Academic Syllabus 2012 Year 1 - Oxford Doctoral Course of Clinical ...

The Oxford Institute of Clinical 

Psychology Training 

Oxford Doctoral Course 

in Clinical Psychology 

ACADEMIC SYLLABUS 

2012 – 2013 

YEAR 1 (2012 Intake) 

September 2012

The Oxford Institute of Clinical Psychology Training 

Oxford Doctoral Course in Clinical Psychology 

Academic Syllabus 2012-2013 – Year 1 


YEAR 1 (2012 INTAKE) 

C O N T E N T S 

Page 

The Academic Programme: Structure and Curriculum … … 2 - 6 

Induction Block ... … … ... … 7 - 10 

Year Plan of Programme ... … … ... … 11 

Daily Timetable – Michaelmas, Hilary and Trinity Terms … … ... … 12 - 15 

Clinical Seminars, Clinical Issues Seminars, 

Professional Reflection Module, Inter-year Meetings 

and Feedback Sessions … … … … … 16 - 21 

Research in Clinical Settings: Module 1 … … ... … 22 - 27 

Working With Children, Young People and Families Module … 28 - 33 

Cognitive Behaviour Therapy in Adult Mental Health Module 34 - 38 

Professional Issues Module 1 … … … ... … 39 - 42 

Lifespan Development Module … … … … 43 - 45 

Professional Reflection Module … … … … … 46 - 48 

Trainee Led Reflection on the Academic Syllabus … … … 49 - 51 

Systems Based Approaches Module … … … ... 52 - 55 

Psychosis and Bipolar Module … ... 56 - 60 

Introduction to Race, Culture & Gender Module … … … 61 - 63 

Ethical Issues Seminars … … … ... … 64 - 69 

Introduction to Psychodynamic Psychotherapy … ... … 70 – 72 

Primary Care and Community Health Module 73 - 76 

Teaching Block … … … ... … 77 

Useful Websites … … … … ... … 78 - 84 

SYLLABUS/YEAR1-2012 25/09/12 1




THE ACADEMIC PROGRAMME: STRUCTURE AND CURRICULUM 

Projected Academic Programme for 2012 Intake (over three years) 

The academic programme consists of workshops, seminars, lectures and groups. The 

programme is structured around three ten week terms with additional block teaching 

between terms. The content of the programme was developed from the academic 

curriculum in clinical psychology originally developed by the British Psychological Society 

and the British Psychological Society Committee of Training guidelines. The curriculum 

covers knowledge concerned with a variety of client groups, specialist areas, research and 

professional issues. 

The teaching concerned with client groups is taught as far as possible in modules in the 

sequence in which clinical placements occur. Clinical seminars, led by trainees, presenting 

current cases for discussion, are held throughout the Course, in term time. In the second 

year, clinical seminars run for only two terms as trainees present their own research in 

seminars, for the spring term. First years additionally lead seminars on ethical issues in 

Term II. Clinical seminars are normally facilitated by the Course Tutors and/or third year 

trainees, and the research seminars by the Research Tutors. The programme is subject to 

development and review. At present, the overall structure of the programme is as follows: 

Year 1 

Induction: Basic Clinical Skills/Professional Issues 

Introduction to Modules, Placements 

Oxford Health Mandatory Training 

Autumn Term: Clinical Issues Seminars 1 

Research in Clinical Settings Module 1 

Working with Children, Young People and Families Module 

Cognitive Behaviour Therapy in Adult Mental Health Module 

Professional Issues Module 1 

Lifespan Development Module 

Professional Reflection Module 

Trainee Led Reflection 

Systems Based Approaches Module 

Introduction to Research Tools & Web Resources 

Psychosis and Bipolar Module 

Taking a Sexual History and Sexuality 


Spring Term: Clinical Seminars 

Clinical Issues Seminars 2 

Research in Clinical Settings Module 1 (continued) 

Trainee Led Reflection (continued) 

Cognitive Behaviour Therapy in Adult Mental Health Module (continued) 

Working with Children, Young People and Families Module (continued) 

Ethical Issues Seminars 

Introduction to Race, Culture and Gender Module 

Introduction to Psychodynamic Psychotherapy Module 

Systems Based Approaches Module (continued) 

Professional Reflection Module (continued) 

Randomised Control Trials and Systemic Review 





Summer Term: Clinical Seminars 


Primary Care and Community Health Module 

Cognitive Behaviour Therapy in Adult Mental Health Module (continued) 

Working with Children, Young People and Families Module (continued) 


Systems Based Approaches Module (continued) 


Creative Therapies With Children Workshop 

Introduction to Dissertation (Part 2) 

Writing a Dissertation Proposal 



Autumn Term: Research in Clinical Settings Module 2 

Clinical Seminars 

Combined Learning Disability and Older People Modules 



Dissertation Review 


Spring Term: Research Seminars 

Combined Learning Disability and Older People Modules (continued) 




Research and Placement Fair 

Summer Term: Clinical Seminars 

Clinical Neuropsychology Module 

Clinical Health Psychology Module 



Autumn Term: Clinical Seminars 

Advanced Interventions & Special Populations Module 

Psychology and the Law Module 

Addictions Module 

Resilience Module 


Writing up the Dissertation 

Spring Term: Research in Clinical Settings Module 2 


Evidence Based Interventions Module 

Reflective Ethical and Professional Practice Seminars 


Life After Training Workshop 1 


Summer Term: Research Study Time 

This core programme is supplemented by occasional block teaching to introduce modules or 

to present specialist areas of clinical work together with occasional workshops on topics of 

special interest or importance. 





OVERVIEW OF THE COURSE CURRICULUM 

The curriculum is organised into modules, which run for terms or half terms and additional 

teaching days. An overview of the curriculum as given in modules is shown below: 

Modules 

Year 1 (2012) Intake) 

Autumn Term Clinical Issues Seminars 1 (Weeks 1-10) 

Research in Clinical Settings Module 1 (Weeks 1-6 – PBL, 

Weeks 7&8 Statistics) 


(alternate weeks – 5 sessions) 


(alternate weeks – 5 sessions) 

Professional Issues Module Part 1 (Weeks 1 - 5) 

Lifespan Development Module (Weeks 1-5) 

Professional Reflection Module (1 session per month) 

Trainee Led Reflection (30 minutes per week) 

Systems Based Approaches Module (Weeks 6 - 10) 

Introduction to Research Tools and Web Resources 

Psychosis and Bipolar Module (Weeks 9 & 10) 

Taking a Sexual History and Sexuality (Week 10) 


Spring Term Clinical Seminars (Weeks 1-10) 

Clinical Issues Seminars (2) (Weeks 1-5) 

Research in Clinical Settings Module 1 (continued) (Weeks 1-3 

Statistics, Weeks 6-10 Analysis) 

Trainee Led Reflection (continued) (30 minutes per week) 


(continued) (alternate weeks – 5 sessions) 



Ethical Issues Seminars 

Introduction to Race, Culture and Gender Module (Weeks 1 - 5) 

Introduction to Psychodynamic Psychotherapy Module (Weeks 6-10) 

Systems Based Approaches Module (continued) (Weeks 5&6) 

Professional Reflection Module (continued) (1 session per month) 

Introduction to the Dissertation (Part 1) 

Randomised Control Trials 

Summer Term Clinical Seminars (Weeks 1-10) 


Primary Care and Community Health Module (Weeks 6-10) 





Professional Reflection Module (continued) (1 session per month) 

Systems Based Approaches Module (continued) (Weeks 1&2) 

Psychosis and Bipolar Module (continued) Week 3) 

Creative Therapies With Children Workshop (Week 4) 

Oxford Health Mandatory Training (Week 5) 

Introduction to Dissertation (Part 2) (Week 10) 

Writing a Dissertation Proposal (Week 10) 



Year 2 (2011 Intake) 




Autumn Term Research in Clinical Settings Module 2 (Weeks 1-6) 


Combined Learning Disability and Older People Modules 

(Weeks 1-10) 

Professional Reflection Module (Alternate weeks – 5 sessions) 

Trainee Led Reflection (30 minutes per alternate weeks – 5 

sessions) 

Dissertation Review (Week 2) 


Spring Term Research in Clinical Settings Module 2 (continued) 

Research Seminar 

Combined Learning Disability and Older People Modules (continued) 

(Weeks 1-10) 

Professional Reflection Module (Alternate weeks – 5 sessions) 

Trainee Led Reflection (30 minutes per alternate weeks – 5 

sessions) 

Writing an Ethics Application Form & R&D Overview 

(Monday - Week 3) 


Research and Placement Fair 

Summer Term Clinical Seminars 

Clinical Neuropsychology Module (Alternate weeks – 5 sessions) 

Clinical Health Psychology Module (Alternate weeks – 5 sessions) 


Year 3 (2010 Intake) 

Autumn Term Clinical Seminars 

Advanced Interventions and Special Populations Module (Weeks 1- 

10) 

Psychology and the Law Module (Weeks 1 - 5) 

Addictions Module (Weeks 6 -7) 

Resilience Module (8-10) 


Writing up the Dissertation (Week 9) 

Spring Term Research in Clinical Settings Module 2 (Weeks 1-3) 

Professional Issues Module 2 (Weeks 1-9) 

Clinical Seminars (Weeks 1-3) 

Reflective Ethical and Professional Practice Seminars (Weeks 5-10) 

Evidence Based Interventions Module (Weeks 5 – 10 – not week 9) 

Life After Training Workshop 1 (Week 10) 


Advanced Clinical and Therapeutic Skills Option (5 days) 

Summer Term Research Study Time 

Research Presentation Day 

Life After Training Workshop 2 





Personal and Professional Development (PPD) Strand of the Syllabus 

The PPD strand of the syllabus includes the modules and sessions that are most relevant to 

the PPD required learning outcomes. PPD developmental themes have been introduced for 

each year of training in order to provide a coherent focus for the PPD related teaching 

provided in each year (see table below). These themes aim to be consistent with concurrent 

placement experience of trainees, and our expectations about the development of 

professional reflection across training (as outlined in the Professional Reflection 

Developmental Framework in the Course Handbook). 

Year Developmental theme Focus of professional reflection and PPD includes: 

1 Therapeutic and ethical 

practice 

2 Working with teams 

and complexity 

3 Leadership and 

autonomous practice 

Developing self-awareness, collaborative therapeutic 

relationships, working successfully with diversity, and 

safe and ethical practice. 

Managing complexity, collaborative relationships with 

other professionals, sharing psychological skills, indirect 

working and teamwork. 

Developing leadership, service development, 

supervisory, consultancy and research roles; ethical 

decision making; and transitional issues, such as 

managing an increased workload and working towards 

autonomous practice. 

The teaching modules and sessions that are considered to be most relevant to PPD and to 

comprise the PPD strand of the syllabus are listed below for each year of training. 

Year Modules/sessions most relevant to PPD 

1 � Professional Issues Module 1 

� Professional Reflection Module 

� Ethical Issues Seminars 

� Trainee Led Reflection on the Academic Syllabus 

� Mandatory and statutory training sessions 

� Race, Culture and Gender Module 

� Other sessions (Introduction to the PPD Stream, Safe Practice, Critical 

Perspectives on the Biomedical Model of Mental Illness, Child Safeguarding 

Workshops, Service User Perspectives, Clinical Governance and Strategy) 


� Professional Reflection Problem Based Learning 



� Professional and Ethical Reflection Seminars 



Week 1 

24.09.12- 

28.09.12 




INDUCTION BLOCK – 24 th SEPTEMBER 2012 – 19 th OCTOBER 2012 

Module Organiser: Dr Nargis Islam, Academic Tutor, The Oxford Institute of Clinical Psychology Training 

MONDAY (24.09) 

9.00am-11.30am (Sem Rm 1) 

Introduction to the Course 

(Sue Llewelyn, Helen Beinart, 

Paul Kennedy, Maxine Pribyl) 

11.45am-12.30pm 

Structured Year Group Time 

(Sue Llewelyn & Nargis Islam) 

(Lunch 12.30pm – 1.15pm) 

12.30pm - 1.15pm 

Individual Appoints. with 

Staff 

(For those trainees meeting 

with Helen Beinart, Susan 

Llewelyn, Matthew Knight and 

Paul Kennedy) 

1.15pm - 1.45pm (Sem Rm 1) 

Using the Computers and 

Supervisor Database 

(Jonathan Boucard) 

1.45pm-2.15pm (Sem Rm 1) 

Human Resources 

(Blythe Robson) 

2.15pm-2.45pm (Sem Rm1) 

Occupational Health 

(Fiona Warren) 

3.00pm – 4.00pm (Seminar 

Room 1) 

IT, (OUCS) 

(Ian Miller) 

TUESDAY (25.09) 

9.00am-2.30pm 

(Sem Rm 1) 

Interviewing Wrkshp (1) 

(Matthew Knight, Ian 

Barkataki & Service Users) 

(Lunch with Service Users 

& Carers 12.00pm – 

1.00pm) 

2.45pm – 5.00pm 

Introduction to the 

Personal & Professional 

Development Stream 

(Helen Jenkins & Matthew 

Knight) 

WEDNESDAY (26.09) 

9.00am-2.30pm 

(Seminar Rm 1 & 4/5) 

Interviewing Wrkshp (2) 

(Sue Llewelyn & David 

Dean) 

(Lunch 12.00pm – 1.00pm) 

12.00pm – 12.15pm 

(Seminar Rm 1) 

ID Badge/Security 

(Lynn Worth) 

12.15pm – 1.00pm 

ID Photographs & Lunch 

(Lunch) 

2.45pm-3.15pm 

Register with Library, 

Warneford Hospital 

(Richard Comley) 

3.30pm-4.30pm 

Infection control 

(Mandatory training) 

(Sue Baldwin) 

4.30pm – 5.00pm 

Trainee-Led Reflection 

(Year 3 to join) 

THURSDAY (27.09) 

9.00 – 12.30 (Sem Rooms 1 

& 3 & video room) 

Introduction to Working 

with Children: Introducing 

a developmental 

perspective: Parent and 

Baby/Child Observation 

(Helen Beinart) 

12.30 – 12.45pm 

(Seminar Room 1) 

RIO Overview & 

Registration 

(Morag Lawton) 

12.45 – 1.30pm 

(Lunch & Registration for 

those starting Oxford Health 

placement) 

1.30pm – 2.30pm 


Taking Notes 

(Ian Barkataki ) 

2.30pm – 5.00pm 

Communicating with 

Children 

(Lucy Russell) 

FRIDAY (28.09) 

09.00am – 1.15pm 


Safe Practice 

(inc. Personal Safety) 

(Eleanor Rowsell & Sue 

Llewelyn) 

(Lunch 1.15pm-2.00pm) 

1.20pm - 1.40pm 


Staff 

(For those trainees meeting 

with David Dean) 

2.00pm – 5.00pm 

Models of Formulation 

(Helen Beinart & Sue 

Clohessy) 


Week 2 

01.10.12- 

05.10.12 


9.00am – 9.30am 


Audit and Clinical 

Governance/Service 

Related Projects 

(Sonia Anwar/Sandra 

Parker) 

9.30 – 12.00pm 

Critical Perspectives on 

the Biomedical Model of 

Mental Illness 

(Paul Flecknoe) 

(Lunch12.00pm – 1.00pm) 

12.30pm - 12.50pm 

Individual Appoint. with 

Staff 

(For trainee meeting with 

Helen Jenkins) 

1.00pm – 5.00pm 


Child Neurodevelopment 

(Amanda Smiton) 




INDUCTION BLOCK – 24 th SEPTEMBER 2012 – 19 th OCTOBER 2012 (Continued) 


9.00am-4.30pm 

(Seminar Rm 1 & 3) 

Assessment and 

Formulation in CBT 

(Part 1) 

(Martina Mueller, David 

Westbrook & James 

Stacey) 

(Lunch 12noon – 1.00pm) 

12noon - 1.00pm 


Staff 

(For trainees meeting with 

Alexis Berry and Sue 

Clohessy) 

4.30pm – 5.00pm 


6.00pm Year Social Event 

(Year 1 trainees only) 


9.00am-2.30pm 

(Seminar Rm 1 & 3) 

Assessment and 

Formulation in CBT 

(Part 2) 

(Martina Mueller, David 

Westbrook, James Stacey) 

(Lunch 12.00pm – 1.00pm) 

2.45pm – 3.45pm 

(Sem. Rm 1) 

Information Governance 

Awareness 

(Mandatory Training) 

(Mark Underwood) 

4.00pm – 5.00pm 

Equality & Diversity 


(Trust) 


9.00am-10.30am 

(Sem. Rm 1) 

Meeting the Research 

Tutors 

(Alexis Berry & Ian 

Barkataki) 

10.45am-12.45pm 

(Sem Rm 1) 

Professional Issues 

Workshop 

(Christine D’Netto) 

(Lunch 1.00pm – 

2.00pm) 

2.00pm – 5.00pm 

Child Safeguarding 

Workshop (Part 1) 

(Ben Gurney-Smith) 


Academic Programme 


09.00am – 10.00am 

Clinical Issues Seminar 1 

Mental Health Act 

(Mark Underwood) 

10.15am – 1.00am 

Lifespan Development 

Module 

Lifespan I. Introduction 

to Lifespan 

Developmental 

Perspective/Social 

Influences 

(Helen Beinart & Sue 

Llewelyn) 

(Lunch 1.00pm-1.45pm 

1.45pm – 5.00pm (Seminar 

Rooms 1 & 3) 

Presentation Skills 

Workshop 

(David Dean/Yr 3 trainees) 


Week 3 

08.10.12- 

12.10.12 





9.00am-10.30am 


Drugs & Alcohol 

(Sue Gardner) 

10.45am-11.45am 

(Seminar Rm1) 

Learning and the 

curriculum 

(Paul Kennedy) 

11.45am-12.45pm 


Service User 

Perspectives 

(Service Users & 

Matthew Knight/Ian 

Barkataki) 

(Lunch 12.45pm-2.00pm) 

1.00pm - 2.00pm 

Individual Appoints. 

with Staff 

(For trainees meeting 

with Myra Cooper) 

2.00pm – 5.00pm 

Child Safeguarding 

Workshop (Part 2) 

(Ben Gurney-Smith) 



9.00am-4.00pm 


Cognitive Behaviour 

Therapy Skills 

Workshop 

(Helen Jenkins & Alison 

Wheeler) 

(Lunch 12.30pm - 

1.30pm) 

4.00pm – 5.00pm 

Fire Awareness 


(Trust) 

5.05pm-5.50pm 


Interyear Meeting 

(Staff & All Trainees) 


9.15am – 11.45am 


Preparation for 

Placements 

(David Dean & Helen 

Beinart) 

11.45 – 12.15 


(Lunch 12.15 – 1.00pm) 

1.00pm-5.00pm 

(Sem Rms 1, 3, B2, A4) 

Neuropsychological 

Assessment Workshop 

(Nigel King) 


9.00am-5.00pm 



9.00am – 10.30am 

Personal Study 

10.30am – 12.00noon 

Research in Clinical 

Settings Module PBL 

(Research Tutor Team) 

(Lunch 12.00pm – 1.00pm) 

1.00pm – 5.00pm 

CBT in AMH Module 

Basic and Specific CBT 

Competencies: Cognitive 

techniques 

(Emma Evans & Rachel 

Manser) 


9.00am – 11.00am 

(Rooms 4&5) 

Setting the Scene 

(Paul Kennedy & David 

Tilbrook) 

11.00am – 11.15am 

Year Group Time 

(Nargis Islam) 

11.15pm–12.15pm 

Assessment Procedures & 

Regulations Handbook 

(Paul Kennedy) 

(Lunch 12.15pm – 1.00pm) 

12.45pm -1pm 

Individual Appoint. with 

Staff (For trainees meeting 

with Nigel King) 

1.00 – 2.00pm 

Library and Resources 

(OULS) (Karine Barker) 


2.00pm – 3.00pm 

Professional Issues Module 

1 - Multi-Professional 

Working (Sue Llewelyn) 

3.00pm – 3.30pm 

Trainee Led Reflection on 

the Academic Syllabus 

3.30 – 4.30pm 

Moving and Handling 

(Mandatory Training) (Trust) 


Week 4 

15.10.12- 

19.10.12 


9.00am – 5.00pm 

Preliminary Visit to 

Placements/Personal 

Study 

6pm - Harris Manchester 

College - Pre-dinner 

Drink & Dinner at 6.45pm 

(Staff Members & Ralph 

Waller) 






9.15am – 4.00pm 


Working with 

Adolescents 

(Lucy Russell & Kate 

Hodson) 

(Lunch 1.00 – 2.00pm) 

4.15pm-4.30pm 

Administration 

(Maxine Pribyl) 


9.15am-11.15am 


Feedback from 

Placements 

(David Dean & Helen 

Jenkins) 

11.30am – 5.00pm 

Child PBL (& 2 rooms) 

(Nargis Islam & Jo Adams) 


9.00am – 5.00pm 


9.00am – 10.30am 

Personal Study 

10.30am – 12.00noon 

Research in Clinical 

Settings Module – PBL 

(Sem Rooms 1, 3, 4 & A4) 

(Research Tutor Team) 

(Lunch 12noon – 1.00pm) 

1.00pm – 5.00pm 

Working with Children, 

Young People and 

Families Module 

Treatment Planning 

(Helen Beinart & Ciorsdan 

Anderson) 


9.00am – 5.00pm 



09.00am – 10.00am 

Clinical Issues Seminar 1 

Difficult Issues Therapy 

(Stefan Schuller) 

10.00am – 10.15am 


(Nargis Islam) 

10.30am – 1.15pm 

Lifespan Development 

Module 

Lifespan II. Groupwork 

(PBL) (& Rooms 4/5) 

(Helen Beinart & Nargis 

Islam) 

(Lunch 1.15pm – 2.00pm) 

2.00pm – 3.00pm 

Professional Reflection 

(Matthew Knight) 

3.00pm – 4.00pm 

Professional Issues 

Module - Past and Future 

of Clinical Psychology 

(Sue Llewelyn) 

4.00 – 4.30pm 


on the Academic 

Syllabus 

6.00pm 

Trainees Social Event 

(With Years 2 & 3) 





PLAN OF PROGRAMME - YEAR 1 (2012 INTAKE) 

ACADEMIC PROGRAMME 

INDUCTION BLOCK: 24.09.12-19.10.12 

MICHAELMAS TERM (AUTUMN): 08.10.12 – 14.12.12 

09.10.12 (5.05 – 5.50) Inter-year Mtg (trainees & staff) 

09.10.12 (4.00–5.00) Fire Lecture 

Extra Teaching 

07.11.12 Breakaway Training (Littlemore) 

02.11.12 EE or CR Submission of Area 

of Specialty to Course Mgr 

for Jan 2013 submission (opt.) 

03.12.12 Submission of SRP Proposal 

for May 2013 submission 

HILARY TERM (SPRING): 07.01.13 - 15.03.13 

(Good Friday: 29 th Mar 13 & Easter Monday: 1 st Apr 13) 

17.01.13 Submission EE or CR (opt) 

18.03.13 - 21.03.13 Selection 2012 (½ day) 


11.04.13 (10.00pm-12pm) Intro to Dissertation 1 (RTT) 

11.04.13 (1.00pm – 3.00pm) Research Methods 

16.04.13 (3.30 – 6.00pm) Research and Placement Fair 

Teaching Block 

22.04.13 CSA (am) & Transactional 

Analysis (pm) 

23.04.13 CAT Workshop (am) 

Mindfulness (pm) 

25.04.13 Comparative Formulation (am) & 

Schema Focused Therapy (pm) 

CLINICAL PROGRAMME 

22.10.12 

18.04.13 

29.04.13 

26.04.13 Away Day & Inter-year Mtg 

TRINITY TERM (SUMMER): 29.04.13 - 05.07.13 

(Bank Holidays: 6 th May & 27 th May, 2013) 

09.05.13 Submission EE /CR Title (alt. 

date) for July 2013 submission 

30.05.13 SRP Submission (optional) 

30.05.13 Submission of SRP Proposal 

for Nov 2013 Submission (opt.) 

28.06.13 Dissertation Proposal 

(brief report) 


05.07.13 (10.15–1.15pm) Intro. to Dissertation 2 (RTT) 

05.07.13 (2-3pm) Writing a Dissertation Proposal 

19.07.13 Submission EE or CR (alt.date) 

03.09.13 Yr 3 Research Pres (am) 

31.08.13 Subm of Dissert Proposal (1) 

(and monthly thereafter until 

March 14) 

22.10.13 - Submission EE or CR title 

(Jan 2014 Submission) 

19.11.13 SRP Submission (alt. date) 

Year 2, Autumn Term 2012, 07.10.13 – 13.12.13 

P 

L 

A 

C 

E 

M 

E 

N 

T 

(1) 

P 

L 

A 

C 

E 

M 

E 

N 

T 

(2) 

03.10.13 

10 study days to 

be taken as 

needed during 

Placements 

(1&2) for essay 

preparation etc. 

dates negotiable 

(80.5 possible 

placement days 

04.04.13 

Submission 

ICR(1) 

20.09.13 

Submission 

ICR(2) 

(77.5 possible 

placement days) 

SYLLABUS/YEAR1 2012 11

Thursdays – Seminar Room 1 

Time Topic 

9.00am – 10.30am 

9.00am – 10.00am 

10.30am –12.00noon 

9.00am – 12.00noon 

9.00am – 12.00noon 




DAILY TIMETABLE - YEAR 1 (2012 INTAKE) 

MICHAELMAS TERM (AUTUMN): 08.10.12 - 14.12.12 

PERSONAL STUDY (Weeks 1-5) 

How to write a Critical Review – (Week 6 (15 th Nov) 

Research in Clinical Settings Module – PBL (Wks 1-6) 

Research in Clinical Settings Module – Stats (Wks 7-8) 

Psychosis and Bipolar Module (Weeks 9 &10) 

12.00pm – 1.00pm Lunch 

1.00pm – 5.00pm Cognitive Behaviour Therapy Module in Adult Mental 

Fridays - Seminar Room 1 

Health (alternate weeks) 

Working with Children, Young People and Families 

Module (alternate weeks) 

Module Organiser 

Simon Prangnell 

Myra Cooper 

Myra Cooper 

Helen Close & 

Paul Flecknoe 

Nargis Islam & 

Matthew Knight 

Helen Beinart 

Time Topic Module Organiser 

9.00am – 10.00am Clinical Issues Seminars 1 Nargis Islam 

10.00am -10.15am Year Group Time Nargis Islam 

10.15am – 10.30am Break 

10.30am – 1.15pm Lifespan Development Module (Weeks 1-5) Helen Beinart & 

Nargis Islam 

Systems Based Approaches Module (6-10) Kathryn Evans 

1.15 – 2.00pm Lunch 

Week 1 

2.00pm – 3.00pm 

3.00pm – 3.30pm 

3.30pm – 4.30pm 

Week 2 

2.00pm – 3.00pm 

3.00pm – 4.00pm 

4.00pm – 4.30pm 

Week 3 

2.00pm – 3.00pm 

3.00pm – 3.30pm 

3.30pm – 4.30pm 

Week 4 

2.00pm – 3.00pm 

3.00pm – 3.30pm 

3.30pm – 4.30pm 

Week 5 

2.00pm - 3.00pm 

3.00pm – 4.00pm 

4.00pm – 4.30pm 

Week 6 

2.00pm – 2.30pm 

2.30pm – 5.00pm 

Professional Issues Module Part I 

Trainee Led Reflection on the Academic Syllabus 

Moving and Handling – Mandatory Training 






PERSONAL STUDY 



Introduction to Research Tools and Web resources 


Professional Issues Module 




Helen Jenkins 

Trainees 

Trust 


Helen Jenkins 

Trainees 

Helen Jenkins 

Trainees 

Helen Jenkins 

Trainees 

Richard Comley 


Helen Jenkins 

Trainees 

Trainees 


Week 7 

2.00pm – 4.00pm 

4.00pm – 4.30pm 

Week 8 

2.00pm – 3.00pm 

3.00pm – 5.00pm 

3.00pm – 3.30pm 

3.30pm – 5.00pm 

Week 9 

2.00pm – 4.00pm 

4.00pm – 4.30pm 

Week 10 

2.00pm – 4.00pm 

4.00pm – 4.30pm 




Basic Life Support Mandatory Training (10 trainees) 



Basic Life Support Mandatory Training (5 trainees) 



Safeguarding Vulnerable Adults Mandatory Training 


Taking a Sexual History and Sexuality 



Thursdays - Seminar Room 1 & Seminar Rooms 3 & 4 (Clinical Seminar) 

Trust 

Trainees 


Trust 

Trainees 

Trust 

Trainees 

Alex Margetts 

Trainees 

Time Topic Module 

Organiser 

9.15am – 10.15am Clinical Seminar Helen Beinart, 

Sue Clohessy & 

Helen Jenkins 

10.15am -10.30am Break 

10.30am - 11.45am Clinical Issues Seminars 2 (Weeks 1-5) Nargis Islam 

Research in Clinical Settings Module (Weeks 6-10) Myra Cooper 

11.45am – 12.15pm Trainee Led Reflection on the Academic Syllabus Trainees 

12.15am – 1pm Lunch 

1.00pm – 5.00pm Cognitive Behaviour Therapy Module in Adult Mental Nargis Islam & 

Health (alternate weeks) 


Module (alternate weeks) 

Fridays- Seminar Room 1 (and Rooms 4/5 for Ethical Issues Seminars) 


Helen Beinart 


9.00 – 12.00noon Research in Clinical Settings Module, Broadbent Lab, 

Experimental Psychology (Weeks 1-3) 

(Jan 11 th , Jan 18 th & Jan 25 th ) 

Myra Cooper 

9.00am – 9.45am Ethical Issues Seminars (Weeks 4-10) Nargis Islam & Sue 

Llewelyn 

9.45am – 10.00am Year Group Time (Weeks 4-10) Nargis Islam 

10.00am -10.15am 

10.15am – 1.15pm 

10.15 – 1.15pm 

Break (Weeks 4-10) 

12.00pm – 12.45pm Lunch (Weeks 1-3) 

1.15pm – 2.00pm Lunch (Weeks 4-10) 

Intro. to Race, Culture and Gender Module 


(Weeks 4&5) 

Rashmi Shankar 

Intro. to Psychodynamic Psychotherapy (Weeks 6-10) James Macdonald 





12.45pm – 1.00pm Year Group Time (Weeks 1-3) Nargis Islam 

1.00 – 1.45pm Ethical Seminars (Weeks 1-3) Nargis Islam & Sue 

Llewelyn 

1.45pm – 2.00pm Break (Weeks 1-3) 

2.00pm – 5.00pm Intro. to Race, Culture and Gender Module 


(Weeks 1-3) 


2.00pm – 3.00pm Professional Reflection Module (Week 4) 


3.00pm-5.00pm PERSONAL STUDY 

2.00pm – 5.00pm System Based Approaches Module (Weeks 5&6) Kathryn Evans 

2.00pm-3.00pm Professional Reflection Module (Week 7) 


3.00pm – 5.00pm PERSONAL STUDY 

Trainees 

2.00pm – 5.00pm PERSONAL STUDY (Week 8) Trainees 

2.00pm – 4.30pm The Randomised Control Trials (RCT) (Week 9) Jonathan Price 

2.00pm – 3.00pm Professional Reflection (Week 10) 


3.00pm – 5.00pm The Systematic Review of RCTs (Week 10) 

Jonathan Price 

EXTRA TEACHING 

11.04.12 Introduction to Dissertation Research Methods 

BLOCK TEACHING (3 days) 

22.04.13 Childhood Sexual Abuse & Transactional Analysis 

23.04.13 CAT & Mindfulness 

25.04.13 Comparative Formulation & Schema Focused Therapy 

24.04.13 Psychosis and Bipolar Module (Workshop) 

TRINITY TERM (SUMMER): 29.04.13 – 05.07.13 

Thursdays - Seminar Room 1 & Seminar Room 3 & 4 (Clinical Seminar) 


9.00am – 10.00am Clinical Seminar (Weeks 1-10) Helen Beinart, Sue 

Clohessy & Helen 

Jenkins 

10.00am -10.15am Break 

10.15am – 10.45am Trainee Led Reflection on the Academic Syllabus 

(Weeks 1-5) 

Trainees 

10.45 – 12.15pm PERSONAL STUDY (Weeks 1-5) 

Trainees 

10.15am – 12.15pm Primary Care and Community Health Module 

(Weeks 6-10) 

12.15pm - 1.00pm Lunch 

1.00pm – 5.00pm Cognitive Behaviour Therapy Module in Adult Mental 

Health (alternate weeks) cont’d 


Module continued (alternate weeks) cont/d. 

Paul Kennedy 



Helen Beinart 


Fridays – Seminar Room 1 

Week 1 

9.00am- 9.45am 

9.45am –10.00am 

10.00- 10.15am 

10.15am -5.00pm 

1.15pm-2.00pm 

Week 2 

9.00am – 9.15am 

9.15am – 9.30am 

9.30am – 4.30pm 

12.30pm – 1.30pm 

Week 3 

9.00am – 9.15am 

9.15am – 4.15pm 

4.30pm – 5.00pm 

Week 4 

9.00am – 9.45am 

9.45am – 10.00am 

10.00am – 10.15am 

10.15am – 5.00pm 

Week 5 

9.30pm – 3.00pm 

3.00pm – 5.00pm 

Week 6- 9 

9.00am – 5.00pm 

30 minutes per 

week 

Week 10 

9.00am – 9.45am 

9.45am – 10.00am 

10.00am – 10.15am 

10.15am – 1.15pm 

1.15pm – 2.00pm 

2.00pm - 3.00pm 

3.00pm – 3.30pm 

3.30pm – 5.00pm 







Break 

Working Systemically 

Lunch 


Break 

Systems Workshop 

Lunch 






Break 


Module (incorporating Creative Therapies With 

Children) 

Clinical Risk and Management Course Mandatory 

Training 




(Weeks 6-9 - in study time) 



Break 

Introduction to Dissertation 2 

Lunch 

Writing a Dissertation Proposal 




Nargis Islam 

Kathryn Evans 

Nargis Islam 

Kathryn Evans 

Nargis Islam 

Helen Close & Paul 

Flecknoe 

Trainees 


Nargis Islam 

Helen Beinart 

Trust (TBA) 

Trainees 

Trainees 


Nargis Islam 

Research Tutor 

Team 

Trainees 





Year 1 (2012 Intake) 

CLINICAL SEMINARS, CLINICAL ISSUES SEMINARS, PROFESSIONAL REFLECTION 

MODULE, INTER YEAR MEETINGS, FEEDBACK SESSIONS 

Clinical Issues Seminars 


Fridays - Clinical Issues Seminar 1, 9.00am – 10.00am 

HILARY TERM (SPRING): 07.01.13 – 15.03.13 

Thursdays - Clinical Seminars, 9.15am – 10.15am 

Thursdays - Clinical Issues Seminar 2, 10.30am – 11.45am 


Thursdays – Clinical Seminars, 9.00am – 10.00am 

Venue: Seminar Room 1 and Seminar Rooms 4&5 

Clinical issues seminars allow time for the development of specific competence and 

knowledge, which assist the trainee in developing effective interventions. Also, seminars are 

provided in helping trainees to develop skills in presenting their own work for assessment. 

Patient safety issues will be addressed as appropriate. 


The clinical seminars provide a problem based learning opportunity for trainees to explore 

self directional learning. It is an opportunity for each trainee to present some aspect of 

current work on placement. The aims of the seminar are (a) to stimulate reflection on and 

discussion of clinical work, (b) to gain experience of and confidence in formulating and 

presenting work, and (c) to facilitate the giving and receiving of constructive feedback in the 

group. In addition to promoting a problem solving approach, clinical seminars promote 

learning within a clinical context, strengthen theory-practice links and encourage 

collaborative learning. The format will be a presentation of 20-25 minutes, followed by 

discussion by the group. The year group is divided into clinical seminar groups linked to 

clinical placements. The Working with Children, Families and Young People seminar 

comprises 10 members. The Adult Mental Health seminars are further divided into two 

groups of 5. Patient safety issues will be addressed as appropriate. 

Clinical Seminars: Adult Mental Health Module 

These clinical seminars provide an opportunity to focus on the development of CBT skills in 

adult mental health settings. There will be 2 groups of 5, and trainees will be invited to 

choose the focus for each of the groups based on their own learning needs from their clinical 

work on placement. For example: how can I formulate this client’s problems using the 

cognitive model? 

The seminars are likely to be particularly useful if you bring along issues or problems that 

you are having difficulty with, for example: we always set an agenda but somehow we never 

stick to it – the sessions continually overrun – what can I do about this? 

The first clinical seminar will focus on goal setting and defining the topics to be covered for 

the term. Thereafter, trainees will sign up for at least one clinical seminar each, and will need 

to choose some clinical material to present, which illustrates the topic for that session, and 





which will be the focus of the session. If possible, trainees should aim to bring an audio tape 

of a session, and choose a section to present to the group relevant to the seminar topic. 

Client consent should be obtained for this. In addition to the trainee presentation, the final 

clinical seminar of the term will include an opportunity to review learning and identify future 

goals for the development of CBT skills. 

In each seminar, trainees are encouraged to spend about 10-15 minutes presenting some 

relevant context (e.g. very brief background details of their client, the main problems 

experienced, or a working formulation (as appropriate). This should be concise and 

focussed, and does not have to be comprehensive. It should not be necessary to make this 

a power point presentation, as the emphasis of these seminars is on small group learning 

and skill development; written handouts may be useful, but as with a verbal summary, this 

should be brief and concise. The learning need should be posed as a question, and this 

should be made explicit – either right at the start or after the brief presentation. Any 

audiotape should then be used to illustrate the specific problem or issue. It is not usually 

useful to bring more than 10-15 minutes of audiotape. Please make sure you have located 

the exact place you want to start the tape before the session. The more specific and 

focussed you can make your question the easier it will be for the group to assist you. The 

remainder of the time will be spent on group discussion and skills building (e.g. role plays) to 

promote learning in the topic area. 

Some suggestions for topic areas for these seminars are presented below. However, this is 

not an exhaustive list and any area relevant to CBT practice can be considered. 

Assessment and formulation 

Treatment planning 

Socialising clients into the cognitive model 

Identifying and challenging NATs 

Behavioural experiments 

Socratic questioning 

Identifying assumptions 

Working with assumptions and core beliefs 

Blueprinting 

Clinical Seminars: Working with Children, Families and Young People Module 

This seminar group focuses on clinical material which is brought from placement 

(appropriately anonymised). Each trainee volunteers to prepare and present clinical 

material. This can be case-based or related to more general issues e.g. engaging 

adolescents, working with families. Trainees will be expected to present clinical examples 

backed up by relevant theory and research. The Child and Family seminars provide the 

opportunity to draw on a number of academic modules including: Lifespan, Working with 

Children, Young People and Families and Systemic modules. The seminars provide the 

opportunity to practice integrated formulations, develop theory-practice links, understand 

clinical issues in a developmental (individual and family) and contextual framework, including 

service, family, school and broader social issues. More generally, they provide a safe space 

to reflect on practice and share clinical dilemmas. 

Seminars can take the form of a powerpoint presentation, small group work based on 

specific issues, reflecting team exercises. In all cases, concise written information or draft 

formulations may be helpful to introduce the seminar. A clear set of questions that you wish 

to address or explore is helpful. Some of the topics that you may wish to consider are: 

� the context of the referral – why now to this agency, what is your position within it? 

� the structure of the family/network of relationships; 





� individual and family developmental lifecycle issues; 

� multiple perspectives regarding problems and solutions; 

� strengths within the system; 

� diagnostic vs psychological vs socio-cultural perspectives. 


The professional reflection working party (comprised of staff, supervisors and trainees) 

considered ways of developing a more coherent and integrated approach to supporting 

professional reflection within the Programme for academic, clinical and research aspects of 

training. One of their recommendations was to make more time for professional reflection 

within teaching days. 

The aim of protecting time for reflection within teaching days is to help trainees to make 

connections across the different elements of the Programme, to assimilate and 

accommodate new learning, to link theory and practice, and consider the relevance of 

contextual issues (including ethics, diversity, dynamics in therapeutic and professional 

relationships, and professional issues). 

It was agreed that the Programme would incorporate protected professional reflection time of 

30 minutes as follows: 

� Year 1 

o Michaelmas Term - Friday afternoons, 

o Hilary Term - Thursday mornings, 

o Trinity Term - Thursday mornings (weeks 1-5) and Friday afternoons (weeks 6-10), 

o and during the Teaching Block in April; 

It is recommended that trainees bring their reflective learning logs in on teaching days so 

that they can jot notes while their reflections are fresh in their minds. 

It was agreed at the Academic Review Committee Meeting to pilot the introduction of 

Trainee-Led Reflection in 2011/12. 

Trainees are encouraged to experiment with different ways of organising trainee-led 

reflection, and to make individual decisions about what works best for them. Some possible 

options include: reflecting as a whole year group; reflecting in groups or pairs and feeding 

back to the whole year group, or reflecting in groups or pairs and not feeding back to the 

whole year group. This may involve trainees taking it in turns to lead the reflective 

discussion. How this time is used will be monitored and reviewed by academic tutors in year 

group time, and trainees may discuss any issues or concerns individually with academic 

tutors if they wish. 

Some questions that trainees might find helpful to consider during trainee-led reflection are 

listed below: 

� What are the key learning points that I would like to take away from this teaching 

session? 

� What have I learned that is new or different? 

� How does this new learning fit with what I already know (and my values and 

assumptions)? 

� What are the implications for my practice? How might this new learning improve 

outcomes for clients? 





� How might contextual issues be relevant in practice, including ethical issues, 

diversity, dynamics in therapeutic and professional relationships, and professional 

issues? 

� Have I learned anything about myself (professionally or personally), including my 

strengths and learning needs? 


This module gives trainees an opportunity to reflect with each other on their professional 

development. The sessions will enable the linking together and assimilation of increasing 

clinical, professional, academic and ethical knowledge. Trainees will have the opportunity to 

reflect on their role, the role of a clinical psychologist in general and how this fits in with their 

current position in training. 

Inter-year Meetings (Seminar Room 1) 

9 th October 2012, 5.05pm – 5.50pm (staff and trainees) and during Course Away Day on 

26 th April, 2013 (tbc). 

Inter-year meetings provide an opportunity for all three year groups to meet together, and for 

trainees and staff to discuss any important Course issues. A Course Away Day is held once 

a year for all staff and trainees to spend a full day together, away from the Course base. An 

Inter-year meeting will be held during this day. 

Feedback Sessions 

Feedback meetings are used every term by trainees to clarify strengths and areas for 

development of the academic programme during that term, and to facilitate feedback to the 

Year Tutor. 

Fire Lecture (Seminar Room 1) – 9 th October 2012 4pm – 5pm 

This is held every year and it is compulsory for all staff and trainees from all three year 

groups to attend. 






CLINICAL ISSUE SEMINARS, CLINICAL SEMINARS, AND FEEDBACK SESSIONS 

Module Organiser: Dr Nargis Islam, Academic Tutor, 


Michaelmas Term (Autumn): Clinical Issues Seminars 1 - Seminar Room 1 

Hilary Term (Spring): Clinical Seminars - Seminar Rooms 1, 3 & 4 

Clinical Issues Seminars 2 – Seminar Room 1 

Trinity Term (Summer): Clinical Seminars - Seminar Rooms 1, 3 & 4 

Clinical Issues Seminars 1 - Michaelmas Term (Autumn): 9am – 10am 

Friday 5 th October Mental Health Act Mark Underwood 

Friday 19 th October Difficult Issues in Therapy Stefan Schuller 

Friday 26 th October Writing an Extended Essay Matthew Knight 

Friday 2 nd November Writing an Integrated Clinical Report (ICR) Helen Beinart 

Friday 9 th November Stigma Matthew Knight 

Friday 16 th November Self-esteem Katy Rose & Georgina 

Taylor-Adriaansen 

Friday 23 rd November Sleep Kate Chapman 

Friday 30 th November Motivation Mat Lister 

Friday 7 th December Clinical Governance and Strategy Paul Kennedy 

Friday 14 th December Ending Treatment Alison Croft 

Clinical Issues Seminars 2 – Hilary Term (Spring): 10.30am – 11.45am 

Thursday, 10 th January Writing an SRP Research Tutor Team 

Thursday, 17 th January Process Issues in Therapy Sue Llewelyn 

Thursday, 24 th January Psychopharmacology Phil Cowen 

Thursday, 31 st January How to Run Groups Sue Llewelyn 

Thursday, 7 th February Domestic Violence Sue Grainger & 

Charlotte Couldrey 

Clinical Seminars – Hilary Term (Spring): 9.15am – 10.15am 

Thursday, 10 th January Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 



Thursday, 31 st January Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 

Thursday, 7 th February Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 


Thursday, 21 st February Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 


Thursday, 7 th March Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 

Thursday, 14 th March Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 





Clinical Seminars – Trinity Term (Summer): 9.00am – 10.00am 

Thursday, 2 nd May Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 

Thursday, 9 th May Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 


Thursday, 23 rd May Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 


Thursday, 6 th June Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 




Thursday, 4 th July Trainee Pres. Helen Beinart, Sue Clohessy & Helen Jenkins 


Content 





RESEARCH IN CLINICAL SETTINGS: MODULE 1 

The research programme throughout the three years of the Course aims to link theory and 

practice and to foster active and critical thinking. To achieve that aim it draws on the 

principles of problem based learning, and emphasises learning how to and work with real life 

data sets. Two Research Modules are run, spanning the three years of the Course. The 

overall aim of Module 1 is to encourage a positive and critical approach to research, and to 

equip trainees with the skills necessary to approach and solve research problems effectively 

and successfully. The first takes place in Year 1 and the second takes place in Years 2 & 3. 

The teaching is developmental: Module 2 builds on competencies and topics taught in 

Module 1. Module 1 is closely linked to small-scale research. This includes critical appraisal 

skills teaching, audit, small scale evaluation and qualitative research, it also provides an 

introduction to the Dissertation Module 2 is more closely linked to large scale research. This 

includes quantitative (hypothesis testing, experimental research and also further teaching on 

qualitative methods. In both modules the aim is to integrate the teaching on research 

designs and methods with the teaching on data analysis (including statistics and practical 

computing experience real data sets). Practical application of the teaching occurs in the 

focus on problem based learning, particularly in Module 1, and two research projects 

undertaken by each trainee (one Service Related Project and one Research Dissertation). 

Overall Aim: 

The overall aim of Module 1 is to encourage a positive and critical approach to research, and 

to equip trainees with the basic skills necessary to approach and solve research problems 

effectively and successfully. More specifically it aims: 

1. To improve understanding of a range of research designs suitable for service related 

projects undertaken in a clinical setting, including service evaluation, audit and 

qualitative designs. 

2. To aid understanding of how to prepare and conduct research in clinical settings, 

awareness of Course and the University of Oxford requirements for Service Related 

Projects. 

3. To improve understanding of different methods of data collection appropriate for 

research in a clinical setting, including both qualitative and quantitative methods 

4. To develop trainees understanding of statistical methods and tests, such as 

descriptive and non parametric statistics 

5. To develop awareness of ethical issues, and of NHS, BPS and HPC guidelines 

relevant to research, including awareness of patient and other research participant 

safety. 

6. To develop competence in computing needed to present and analyse data using 

descriptive and non-parametric statistics 

7. To improve the competence necessary to make a constructive, critical analysis of 

research findings as they relate to clinical psychology theory and practice 





8. To enable trainees to acquire the competence necessary to reflect critically on 

research carried out, to pose further research questions and to attend to the 

implications for services and practice. 

9. To develop trainees’ knowledge and understanding of the initial stages involved in 

conducting the research dissertation. 

Overall Objective: 

The overall objective is that, by the end of the module trainees will have the ability to “learn 

how to learn” about research problems. 

By the end of the module it is intended that trainees will be able to demonstrate: 

1) Knowledge of research designs appropriate for research in a clinical setting 

2) Knowledge of methods of data collection suitable for research in a clinical setting 

3) Knowledge of data presentation and analysis, particularly of descriptive and nonparametric 

statistics 

4) Competence to enter, present and analyse data using a computerised statistical 

package (SPSS for Windows) 

5) Awareness of ethical issues in conducting research, including NHS, BPS and HPC 

guidelines, the importance of patient and research participant safety. 

6) Confidence in designing and carrying out their own small-scale research projects 

7) Awareness of Course and the University of Oxford requirements for Service Related 

Projects 

8) Competence in critically evaluating research findings relevant to clinical psychology 

theory and practice 

9) Competence in reflecting critically on research carried out, posing further questions 

and drawing out implications for services and practice. 

10) Competence in completing the initial steps necessary to conduct their Research 

Dissertation. 






RESEARCH IN CLINICAL SETTINGS : MODULE 1 


Seminar Room 1 - Thursdays, 10.30am - 12.00pm (PBL teaching) 

Thursdays 9.00am – 12.00pm (Statistics, Computing and Applied 

Data Analysis (SDA)) 

Module Organiser: Dr Myra Cooper, Senior Research Tutor, 


Module 1 Content (Year 1) 

Module 1 is designed to provide teaching and practical experience of research designs and 

methods, methods of data collection, statistics, data analysis and computing competencies, 

which are relevant to the Service Related Project. It also includes introductory sessions 

relevant to the Research Dissertation. A crucial component is the problem based learning 

course – where trainees will work in small groups, and with the Research Tutor Team, to 

learn how to approach research questions and topics using real life scenarios. The aim of 

this is for trainees to learn how to learn in relation to research problems, and to become 

active and critical in their thinking. The module is designed to meet the needs of trainees 

who may choose to complete their first Service Related Project on their first clinical 

placement as well as to start trainees thinking about the Research Dissertation. 

Seminar Room 1 – Thursdays 10.30am – 12.00pm 

*Seminar Rooms 1, 3, 4/5 & A4 

Problem Based Learning 

Date Topic Speaker 

11 th October Problem Based Learning I 

Research Tutor Team 

18 th October* Problem Based Learning II 

25 th October* Problem Based Learning III 

1 st November Problem Based Learning IV 

8 th November* 





Problem Based Learning V Research Tutor Team 

Problem Based Learning VI 

Seminar Room 1 - Thursdays 9.00pm – 12.00noon 

Statistics and Applied Data Analysis (SDA) 

22 nd November SDA I 

29 th November SDA II 


Paul Griffiths 







RESEARCH IN CLINICAL SETTINGS : MODULE 1 


Broadbent Laboratory, Experimental Psychology – Fridays 9.00 – 12.00noon 

Statistics, Computing and Applied Data Analysis (SDA) 

11 th January SDA III 

18 th January SDA IV 

25 th January SDA V 

Seminar Room 1 - Thursdays, 10.30am – 11.45am 




Data Analysis 


14 th February Qualitative Methods I: Thematic Analysis Helene Joffe 

21 st February Critical Appraisal Skills 

28 th February 

Qualitative Methods II: Grounded Theory 

Ian Barkataki 

Krysia Canvin 

7 th March Experimental Methods Lalitha Lyadurai 

14 th March Qualitative Methods III: Focus Groups 

Seminar Rooms 4&5 - Thursday 

EXTRA TEACHING (Spring Term) 

11 th April 10.00 – 12.00 

1.00 – 3.00 

Alexis Berry 

Introduction to the Dissertation 1 

Research Methods 


Seminar Room 1 - Friday 

EXTRA TEACHING (Summer Term) 

5 th July 10.15 – 1.15 Introduction to Dissertation 2 

2.00 – 3.00 Writing a Dissertation Proposal 

Research 

Tutor Team 

Research Tutor 

Team 






RESEARCH IN CLINICAL SETTINGS MODULE 1: REFERENCE LIST 

Problem Based Learning 

Wilkie, K. & Burns, I. (2005). Problem based learning: a handbook for nurses. 

Basingstoke:Palgrave Macmillan. 

Introductory 

Coolican, H. (2009). Research methods and statistics in psychology. 5 th edition. Hodder 

Education: London. 

Designs and Methods 

Banister, P., Burman, E., Parker, I., Taylor, M., Tindall, C. (1994). Qualitative methods in 

psychology: A research guide. Milton Keynes: Open University Press. 

(This is a short book, which gives examples of how several different types of qualitative 

analysis have been carried out). 

Barker, C., Pistrang, N., Elliott, R. (2002). Research methods in clinical and counselling 

psychology (2 nd edn.). Chichester: Wiley. 

(Useful basic text for small-scale research, including groundwork and preparation, advice on 

designs and methods, ethical issues, analysis, interpretation and dissemination of findings). 

Barlow, D.H., Hayes, S.C., Nelson, R.O. (1984). The scientist-practitioner: Research and 

accountability in clinical and educational settings. Oxford: Pergamon Press. 

(Focus on small N quantitative methods for practising clinicians). 

Boyatzis, R.E (1998). Transforming qualitative information: Thematic analysis and code 

development. London: Sage. 

Breakwell, G.M, Hammond, S., Fife-Schaw, C. (1995). Research methods in psychology. 

London: Sage 

(Chapters on planning research (including ethics), single case designs, surveys and 

sampling, as well as a variety of methods useful for small-scale research). 

Carr, A. (ed) (2002). What works with children and adolescents? Routledge:London 

(Particularly Chapter 1) 

Herbert, M. (1990). Planning a research project: A guide for practitioners and trainees in the 

helping professions. London: Cassell. 

(Brief, practical overview). 

McLeod, J. (2002). Qualitative research in counselling and psychotherapy. London: Sage. 

(Theoretical and practical chapters. Helpful “how to do qualitative research” chapter). 

Mulrow, C.D. & Oxman, A.D. (eds). Cochrane collaboration handbook. In: The Cochrane 

Library. The Cochrane Collaboration: Oxford. Internet address: 

http.//www.update.software.com/ccweb/default.html 

continued... 


Page 2 




Parry, G. and Watts, F. (1996). Behavioural and mental health research: A handbook of 

skills and methods (2nd edition). Hove: Erlbaum (UK): Taylor and Francis. 

(Chapters on skills and methods suitable for small scale (and large scale) research 

designs). 

Richardson, J.T. (1996). Handbook of qualitative research methods for psychology and the 

social sciences. Leicester: BPS. 

(Covers the theoretical background and practical implementation of a variety of approaches 

to qualitative research). 

*Robson, C. (2002). Real world research. (2 nd edition). Oxford: Blackwell’s. 

(As the title suggests, a practical guide. Small-scale research preparation, designs, methods, 

analysis and research reporting). New edition in January 2011. 

www.psypag.co.uk 

Statistics 

Clegg, F. (1990). Simple statistics: A course book for the social sciences. 

Cambridge: University Press. 

(Basic introduction to statistics and simple non-parametric tests). 

Rees, D.G. (1995). Essential statistics. London: Chapman and Hall. 

(Introduction to statistics, including probability, sampling and sample size, hypothesis testing 

and non-parametric tests). 

Robson, C. (1973). Experiment, design and statistics. London: Penguin. 

(A classic – with helpful ‘discussion tree’ for basic statistics. There is a 1994 edition 

available) 

*Rowntree, D. (1981). Statistics without tears. London: Penguin. 

(Basic introduction to statistics and non-parametric tests). 

Siegel, S. & Castellan, N.J. (1988). Non-parametric statistics for the behaviour sciences 

(2nd edition) New York: McGraw Hill. 

(Revision of a classic text). 

SPSS 

*Field, A. (2009). Discovering statistics using SPSS. 3 rd Edition. London: Sage. 

Norusis, M.J. (2009). SPSS: Guide to data analysis. 3 rd Edition. New York: Pearson 

Education. 

(This is an easy to follow guide to the basics of SPSS. It covers entering data, and basic 

tests, both non parametric and parametric). 

Style and Presentation 

American Psychological Association (2009). Publication manual of the American 

Psychological Association, 6 th edition. New York: American Psychological Association 

*Recommended source books 


Aims: 





WORKING WITH CHILDREN, YOUNG PEOPLE AND FAMILIES MODULE 

1. To help trainees to understand the difficulties experienced by children and families within 

a developmental context, which includes the individual child’s development, the family’s 

life cycle and the impact of the wider social-cultural and educational network. 

2. To introduce behavioural, cognitive, systemic and lifespan conceptualisations of the 

psychological difficulties, disorders and disabilities presented by children and families. 

3. To introduce trainees to assessment and intervention skills with children, families and the 

wider system. 

4. To introduce trainees to the evidence base applicable to work with children, families and 

their contexts. 

Objectives: 

By the end of the module trainees will be able to: 

1. Demonstrate a sound knowledge of the normal development and behaviour of children at 

the pre-school, school age and adolescent phases of development, and in a range of 

contexts. 

2. Demonstrate an understanding, within this developmental and contextual framework, of 

the main difficulties, disorders and disabilities of childhood and adolescence. 

3. Apply psychological models and empirical findings to clinical practice with children, young 

people and families. 

4. Describe the needs of children, adolescents and their families in a clinical setting with 

particular regard to development, gender, race, culture, ability and social/economic 

background. 

5. Demonstrate an understanding of the wide range of contexts and systems that impact on 

the child and the principles of working in partnership. 








Module Organiser: Dr Helen Beinart, Director (Clinical & Professional), 


Module Content 

The course induction provides an introduction to children and their development across the 

age span, to types of difficulties, assessment, formulation and treatment approaches. 

Teaching takes place on five Thursdays (alternating with the Adult Mental Health teaching). 

The Autumn term will focus on therapeutic approaches to working with children, young 

people and families. The Spring term will focus on therapeutic applications to common 

presenting issues in child and family work. The Summer term will provide teaching on more 

specialist contexts and complexity including working with children in care, pediatrics and tier 

4 settings. Discussion of the psychological models, which inform our understanding of 

children’s difficulties, is integrated with skills-based workshops on assessment and 

intervention. Additionally, there are two half day workshops on child safeguarding (in 

induction block), a half day workshop on creative therapies, and half a day working with 

children with special needs and learning difficulties. 


Thursdays (alternate weeks) - Seminar Room 1, 1.00pm – 5.00pm 

Therapeutic Approaches 


18 th October Treatment Planning Helen Beinart & 

Ciorsdan Anderson 

1 st November Attachment Ben Gurney-Smith & 

15 th November CBT 

29 th November Systemic Approaches 

13 th December Behavioural Models and Parenting 



Therapeutic Applications 

Charlotte Granger 

Alison Wheeler & 

Nick White 

Jennifer Wallis & Lisa 

Thomson 

Lucy Russell & 

Parenting support 

worker 


17 th January Emotion – anxiety related 

Monika Parkinson 


31 st January 




Eating Disorders 

1.00 – 3.00 

Self-harm 

3.15 – 5.00 

14 th February Emotion – mood related & OCD 

28 th February Social – Communication (ASD) 

14 th March Behaviour (including ADHD) 



Clinical contexts and complexity 

Jo Holliday 

Jo Holliday 

Tim Williams 

Fiona Knott 


9 th May Pediatrics/Child Health (including developmental 

presentations) 

Louisa Canham 

Konrad Jacobs & 

Karen Steinhardt 

23 rd May Pediatrics/Child Health Konrad Jacobs & 

Karen Steinhardt 

6 th June Children in Care Ben Gurney-Smith & 

Charlotte Granger 

20 th June Prevention and Early Intervention 

1.00 – 3.00 

Bereavement Services 

3.15 – 5.00 

4 th July Working with complexity 

Friday – Seminar Room 1 

Michael Galbraith 

Ann Rowland 

Fiona Carey & Carmen 

Chan 

Date Time Topic Workshop Leader 

24 th May 10.15 - 1.15 

Creative Therapies with 

Children Workshop 

2.15 – 5.00 Children with special needs 

and learning disabilities 

Kobus Janse van 

Rensburg 

Catherine Naysmith 







Key Reference Texts 

Beinart, H., Kennedy, P., & Llewelyn, S. (2009). Clinical Psychology in Practice. Leicester. 

BPS Blackwell. (Section on working with children and young people, p59-117.) 

Carr, A. ( Ed.) (2009). What works with children, adolescents and adults? London: 

Routledge 

Carr, A. (2006). Family therapy: Concepts, Process and Practice. Chichester: John Wiley. 

Carr, A. (2006). The handbook of child and adolescent clinical psychology: A contextual 

approach. London: Routledge. 

Fonagy, P., Target, M. Cottrell, D. Phillips, J. & Kurtz, Z. (2003). What works for whom?: A 

critical review of treatments for children and adolescents. Guildford Press: Brunner- 

Routledge 

Friedberg, R.D., & McClure, J.M. (2002). Clinical Practice of Cognitive Therapy with Children 

and Adolescents. Guildford Press: London UK 

Golding, K. (Ed). (2007). Attachment theory into Practice: BPS Briefing Paper No. 26. 

Herbert, M. (2006). Clinical child and adolescent psychology. Chichester: John Wiley 

Rutter, M., Bishop, D., Fine, D., Scott, S., Stevenson, J., Taylor, E. & Thapar, A. (2008). 

Rutter’s child and adolescent psychiatry (5th Edition). Oxford: Wiley Blackwells. 

Stallard, P., (2009). Anxiety: Cognitive Behaviour Therapy with Children and Young People. 

Routledge Taylor & Francis Group. 

Verduyn, C., Rogers, J., & Wood, A. (2009). Depression: Cognitive Behaviour Therapy with 

Children and Young People. Routledge Taylor & Francis Group 

Waite, P. & Williams, T. (2009). Obsessive Compulsive Disorder: Cognitive Behaviour 

Therapy with Children and Young People. Routledge Taylor & Francis Group 

Walker, S. (2005). Culturally competent therapy: working with children and young people. 

Basingstoke: Palgrave MacMillan. 

Wolpert, M. (2006). Drawing on the evidence. UCL. CAMHS evidence based practice unit. 

Selected Reference List 

Bridging psychological and physical healthcare: Special feature in paediatric clinical 

psychology. The Psychologist, March 2012. 

Collishaw, S., Maughan, B., Goodman, R. & Pickles, A. (2004). Time trends in adolescent 

mental health. The Journal of Child Psychology and Psychiatry 45:8, pp. 1350-1362. 

Derisley, J. (2004). Cognitive therapy for children, young people and families: Considering 

service provision. Journal of Child & Adolescent Mental Health, Vol 9, No 1, pp.15-20. 


Page 2 




Dwivedi, K. & Harper P. (2004). Promoting the emotional well-being of children and 

adolescents and preventing their mental ill health. London: Jessica Kingsley. 

Eiser, C. (1994). Making sense of chronic disease. Journal of Child Psychology and 

Psychiatry, 34, 8, pp. 1372-1389. 

Golding, K.S., Dent, H.R., Nissim, R & Stott, L (2006). Thinking psychologically about 

children who are looked after and adopted. Chicester: John Wiley & Sons 

Graham, P. (2005). Jack Tizard lecture: cognitive behaviour therapies for children: passing 

fashion or here to stay? Journal of Child & Adolescent Mental Health, Vol 10, No 2, pp. 57-62. 

Harbour, A. (2004). Understanding children and young people’s rights to confidentiality. 

Journal of Child & Adolescent Mental Health, Vol 9, No 4, pp. 187-190. 

Hunt, J., (2010). (Ed). Interfaces: Children and young people special issue. Clinical 

Psychology Forum, 205. 

Jones, D.H. & Ramchandani, P. (1999). Child sexual abuse - informing practice from 

research. Oxford: Radcliffe Medical Press. 

King, N.J., Muris, P. & Ollendick T.H. (2005). Childhood fears and phobias: Assessment and 

treatment. Journal of Child & Adolescent Mental Health, Vol 10, No 2, pp. 50-56. 

Minuchin, P., Colapinto, J. & Minuchin, S. (1999) Working with families of the poor. 

Guildford Press. 

Murray, J. & Cartwright-Hatton, S. (2006). NICE Guidelines on treatment of depression in 

childhood and adolescence: implications from a CBT perspective. Behavioural and cognitive 

Psychotherapy, 34, pp 129-237. 

Reder, P. & Lucey, C. (1995). Assessment of parenting: Psychiatric and psychological 

contributions. Routledge. 

Stallard, P. (2002). Think good- feel good: A cognitive behaviour therapy workbook for 

children and young people. Chichester: John Wiley & Sons Ltd. 

Taylor, E. & Rogers, J.W. (2005). Practitioner review: early adversity and developmental 

disorders. The Journal of Child Psychology and Psychiatry 46:5, pp. 451-467. 

Turner, C.M. (2006). Cognitive behavioural theory and therapy for obsessive-compulsive 

disorder in children and adolescents: current status and future directions. Clinical 

Psychology Review, 26 (4). 

Webster-Stratton, C. (1997). From parent training to community building: families in society. 

The Journal of Contemporary Human Services. 

Weisz, J.R., Jensen, A.L. & Hawley, K.M. (2005). Youth psychotherapy outcome research: 

a review and critique of the evidence base. Annual Review of Psychology 56, 337-363. 

Weisz, J.R., McCarty, C.A., & Valeri, S.M. (2006) Effects of psychotherapy for depression in 

children and adolescents: a meta-analysis. Psychological Bulletin 132 (1) 132 – 149. 


Page 3 




Willoughby, M.T. (2004). Development course of ADHD symptomatology during the 

transition from childhood to adolescence: a review with recommendations. The Journal of 

Child Psychology and Psychiatry. Vol 44, pp. 88-106. 

Zeanah, C., Berlin, L. & Bons, N. (2011). Clinical applications of attachment theory and 

research for infants and young children. Journal of Child Psychology and Psychiatry, 52: 8, 

P819-833. 

Key Journals 

Journal of Child Psychology and Psychiatry 

Child and Adolescent Mental Health 

Child Psychology and Psychiatry Review 

Publications from DCP/Faculty for Children & Young People 

Key Websites 

www.dh.gov.uk 

www.everychildmatters.gov.uk 

www.camhs.org.uk 

www.nice.org.uk 

www.ness.bbk.ac.uk 

www.youngminds.org.uk 

www.youthinmind.co.uk 

www.nas.org.uk 

www.talkingwithkids.org 

www.acamh.org.uk 

www.ocdyouth.info 

www.addiss.co.uk 

www.youthhealthtalk.org 

www.incredibleyears.com 

www.depressioninteenagers.com 

www.ru-ok.com 

www.moodgym.anu.edu.au 

www.chimat.org.uk 

www.annafreud.org 

www.core.net 

www.iapt.nhs.uk 


Aims 





COGNITIVE BEHAVIOUR THERAPY IN ADULT MENTAL HEALTH MODULE 

1. To introduce cognitive-behavioural theory of clinical problems. 

2. To introduce the conceptualisation of specific adult mental health problems within 

the cognitive-behavioural framework, giving due consideration to social / 

contextual factors. 

3. To equip trainees with assessment and intervention competencies within the 

CBT framework. 

Objectives 


1. Demonstrate a working knowledge of the theoretical application of the cognitive 

model to various disorders; 

2. Demonstrate an awareness of the range of mental health problems with which 

adult clients can present to services, as well as their social / contextual 

mediation; 

3. Carry out specialised cognitive-behavioural assessment, formulation and 

interventions, drawing on their knowledge of pertinent outcome research; 

4. Communicate appropriately with other health professionals concerning adult 

mental health problems and treatments; 

5. Apply and integrate alternative or complementary theoretical frameworks, e.g. 

life-span perspective or systemic approaches. 








Module Organisers: Dr Nargis Islam and Dr Matthew Knight, Academic Tutors, 


Content 

This module comprising 15 four-hour skills-based workshops, spanning three academic 

terms, is based on the CBT competencies framework (Roth & Pilling, 2007). The early 

seminars build on induction block teaching on assessment and formulation and focus on 

basic and specific CBT competencies, including cognitive and behavioural techniques and 

working with affect. 

Subsequent seminars address problem-specific CBT competencies in relation to presenting 

problems such as phobias, panic disorder/agoraphobia, health anxiety, obsessive 

compulsive disorder, social anxiety, generalised anxiety, depression, deliberate self 

harm/suicidal behaviour, eating disorders, psychosis, posttraumatic stress disorder and 

interpersonal problems. Many seminars also involve service users in the teaching. The 

module ends with a CBT master class focusing on CBT meta-competencies and troubleshooting 

with regards to the competent delivery of CBT. 



*except 8 th November – 1.30pm – 5.00pm 

Date Subject Speaker 

11 th October Basic CBT competencies: agenda setting; goal 

setting; establishing a collaborative relationship; 

use of measures and self-monitoring; ending 

therapy and relapse prevention; problem solving 

Specific CBT competencies: Cognitive 

techniques (building on teaching from Induction 

block): 

Identifying and challenging NATs 

25 th October Specific CBT competencies: Working with affect 

Helping patients to identify, express and contain 

emotions; Teaching emotional regulation; 


compassionate mind work 

Specific CBT competencies: Cognitive 

techniques 

Guided discovery; socratic questioning; cognitive 

biases; identifying and challenging underlying 

assumptions and core beliefs; imagery 

techniques 

22 nd November Specific CBT competencies: Behavioural 

techniques 

Identifying safety behaviours; exposure 

techniques; applied relaxation and tension; 

activity monitoring and scheduling; behavioural 

experiments 

Emma Evans & 

Rachel Manser 

Deborah Lee 

Helen Kennerley 

Selena Elcombe 





6 th December Problem-specific competences: Mood disorders I 

Major depression 


Thursdays (alternate weeks) - Seminar Room 1, 1pm - 5pm 

10 th January Problem-specific competences: Mood disorders II 

Self-harm; suicidal behaviour 

24 th January Problem-specific competences: Anxiety disorders I 

1.00pm – 3.00pm Panic Disorder/Agoraphobia 

3.00pm – 5.00pm Health Anxiety 

7 th February Problem-specific competences: Anxiety disorders II 

OCD 

21 st February Problem-specific competences: Anxiety disorders 

III 

1.00pm – 3.00pm Social phobia; 

3.00pm – 5.00pm Specific phobias & GAD; 

7 th March 

Problem-specific competences: Anxiety disorders 

IV 

Working with Adult Trauma (Part 1) 


Thursdays (alternate weeks) - Seminar Room 1, 1pm - 5pm 

2 nd May Problem-specific competences: 

Psychosis 

16 th May Masterclass on Anxiety Disorders 

30 th May Problem-specific competences: 

Eating disorders 

13 th June Problem-specific competences: Anxiety 

disorders IV (cont/d) 

Working with Adult Trauma (Part 2) 

27 th June Problem-specific competences: 

Personality disorders 

Carmen Chan 

Zoe Chevalier & 

Selena Elcombe 

Alison Croft 

Nick King & Kate 

Smart (tbc) 

David Westbrook 

David Clark 

Helen Jenkins (bc) 

Martina Mueller 

Stefan Schuller (tbc) 

David Clark 

Amy Luck 


Ian Barkataki and 

Service User 







Key References 

Beck, A.T., Freeman, A. & Davis, D.D., (2004). Cognitive therapy of personality disorders. 

New York: Guildford Press. 

Bennett-Levy, J., Butler, G., Fennell, M., et al. (Eds) (2004). Oxford guide to behavioural 

experiments. Oxford: OUP 

Clark, D.M. & Fairburn, C.F. (1997). Science and practice of cognitive behaviour therapy. 

Oxford: Oxford University Press. 

Freeman, A., Pretzer, J., Fleming, B. & Simon, K.M. (2 nd Ed) (2004. Clinical applications of 

cognitive therapy. London: Kluwer Academia. 

Frisch, M.B. (2006). Quality of life therapy: Applying a life satisfaction approach to positive 

psychology and cognitive therapy. Hoboken, New Jersey: Wiley. 

Gilbert, P. & Leahy, R.L. (2007). The therapeutic relationship in the cognitive behavioral 

psychotherapies. New York: Routledge. 

Holmes, E. A., & Hackmann, A. (Eds.) (2004). Mental imagery and memory in 

psychopathology. London: Psychology Press, Taylor and Francis Group. 

Johnstone, L. & Dallos, R. (Eds.) (2006). Formulation in psychology and psychotherapy: 

Making sense of people's problems. London: Routledge. 

Kuyken, W., Padesky, C.A. & Dudley, R. (2008). Collaborative care conceptualisation. 

Working effectively with clients in cognitive-behavioural therapy. New York: Guidlford 

Press. 

Layard, R. (2004). Mental health: Britain’s biggest social problem? 

http://www.strategy.gov.uk/downloads/files/mh_layard.pdf 

Lee, D.A. (2005). The perfect nurturer: A model for the development of compassionate 

processes within the context of cognitive therapy. In P. Gilbert (Ed.) Compassion: 

Conceptualisations, research and use in psychotherapy. London: Routledge. 

Morrison, A.P. (2002). A casebook of cognitive therapy for psychosis. Hove: Brunner- 

Routledge. 

Newnes, C. (2004). Psychology’s and psychotherapy’s potential for countering the 

medicalisation of everything. The Journal of Humanistic Psychology, 44 (3), 358-376. 

www.shropsych.org/counteringmedicalisation.pdf 

Read, J., Mosher, L. & Bentall, R.P. (2004). Models of madness: Psychological, social and 

biological approaches to schizophrenia. Brunner-Routledge: New York. 

Salkovskis, P.M. (Ed). (1996). Frontiers of cognitive therapy. New York: Guildford 

Saunders, D. & Wills, F. (2005). Cognitive Therapy: An Introduction. Oxford: Sage. 





Segal, Z.V., Williams, J.M.G. & Teasdale, J.D. (2002). Mindfulness-based cognitive therapy 

for depression. Guilford: London. 

Tarrier, N., Wells, A. & Haddock, G. (Eds) (1999). Treating complex cases. A cognitive 

therapy approach. Chichester: Wiley 

Wells, A. (1997). Cognitive therapy of anxiety disorders. Chichester: Wiley 

Westbrook, D., Kennerley, H. & Kirk, J. (2007). An introduction to cognitive behaviour 

therapy: Skills and applications. London: Sage. 

Useful Websites: 

www.ucl.ac.uk/CORE 

www.nice.org.uk 

www.dh.gov.uk – Home/publications/national service framework for mental health/modern 

standards and service models. 

www.nhs.uk/NHS England/NSH/Pages/NewHorizon-consultation.aspx 

www.nmhdu.org.uk 

www.healthtalkonline.org 

www.mentalhealth.org.uk 

www.mind.org.uk 

www.evidence.nhs.uk 

ww.rethink.org 

www.scmh.org.uk 

www.time-to-change.org.uk 

www.patientopinion.org.uk 

www.babcp.com 


Aims 





PROFESSIONAL ISSUES MODULE 1 


1. To acquaint trainees with professional concerns in the practice of clinical psychology. 

2. To familiarise trainees with the range of contacts and organisations within which 

clinical psychologists work. 

3. To familiarise trainees with a range of ways of working as a clinical psychologist, with 

their advantages and disadvantages. 

4. To acquaint trainees with the issues arising from working in a variety of contexts and 

ways. 

5. To ensure the trainees are aware of the discipline of patient safety. 

Objectives 

Trainees will be able to: 

1. Describe the nature of professions and professional practice. 

2. Outline the characteristics of different organisations within which clinical 

psychologists work. 

3. Describe a range of models of working as a clinical psychologist, and discuss their 

strengths and weaknesses. 

4. Discuss the issues and points of harmony and conflict for clinical psychologists 

working in various organisational contexts. 

5. Describe the centrality of patient safety and well being to the professional work of 

clinical psychologists. 


Friday - Seminar Room 1 







Module Organiser: Dr Helen Jenkins, Clinical Tutor and Lead for Personal and 

Professional Development, The Oxford Institute of Clinical Psychology 

Training 


This module introduces a range of professional concerns. In the first term, it explores 

practical professional issues, such as the roles of Clinical Psychologists, working within 

teams, and psychology in the NHS. The second part of the module in the third year will 

examine complex ways of working that includes working with other professionals, providing 

supervision, leadership, managing others and employment issues. 


12 th October 

2.00pm–3.00pm 

Multi-professional Working 

Sue Llewelyn 

19 th October 

3.00pm–4.00pm 

26 th October 

2.00pm-3.00pm 

2 nd November 

2.00pm-3.00pm 

9 th November 

3.00pm-4.00pm 

Past and Future of Clinical Psychology 

Teams, Groups and Group Dynamics – 

Applying Psychology in the NHS 

Promoting good relationships 

The role of the Clinical Psychologist in the 

NHS 

Sue Llewelyn 

Sue Llewelyn & 

Nigel King 

Sue Llewelyn 

Paul Kennedy 







REFERENCE LIST: 

Beinart, H., Kennedy, P. & Llewelyn, S. (2009). Clinical Psychology in Practice. BPS 

Blackwell/Wiley. 

Borrill, C., West, M., Shapiro, D. & Rees, A. (2000). Team Working and Effectiveness in 

Health Care. British Journal of Health Care Management, 6, 364-371. 

BPS (2006). Code of Ethics & Conduct, BPS, Leicester 

BPS/Core (1999) Guidelines for clinical psychology services. Leicester, BPS. 

British Psychological Society. (2007). New ways of working for applied psychologists in 

health and social care: Working psychologically in teams. BPS; Leicester, UK. 

Clinical Psychology Forum (2000). Special issue on ‘History of Clinical Psychology 

Training’. Forum, 145. 

Coleman, R. (2000). Recovery: An Alien Concept? Gloucester: Handsell Publishing. 

DCP (2004). Working in Teams. British Psychological Society, Leicester 

Department of Health. (2008). High quality care for all: NHS next stage review final report. 

Department of Health; London. 

Department of Health (2001). Shifting the Balance of Power within the NHS. Stationery 

Office, London 

Department of Health (2011). NHS Outcomes Framework 2012-13. Department of Health: 

London. 

Department of Health (2011). No health without mental health: a cross-government mental 

health outcomes strategy for people of all ages. Department of Health: London. 

Department of Health (2011). Talking therapies: a four year plan of action. Department of 

Health: London. 

Department of Health (2012). Health and Social Care Act explained. Department of Health: 

London. 

Georgiades, N.J., & Phillimore, N. (1975). The myth of the hero-innovator and alternative 

strategies for organizational change. In C.C. Kiernan & F.P. Woodford (Eds). Behavior 

modification with the severely retarded. Associated Scientific Publishers; London. 

Hall, J. & Llewelyn, S. (2006). What is Clinical Psychology? (4 th Edition) Oxford University 

Press (Particularly Chapter 16). 

Hall, J., Llewelyn, S. & Lavender, T. (2002). A History of Clinical Psychology in Britain: 

Some impressions and reflections. History of Philosophy of Psychology, 4, 32-48. 


Health Professions Council – www.hpc-uk.org 




Long, C.G. & Hollin, C.R. (1997). The scientist-practitioner model in clinical psychology: A 

critique. Clinical Psychology and Psychotherapy, 4, 75-83. 

May, R. (2000). Routes to Recovery – the Roots of a Clinical Psychologist. Clinical 

Psychology Forum. December. 

Rose, D. (2001). Users’ Voices: Perspectives of Mental Health Service Users on 

Community and Hospital Care. London: Sainsbury Centre for Mental Health 

Rose, N. (1999). Governing the Soul. London. Free Association Books 

Social Exclusion Unit (2004). Mental Health and Social Exclusion. London: The Office of 

the Deputy Prime Minister 

Smail, D.J. (1999). What’s it all about. DCP Forum, 119, 22-24. 

Smail, D. (1993). The Origins of Unhappiness: A New Understanding of Personal Distress. 

London: HarperCollins. 


Aims 





LIFESPAN DEVELOPMENT MODULE 

1. To review theories of lifespan development. 

2. To enhance understanding and reflection of developmental/change throughout the 

lifespan within a psychological framework. 

3. To reflect on social influences on the developing lifespan and health. 

4. To explore the impact of relationships on the developing lifespan and health. 

5. To integrate the lifespan approach into clinical practice. 

6. To work using small group problem based learning and reflective practice. 

Objectives 

By the end of the module trainees will be: 

1. Familiar with the concept of developmental progression through the lifespan. 

2. Able to build a reflective, developmental and socially informed perspective to case 

material in terms of both assessment and formulation. 

3. Able to understand and apply lifespan psychological frameworks. 

4. Able to reflect on the process of group problem based learning and their individual 

contribution. 









Fridays - Seminar Room 1 (and Rooms 4/5 for Group Work) 

10.30am – 1.15pm (Weeks 1-5) 

*except 5 th October – 10.15am – 1.00pm 

(a 15 minute break to be arranged during session) 

Module Organisers: Dr Helen Beinart, Director (Clinical & Professional) and 

Dr Nargis Islam, Academic Tutor, The Oxford Institute of Clinical 



The aim of this module is to introduce trainees to a lifespan developmental perspective, 

drawing on trainees’ own experience and existing knowledge of developmental psychology. 

The module uses problem based learning to help trainees to explore the lifespan issues 

that can help in the assessment and formulation of cases. Trainees are expected to draw 

on the information provided by facilitators, their existing knowledge and literature searches 

to develop small group presentations on case material presented in the module. In 

particular, the groups could explore issues such as the social and cultural context, 

developmental stage of the individual and family, the relationships of the individual and 

family; and issues of social norms and construction. Trainees will be asked to reflect on 

their experience of this module and how these reflections will aide their clinical practice. 

Date Topic Speakers 

5 th October* Lifespan I 

Introduction to the Lifespan Developmental 

Perspective 

Social Influences 

19 th October Lifespan II 

Group Work 

26 th October Lifespan III 

Group Work 

2 nd November Lifespan IV 

Group Work 

9 th November Group Presentations and Reflections 

Helen Beinart & 

Sue Llewelyn 

Trainees 

Trainees 

Trainees 

Trainees, 

Helen Beinart & 

Nargis Islam 


Reference List 






Dykas, M. & Cassidy, J. (2011). Attachment and processing of social information across the 

lifespan: theory and evidence. Psychological Bulletin, 19-46. 

Lefrancois, G.R. (1995). The lifespan (3rd Edition) Wadsworth Publishing Co.: Belmont, 

California (Chapters 13 - 18). 

(American textbook: useful overview, which covers physical, cognitive and social 

development at each developmental level.) 

McGoldrick, M. & Carter, E. (2010). The expanded family life cycle: individual, family and 

social perspectives. Boston: Melvyn & Bacon. 

McGoldrick, M., Gerson, K. & Schellenleger, S. (1999). Genograms: assessment and 

intervention. New York: Norton. 

Meltzer, H., Gatward, R., Goodman, R. & Ford, T. (2000). The mental health of children and 

adolescents in Great Britain. Summary Report. 

(The report of a survey carried out in 1999 by Social Survey Division of the Office for 

National Statistics on behalf of the Department of Health, the Scottish Health Executive and 

the National Assembly for Wales. Provides good UK prevalence figures.) 

Rayner, E. (2005). Human development. An introduction to the psychodynamics of growth, 

maturity and ageing. London: Routledge. 

Rutter, M. & Rutter, M. (1992) Developing minds: Challenge and continuity across the 

lifespan. Penguin Books Ltd: Harmondsworth, Middlesex (Chapters 8 & 9). 

(Excellent summary text of Rutter’s work on continuities and discontinuities across the 

lifespan). 

Seifert, K., Hoffnung, R. & Hoffnung, M. (2002). Lifespan development. Houghton Mifflin. 

(Focus on continuities and change throughout life, includes multi-cultural perspective). 

Steinberg, L. (2001). We know some things: Parent-adolescent relationships in 

retrospect and prospect of research and adolescence. Journal of Research and 

Adolescence 11, 1-19. 

Sugarman, L. (2005). Lifespan development: Concepts, theories and interventions. London: 

Routledge. (Accessible overview of theory and application.) 

Walker, S. (2005). Culturally competent therapy: working with children and young people. 

Basingstoke: Palgrave MacMillan (provides a useful summary and overview of main 

developmental theorioes e.g. Piaget, Erikson, Freud, Bowlby). 

Walsh, F. (1996). The concept of family resilience: crisis and challenge. Family Process, 

261-281. 


Aims 





PROFESSIONAL REFLECTION MODULE 

1. To introduce the concept of reflective practice 

2. To explore different methods to aid reflection 

3. To enhance trainee awareness of their personal reactions to situations on placement 

4. To provide a space for trainees to reflect on the impact of training 

Objectives 


1. Demonstrate an awareness of the role of reflective practice in clinical practice 

2. Use a range of techniques to aid their own and others’ reflection 

3. Begin considering how to use reflection as an everyday clinical tool 







PROFESSIONAL REFLECTION MODULE 

Fridays - one session per month from October 2012 – July 2013, Seminar Room 1 

Module Organisers: Dr Matthew Knight, Academic Tutor, The Oxford Institute of Clinical 


This module gives trainees an opportunity to reflect with each other on their professional 

development. The sessions will enable the linking together and assimilation of increasing 

clinical, professional, academic and ethical knowledge. Trainees will have the opportunity to 

reflect on themselves, their role, the role of a clinical psychologist in general and how this fits 

in with the current position in training. 


Date & Time Topic Speakers 

19 th October 

2.00 – 3.00 

9 th November 

2.00 – 3.00 

30 th November 

2.00 – 3.00 


- Introduction 








1 st February 

2.00 – 3.00 

22 nd February 

2.00 – 3.00 

15 th March 

2.00 – 3.00 




Matthew Knight & Alexis Berry 

Matthew Knight & James 

Macdonald 

Matthew Knight & Giles Yeates 



3 rd May 

09.00 – 09.45 

24 th May 

09.00 – 09.45 

5 th July 

09.00 – 09.45 








List of References 




Bolton G et al (2004) Writing Cures: an introductory handbook of writing in counselling and 

therapy. Routledge. 

Bolton G (2001). Reflective Practice Writing for Professional Development. London: SAGE. 

Boud, D., Keogh, R. and Walker, D (1985). Reflection: Turning Experience into Learning. 

London: Kogan. 

Moon, J. (2004) A Handbook of Reflective and Experiential Learning: theory and practice. 

Scaife, J. (2010). Supervising the Reflective Practitioner: An Essential Guide to Theory and 

Practice. Routledge: London. 

Stedmon, J. & Dallos, R. [eds.] (2009) Reflective Practice in Psychotherapy and Counselling. 

Maidenhead: OUP. 


Aims 





TRAINEE LED REFLECTION ON THE ACADEMIC SYLABUS 

1. To protect time for professional reflection within teaching days. 

2. To help trainees to make connections across the different elements of the 

programme, to assimilate and accommodate new learning, to link theory and 

practice, and consider the relevance of contextual issues (including ethics, diversity, 

dynamics in therapeutic and professional relationships, and professional issues). 




Friday afternoon every week throughout the term. 


12 th October Trainee Led Reflection on the Academic Trainees 

3.00-3.30 

19 


th October 

4.00-4.30 

26 th October 

3.00-3.30 

2 nd November 

3.00-3.30 

9 th November 

4.00-4.30 


2.00-2.30 

23 rd November 

4.00-4.30 


3.00-3.30 

7 th December 

4.00-4.30 

14 th December 

4.00-4.30 






Thursday morning at 11.45am – 12.15pm every week throughout the term. 


Thursday 10 th 

January through 

to 14 th March 

Trainee Led Reflection on the Academic 


Trainees 

PSYCHOSIS AND BIPOLAR MODULE – HILARY AND TRINITY TERM 


Wednesday 24 th 

Trainee Led Reflection on the Academic Trainees 

April 

4.30 – 5.00 


Friday 17 th May 

4.30 – 5.00 

Trainee Led Reflection on the Academic 


TEACHING BLOCK – 22.04.13 – 25.04.13 

Trainees 


Thursday 25 th April Trainee Led Reflection on the Academic Trainees 

4.30 – 5.00 


TRINITY TERM (SUMMER): 29.04.13– 05.07.13 

Thursdays (Weeks 1-5). Fridays (Weeks 6-10) 


Thursday 2 nd May Trainee Led Reflection on the Trainees 

10.15-10.45 

Thursday 9 

Academic Syllabus 

th May 

10.15-10.45 

Thursday 16 th May 

10.15-10.45 

Thursday 23 rd May 

10.15-10.45 

Thursday 30 th May 

10.15-10.45 

Friday 7 th June 

30 minutes in personal 

study time 



study time 

Friday 21 st June 


study time 




study time 

Friday 5 th July 

3.00 – 3.30 

List of References 




Bolton G et al (2004) Writing Cures: an introductory handbook of writing in counselling and 

therapy. Routledge. 

Bolton G (2001). Reflective Practice Writing for Professional Development. London: SAGE. 

Moon, J. (2004) A Handbook of Reflective and Experiential Learning: theory and practice. 

Scaife, J. (2010). Supervising the Reflective Practitioner: An Essential Guide to Theory and 

Practice. Routledge: London. 

Stedmon, J. & Dallos, R. [eds.] (2009) Reflective Practice in Psychotherapy and Counselling. 

Maidenhead: OUP. 


Aims 





SYSTEMS BASED APPROACHES MODULE 

The module aims to give trainees an introduction to systemic therapy with individuals and 

families and the key systemic models which inform a systemic approach. It begins with two 

theoretical sessions which follow the evolution of systemic therapy. The following sessions 

have an applied focus based on learning and practising systemic competencies. The module 

allows the trainees to learn via skills practice, small group work, role play, using a one way 

screen and reflecting team work. The module also encourages the development of reflective 

practice and considers the role of the self of the therapist. Throughout the module, trainees 

are encouraged to bring examples from their own practice for discussion. The module also 

aims to present relevant evidence based research of systemic therapy within various 

populations and aims to support the development of generic systemic skills which can be 

applicable across all settings and specialisms. Patient safety issues will be addressed as 

appropriate. 

Objectives 

By the end of the module trainees will have learnt about the following competencies: 

Basic systemic competencies 

1. Have an relational conceptualisation of psychological distress 

2. Have an understanding of the systemic principles that inform the therapeutic 

approach 

3. Have an overview of the different systemic theories and related techniques 

4. Be aware of how to initiate a systemic intervention and maintain a systemic approach 

Specific systemic techniques 

1. Ability to use a systemic hypothesis and formulation 

2. Ability to use circular questions 

3. Ability to use systemic techniques to promote change 

4. Ability to map systems and use genograms 

5. Ability to understand different levels of context that they and others operate in 

6. Ability to make use of enactments 

7. Practice being a member of a reflecting team 








Fridays - Seminar Room 1 (and Room 3 for Group Work) 

10.30am – 1.15pm (Weeks 6 – 10) 

Module Organiser: Dr Kathryn Evans, Clinical Tutor, The Oxford Institute of Clinical 



The systemic teaching is aimed at providing an introduction to key systemic ideas and aims 

to enable trainees to shift from an individual to a relational perspective. Two elements of this 

include learning through doing and applying systemic practice in a practical way. The 

facilitators will aim to model systemic techniques throughout their sessions. The first two 

sessions introduce the main schools and principles of systemic theory and subsequently, the 

module follows a competency based framework which allows clear theory practice links to be 

considered within an applied session. The module ends with a systemic ‘master class’ where 

2 facilitators work with the group to support systemic thinking with cases from placement. 


16 th November Introduction to the Systemic Module – Kathryn Evans & Claudia 

Three main schools of systemic therapy. Koch 

23 rd November Introduction to Systemic Module Part II – 

Post Milan Developments 

30 th November Working with referrals and using systemic 

hypotheses 

7 th December Reflecting Practices 

John Williams 

Tania Thorn & Adam Fyffe 

Selma Rikberg-Smyly & 

James Stacey 

14 th December Creating change – Systemic interventions Jennifer Wallis & Lisa 

Thomson 


Fridays – Seminar Room 1, 2.00pm-5.00pm (Weeks 5&6) 


8 th February Narrative Therapy Jennifer Wallis & James 

Stacey 

15 th February Solution Focused Therapy Tania Thorn 


Fridays - Seminar Room 1 





3 rd May – 10.15 - 1.15pm and 2.00 - 5.00pm 

10 th May - 9.30 – 12.30pm and 1.30pm – 4.30pm 

Date 

3 

Topic Speaker 

rd May 

10.15 – 1.15 Working systemically with individuals John Williams 

2.00 - 5.00 

10 th May 

9.30 – 12.30 

1.30 – 4.30 

Working beyond CBT using systemic 

ideas in “stuck” situations 

Families in Transition 

Systemic Masterclass 

John Williams 

Eleanor Woods & Clara 

Murray 

Gillian Nightall & Angela 

Shanly (tbc) 







Useful Key Papers and Recommended Recent Books: 

Andersen, T. (1992) Reflections on reflecting with families. In S. McNamee and K. J. Gergen 

(eds.) Therapy as social construction London: Sage. 

Anderson, H. and Goolishian, H. (1992) The client is the expert: a not-knowing approach to 

therapy. In S. McNamee and K. J. Gergen (eds.) Therapy as social construction (pp. 25-39) 

London: Sage. 

Burnham, J. (1992) Approach – Method – Technique: making distinctions and creating 

connections. Human Systems, 3, 3-26 

Carr, A. (2009). The effectiveness of family therapy and systemic interventions for childfocused 

problems. Journal of Family Therapy. 31, 1, 3-45. 

Carr, A. (2009) The effectiveness of family therapy and systemic interventions for adultfocused 

problems. Journal of Family Therapy. 31, 1, 46-74. 

Carr A. (2004) Family Therapy: Concepts, Process and Practice (Wiley Series in Clinical 

Psychology) 

Dallos, R. and Draper, R. (2006) An Introduction to Family Therapy: Systemic Theory and 

Practice. Open University Press 

Dallos R and Vetere, A (2009) Systemic Therapy and Attachment Narratives: Applications in 

a range of clinical settings. London: Routledge 

Flaskas, C., Mason, B. and Perlesz, A. (eds) (2005) The space between: experience, 

context and process in the therapeutic relationship. London: Karnac. 

George, E., Iveson, C. and Ratner, H. (2005) A co-operative therapy: de Shazer’s model, 

Chapter 1 in Problem to Solution. London: Brief Therapy Books. 

Palazzoli, M., Boscolo, L., Cecchin, G. and Prata, G. (1980) Hypothesising, circularity and 

neutrality: three guidelines for the conductor of the session. Family Process, 19, 3-12. O/P 

51792-51794, 51923-51925, E-Journal. 

Rivett, M. (2008) Towards a metamorphosis: current developments in the theory and 

practice of family therapy. Child and adolescent mental health. 13, 3, 102-106. 

Vetere, A and Dallos, R (2003) Working Systemically with Families: Formulation, 

Intervention and Evaluation. London: Karnac 

Useful websites: 

Journal of Family Therapy http://www.wiley.com/bw/journal.asp?ref=0163-4445 – or type 

Journal of Family Therapy into Google 

Narrative Therapy Centre http://www.dulwichcentre.com.au 

References will be distributed by each workshop facilitator. 


Aims 





PSYCHOSIS AND BIPOLAR MODULE 

1. To introduce the concept of psychosis and bipolar disorder within a bio-psychosocial 

framework. 

2. To introduce the value base of optimism, recovery orientation and working in partnership. 

3. To introduce and deconstruct psychiatric disease classification systems. 

4. To introduce a range of multidisciplinary settings in which clinical psychologists 

contribute to service provision to this client group. 

5. To give a first overview of the range of clinical psychological research and treatment of 

both psychotic and bipolar disorders. 

6. To provide trainees with the opportunity to further their understanding of the theoretical 

issues by following these issues through to a range of clinical applications 

Objectives 


1. Demonstrate a working knowledge of the bio-psychosocial model of psychosis and 

bipolar disorder and how it informs clinical practice. 

2. Demonstrate their assessment, formulation and intervention skills in relation to 

psychological bipolar disorder and psychosis work (including a range of chronic and acute 

presentations, ‘positive’ and ‘negative’ symptoms) 

3. Reflect on their personal values regarding working with people with psychotic and bipolar 

disorders. 

4. Use psychiatric terminology, mindful of its advantages and shortcomings. 

5. Be aware of the range of settings in which clinical psychologists can work with this client 

group, including multidisciplinary teams. 

6. Demonstrate an understanding of user and carer perspectives on living with, and making 

sense of, psychotic experiences, giving due consideration to social / contextual factors. 

7. Show awareness of the key psychological research developments in these areas. 








Module Organisers: Dr Paul Flecknoe, Consultant Clinical Psychologist, St. Mary’s 

Hospital, Northants and Dr Helen Close, Consultant Clinical 

Psychologist, Oxford Health NHS Foundation Trust 


This module aims to convey early on during training that a key role of 21st century Clinical 

Psychologists lies in primary and secondary prevention of severe mental illness, and in the 

promotion of best possible recovery from severe mental health problems, working in 

partnership with service users. Bipolar and Psychosis are critically introduced; according to 

WHO they are among the key conditions causing mental health related disability. This is 

followed by teaching on engaging clients with difficulties associated with these diagnoses 

and working in the wider system (including families, teams, etc.) 


Thursdays - Seminar Room 1, 9.00am – 12.00pm (Weeks 9 & 10) 

Date Topic Speakers 

6 th December Mood Swings/Bipolar disorders- concepts, 

systemic context, engagement 

Helen Close 

Personal accounts: bipolar 

Bruce Gorrie 

13 th December Working clinically with Mood Swings/Bipolar 

disorders 

Wednesday – Seminar Room 1 


Helen Close/ 

Susie Hales/Emily 

Holmes (tbc) 

Time Topic Speakers 

24 th April 

9.30 - 12.30 

1.30 – 4.30 

What is Psychosis 

� Concepts 

� Systemic context 

� Engagement 

Experiential and engagement exercises 

Personal accounts: psychosis and inpatient 

care 

Paul Flecknoe/ / 

Helen Close 

/Matthew Knight 

/Eleanor Longden 


Thursday – Seminar Room 1 







Time Topic Speaker 

2 nd May 

CBT for Psychosis 

Stefan Schuller 

1.00-5.00pm (part of the CBT module) 

Friday – Seminar Room 1 

Time Topic Speaker 

17 th May 

Introduction to state-of-the-art Prof Daniel Freeman 

9.15 - 12.15 approaches to understanding and 

treating delusions 

1.15 - 4.15 

Psychosis & Bipolar – Q&A, 

expanding on key areas, 

reflections, wrapping up 

Helen Close/Paul 

Flecknoe/Matthew 

Knight 


Key references 






Bentall RP (2003). Madness Explained. Psychosis and Human Nature. Penguin: Allen 

Lane. 

BPS / DCP (2000). Recent advances in understanding mental illness and psychotic 

experiences. Leicester: British Psychological Society. 

BPS/ DCP Understanding Bipolar Disorder. 2010 Working Party chaired by Prof S. Jones 

Close, H. and Schuller, S. Psychotic Symptoms. In Oxford Guide to Behavioural 

Experiments in Cognitive Therapy. Bennett-Levy, J. et al, (2004) Oxford: OUP. 

Dent, J., Close, H. & Ryder, J. (2004), Bipolar Affective Disorders in Bennett-Levy, J. et al, 

Oxford Guide to Behavioural Experiments in Cognitive Therapy. OUP, Oxford. 

Department of Health – various policy papers (e.g. CPA, Nat. Service Framework, Journey 

to Recovery, Mental Health Policy Implementation Guide) downloadable at: 

http://www.dh.gov.uk/PolicyAndGuidance/HealthAndSocialCareTopics/MentalHealth/fs/en 

Fowler, D., Garety, P., and Kuipers, E. (1995) Cognitive Therapy for Psychosis Theory and 

Practice. Wiley. 

Freeman, D., Freeman, J., and Garety, P. (2007) Overcoming Paranoid and Suspicious 

Thoughts. Robinson. 

Freeman, D. (2011). Improving cognitive treatments for delusions. Schizophrenia Research, 

132, 135-139. 

Freeman, D. (2007). Suspicious minds: the psychology of persecutory delusions. Clinical 

Psychology Review, 27, 425-457. 

Garety P., et al (2008) Cognitive-behavioural and family intervention for relapse prevention 

and symptom reduction in psychosis: randomized control trial. British Journal of Psychiatry, 

192, 42-423. 

Hales, S. et al (2011) Cognitions in BAD & Unipolar depression: imagining suicide. In Bipolar 

Disorders 13, 651-661. 

Holmes, E.A., et al (2008) Mental Imagery as an emotional amplifier: application to BP. 

Behaviour Research & Therapy 46, 1251-1258. 

Holmes, E.A., et al (2011) Mood Stability v instability in Bipolar: a possible role for emotional 

mental imagery. In BRAT, 49 (10), 707-713. 

Jamison, K. R. (1995). An unquiet mind. New York: Picador 

Lam, D., Jones, S., & Hayward, P. (2010) Cognitive Therapy for Bipolar Disorder: a 

therapists guide to concepts, methods and practice. 2 nd Edition. Wiley, Chicester. 

Scott, J. (2001) Overcoming Mood Swings: A Self-Help Guide to Using Cognitive 

Behavioural Techniques. Robinson 


Selected useful web sites: 




MIND: www.mind.org.uk Nat. Institute for Mental Health: www.nimhe.org.uk 

RETHINK (ex NSF): www.rethink.org 

Sainsburys Centre for Mental Health: www.scmh.org.uk 

Survivors Network: www.healthy-life-styles.com 


Aims 





RACE, CULTURE & GENDER MODULE 

1 To introduce trainees to a conceptualisation of psychological health in the 

context of social/cultural factors (e.g., inequality, gender, disability, ethnicity). 

2. To increase trainees’ awareness of how psychological theories and 

professional practices may be culturally embedded and how these have 

changed over time with the shift in societal values. 

3. To develop trainees’ knowledge of social/political influences (e.g., poverty, 

stigma, migration, stereotyping) that exert an impact on the lives of identified 

groups in society. 

4. To expand trainees’ knowledge about normative values and beliefs about some 

of the explanations of psychological distress, help-seeking, communication 

styles that they might encounter among multi-lingual and diverse groups in the 

community. 

5. To examine with trainees the role of the reflective, scientist-practitioner in 

promoting equitable access to relevant services. 

6. To extend trainees’ competence with cultural and gender sensitive clinical 

practice, especially with reference to culturally-adapted CBT. 

Objectives 


1. Demonstrate awareness of the interface between social and cultural variables 

and various aspects of psychological health. 

2. Use the evidence-base of psychological theory to construct appropriate 

problem formulations with clients and to consider the issues of cultural 

difference between therapist and client. 

3. Demonstrate knowledge of the impact of social inequality and cultural diversity 

(e.g., race, gender, social role, religion, disability, immigration status) on clinical 

psychological practice. 

4. Demonstrate reflective awareness of how one’s own cultural heritage and other 

aspects of cultural identity shape personal values, assumptions and 

stereotypes. 

5. Demonstrate how assessment and intervention skills can be applied in the 

context of culturally-sensitive and gender-sensitive practice. 







RACE, CULTURE AND GENDER MODULE 


Fridays - Seminar Room 1, 2.00pm – 5.00pm (Weeks 1–3) 

10.15am – 1.15pm (Weeks 4–5) 

Module Organisers: Dr Rashmi Shankar, Consultant Clinical Psychologist, Berkshire 

Healthcare NHS Foundation Trust and Dr Nargis Islam, Academic 

Tutor, The Oxford Institute of Clinical Psychology Training 


Information exchange through presentation and discussion, small group work and personal 

reflection. 


11 th January Setting the Scene: 

a) Reasons for culturally-sensitive practice 

b) Working definitions 

c) Salient mental health issues among BME 

communities 

d) Risk factors 

e) Implications for clinical psychology services 

18 th January 

Culturally-sensitive CBT: 

a) critique of CBT 

b) referral and engagement 

c) problem presentation 

d) culturally-sensitive formulations 

e) assessment protocol 

Working with Refugee Clients 

Working with Religion 

Cognitive Therapy with Refugee Populations 

Psychosocial work with Refugee Clients 

25 th January a) Working with interpreters 

b) Culturally-competent service delivery 

c) Feedback and closure 

1 st February 

8 th February 

Sexual Diversity 

Gender issues – Women and Men’s Mental Health 




Refugee Resource 

Beverley Costa 



Stuart Gibson 




Pre-Course Reading 





RACE, CULTURE AND GENDER MODULE 

Burk, C. & Speed, B. (1995). Gender, power and relationships. Routledge. 

Clinical Psychology Forum (1999). Special issue on Race and Culture. No 118, August. 

Fernando, S & Keating F (eds.) (2009). Mental health, in a multi-ethnic society: a multidisciplinary 

handbook. Routledge 

Hays, P & Iwamasa, G (2008) Culturally Responsive Cognitive-Behavioral Therapy. American 

Psychological Association. Washington, D.C. 

Howitt, D & Owsu-Bempah, J. (1994). The racism of psychology. Harvester/Wheatsheaf 

Levant, R.F. & Pollack, W.S. (Eds) (1995). A new psychology of men. Basic Books 

Lago, C. (2006). Race, culture and counseling: the ongoing challenge. Oxford University Press. 

Maidenhead 

Moodley, R. (1997). Psychology With ethnic minorities: A critical review, 17, 109-125. 

Padesky, C. & Greenberger D (1995): Clinician’s Guide to Mind Over Mood. Guilford Press. NY 

Rogers A & Pilgrim D (2010) A Sociology of Mental Health and Illness. Open University Press 

Sam D & Berry J (eds.) (2006): The Cambridge Handbook of Acculturation Psychology. CUP 

Shankar, R (2009): Developing Cultural Competence in Clinical Psychology Work with BME 

Communities in (eds.) H. Beinart, P. Kennedy & S. Llewelyn Clinical Psychology in Practice. Wiley- 

Blackwell. 

Townsend, P. & Davidson, N. (1992). Inequality in health: The Black report and the health 

divide, 2nd Ed. Penguin. 

Ussher, J.M. (1991). Women’s Madness: Misogyny or Mental Illness. London: Harvester 

Wheatsheaf. 

Williams, J. & Lindley, P. (1996). Working with mental health service users to change mental 

health services Journal of Community 

Williams, J. & Watson, G. (1994). Mental health services that empower women: The challenge 

to clinical psychology. Clinical Psychology Forum, 64, 6-12. 

Working with Refugees - Key References 

Donnellan, E. (Ed.) (1999). Refugees and asylum seekers. Independence Educational 

Publishers. 

Veer, G. (1998). Counselling and therapy with refugees and victims of trauma. 

Chichester: Wiley. 

Wilson, J.P. & Drozdek, B. (2004). Broken spirits: The treatment of traumatized asylum 

seekers, refugees, war and torture victims. Brunner-Routledge: New York. 


Aims 





ETHICAL ISSUES SEMINARS 

1. To stimulate thinking on ethical issues as they relate to clinical work and professional 

practice. 

2. To help trainees to identify their own personal ethical biases and to be aware of how their 

views may differ from the views held by others. 

3. To help trainees to develop communication skills. 

4. To introduce an opportunity to think around a number of specific issues of ethical concern 

identified in codes of conduct, e.g. confidentiality, informed consent and abuse in therapy. 

Objectives 

By the end of the module trainees will: 

1. Demonstrate awareness of a number of key ethical issues as they relate to clinical work 

and ethical practice. 

2. Demonstrate awareness of their own ethical standpoint and be able to enter into an open 

and informed debate with peers on these subjects. 

3. Have developed skills in discussing and presenting an ethical issue. 

4. Demonstrate knowledge of key issues as they relate to informed consent, confidentiality 

and abuse in therapy. 

5. Demonstrate knowledge of the BPS Code of Conduct, BPS Division of Clinical 

Psychology Professional Practice Guidelines, and the Health Professions Council’s Code 

of Conduct Performance and Ethics. 









Fridays - Seminar Room 1 & Rooms 4/5 - 9.00am – 9.45am 

Module Organiser: Dr Nargis Islam, Academic Tutor, The Oxford Institute of 

Clinical Psychology Training 


The focus of these seminars will be on ethical issues arising out of psychological treatment. 

Their aim is to stimulate trainees to think about the ethical issues in their clinical work and to 

provide a forum for debate and exchange of ideas. The suggested format is for one or two 

people to open up the seminar followed by a general and open discussion on the topic in 

question. The listed texts are intended as a starting point and trainees are encouraged to 

pursue the issues using a wide range of their own reading, including internet searches. 

Date Topic Facilitator 

11 th January Introduction 

Nargis Islam 

18 th January 

Confidentiality 

25 th January Informed Consent and Ethical 

Issues in Research 

1 st February Power 

8 th February Boundaries & Boundary 

Violation 

15 th February Justice and Equality 

22 nd February Working With Different Value 

Systems 

1 st March Working With Colleagues 

8 th March Suicide, Euthanasia 

& Self-harm 

15 th March Conclusions and Review 

Group 1 Group 2 

David Dean Nargis Islam 

Myra Cooper Nargis Islam 

Nigel King Nargis Islam 

David Dean Nargis Islam 

Matthew Knight Nargis Islam 

Helen Beinart Nargis Islam 

Sue Llewelyn Nargis Islam 

Paul Kennedy Nargis Islam 

Nargis Islam 







REFERENCE LIST 

Albee, G.W. (1990). The futility of psychotherapy. Journal of Mind and Behaviour, 11, 369- 

384. 

Beauchamp, T. & Childers, J. (1994) (4th Edtn). Principles of biomedical ethics. NY: OUP. 

Bloch, S. & Chodoff, S. (1991). Psychiatric Ethics. Oxford Medical Publications. 

Bostock, J. (2003). Adressing power. Clinical Psychology, 24, 36-39. 

Boyle, M. (2003). The dangers of vulnerability. Clinical Psychology, 24, 27-30 

British Psychological Society (2009). Code of Ethics and Conduct: Guidance published by 

the Ethics Committee of the British Psychological Society. Leicester: BPS. 

BPS/DCP (2008). Record Keeping: Guidance on Good Practice. 

BPS/DCP (2008). Clinical Psychologists and Electronic Records: The New Reality. 

BPS/DCP (2001). Child abuse clinical factors in the assessment and management of 

concern. 

BPS/SIG (2001). Practice guidance on consent for clinical psychologists working with 

children and young people. 

BPS/SIG (2001). Promoting user participation in clinical psychology services for children 

and young people: How to hear the voice of the child. 

Brown, L. (1997). Ethics in Psychology. In Critical Psychology, Fox, D. & Priultensky, I 

(Eds). Sage 

Department of Health (2005). Delivering race equality in mental health care. 

London: DoH. 

Department of Health (2005). Mental health and deafness: Towards equity and 

access. London: DoH. 

Department of Health (2005). Inside outside: Improving mental health 

services for black and ethnic communities in England. London: DoH. 

Department of Health (2003). Confidentiality. NHS Code of Practice. 

Department for Work and Pensions (2002). Disabled for life? Attitudes 

towards, and experiences of, disability in Britain. London: DWP. 

Division of Clinical Psychology (1995). Professional practice guidelines. Leicester: BPS. 

Fairburn, G. (1991). Suicide and justified paternalism. Chapter 8 in M. Brazier & M. Lobjoit 

(Eds) Protecting the vulnerable: autonomy and consent in health care. London : Routledge. 

Continued… 


Page 2 




Fatimilehin, I.A. & Dye, L. (2003). Building bridges and community empowerment. Clinical 

Psychology, 24, 51-55. 

Fatimilehil, I. & Dye, L. (2005). Building bridges and community empowerment, Clinical 

Psychology, 24, 51-55. 

Fernando, S. (ed.) (1995). Mental Health in a Multiethnic Society: a multidisciplinary 

handbook. London: Routledge. 

Francis, R.D. (2000). Ethics for psychologists: A handbook. Leicester: BPS Books. 

Fulford, K.W.M., Dickenson, D. & Murray H. (2002). Healthcare ethics and human values. 

Blackwell Publishers. 

Gardener, D. & Marzillier, J. (1996). Day to day maintenance of confidentiality :practices and 

beliefs of trainees and qualified clinical psychologists in the UK. Clinical Psychology and 

Psychotherapy, 3, 35-45. 

Ghaill, M.M. (2000). The Irish in Britain: the invisibility of ethnicity and 

anti-Irish racism. Journal of Ethnic and Migration Studies, 26(1), 137-147. 

Gergen, K. J., Gulerce, A., Lock, A. & Misra, G. (1996). Psychological science in cultural 

context. American Psychologist, 51, 496-503. 

Harbour, A. (2004). Understanding children and young people’s rights to confidentiality. 

Child and Adolescent Mental Health, 9,4, p187-190. 

Hare-Mustin, R. & Marecek, J. (1979). Rights of clients, responsibilities of therapists. 

American Psychologist, 34, 3-16. 

Hare-Mustin, R. & Marecek, J. (1997). Abnormal & Clinical Psychology: The Policitics of 

Madness. In Critical Psychology, Fox, D. & Priultensky, I (Eds). Sage 

Hass, L.J., Malouf, J.L. & Mayerson, N.H. (1986). Ethical dilemmas in psychological 

practice: Results of a national survey. Professional Psychology: Research & Practice, 17, 

316-321. 

Health Professions Council (2009). Guidance on conduct, Performance and ethics for 

students. 

Hill, D (2000) p.69-72 in Jones et al (2000). Questions of ethics in counseling and therapy. 

London: Open University Press. 

Holmes, J. & Lindley R. (1991). The Values of psychotherapy. Oxford: OUP. 

Jedu, D.(Ed) (1994). Patients as victims. London: Wiley. 

Jensen, P.S., Josephson, A.M. & Frey, J. III (1989). Informed consent as a framework for 

treatment: Ethical and therapeutic considerations. American Journal of Psychotherapy, 43, 

378-386.. 

Continued… 


Page 3 




Jones, C., Shilltoe-Clarke, C., Syme, G., Hill, D., Casemore, R., Murdin, L.(2000).. Questions 

of ethics in counseling and therapy. London: Open University Press 

Johnstone, L. (2000). Users and Abusers of Psychiatry. Second Edition. 

Kent, G. & McAuley, D. (1995). Ethical issues faced by trainee clinical psychologists. DCP 

Forum, 26-30 

Kitson C. & Sperlinger, D. (2007) Dual relationships between clinical psychologists and their 

clients, Psychology and Psychotherapy: Theory, Research and Practice, 80, 279–295 

Koocher, G.P. & Keith-Spiegel, P. (1999). Ethics in psychology. Open University Press. 

Lindsay, G. & Colley, A. (1995). Ethical dilemmas of members of the Society. The 

Psychologist, 448-451 

Llewelyn, S. (1993). The sexual abuse of clients by therapists. DCP Forum, 54. 

Marzillier, J. (1993). Ethical issues in psychotherapy: The importance of informed consent. 

Clinical Psychology Forum, 54. 

Masson J. (1989). Against therapy. London: Fontana 

McNamee, S. & Gergen, J. J. (eds) (1992). Therapy as Social Construction. London: 

Sage. 

Raven, J. (2002). Ethical dilemmas. The Psychologist, 13, 404-406. 

Read & Baker, R. (1996). Not just sticks and stones. A survey of stigma, 

taboos and discrimination experienced by people with mental health problems. 

London: MIND. 

Reicher, S. & Haslam, S.A. (2006). Tyranny revisited. Groups, psychological 

well-being and the health of societies. The Psychologist, 19(3), 146-150. 

Schwehn, J. & Shau, C.G. (1990). Psychotherapy as a process of value stabilisation. 

Counseling and Values, 35, 24-30 

Shulte, J.M. (1990). The morality of influencing in counselling. Counseling and Values, 34, 

103-124. 

Smail, D.J. (2005). Power, Interest and Psychology. Bath Press. 

Smail, D.J. (1995). Clinical Psychology: Liberatory practice or discourse of power? Clinical 

Psychology Forum, 80, 3-7. 

Smail, D.J. (1993). The origins of unhappiness: A new understanding of distress. London: 

Harper Collins 

Social Exclusion Unit (2004). Mental health and social exclusion. London: 

The Office of the Deputy Prime Minister. 

Szaz, T. (1986). A case against suicide prevention. American Psychologist, 41, 806-812. 


Page 4 




The Children’s Legal Centre, University of Essex www.childrenslegalcentre.com. (2004). 

Offering children confidentiality: Law and Guidance. 

Tjeltveit, A.C. (1986) The ethics of value conversion in psychotherapy: Appropriate and 

inappropriate therapist influence on client values. Clinical Psychology Review, 6, 515-537. 

Tribe, R. & Morrissey, J. (2004). Handbook of Professional and Ethical Practice for 

Psychologists, Counsellors and Psychotherapists. Routledge 

Websites (worth a look) 

http://kspope.com/ 

Extremely good website with access to download key journal articles and letters on therapy, 

ethics, malpractice, legal and forensic issues. [NB from an American perspective]. 

http://www.accuracyaboutabuse.org/ 

Extremely comprehensive website on abuse both for users and service providers. 

http://www.popan.org.uk 

Access to up-to-date information from the prevention of professional abuse network. Very 

useful for service users. 

www.hpc-uk.org 


Aims 





INTRODUCTION TO PSYCHODYNAMIC PSYCHOTHERAPY MODULE 

1. To introduce trainees to the psychodynamic approach to psychotherapy. 

2. To introduce a number of key concepts and methods of the psychodynamic 

approach 

3. To illustrate elements of a contemporary psychodynamic approach using 

videotapes of clinical work. 

4. To provide a forum for trainees to discuss their clinical work from a 

psychodynamic perspective. 

Objectives 


1. Describe the essential features of the psychodynamic approach to therapy. 

2. Demonstrate a basic understanding of how psychodynamic psychotherapy works 

in practice for individuals. 

3. Describe their own clinical work from a psychodynamic perspective. 








HILARY TERM (SPRING): 07.01.13 - 15.03.13 (Weeks 6-10) 

Fridays - Seminar Room 1, 10.15am – 1.15pm (Weeks 6-10) 

(a 15 minute break to be arranged during session) 

Module Organiser: Dr James Macdonald, Consultant Clinical Psychologist, Oxford Health 

NHS Foundation Trust, Psychological Therapies Service, High 

Wycombe 

Content 

This Module aims to provide trainees with an introduction to the contemporary practice of 

psychodynamic psychotherapy 


15 th February A roadmap for arriving at the ‘corrective 

emotional experience’, Part 1. 

James Macdonald 

22 nd February Clinical Psychologists Working with 

Psychodynamic Approaches 

1 st March ‘Saying one thing and meaning your mother’ 

and other psychoanalytic myths. Questions, 

answers and reflections from the perspective of 

longer term psychoanalytic work 

8 th March A roadmap for arriving at the “corrective 

emotional experience”, Part 2. 

15 th March 

10.15 – 11.30 

11.45 – 1.15 

Practical applications of a relational 

psychoanalytic approach – resolving ruptures 

in the therapeutic relationship 

Using neuroscience to guide psychodynamic 

technique 

Charles King 

Philip Roys & Gerry 

Byrne 



Giles Yeates & 

Gavin Farrell 


Reference List 






Bateman, A. & Holmes, J.(1995). Introduction to psychoanalysis, contemporary theory and 

practice. Routledge, London. 

Bateman, A., Brown, J. & Pedder, J. (2000). Introduction to psychotherapy, 3rd Edition. 

Psychology Press. 

Bloch, S. (Ed) (2006). An introduction to psychotherapies, 4 th Edition. Oxford University 

Press. 

Casement, P. (1985). On learning from the patient. Tavistock: London. 

Coltart, N. (1992). Slouching towards Bethlehem and further psychoanalytic explorations. 

London: Free Association Books 

Coren, A. (2002) Short-term therapy: a psychodynamic approach. London: Palgrave 

Holmes, J. & Lindley, R.(1989). The values of psychotherapy. Oxford University Press 

(paperback edition: 1991). 

Hughes, P. (2000). Dynamic psychotherapy explained. Radcliffe Medical Press. 

Lomas, P (1994). Cultivating intuition: An introduction to psychotherapy. Penguin Books. 

Malan, D.H. (1976). The frontiers of brief psychotherapy. Plenum Press. 

McCullough, L., Kuhn, N., Andrews, S., Kaplan, A., Wolf, J. & Hurley, C. (2003). Treating 

Affect Phobia: A Manual for Short-Term Dynamic Psychotherapy. New York: Guilford Press. 

Levy, R. & Ablon, J. (2009). Handbook of Evidence-Based Psychodynamic Psychotherapy: 

Bridging the gap between science and practice. New York: Humana Press 

Mitchell, S. & Black, M. (1995). Freud and Beyond. Basic Books. 

Ruszczyuski, S. (Ed) (1993). Psychotherapy with couples. Karnac Books, London 

Sander, J., Dare, C. & Holder, A. (1992). The patient and the analyst. Karnac Books, 

London. Key Journal: British Journal of Psychotherapy 

Symington, N. (1986). The analytic experience. London: Free Association Books. 

Wachtel, P. (1993). Therapeutic Communication: Knowing what to say when. New York: 

Guilford. 

Psychodynamic Therapy DVDs Available from Warneford Library 

Leigh McCullough – session and interview 

Nancy McWilliams – session and interview 

Diana Fosha – session, interview and commentary [can be ordered at Warneford library from 

Tindal library] 

Paul Wachtel – session and interview 


Aims 

1. 





PRIMARY CARE AND COMMUNITY HEALTH MODULE 

To provide trainees with an overview of community psychology issues in 

practice 

2. To expose trainees to current primary healthcare issues, including a child 

and adult perspective 

3. To acquaint trainees with some of the practical issues associated with the 

provision of community interventions 

Objectives 

By the end of this Course trainees will be able to: 

1. Demonstrate a critical understanding of the conceptual issues associated 

with community psychology 

2. Demonstrate an awareness of the current context of primary care 

3. Be aware of the current progress of IAPT in primary care 








Module Organiser: Professor Paul Kennedy, Director (Academic & Research), 


Content 

Community psychology is one alternative to the dominant individualistic psychology often 

present in Western countries. It acknowledges that most aspects of mental and physical 

health are strongly shaped by powerful socio-structural and institutional forces and hence 

emphasises the impact of disempowerment. Consequently community psychologists aim to 

work collaboratively with people in their everyday contexts to shift the balance of power in 

their direction. These two sessions will take a critical look at the ideology embedded in 

clinical psychology and encourage you to consider your stance in relation to this. 

This is an advanced module, which aims to focus trainees on population and community 

aspects of healthcare. It includes a review of epidemiological aspects of health and the 

current context of primary care from an adult and child perspective. Trainees will be 

provided with an update on the current state of improving access to psychological therapies, 

in a number of settings. 


Thursdays - Seminar Room 1, 10.15am – 12.15pm (Weeks 6-10) 

Date Topic Workshop Leader 

6 th June Community Psychology I Alexis Berry 

13 th June 

20 th June 

27 th June 

4 th July 

Community Psychology II 

Primary Care (I): Adult Health 

Primary Care (II): Child Health 

MAC-UK 

John Pimm & Sam Sadler 

Bethan Reading 

Working in Primary Care Sam Sadler & Kate Smart 


References 






Appleton, P. & Hammond-Rowley, S. (2002). Addressing the population burden of child and 

adolescent mental health problems: a primary care model. Child Psychology and Psychiatry 

Review, 5, 9-16. 

Bower, P., Richards, D. & Lovell, K. (2002). The clinical and cost-effective of self-help 

treatments for anxiety and depression disorders in primary care: A systematic review. British 

Journal of General Practice, 5 (4471), 838-845. 

Carter, J.C. & Fairburn. (1998). Cognitive behaviour self-help for binge eating disorder: A 

controlled effectiveness study. Journal of Consultant Clinical Psychology, 66, 616-713. 

Davis, H., Day, C., Cos, A. & Cutler, L. (2002). Child and adolescent mental health needs 

assessment and service implications in an inner city area. Clinical Child Psychology and 

Psychiatry, 5, 169-188. 

Gatchel, R.J. & Oordt, M. (2003). Clinical health psychology and primary care: practical 

advice and clinical guidance for successful collaboration. Washington D.C.: American 

Psychological Association. 

Jenkins, R. & Meltzer, H. (1995). The national survey of psychiatric morbidity in Great 

Britain. Soc Psychiatry Psychiatr Epidemiology, Jan;30(1):1-4. 

Kagan, C. et al (2011). Critical Community Psychology: Critical Action and Social Change. 

John Wiley & Sons. 

Katon, W.J. & Walker, E.A. (2000). Medically unexplained symptoms in primary care. 

Journal of Clinical Psychiatry; 59 Suppl 20:15-21. 

Lovell, K. & Richards, D. (2000). Multiple access points and levels of enquiry (MAPLE): 

Ensuring choice, accessibility and equity for CBT services. Behavioural and cognitive 

psychotherapy, 28, 379-391. 

Magruder, K.M. & Norquist, G.S. (2000). Structural issues and policy in primary care 

management of depression. Journal of Clinical Psychiatry; 60 Suppl 7: 45-51 

Mason, P. & Wilkinson, G. (1996). The prevalence of psychiatric morbidity. OPCS survey of 

psychiatric morbidity in Great Britain. British Journal of Psychiatry Jan; 168(1):1-3 

NICE technology appraisal guidelines, No. 51, October 2002. (Guidance on the use of 

CCBT for anxiety and depression) Available form www.nice.org.uk. 

Ridsdale et al (2002). Chronic fatigue in general practice: Is counseling as good as CBT? A 

UK randomised trial. British Journal of General Practice, January 2002, 19-24. 

Rowland, A. & Beinart, H. (2009). Clinical Psychology Services for Children in Primary Care. 

IN BEINART, H., KENNEDY, P., LLEWELYN, S. (eds). Clinical Psychology in Practice. 

BPS Blackwells. 





Shepherd, M. Jarnet, S. & Thompson, G. (2002). Complex cases of creative solutions: The 

varied work of clinical psychologists in primary care. Clinical Psychology, 9, 19-22. 

White, J. (2002). Clinical psychology in primary care. Primary Care Psychiatry, 6(4), 127- 

136. 

Wittchen, H.U. , Lieb, R., Wunderlich, U. & Schuster, P. (2000). Comorbidity in primary care 

: presentation and consequences. Journal of Clinical Psychiatry; 60 Suppl 7:29-36. 






YEAR 1 BLOCK TEACHING 

Module Organiser: Dr Nargis Islam, Academic Tutor, 


Seminar Room 1 - 9.00 – 4.30pm 

Monday 22 nd April 

Topic Workshop Leader 

Childhood Sexual Abuse 

Sue Llewelyn & Gillian Finch 

9.00-12.00 

Transactional Analysis 

1.00-4.30 

Peter Harper 

Tuesday 23 rd April 


CAT Workshop 

Sue Llewelyn 

9.00 – 12.00 

Mindfulness 

1.00-4.30 

Paul Flecknoe 

Thursday 25 th April 


Comparative Formulation 

Sue Llewelyn 

9.00-12 .00 

Schema Focused Therapy 

1.00-4.30 


4.30 – 5.00 

Alexis Berry 

Trainees 






USEFUL WEBSITES 

The Internet contains a vast amount of information and this can sometimes make it difficult 

to negotiate. This list of websites was constructed from staff and trainee suggestions and 

aims to help people locate useful specific information. Your help in adding additional sites or 

helping to maintain them by informing us of changes to website addresses, would be 

appreciated. 

SOCIETIES AND ASSOCIATIONS 

The Health Professions Council – www.hpc-uk.org 

British Psychological Society 

http://www.bps.org.uk 

Check DHP site, lists of journals, style guide, link sites and DCP link pages 

American Psychological Association 

http://apa.org 

Association for the Advancement of Behaviour Therapy (AABT) 

http://www.aabt.org 

Professional, interdisciplinary organization concerned with application of behaviour and 

cognitive science 

British Association for Behavioural and Cognitive Psychotherapies (BABCP) 

http://www.babcp.com/ 

THE NHS AND DoH 

National Electronic Library for Health 

http://www.nelh.nhs.uk/ 

A digital library for NHS staff, patients and the public 

Department of Health 

http://www.doh.gov.uk/ 

This provides up-to-date information on issues related to various Department of Health 

policies, clinical governance, social exclusion etc 

National Institute of Mental Health (NIMH) 

http://www.nimh.nih.gov/about/index.cfm 

News and events within the field of mental illness, clinical trials and funding opportunities for 

research. The site also offers information for practitioners and researchers with links to up to 

date information and articles on a variety of clinical issues. 

Central Office for Research Ethics Committees 

www.corec.org.uk/index.htm 

Provides up-to-date information on the Research Ethics Committee system in the UK, 

including information on the role of ethics committees and guidelines on MREC applications 





WEBSITES THAT PROMOTE SCIENCE IN HEALTHCARE 

Community of Science 

http://www.cos.com/ 

Network of 200,000 scientists, 215 universities, R&D corporations and government agencies 

that provides information on what research institutes and organisations are funding. 

Cognitive and Psychological Sciences on the Internet 

http:/www-psych.stanford.edu/cogsci.html 

Listings and links to psychology-related academic programs, journals and newsletters, 

conferences and discussion groups. It also features links to free psychological tools and 

software as well as the Virtual Library of Cognitive Science, which features professional and 

scientific activity. 

Practice Guidelines – Practice Statement Definitions 

http://www.aan.com/public/practiceguideines/definitn.html 

Cochrane Collaboration 

http://www.cochrane.org/ 

Cochrane Collaboration – Evidence-Based Medicine (EBM) Guildelines – 

Medscout (sm) 

http://medscout.com/guidelines/cochrane/ 

Clinical Evidence BMJ 

http://www.clinicalevidence.com/lpBinCE/ipext.dll?f=templates&fn=main-h.htm&2.0 

Acad Psychosomatic Medicine Practice Guidelines 

http://www.apm.org/prac-gui/main.html 

Doctor’s Guide-Global Edition 

http://www.docguide.com/dgc.nsf/ge/Unregistered.User.545434?OpenDocument 

GENERAL SITES 

Psychology Network 

http://www.psychology.heacademy.ac.uk/ 

The Psychology Network is one of 24 subject specific centres that are part of the Higher 

Education Academy. The Network aims to promote excellence in learning, teaching and 

assessment across the full range of curricula and activities relevant to UK HE. The Web site 

contains information about their publication and briefing papers, workshops and seminars as 

well as a directory of Internet resources for learning and teaching. 

Psych Web 

http://www.psywww.com/ 

Contains a large amount of psychology-related information for students and teachers of 

psychology, including a listing of psychology departments around the world, careers 

information and tip sheets for students. 

The Job Stress Network 

http://www.workhealth.org 

Information and research on job strain and preventing work stress and injury. 

Professional Centre General Resources 

http://kenstange.com/psycsite/prof-resources.html 

Psychology-related employment opportunities world-wide, news articles and links to grant 

information, conference dates and professional organisations and societies. 





Legal Information 

http://www.venables.co.uk/sitesh.htm 

Links and summaries of legal sites relating to up-to-date policies and other resources in 

health and medicine, including mental health. 

Ethics 

http://www.ethics.org.au/ethics_forum/ 

The Health Professions Council - www.hpc-uk.org 

MEDICINE AND HEALTH PSYCHOLOGY 

General Medical Websites 

www.medscape.com & www.netdoctor.co.uk 

Search for conditions and treatments. 

Health Psychology and Rehabilitation 

http://www.healthpsych.com/ 

Research, viewpoints and practical suggestions about the practice of health psychology in 

medical rehabilitation settings 

Cancer 

http://www.nci.nih.gov/cancer_information/ 

SOCIAL PSYCHOLOGY NETWORK 

Social Psychology Network 

www.wesleyan.edu/spn/ 

More than 4,000 links to resources such as social psychology academic programs, on-line 

social psychology studies, social psychology journals and a social psychologist directory. 

GENERAL CLINICAL SITES 

Self-Help and Psychology Magazine 

http://cybertowers.com/selfhelp/articles/psychotherapy/index.html 

Self-help/consumer resources 

Signpost 

http://www.wihrd.soton.ac.uk/projx/signpost/welcome.htm 

This site aims to help healthcare professionals find the best evidence available to answer 

clinical questions. 

Centre for Evidence Based Mental Health 

www.cebmh.warne.ox.ac.uk/cebmh/a-z.html 

This has many links to articles and summaries on a number of different topics and clinical 

populations. 

Cochrane 

www.update-software.com/abstracts/mainindex.htm 

Access to abstracts of the systematic reviews carried out by the Cochrane Collaboration. 

Royal College of Psychiatrists 

http://www.rcpsych.ac.uk/info/webguide/index.htm 

Links to sites that cover various aspects of mental health practice. 





Psychnet-UK 

http://www.psychnet-uk.com 

Large site that offers the reader up to date information on psychology (and within this, 

clinical psychology). 

MRC – Cognition and Brain Sciences Unit 

http://www.mrc-cbu.cam.ac.uk/ 

Study attention, memory, communication and emotion and examine neural mechanisms of 

brain. They explore clinical applications. 

Mad Pride 

http://www.ctono.freeserve.co.uk/index.htm 

Critical Mental Health 

www.criticalmentalhelath.co.uk 

Critical Psychiatry 

www.criticalpsychiatry.co.uk (includes links to survivor sites) 

David Smail 

www.djsmail.com 

Findhere 

www.mad.findhere.com 

Shropshire Psychology Consultancy Services 

www.shropsych.org.uk 

Community Psychology UK 

http://www.compsy.org.uk 

SAMPLE OF GUIDELINES FOR SPECIFIC DISORDERS OR TREATMENT 

National Guideline Clearinghouse – TBI Prognosis 

http://www.guideline.gov/VIEWS/summary.asp? 

Management of Major Depressive Order in Adults – Bibliography 

http://www.oqp.med.va.gov/cpg/MDD/MDD_cpg/content/mddbiblio_fr.htm 

Panic Disorder/Comorbid Pain Depression 

http://www.mhc.com/Algorithms/Depression/pdiscoll.htm 

CHILD 

Childline 

www.childine.org.uk 

ERIC 

www.eric.org.uk 

Enuresis Resource and Information Centre 

Institute of Child Health 

www.ich.ucl.ac.uk 

YoungMinds 

www.youngminds.org.uk/ 

You can print off booklets for young people on a variety of subjects 


STATISTICS 




Online Statistics Textbooks 

www.statsoft.com/textbook/glosfra.html & www.statsoft.com/textbook/stathome.html 

Large amount of information on all aspects of statistics including terms and general 

statistical concepts 

Introduction to Quantitative Methods 

http://glass.ed.asu.edu/stats/ 

Online course in basic statistics developed by a professor in the US for use with his 

students, however the information may also be useful for teachers and students elsewhere. 

The course has a number of modules covering both descriptive and inferential methods and 

detailing the statistical tests that can be used such as t-test, ANOVA and correlation. 

RESEARCH 

The Web Center for Social Research Methods 

http://www.socialresearchmethods.net/ 

Web Center contains a wide collection of material put together by Professor Trochim of the 

Department of Policy Analysis and Management, Cornell University, USA. Includes an 

online hypertext textbook on applied social research methods (the Knowledge Base) and a 

tool to help select the correct statistical test (Selecting Statistics) as well as links to other 

research method resources 

Research Design Explained 

http://spsp.clarion.edu/RDE3/start/ 

Online book aimed at students wishing to learn the fundamentals of experimental design in 

psychology. There are chapters on how to generate a research hypothesis, how to select a 

measure, how to conduct survey research, and appendices that include a sample paper on 

how to use the library, and on how to conduct a study. Teachers might benefit from the 

lecture notes and handouts provided with each chapter. 

PsychExperiments 

http://psychexps.olemiss.edu/ 

Online cognitive and social psychology laboratory site that is being developed at the 

University of Mississippi. The site consists of a set of interactive experiments, a cumulative 

data archive, download utilities for both data and experimental source code, downloadable 

Excel macros for analysing data from the experiments, and support materials for those who 

want to use and/or develop experiments at the site. 

Psychological Research on the Net 

http://psych.hanover.edu/research/exponnet.html 

Provides a list of psychology experiments on the Internet under a broad range of headings. 

The resources cited are typically based at universities and research institutes across the 

world and take the form of online surveys, inventories, findings, reports from research 

studies etc. 

PsycSite Research Centre 

http://kenstange,com/psycsite/ 

Virtual equivalent of a psychology research laboratory, where psychologists can set up 

Internet-based experiments and volunteers can take part in them. It is also a place for 

people to contribute to the advancement of science by volunteering their time to participate 

in psychological studies. The ‘Sign Up Room’ offers volunteers a selection of research 

exercises to take part in, and all participation can be done online. 





Online Experiments and Illusions 

http://www.essex.ac.uk/psychology/interest.html 

Series of online experiments of visual phenomena and other psychological diversions, 

Examples include: The Café Wall illusion, The Fechner illusion, The Thatcher illusion and 

more. Provided by the Psychology Department at the University of Essex. 

Oxford University have produced a hugely useful online resource which can be found at: 

www.skillstoolkit.ox.ac.uk 

It provides access to a wide range of IT and library resources, qualitative and quantitative 

analytic strategies, and has links to self-study materials, and to tutorials. Much of the 

material is relevant to all the written and other work done on the Course, not only to 

research. It is well worth a browse in a spare moment, just to see what it can offer, if only to 

bear in mind for future use. 

PSYCH-METHODS 

http://www.jiscmail.ac.uk/lists/psych-methods.html 

A discussion list of research methods to be used in psychological research. 

QUAL-SOFTWARE 

http://www.jiscmail.ac.uk/lists/qual-software.html 

This mailing list was set up to disseminate information and understanding about software 

developed to assist analysis and handling of qualitative data. 

PRESENTATION AND TEACHING RESOURCES 

Office of Teaching Resources in Psychology (OTRP) 

http://www.lemoyne.edu/OTRP/index.html 

Develops and distributes teaching and advising material and provides services to teachers of 

psychology at all levels on behalf of the Society for the Teaching of Psychology. 

Psychology Resource Centre 

http://helios.ex.ac.uk/psychology/docs/courses/2004/index.html 

Some useful links to slides and notes on various social and clinical psychology topics. 

Teaching in Clinical Psychology 

http://p24601.rider.edu/sites/suler/tcp.html 

Some interesting exercises for group tasks 

Teaching Psychology 

http://www.york.ac.uk/inst/ctipsych/TeachingRes.html 

List useful websites that are related to specific areas in psychology (follow links to clinical 

and abnormal psychology). 

Presentation Skills Resource 

http://www.presentersuniversity.com/courses/cs_visualaids.cfm 

Statistical Tests for Analysing Quantitative Clinical Psychology Data 

http://www.whichtest.info 

Website co-sponsored by the Learning and Teaching Support network for Psychology and 

was created in collaboration with a medical statistician. It is aimed at supplementing 

teaching on choosing appropriate statistical tests for analysing quantitative clinical 

psychology data, and also intended to be an aide memoir for qualified clinical psychologists. 





DVDs – Warneford Library 

Responding therapeutically to patient anger. Comas-Diaz & al. 

Therapist-Client boundary challenges. 

Responding therapeutically to client expression of sexual attraction. 

Cognitive behavioural therapy for depression series. [five DVDs] 

Schema Therapy with Jeffrey Young. 

Mindfulness-based cognitive therapy for depression with Zindel Segal. 

Psychoanalytic therapy with Nancy McWilliams. 

Affect focused dynamic therapy with Leigh McCullough. 

Narrative Therapy with Lynne Angus. 

Emotion Focused Therapy Over Time with Leslie Greenberg (3 DVDs). 

Client-focused outcome informed psychotherapy with Scott Miller. 

Evidence Based Treatment with Larry Beutler.

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