Doctorate in Clinical Psychology Programme Management and ...

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Programme Management and Resources Handbook Section 4 Personal and professional development of trainees The table below illustrates the wide range of support available to trainees. TYPE OF TRAINEE SUPPORT Tutor pair and training progress review (TPR) PSYCHOLOGISTS AND OTHERS INVOLVED Programme staff: one member of research team and one from clinical team oversees the three years Personal Tutor System Clinical psychologists working in the region. No staff are involved. The system is coordinated by the Personal Support Coordinator Personal Therapy Individual tutors and/or the Personal Support Coordinator will support trainees in finding appropriate therapeutic input Placement-Programme Trainees’ individual clinical links tutors visit placements Research The research team plus research supervisors, overseen by the Research Director. Clinical Placement For each of the five placements, one main supervisor, plus other supervisors which may also form part of a supervisory Peer support; buddy system Student Learning Advisor Service team Trainees. The Admissions Tutor coordinates the buddy system and a list of buddies is kept in the office No programme staff involved. A student learning advisor is based in the faculty who can provide study and learning support for trainees on an individual needs-led basis 7 FREQUENCY OF MEETINGS WITH TRAINEES Training progress reviews/end of placement meetings twice per year, plus other meetings as necessary Usually 4 meetings per year. As necessary 1-2 meetings per placement There is no specified frequency; liaison through teaching, workshops, and individual tuition throughout each year. Weekly Informal contact plus 60- 90 minutes of formal supervision Peer support: minimum – weekly at teaching. Buddy system: as necessary Frequency of meetings agreed as necessary
Programme Management and Resources Handbook Introduction to personal support: the systems and the key people who operate and oversee those systems The programme has a number of support systems which are designed to be complementary and which, together, optimise each trainee's personal and professional development through the three years of training. Often, even before entry to the programme, potential trainees may contact the office in regard to any special requirements they may have. Where any trainee has a registered disability, and a need for particular equipment or special procedures to be followed to facilitate training, office staff (usually the Programme Administrator) liaise with staff, the funding authority, and the student support unit within the university to ensure requirements are assessed and then met as efficiently as possible. Please also see the HCPC’s guidance: ‘A disabled person’s guide to becoming a health professional (only available to view online, please click on the link): http://www.HCPC-uk.org/publications/index.asp?id=111#publicationSearchResults Individual Tutor System The main structure for trainee support is the individual tutor system. The role of individual tutors and the tutor system To ensure that trainees receive coordinated support throughout their training, from staff who have a chance to get to know them and their learning needs, each trainee is allocated one member of staff from the clinical team and one member of staff from the research team to act as their ‘individual tutors’. Trainees will normally keep the same individual tutors throughout their three years of training. Tutors will be allocated to trainees prior to their first week of training by the Clinical Director. All new trainees meet with their individual tutors during the induction period, and tutors and trainees are encouraged to agree a ‘psychological contract’ describing the way that they will work together. Individual tutors are intended to be the main point of general contact for the trainee with the programme. They are available to provide pastoral support as well as having the delegated authority to deal with some day-to-day line management issues, such as approving annual leave requests. Where trainees approach other members of staff to discuss specific issues, these staff members will also link back to the trainee’s individual tutors so that a coordinated response and support can be provided. Individual tutors also carry out some specific tasks in relation to the trainee. These include the following: 8
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