{"id":649,"date":"2019-07-03T12:19:38","date_gmt":"2019-07-03T12:19:38","guid":{"rendered":"http:\/\/wp.lancs.ac.uk\/dclinpsy\/?p=649"},"modified":"2024-11-08T15:37:13","modified_gmt":"2024-11-08T15:37:13","slug":"structure-of-teaching-and-placements","status":"publish","type":"post","link":"http:\/\/wp.lancs.ac.uk\/dclinpsy\/structure-of-teaching-and-placements\/","title":{"rendered":"Structure of Teaching and Placements"},"content":{"rendered":"

2021 intake onwards<\/h2>\n
\n
<\/span>Full time route<\/div>
\n

This table gives a typical outline of the full-time programme as it develops over the three years for each student. The full-time programme structure normally follows this format, although more individualised training plans may become necessary for some trainees.<\/p>\n

All Teaching belongs to both a \u2018block\u2019 which reflects the current placement and assessment activities the trainee is conducting at that point in the programme, and a thematic \u2018strand\u2019 that develops learning over the three years of training.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
<\/td>\nClinical Activity<\/strong><\/td>\nSelf-directed study time<\/strong><\/td>\nTeaching \u2018blocks\u2019<\/strong>:<\/td>\n<\/tr>\n
YEAR ONE<\/td>\n<\/tr>\n
Sept \u2013 Oct<\/td>\nnone<\/td>\n1 day per week<\/td>\nInduction teaching programme<\/td>\n<\/tr>\n
Oct \u2013 Dec<\/td>\nCommunity Engagement block \u2013 trainee engage with local communities in groups<\/td>\n1 day per week<\/td>\nMostly aimed at direct working<\/p>\n

\u2013 2 days per week<\/td>\n<\/tr>\n

Jan \u2013 Sept<\/td>\nDirect working focused placement<\/td>\n1 day per week<\/td>\nMostly aimed at direct working \u2013 1 day per week<\/td>\n<\/tr>\n
YEAR TWO<\/td>\n<\/tr>\n
Oct \u2013 Dec<\/td>\nProject block \u2013 trainees engage in group service development activity<\/td>\n1 day per week<\/td>\nMostly aimed at indirect ways of working, consultation and supervision<\/td>\n<\/tr>\n
Jan \u2013 Sep<\/td>\nIndirect working focused placement<\/td>\n1 day per week<\/td>\nMostly aimed at indirect ways of working, consultation and supervision<\/td>\n<\/tr>\n
YEAR THREE<\/td>\n<\/tr>\n
Oct \u2013 Dec<\/td>\nCommunity Psychology activity block<\/td>\n1 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.<\/td>\nMostly focused on advanced clinical skills and practice, influencing and leadership. \u00a01 day per week<\/td>\n<\/tr>\n
Jan- Aug<\/td>\nInfluencing and leadership-focussed placement<\/td>\n1 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<\/td>\nMostly 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.<\/td>\n<\/tr>\n
Teaching thematic \u2018strands\u2019<\/strong>: Teaching that forms part of each strand listed take place across the three years of training.<\/td>\n\n
    \n
  • Assignment Preparation<\/li>\n
  • Therapy \u2013 Cognitive Behavioural Therapy<\/li>\n
  • Therapy \u2013 Systemic Practice<\/li>\n
  • Therapy \u2013 Cognitive Analytic Therapy<\/li>\n
  • Professional Influencing<\/li>\n
  • Leadership<\/li>\n
  • Physical Health & Cognitive Development<\/li>\n
  • Quality Assurance<\/li>\n
  • Research<\/li>\n
  • Themes of Clinical Practice<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    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.<\/p>\n

    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 \u2018strands\u2019 to ensure a coherent developmental approach. More detail on the strands can be found in the document below.<\/p>\n

    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\u2019 ability to appraise evidence critically and modify practice appropriately.
    \n<\/div><\/div>\n

    <\/span>Part time route<\/div>
    \n

    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.<\/p>\n

    All Teaching belongs to both a \u2018block\u2019 which reflects the current placement and assessment activities the trainee is conducting at that point in the programme, and a thematic \u2018strand\u2019 that develops learning over the 4 years 4 months of training.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
    <\/td>\nClinical Activity<\/strong><\/td>\nSelf-directed study time<\/strong><\/td>\nTeaching \u2018blocks\u2019<\/strong>:<\/td>\n<\/tr>\n
    YEAR ONE<\/td>\n<\/tr>\n
    Sept \u2013 Oct<\/td>\nnone<\/td>\n0.5 days per week<\/td>\nInduction teaching programme<\/td>\n<\/tr>\n
    Oct \u2013 Dec<\/td>\nCommunity Engagement block \u2013 trainee engage with local communities in groups<\/td>\n0.5 days per week<\/td>\nMostly aimed at direct working<\/p>\n

    \u2013 2 days per week<\/td>\n<\/tr>\n

    Jan \u2013 Sept<\/td>\nDirect working focused placement<\/td>\n0.5 days per week<\/td>\nMostly aimed at direct working \u2013 1 day per week<\/td>\n<\/tr>\n
    YEAR TWO<\/td>\n<\/tr>\n
    Oct \u2013 Jan<\/td>\nDirect working focused placement<\/td>\n0.5 days per week<\/td>\nMostly aimed at indirect ways of working, consultation and supervision<\/td>\n<\/tr>\n
    Feb \u2013 May<\/td>\nProject block \u2013 trainees engage in group service development activity<\/td>\n1 day per week<\/td>\nMostly aimed at indirect ways of working, consultation and supervision<\/td>\n<\/tr>\n
    June<\/td>\nNone<\/td>\nThesis study 2.5 days per week<\/td>\nMostly aimed at indirect ways of working, consultation and supervision<\/td>\n<\/tr>\n
    July – Sep<\/td>\nIndirect working focused placement<\/td>\n<\/td>\nMostly aimed at indirect ways of working, consultation and supervision<\/td>\n<\/tr>\n
    YEAR THREE<\/td>\n<\/tr>\n
    Oct \u2013 August<\/td>\nIndirect working focused placement<\/td>\n1-1.5 days per week<\/td>\nOccasional Professional Development and cross-cohort teaching<\/td>\n<\/tr>\n
    YEAR FOUR<\/td>\n<\/tr>\n
    Sep<\/td>\nNone<\/td>\nThesis study 2.5 days per week<\/td>\nNone<\/td>\n<\/tr>\n
    Oct \u2013 Dec<\/td>\nCommunity Psychology activity block<\/td>\n0.5 days per week<\/td>\nMostly focused on advanced clinical skills and practice, influencing and leadership. One day per week through to May, then one day per fortnight<\/td>\n<\/tr>\n
    Jan – Aug<\/td>\nInfluencing and leadership-focussed placement<\/td>\n0.5 days per week<\/td>\nMostly focused on advanced clinical skills and practice, influencing and leadership. One day per week through to May, then one day per fortnight<\/td>\n<\/tr>\n
    YEAR FOUR<\/td>\n<\/tr>\n
    Sep -Dec<\/td>\nInfluencing and leadership-focussed placement<\/td>\n1 day per week<\/td>\nNone<\/td>\n<\/tr>\n
    Teaching thematic \u2018strands\u2019<\/strong>: Teaching that forms part of each strand listed take place across the three years of training.<\/td>\n\n
      \n
    • Assignment Preparation<\/li>\n
    • Therapy \u2013 Cognitive Behavioural Therapy<\/li>\n
    • Therapy \u2013 Systemic Practice<\/li>\n
    • Therapy \u2013 Cognitive Analytic Therapy<\/li>\n
    • Professional Influencing<\/li>\n
    • Leadership<\/li>\n
    • Physical Health & Cognitive Development<\/li>\n
    • Quality Assurance<\/li>\n
    • Research<\/li>\n
    • Themes of Clinical Practice<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      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.<\/p>\n

      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 \u2018strands\u2019 to ensure a coherent developmental approach. More detail on the strands can be found in the document below.<\/p>\n

      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\u2019 ability to appraise evidence critically and modify practice appropriately.
      \n<\/div><\/div>\n<\/div>\n

      2020 intake and earlier<\/h2>\n
      \n
      <\/span>Full time route<\/div>
      \n

      This table gives a typical outline of the full-time programme as it develops over the three years for each student. The full-time programme structure normally follows this format, although more individualised training plans may become necessary for some trainees.<\/p>\n

      All Teaching belongs to both a \u2018block\u2019 which reflects the current placement and assessment activities the trainee is conducting at that point in the programme, and a thematic \u2018strand\u2019 that develops learning over the three years of training.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      <\/td>\nClinical Placement<\/strong>:<\/td>\nSelf-directed study time<\/strong><\/td>\nTeaching \u2018blocks\u2019<\/strong>: From April of year one teaching takes place one day each week at University base.<\/td>\n<\/tr>\n
      YEAR ONE<\/td>\n<\/tr>\n
      Sept \u2013 Oct<\/td>\n<\/td>\n<\/td>\nInduction teaching programme<\/td>\n<\/tr>\n
      Oct \u2013 Mar<\/td>\nChildren and families
      \n(3 days per week)<\/td>\n      		1 day per week<\/td>\nMostly aimed at working with children and families.<\/td>\n<\/tr>\n
      Apr \u2013 Sept<\/td>\nAdult mental health
      \n(3 days per week)<\/td>\n      		1 day per week<\/td>\nMostly aimed at working with adults with mental health problems<\/td>\n<\/tr>\n
      YEAR TWO<\/td>\n<\/tr>\n
      Oct \u2013 Mar<\/td>\nOlder adults, health psychology or neuropsychology
      \n(3 days per week)<\/td>\n      		1 day per week<\/td>\nMostly aimed at working with older adults and within health psychology<\/td>\n<\/tr>\n
      Apr \u2013 Sep<\/td>\nLearning disabilities
      \n(3 days per week)<\/td>\n      		1 day per week<\/td>\nMostly aimed at working with adults with learning disabilities<\/td>\n<\/tr>\n
      YEAR THREE<\/td>\n<\/tr>\n
      Oct \u2013 Aug<\/td>\nOne long third year placement (3 days per week until May, 4 days per week thereafter)<\/td>\n1 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 contractFrom October until thesis hand in there are 30 additional 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.<\/td>\nMostly focused on advanced clinical skills and practice \u2013 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<\/td>\n<\/tr>\n
      Teaching thematic \u2018strands\u2019<\/strong>: Teaching that forms part of each strand listed take place across the three years of training.<\/td>\n\n