support development of their practice. Our Supervisor Workbook can be found in the appendix below.
Supervisor Workbook
BPS Introductory supervisor training
HCPC Standards of education and training
Supervisor’s guide to the e-portfolio