Doctorate in Clinical Psychology Programme Management and ...

Programme Management and Resources Handbook
• Conducting all visits to the trainees at their placement (individual clinical
tutor)
• Providing initial advice on research project ideas before supervisors are
allocated (individual research tutor)
• Approving special leave or annual leave that requires special permission (both
individual tutors)
• Conducting annual review meetings with the trainee (both individual tutors –
see below for details)
• Raising issues of concern with the trainee or feeding back on discussion about
the trainee which have taken place in other fora
� Where appropriate, writing support plans with trainees.
If the trainee is experiencing consistent difficulties with one or both of their
individual tutors they should raise that with the tutors and attempt to resolve this
together. If resolution is not possible then the trainee should raise the issue with
either the Clinical or the Research Director and a solution will be sought.
Training progress review
The purpose of the training progress review (TPR) is to provide an overview of all
aspects of training for each trainee, and to provide appropriate guidance to allow
optimum development through the three years of the programme. This system of
progress review is a collaborative exercise between the trainee and their individual
tutors. It is important to emphasise that the training progress review is not a formal
‘examined’ evaluative procedure but, instead, allows a considered discussion of
progress in all domains that relate to training. During each review a democratic
negotiating style is adopted. The aim is for both the trainee and tutors to
communicate openly and to agree on the best way forward to meet each individual
trainee's needs in the forthcoming year.
The training progress review (see training progress review form in appendices A of
the Programme Handbook) is designed to consider progress in clinical, academic and
research elements, along with CPD and personal and professional development.
Regular review is not only good practice and helpful to trainees, it also satisfies
university expectations and also employer expectation for review (NHS Knowledge and
Skills Framework).
The TPR process comprises a meeting between a trainee and their individual tutors at
the end of each core placement (March and September) and at the middle and end of
the third year placement (April and August). A database of review dates is kept by the
office. Reviews are initiated by staff.
It is anticipated that issues in training evolve through the three years. For example,
trainees' goals are likely to be more exploratory (‘wider’) during the first year, and
focus down to areas of special interest and career planning by the third year. It is the
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