DClinPsy Programme of Study

Our Clinical Psychology programme was revalidated by the University and approved by the HCPC and the BPS in 2011, following a comprehensive review which was triggered by a wish to make the programme as responsive as possible to changing external needs within the social and health care sectors, and to best equip our trainees to practice within a rapidly changing health care context. The new programme received several commendations; notably for its design, described as being ‘at the leading edge in relation to NHS priorities’ and for service user involvement which was seen as an example of national best practice. The flexibility of the new programme was also noted as a particular strength: developing teaching and learning opportunities relating to supervision, consultation and leadership, providing a greater focus on in-depth clinical skills, increasing service user participation and providing specialist teaching options in the final year of study. Since 2011 our trainees have had the opportunity to experience the traditional breadth of our curriculum, alongside these new developments.

"I like that the course gives an even mix of teaching on all different psychological models and doesn’t just focus on CBT. I like that there are lots of specialist placements available (e.g. Lots of systemic and psychodynamic placements, loads of IAPT placements, etc.). I’m also a big fan of the critical nature of the course and the emphasis on critical psychology."

Salomons Trainee, Alternative Handbook 2017

Competence framework

The programme adopts a competence framework in which a core foundation of basic competencies are established and then re-visited and expanded throughout the 3 years of training. Underpinning the development of all these competencies is a fundamental commitment to a biopsychosocial understanding of human development, and its challenges, across the lifespan. This is seen as a helpful framework for understanding psychological difficulties and their relationship to biological, social, cultural and spiritual factors. This perspective is seen as complimentary to traditional classification frameworks and is viewed as an important aspect of person-centred psychological formulation.

"I think the course ethos itself, and how that is truly reflected in the approach to teaching and everything. The teaching is often interactive and leads to incredibly interesting debates, which foster critical thinking and honest dialogues with our own ‘self’ and others."

Salomons Trainee, Alternative Handbook 2017

Key components

The training programme is made up of four interconnecting components: the academic and research programmes, clinical placements, and the assessment process. These four components are organised so that each complements and informs the others, enabling the trainee to integrate their learning across theory, research and practice in order to develop the key competencies pertinent to each year of training.  Underpinning all of these components is a commitment to the support of trainees’ personal and professional development and to promoting diversity and equal opportunities throughout all aspects of the programme.

For more detailed information on the academic, research and assessment components of the programme, and the clinical placements and support structures for trainees, please download our Academic Programme.

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Last edited: 24/08/2017 14:40:00