Programme Specification Template

1 Programme Title Programme Title: DOCTORATE IN CLINICAL PSYCHOLOGY

2 Description of the Programme (as in the Business Approval Form) This should be written to the student giving a description of the distinctive features of the programme and any unique activities or opportunities. Why should a student choose this programme at Exeter?

The Programme comprises three necessary modules for the professional Doctorate in Clinical Psychology (DClinPsy). Taken together these modules form the basis for the academic, clinical and research skills that are required to practise as clinical psychologists.

Work (regardless of content) will be at Doctoral Standard (demonstrating ability to conduct independent work at peer reviewed standard/publication quality).

Details of the regulations that apply to assessment in our PGR Programme modules can be found in the online handbook http://cedar.exeter.ac.uk/handbook/programme/assessment/ and the link to the TQA manual that covers assessment is http://admin.exeter.ac.uk/academic/tls/tqa/Part%207/7Mprofdocs.pdf .

The DClinPsy (540 credits at TD) is an annual intake three year full-time programme. It confers on its graduates eligibility to join the British Psychological Society’s Register of Chartered psychologists, to be full members of the Division of Clinical Psychology and to be registered as Practitioner Psychologists with the Health and Care Professions Council. During the programme students will be concurrently employed as trainee clinical psychologists in the National Health Service. Students undertake academic study, supervised clinical practice, and research.

Overall, the programme aims to enable the trainee to gain the:  Theoretical and empirical knowledge,  Critical, analytical and integrative skills, and,  Professional, ethical and client-centred values needed to work effectively to enhance and promote psychological well-being.

Several orientations and values underpin the programme structure. The programme:  Adheres to a life span development model as an overarching context for understanding resilience and psychological distress in response to life challenges. Within this framework, a bio- psychosocial model of psychological well-being provides the context for understanding and intervening to reduce psychological distress and promote psychological well-being and health.  Recognises that a broad basis of theory contributes to our understanding of psychological well- being, and that theory is constantly developing and determining the practice of contemporary clinical psychology. However, it emphasises three theoretical orientations: cognitive- behavioural, psychodynamic and systemic as well as other specialist areas, for example neuropsychology.  Recognises that clinical psychologists’ psychological theories of and psychological interventions for clients can be at many levels (e.g. community organisation, group, family or individual).  Is committed to both an evidence-based and reflective scientist-practitioner model.  Is committed to a model of lifelong, adult, and self-directed learning.

1 3 Educational Aims of the Programme Describe the broad educational intentions of programme providers, to include: academic scope, learning & teaching methods, learning environment, and distinctive intentions

The general aims of the College of Life and Environmental Science (CLES), in accord with those of the University as a whole, are:

 To provide an education for students intended to give them competence in their chosen discipline, and to encourage them to develop their intellectual capabilities within an institution that is committed to advancing research, scholarship and learning, and to disseminating knowledge.

More specifically, the educational aims of the School of Psychology are:

 To provide an education of high quality across a range of areas of psychology in a stimulating and supportive environment that is enriched by research and/or current practice in the discipline where appropriate.  To provide training in scientific skills of problem analysis, research design, evaluation of empirical evidence and dissemination in the context of psychology.  To provide a range of academic and key skills that will prepare our students confidently for employment, future study, or training for professional practice.

Additional aims which are specific to the DClinPsy programme are:  To produce clinical psychologists who will go on to work in the NHS and make a meaningful and strong contribution to users of the NHS, the services themselves and the clinical psychology profession.

4 Programme Structure

The Doctorate in Clinical Psychology programme is a 3 year programme of study at National Qualification Framework (NQF) level (?) (as confirmed against the FHEQ). This programme is divided into 3 ‘Stages’. Each Stage is normally equivalent to an academic year. The programme is also divided into units of study called ‘modules’ which are assigned a number of ‘credits’.

Programme and Module Structure

PSYD042 PSY043 PSY044 (270 (135 (135 credits) credits) credits) Core Core Core

Award of Doctorate in Clinical Psychology Degree (540 credits)

5 Programme Modules

The programme is made up of three modules (credit rating 270, 135 and 135) that span all three years of the programme. The codes used in the this programme specification and the modules are as follows and are from the British Psychological Society Accreditation through partnership guidance for clinical psychology programmes (2014) http://cedar.exeter.ac.uk/media/universityofexeter/schoolofpsychology/cedar/documents/dclinpsy2 013/DClinPsy_standards_approved_May_2014.pdf

Revised core competencies 2014 Generalisable metacompetencies = GMC Psychological assessment = PA Psychological formulation = PF Psychological intervention = PI Evaluation = E Research = R Personal and professional skills and values = PPSV Communicating and teaching = CT Organisational and systemic influence and leadership = OSIL

In combination, the three modules aims to develop trainees’

1. Competence to work within professional and regulatory codes of practice and research (GMC,PA,PF,PI,CT,OSIL) 2. To enable trainees to work ethically, respectfully, and collaboratively with client, participants and other professionals (GMC, PA, PF, PI, E, R, PPSV, CT, OSIL) 3. Readiness to approach their work with critical reflection and self-awareness, including identifying own strengths and learning needs (GMC,PA,PF,PI,E,R,PPSV) 4. Access to and awareness of up-to-date knowledge about the biological, psychological and social factors that are associated with psychological well-being, distress and disorder in individuals, families, groups and communities across the life cycle; (GMC) 5. Integration of psychological theory, evidence, and experience (GMC,PA,PF,PI,CT, R, E,PPSV) 6. Ability to identify resources that will further their learning for their individual professional development needs and to fit with the requirements of their future professional contexts; (PPSV, CT, E, OSIL, R) 7. Ability to take a constructively critical and reflective approach to their own and others’ work; (GMC, PA, PF, PI, E, R, PPSV, CT, OSIL) to facilitate their communicating effectively both verbally and in writing for lay, professional, and academic audiences; to nurture their own particular academic strengths and clinical observations.

PSYD042 (Clinical Skills in Clinical Psychology, 270 credits, CW). Trainees will take 3 year- long placements during which clinical work in practice placements will be supervised by a qualified (and HCPC registered) clinical psychologist. An evaluation of the trainee’s competence will be completed by the trainee and their supervisor at the mid point and end of placement for years one and two and mid point of placement for year three. Trainees will also submit a portfolio of clinical activity and an observation report. By the end of the programme trainees will have gained a wide range of clinical experience including working across the lifespan, with acute and enduring problems, and in a range of settings. Overall, the clinical module aims to enable trainees to apply in practice: theoretical and empirical knowledge, critical, analytical and 3 integrative skills and professional, ethical and client-centred values that are needed to work effectively to enhance and promote psychological well-being.

Specific aims are to develop trainees’ 1. Core clinical competencies in working directly and indirectly with individuals, carers, services and community systems (GMC,PA,PF,PI,E,PPSV) 2. Direct and indirect application of clinical competencies within a range of experiences: in a range of service delivery settings with clients with a representative range of problems and abilities from across the life span (GMC,PA,PF,PI,E,PPSV) 3. Application of clinical competencies with clients from a range of backgrounds taking into account social inequalities and diversity (GMC,PA,PF,PI,E,PPSV) 4. Commitment to working collaboratively, compassionately and respectfully with clients and colleagues, sharing essential capabilities and working as part of multi-disciplinary teams (PA,PF,PI) 5. Ability to conceptualise and adapt their practice in the light of current service policies and priorities (GMC,PA,PF,PI,E,PPSV,CT,OSIL) 6. Capacity to nurture their own particular clinical strengths and interests so that they can make a contribution to the development of psychological skills, knowledge and the profession (GMC,PA,PF,PI,E,PPSV,CT,OSIL,R)

PSYD043 (Academic Skills in Clinical Psychology, 135 credits, CW). The syllabus comprises 5 core themes spanning the three years of training. The core themes are divided into specific strands, which are delivered in years one, two or three in accordance with both the life-span model and an approach which emphasises initially the broad context for understanding individuals’ psychological distress, then explores approaches to working with individuals and lastly, emphasises consolidation and specialisation of skills and knowledge.

Specific aims are to develop trainees’

1. Understanding of the main elements of theory, evidence and practice pertaining to core skills for the clinical psychologist working with clients across the life span with special reference to five approaches: systemic, psychodynamic, cognitive behavioural therapy, neuropsychology, and Reflexive Organisational Practice (GMC, PA, PF, PI, E, R, PPSV, OSIL)

PSYD044 (Research Skills in Clinical Psychology, 135 credits, CW; DI) The research module comprises taught elements in both qualitative and quantitative approaches, academic assignments to facilitate the development of relevant doctoral level research skills, and a doctoral thesis. Trainees will complete several research assignments including a research problem-based learning exercise (Year one); a small scale service related research project (Year two), a thesis proposal incorporating the methodology of both a structured literature review and an empirical study (Year two); and a doctoral thesis compromising a literature review and an empirical paper (Year three).

Specific aims are to develop trainees’

1. Ability to formulate, design, carry out, critically evaluate, and disseminate the results of research that is relevant to the concerns of clients, service users, providers and commissioners of health services, including the broader public (GMC, PA, PF, PI, E, R, PPSV, CT, OSIL) 2. Awareness of important stakeholders in clinical psychology research and promote the collaborative involvement of these stakeholders in the research process (e.g., providers, purchasers and service users, research councils, professional training organisations, interested clinical psychology colleagues) (GMC, PA, PF, PI, E, R, CT, PPSV) 4 3. Adoption of clinical research as part of their professional work in their training and their post-qualification careers (GMC, PA, PF, PI, E,R, PPSV, CT, OSIL)

. Programme Modules CODE TITLE CREDITS COMPULSORY NONCONDONABLE

PSYD042 Clinical skills in clinical psychology 270 Yes Yes

PSY043 Academic skills in clinical psychology 135 Yes Yes

PSY044 Research skills in clinical psychology 135 Yes Yes

6 Programme Outcomes Linked to Teaching, Learning & Assessment Methods The aims of the programme are detailed in the online handbook http://cedar.exeter.ac.uk/handbook/programme/aims/

The British Psychological Society Accreditation through partnership guidance for clinical psychology programmes (2014) and the Health and Care Professions Council produce programme learning outcomes and Standards of Proficiency which all accredited and regulated programmes are expected to achieve. Completion of a programme confers eligibility to work as a clinical psychologist in the NHS and eligibility for registration as a Practitioner Psychologist with HCPC. These programme learning outcomes are therefore nationally recognised knowledge, skills and values that are expected by employers of our graduates as well as users of health services.

On completion of the programme, it is intended that the trainee will have

Subject knowledge and skills

The skills, knowledge and values to develop working alliances with clients, including individuals, carers and/or services, in order to carry out psychological assessment, develop a formulation based on psychological theories and knowledge, carry out psychological interventions, evaluate their work and communicate effectively and proactively with clients, referrers and others, orally, electronically and in writing; (GMC,PA,PF,PI,E,PPS,CT,OSIL)

The skills knowledge and values to work effectively with clients from a diverse range of backgrounds, understanding and respecting the impact of difference and diversity upon their lives; (GMC,PA,PF,PI,E,PPS,CT,OSIL)

The skills, knowledge and values to work effectively with social, political and organisational systems relevant to clients, including for example statutory and voluntary services, self-help and advocacy groups, user-led systems and other elements of the wider community; (OSIL)

The skills, knowledge and values to work in a range of indirect ways to improve psychological aspects of health and healthcare; (OSIL)

The skills, knowledge and values to conduct research that enables the profession to develop its knowledge base and to monitor and improve the effectiveness of its work; (R)

Knowledge and understanding of psychological theory and evidence, encompassing specialist 5 client group knowledge across the profession of Clinical Psychology and the knowledge required to underpin clinical and research practice. Moreover, a level of conceptual understanding and critical capacity that allows independent evaluation and advanced scholarship; (GMC,PA,PF,PI,E,PPSV,CT,OSIL,R)

A professional and ethical value base, including that set out in the BPS Code of Conduct, the DCP statement of the Core Purpose and Philosophy of the profession and the DCP Professional Practice Guidelines as well as the HCPC Standards of conduct, performance and ethics. Able to analyse and manage the implications of ethical dilemmas and work with others to formulate solutions. (PPSV, R)

Clinical and research skills that demonstrate work with clients and systems based on a scientist- practitioner and reflective-practitioner model that incorporates a cycle of assessment, formulation, intervention and evaluation. (GMC,PA,PF,PI,E,PPS,CT,OSIL,R)

Understand and intervene helpfully with complex clinical problems in a range of specialised settings, with a range of client groups across the life span, at different levels of health and social care systems. This is through the systematic, reflective and coherent integration of knowledge from psychological theory and research synthesised with clinical competencies; (GMC,PA,PF,PI,E,PPSV,CT,OSIL,R)

Core academic skills Skills to undertake analysis, managing complexity, incompleteness and/or contradiction in the data; (GMC,PPSV,R)

Skills to synthesise new approaches, in a manner that can contribute to the development of methodology or understanding; (GMC,R)

Skills and ability to act independently and with originality in problem solving, leading in planning and implementing tasks at a professional or equivalent level; (PPSV)

The capacity to participate autonomously in lifelong learning, making use of a wide range of resources to extend and develop their knowledge, skills and values;(PPSV)

Personal and key skills

High level skills in managing a personal learning agenda and self-care, and in critical reflection and self-awareness that enable transfer of knowledge and skills to new settings and problems; (PPSV, R)

Knowledge and skills to work/lead effectively in groups; clarify the task, manage the capacities of group members, negotiating and handling conflict effectively; (PI,CT)

Professional competence relating to personal and professional development and awareness of the clinical, professional and social context within which work is undertaken. (PPSV) Teaching and problem-based learning provided through the Academic and Research Modules are intended to prepare trainees for the supervised clinical and research practice. Group tutorials and individual appraisals run throughout the programme and have the broad remit of supporting trainees’ learning. Finally, there are a range of support systems available to trainees to ensure that the challenges inherent in the Doctoral Programme occur within a supportive context. Assignments and assessments are designed to both assess trainees’ developing competence and appropriately focus their learning. These include clinical supervisors’ evaluations, problem- based learning exercises, essays, clinical practice reports and a research dissertation. The deadlines for assessed work are spaced throughout the programme to facilitate the development of theory-practice links and promote the professional competencies of good time management and 6 organisation. Candidates are formally assessed at the end of the first and second years of the programme and permission to proceed to the next year will depend on evidence of satisfactory progress. (GMC,PA,PF,PI,E,PPSV,CT,OSIL,R)

More detailed description of the manner by which learning is related to assessment criteria will be found at modular level on module description templates

7 Overall, the programme aims to enable the Intended Learning Outcomes (ILOs) will be trainee to gain the: accommodated & facilitated by the following  Theoretical and empirical knowledge, learning & teaching and evidenced by the following  Critical, analytical and integrative assessment methods: skills, and, Details of the assessments are shown here:  Professional, ethical and client- http://cedar.exeter.ac.uk/handbook/programme/ass centred values needed to work essment/ effectively to enhance and promote Learning &Teaching activities (in/out of class) psychological well-being.  Lectures  Problem-based learning exercises  Large and small group workshops Core across the three modules  Video and audio presentations Specific aims are to develop trainees’  Clinical skills workshops  Role-play 1. Competence to work within  Seminars professional and regulatory codes of  Tutorials practice and research  Supervision (GMC,PA,PF,PI,CT,OSIL)  Assigned reading followed by trainee 2. To enable trainees to work ethically, presentations respectfully, and collaboratively with  Clinical observations client, participants and other professionals (GMC, PA, PF, PI, E, Assessment Methods Specify which ILO is to be R, PPSV, CT, OSIL) assessed by each method 3. Readiness to approach their work with critical reflection and self-awareness, See Module Descriptors for description of ILOs. including identifying own strengths See Module Descriptors for details of assessment and learning needs of ILOs (GMC,PA,PF,PI,E,R,PPSV) 4. Access to and awareness of up-to-date knowledge about the biological, psychological and social factors that are associated with psychological well-being, distress and disorder in individuals, families, groups and communities across the life cycle; (GMC) 5. Integration of psychological theory, evidence, and experience (GMC,PA,PF,PI,CT, R, E,PPSV) 6. Ability to identify resources that will further their learning for their individual professional development needs and to fit with the requirements of their future professional contexts; (PPSV, CT, E, OSIL, R) 7. Ability to take a constructively critical and reflective approach to their own and others’ work; (GMC, PA, PF, PI, E, R, PPSV, CT, OSIL) to facilitate their communicating effectively both verbally and in writing for lay, professional, and academic audiences; to nurture their own particular academic strengths and clinical observations. 8 Specialised Clinical Skills & Knowledge Learning &Teaching activities (in/out of class) Specific aims are to develop trainees’ Three year long practice placements. 160 days 1. Core clinical competencies in working each year. Trainees employed as Band 6 directly and indirectly with practitioners-full-time employees of the NHS. individuals, carers, services and Clinical practice undertaken in child, older people, community systems adult, learning disability, forensic, health and other (GMC,PA,PF,PI,E,PPSV) clinical practice settings under the supervision of a HCPC regulated clinical psychologist. 2. Direct and indirect application of clinical competencies within a range Please see clinical module (in clinical chapter) for of experiences: in a range of service more detail. delivery settings with clients with a http://cedar.exeter.ac.uk/handbook/clinical/clinical_ representative range of problems and documents/ abilities from across the life span (GMC,PA,PF,PI,E,PPSV) 3. Application of clinical competencies with clients from a range of backgrounds taking into account social Assessment Methods Specify which ILO is to be assessed by each method inequalities and diversity See Online Handbook (Clinical module Clinical (GMC,PA,PF,PI,E,PPSV) Chapter) for more description of ILOs and 4. Commitment to working assessment of ILOs collaboratively, compassionately and http://cedar.exeter.ac.uk/handbook/clinical/ and respectfully with clients and Programme chapter for assessment methods colleagues, sharing essential http://cedar.exeter.ac.uk/handbook/programme/ass capabilities and working as part of essment/ multi-disciplinary teams (PA,PF,PI) 5. Ability to conceptualise and adapt their practice in the light of current service policies and priorities (GMC,PA,PF,PI,E,PPSV,CT,OSIL) 6. Capacity to nurture their own particular clinical strengths and interests so that they can make a contribution to the development of psychological skills, knowledge and the profession (GMC,PA,PF,PI,E,PPSV,CT,OSIL,R)

9 Academic Discipline Core skills & Learning &Teaching activities (in/out of class) Knowledge aims A number of methods will be used, including 1. Understanding of the main elements of theory, evidence and practice  Lectures pertaining to core skills for the clinical  Problem-based learning exercises psychologist working with clients  Large and small group workshops across the life span with special  Video and audio presentations reference to five approaches: systemic,  Clinical skills workshops psychodynamic, cognitive behavioural  Role-play therapy, neuropsychology, and  Seminars Reflexive Organisational Practice  Tutorials (GMC, PA, PF, PI, E, R, PPSV, OSIL)  Assigned reading followed by trainee presentations  Clinical observations

Assessment Methods

See Academic Module Page 2 for description of ILOs.

See Academic Module Page 5 for details of assessment of ILO’s

Research Skills & Knowledge Learning &Teaching activities (in/out of class)

1. Ability to formulate, design, carry out,  Lectures critically evaluate, and disseminate the  Problem-based learning exercises results of research that is relevant to  Large and small group research workshops the concerns of clients, service users,  Video and audio presentations providers and commissioners of health  Research tutorials services, including the broader public  Research supervision (GMC, PA, PF, PI, E, R, PPSV, CT,  Seminars OSIL)  Assigned reading followed by trainee 2. Awareness of important stakeholders presentations in clinical psychology research and promote the collaborative involvement of these stakeholders in the research process (e.g., providers, purchasers Assessment Methods Specify which ILO is to be and service users, research councils, assessed by each method professional training organisations, interested clinical psychology See Research Module Descriptor for description of colleagues) (GMC, PA, PF, PI, E, R, ILOs. CT, PPSV) See Research Module Descriptor for details of 3. Adoption of clinical research as part of assessment of ILOs including: summative their professional work in their Research PBL year 1, summative SSRP Year 2, training and their post-qualification formative thesis proposal presentation Year 2, careers (GMC, PA, PF, PI, E,R, PPSV, summative Thesis proposal with mini-viva Year 2, CT, OSIL)

10 formative thesis presentation Year 3, summative Thesis Year 3

For details of assessment of ILOs for the doctoral thesis, please see http://admin.exeter.ac.uk/academic/tls/tqa/Part %208/8Iresrcexa.pdf

7 Programme Regulations

Pogramme Regulations:

The DClinPsy Programme follows the:

- University Regulations Governing Professional Doctorate Degrees (http://www.exeter.ac.uk/staff/policies/calendar/part1/regulations/r2-3/#d.en.317107) - Teaching Quality Assurance (TQA) Manual, Code of Good Practice – Professional Doctorate Postgraduate Research Programmes (this includes information on the assessment criteria, the Board of Examiners for the Programme and Thesis, and mitigation procedures -http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Iresrcexa.pdf) - and for the Thesis, the TQA Manual, Code of Good Practice: Boards of Examiners for Degrees by Research (http://admin.exeter.ac.uk/academic/tls/tqa/Part%208/8Iresrcexa.pdf)

Programme Progression Rules:

Programme failure due to Clinical, Academic, and/or Research Assessments:

Trainees are required to pass all categories of work subject to summative assessment, so a Fail on any summative assignment will normally result in a recommendation of Programme Failure by the Board of Examiners*.

Also, if a trainee has received ANY TWO of the following, then a recommendation for Programme Failure will normally be made:  A Clinical Referral  An Academic or Research assessment receiving a Major Amendment category iii mark.  A Thesis receiving a Resubmission for DClinPsy (Category D on the marking criteria)

*Please note, the Thesis is examined by an Internal and External Examiner, who together form the Board of Examiners for the Thesis component of the DClinPsy. If the Internal and External Examiners recommend ‘no degree be awarded’ (Category E on the marking criteria), then this will normally result in a recommendation of Programme Failure to the University.

Programme failure due to serious professional misconduct:

The Programme Director and Director of Education will normally recommend to the Faculty Board that a trainee fail the programme if, following investigation, the trainee has been found to have engaged in serious professional misconduct – that is, conduct that seriously infringes the current HCPC Codes, the BPS Code of Ethics and Conduct, or the Division of Clinical Psychology Professional Practice Guidelines. Any actions taken would be carried out in consultation with the employing NHS trust.

Appeals:

See Programme Handbook and University Calendar for guidance on the Student Academic Appeals Procedure: http://www.exeter.ac.uk/staff/policies/calendar/part1/otherregs/appeals/#two

Mitigation:

See Programme Handbook and the Handbook for Assessment, Progression and Awarding: Taught Programmes for guidance on mitigation: http://admin.exeter.ac.uk/academic/tls/tqa/Part %2012/12AHandbook.pdf 11 8 College Support for Students and Students’ Learning

Details of trainee support arrangements can be found here http://cedar.exeter.ac.uk/handbook/programme/support/ Details of programme governance including programme liaison committee are here http://cedar.exeter.ac.uk/handbook/programme/governance/

9 University Support for Students and Students’ Learning Learning Resources The University Library maintains its principal collections in the main library buildings on the Streatham and St Luke's campuses, together with a number of specialist collections in certain Colleges. The total Library collection comprises over a million volumes and 3000 current periodical subscriptions.

IT Services provide a wide range of services throughout the Exeter campuses including open access computer rooms, some of which are available 24 hours, 7 days a week. Helpdesks are maintained on the Streatham and St Luke's campuses, while most study bedrooms in halls and flats are linked to the University's campus network.

 University Wellbeing Service - available free of charge, to provide confidential help and support.  Student Health Centre  Study Skills Service - can provide one-to-one guidance and information on all aspects of academic study and skills.  Family Centre (Streatham campus) provides high quality care and education for early-years children of students and staff.  Student Advice Centre (the Forum) is your first port of call for free, impartial and confidential advice on a range of issues: housing, finance, and academic matters.  Students’ Guild is the students' union of the University of Exeter.  Student complaints procedure.  Chaplaincy supports and encourages students all students.  The International Student Support Office supports non UK students across all University of Exeter campuses.  INTO University of Exeter partnership provides English Language and other preparatory courses for international students.  AccessAbility (Previously called the Disability Resource Centre [DRC]) aims to provide advice, guidance, signposting to other services and, in some cases, face-to-face assistance for those in need. The University is committed to supporting disabled students, staff and visitors on all its campuses.  Employability and Graduate Development has over 40 staff working to help you improve your chances of getting a great job after you graduate. They provide expert advice to enable you to plan your future through: guidance interviews, psychometric testing, employer presentations, skills events, practice job interviews and CV preparation.

10 Admission Criteria

Applications for clinical psychology training throughout the UK are handled by the Clearing House for Postgraduate Courses in Clinical Psychology (CHPCCP). CHPCCP was founded in 1979, and is a registered educational charity. The Clearing House advertises the Exeter Programme, develops and administers the national application forms and is responsible for equal opportunities monitoring, feedback to programmes and managing requests for reference disclosure under the Data Protection Act. The CHPCCP is managed by a committee of professional representatives from training programmes who are responsible to the charity commission. The selection process has been developed over more than 25 years of experience of selecting trainees onto training in the South West. The procedure for the Exeter training programme involves DClinPsy programme staff, service representatives, trainees and users and 12 carers of health services.

Candidates must satisfy the following admissions criteria:  Be eligible for the Graduate Basis for Chartered Membership (GBC)  Either hold or not require a work permit (because students have dual status as employees of the health service and students of the University).  Provide evidence of English Language ability if English is not the first language, and if the applicant has not completed university qualifications that were taught and examined in English.  The programme covers a wide geographical area and all applicants must possess a full valid driving licence at application (subject to reasonable adjustments for disability).  Normally hold at least a 2.i Honours degree in Psychology and  Evidence of academic, clinical and research competence  Excellent personal and interpersonal skills  Evidence of the personal resources to cope with training and the profession.  Candidates will be required to disclose any previous convictions including those regarded as “spent”. In the event that a candidate has previous convictions their suitability for training will be decided on the basis of the nature and circumstances of these convictions.

For further information please see http://www.leeds.ac.uk/chpccp/Clin09Exeter.html

All applications are considered individually on merit. The University is committed to an equal opportunities policy with respect to gender, age, race, sexual orientation and/or disability when dealing with applications. It is also committed to widening access to higher education to students from a diverse range of backgrounds and experience.

Candidates must satisfy the general admissions requirements of the University of Exeter.

11 Regulation of Assessment and Academic Standards Each academic programme in the University is subject to an agreed College assessment and marking strategy, underpinned by institution-wide assessment procedures. For details http://cedar.exeter.ac.uk/handbook/programme/assessment/

12 Indicators of Quality and Standards The programme is committed to a process of continuous review of the curriculum to incorporate the changing needs of the settings in which clinical psychologists work, current scholarship, the evidence base and research. The University and its constituent Schools draw on a range of data in their regular review of the quality of provision. The annually produced Performance Indicator Dataset details admission, progression, completion and first career destination data, including comparisons over a five-year time-span. Progression statistics are included in routine internal monitoring and review processes.

13 Methods for Evaluating and Improving Quality and Standards

The University has internal procedures in place for the regular review of its educational provision, including the annual review of both modules and programmes which draw on feedback from such sources as external examiners' reports, student evaluation, student achievement and progression data. The DClinPsy programme is subject to several external reviews. Because of the University-NHS partnership that is an intrinsic part of clinical psychology training, key 13 stakeholders are involved in all quality assurance processes.

University committees with responsibility for monitoring and evaluating quality and standards:

 CEDAR Discipline/College Meetings  Training Committee for the Doctoral Programme in Clinical Psychology: University of Exeter  Programme Liaison Committee  Board of Examiners  Faculty of Graduate Research  College Postgraduate Research Liaison Forum

University – NHS committees responsibility for monitoring and evaluating quality and standards:

 Supervisors’ Committee

The DClinPsy programme is subject to external review and/or accreditation by the following bodies:

 British Psychological Society Committee on Training in Clinical Psychology (professional accreditation; five year cycle; full accreditation until June 2015)  The Health and Care Professions Council – award of approval for Standards of Proficiency (2010)  Health Education South West (HESW) (commissioner’s review of contract delivery; annual, quarterly key performance indicator submissions and five year major reviews.  Quality Assurance Agency for Healthcare Education. Accreditation visit 2011 and full report available 2012 expressing confidence in the academic and practitioner standards achieved.

The following ongoing processes form a part of the programme’s quality assurance:

 Academic and Research module review process (Programme Liaison Committee)  Clinical module review process ( Clinical Psychology Training Committee)  Ongoing review of Programme ( Clinical Psychology Training Committee)  External examiners’ reports  Vice Chancellor Dean of College  Quarterly KPIs for HESW with annual contract review meetings

Mechanisms for gaining student feedback on quality of academic and research programmes, practice placements and their learning experience:  Regular debrief meetings of teaching and placement (Academic Director, Clinical Director and Convenors of Seminar Series) this meeting includes feedback on all aspects of the learning experience i.e includes tutorials, problem based learning, assessments, assignments and placements  Student feedback on lectures (questionnaires) ( Academic Director and Convenors of Seminar Series)  Student feedback on clinical supervision (Clinical tutors  Clinical Director)  Staff-trainee meetings  Audit of clinical placements ( Clinical Director  Supervisors’ Committee)  Trainee appraisal meetings  Annual Research Student Monitoring Exercise ( Research Director and CLES PGR Office  Research Student and Supervisors)

14 The University and its constituent Colleges draw on a range of data to review the quality of educational provision. The College documents the performance in each of its taught programmes, against a range of criteria on an annual basis through the Annual Programme Monitoring cycle:

. Admissions, progression and completion data • In Year Analysis data • Previous monitoring report • Monitoring of core modules • External examiner’s reports and University and College responses (reported to SSLC) • Any Professional, Statutory and Regulatory Body/accrediting body or other external reports • Consultation with employers and former students • Staff evaluation •Student evaluation •Programme aims

Subject areas are reviewed every five years through a periodic subject review scheme that includes external contributions.

14 Awarding Institution University of Exeter 15 Lead College/Teaching Institution College of Life and Environmental Science 16 Partner College(s)/ institution NA 17 Programme accredited/validated by HCPC 20110 ongoing validation BPS 2010 ongoing accreditation

18 Final Award(s) Doctorate in Clinical Psychology

19 UCAS Code (UG programmes) Na

20 NQF Level of Final Award(s): (see TQA ‘Levels and Awards’ in section 3)

21 Credit (CATS and ECTS) 520

22 QAA Subject Benchmarking Group (UG and PGT programmes) 23 Origin Date: August 2012 Last Date of Revision: February 2015