Last Updated on 22/08/2023
Supervision & learning on practice placements
Trainees must spend a minimum of 50 per cent of their time on clinical placement(usually between 50-60%), 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; see the bottom of this page for the form.
Oversight of academic work (assignments and thesis)
DClinPsy assessed coursework assignments are not routinely draft read by staff prior to first submission. There are two exceptions to this:
- A trainee’s individual research tutor will draft read and give feedback on the TPA assignment prior to submission.
- A trainee’s individual clinical tutor will draft read and give feedback on a draft of the written component only of their PALS#1 assignment prior to submission.
For the thesis each trainee is allocated an academic supervisor early in the programme who also acts as their research tutor and usually remains with them throughout training. The programme’s research consistency framework outlines the typical level of support a trainee can expect from the academic supervisor with regard to thesis work, including details of the draft reading available.
Peer support and discussion groups
As part of the teaching curriculum, the programme organises self-facilitated thesis discussion group sessions where trainees are able to share thesis progress, challenges and best practice with their peers in small groups. These sessions are scheduled to take place every few weeks during periods of the programme when study days are most likely to be focused on thesis work.
In addition to these, the programme encourages trainees to meet in self-directed groups (which can be facilitated or un-facilitated) around specific issues. These groups should not impinge on placement or teaching time, and whilst trainees should arrange such meetings themselves, the programme is often able to book spaces, provide necessary resources and may be able offer occasional 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 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 Policy Implementation Group.