Programme Specification 2012 / 13 - Queen's University Belfast

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clients, across the lifespan - with a range of acute and enduring, functional and organic, presentations - and in a range of settings from primary care to tertiary and residential services. 9.3. To promote essential skills in psychological assessment utilising psychometric, neuropsychological, clinical interview and observational methods and with individuals, families and groups. 9.4. To promote competence through academic learning and placement experience in at least two formal models of psychotherapy, one of which must come from the Cognitive Behavioural school. Graduates of the programme should also have an awareness of a range of therapeutic perspectives and be able to draw from and integrate such principles as appropriate. 9.5. To promote a reflective, scientist-practitioner, approach to psychological assessment, formulation, intervention and evaluation. An ethos pervades the course of integrating psychological theory with practice, drawing from the evidence base and service user positions to inform practice, formal and informal audit of practice standards and contribution to the knowledge base through research activity. 9.6. To promote knowledge and skills of consultation, leadership and multidisciplinary working which foster the capacity for indirect work to promote health and well-being. 9.7. To promote doctoral level research knowledge and skills which will enable the graduate to critically engage with the evidence base of the profession as a contributor, as well as consumer. 9.8. To promote personal awareness and development, in particular with respect to how personal and interpersonal factors and diversity of cultural and sub-cultural contexts, impact on therapeutic processes and professional practice. 9.9. To foster the highest calibre of ethical practice in clinical work and research activities, in accordance with the HPC Guidance on Conduct and Ethics, BPS Code of Conduct, professional practice and statutory guidelines at national and regional levels. 10. Criteria for Admission 10.1. Applicants must possess, or expect to possess by admission to the course, at least a second class Honours degree (first division), or equivalent, which has been accredited by the British Psychological Society as conferring the Graduate Basis for Chartered Membership (GBC). Applicants with less than a 2.1 degree may apply IF they also possess higher degrees with distinct relevance to clinical psychology. 2
10.2. Typically the ratio of applications to commissioned placed is 20:1. In recent years approximately 200 applications have been received. All application forms are rated by the shortlisting panel with regard to additional desirable criteria related to competencies of psychological knowledge and skills, personal development and competencies, interpersonal skills and research knowledge and skills. Ratings will be informed by evidence of academic and research training, clinical or other related experiences, which prepare the applicant for some of the challenges likely to be experienced in clinical training. The way in which the application form is completed (e.g. critical selfreflection skills, synthesis of competencies gained from experiences) also informs these ratings. Those shortlisted (typically 48) will be invited to attend a second selection stage, which assesses the same competencies but involving interview and other assessment exercises. Offers are made largely on the basis of selection ratings, but subject to satisfactory references, an occupational health assessment and criminal records checks. 11. <strong>Programme</strong> Structure, Levels, Modules and Credits 11.1. The minimum period of full-time study is three years and the maximum four years, excluding periods of suspended study. Accreditation of Prior Learning (APL) regulations will apply at the discretion of the institution. If gaps in training occur of two years or more (e.g. through extended leave or stepping off after Year 1), the trainee may be required to repeat modules or take contemporaneous modules from the live programme at the discretion of the Board of Examiners. 11.2. There are 18 mandatory modules (total of 540 postgraduate CATs) which must be passed for the award of the Doctorate in Clinical Psychology (with the exception of the four placement modules of Year 2 and Year 3 where one failure is permitted). 11.3. Academic, placement, research and personal and professional issues modules are taken at three levels – normally mapping onto three years of training. Progression across the three levels of training is contingent on successful completion of modules at the previous level. Modules vary in size to reflect different effort hours involved. See section two for more detailed information on modules. 11.4. The academic modules are delivered at the university base and occur in blocks of varying sizes, at two stages of the year, supplemented by two academic days per week or fortnight, depending on stage of training. 11.5. Following a year long foundation placement, trainees undertake four further six month placements in Year 2 and Year 3, within health service settings. These placements are crucial learning contexts for applying the knowledge base of clinical psychology to clinical presentations and challenges. Ongoing individual tutoring and supervision in clinical, personal, professional and research competencies occur throughout these placements. Learning outcomes need to be demonstrated with client 3
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Programme Specification 2012 / 13 - Queen's University Belfast

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